The process approach and its effects on the writing proficiency of grade 10 students of Cawayan National High School

Abstract

This study investigated the effects of the process approach on the writing proficiency of Grade 10 students at Cawayan National High School, Bacacay, Albay, during SY 2025–2026. Writing proficiency, a critical macro skill alongside listening, speaking, and reading, remains a challenge for many learners due to difficulties in content development, organization, vocabulary, grammar, and mechanics. Using a quasi-experimental design, the study compared the performance of control and experimental groups in composing argumentative, informative, persuasive, and critique essays. The process approach, which emphasizes stages of prewriting, drafting, revising, editing, and publishing, was applied to the experimental group to determine its impact on students’ proficiency. Pre-test and post-test results were analyzed to identify significant differences in performance and least mastered skills. Findings are expected to inform the development of enhanced lesson plans tailored to address learners’ weaknesses. The study’s significance extends to policymakers, curriculum planners, teachers, and students, offering evidence-based insights into effective writing instruction. By integrating the process approach, schools may strengthen writing pedagogy, improve learners’ communicative competence, and align with national and global educational goals. Ultimately, the study contributes to fostering academic success, employability, and lifelong learning through improved writing proficiency.