2023 IJRSE – Volume 12 Issue 8
Available Online: 1 December 2023
Author/s:
Dela Peña, Himeji-ken
Cebu Technological University -Main Campus, Philippines (kendelapea@gmail.com)
Abstract:
Developing student’s writing skills is integral to the teaching-learning process. The study aimed to assess the skills in writing reflective essays of grade 8 students using the Information Mapping Method (IMM). The study was conducted in Liloan National High School, Poblacion, Liloan, Cebu in the school year 2022- 2023. The study utilized one group pretest- post-test design and the data gathered were reviewed based on qualitative and quantitative methods. The data that was interpreted using statistical treatment is in a quantitative category, while the interpreted data using descriptive analysis is in a qualitative category. Three instruments were utilized in this study; pre-test, post-test, and a survey questionnaire personally crafted by the researcher and validated by the experts. It has been found in the study that the writing skills of the students using the IMM in teaching are developing than in conventional teaching. It is also proven that student’s writing skills are sharpened particularly in writing the content, organization and format, and mechanics standards. The study’s results also show that there is a significant difference between the pre-test and post-test performance of the respondents. Based on the findings of this study it is concluded that the Information Mapping Method (IMM) is found effective in teaching writing skills. It is suggested that the utilization of the output of this study (worksheets) will be a big help as a guide in teaching writing reflective essays to the students.
Keywords: Filipino teaching, information mapping method, writing skills, reflective essay, Liloan, Cebu
DOI: https://doi.org/10.5861/ijrse.2023.72
Cite this article:
Dela Peña, H.-k. (2023). Information mapping method sa pagtuturo ng replektibong sanaysay sa baitang 8. International Journal of Research Studies in Education, 12(8), 125-134. https://doi.org/10.5861/ijrse.2023.72