Teachers' strategies in teaching essay and students' performance / Shirlyn V. Dela Cruz

By: Dela Cruz, Shirlyn V
Publisher: Sibalom, Antique : University of Antique , 2026Description: xiv, 78 pages ; 28 cmSubject(s): Higher education -- Theses and dissertations | Essay writing -- Study and teachingDDC classification: TH 378.242 D3312 2026 Summary: Abstract Essay writing is a fundamental skill in language learning, yet it often poses significant challenges for many students. This study aimed to determine the relationship between teachers' strategies and students' performance in essay writing. The study utilized a descriptive-correlational research design. The respondents were 30 purposively selected Grade 9 and 10 English teachers and 300 learners in public schools in Western Visayas. It was conducted in October-December 2025. Data were gathered using a validated researcher-made questionnaire on teachers' strategies in essay writing. The researcher also used essay writing outputs of students, which were rated by 3 inter-raters using a standardized rubric. Frequency, percentage, mean, and standard deviation were used as descriptive statistical tools, while the Mann-Whitney U test, Kruskal-Wallis Test, and Spearman rho were used as inferential statistical tools set at 0.05 level of significance. Results revealed that, as an entire group and when categorized according to length of teaching experience, position, and sex, the teachers' use of strategies in essay writing was very high. The students' level of performance in essay writing was very satisfactory when taken as an entire group and when categorized according to sex. No significant differences were noted in the teaching strategies in essay writing when taken as an entire group and when categorized according to sex and length of teaching experience, while there was a significant difference in terms of the teaching position Moreover, no significant difference was noted in the level of performance in essay writing when taken as an entire group and when categorized according to sex. No significant relationship was also noted between teachers' strategies and students' performance in essay writing. The study concluded that the teacher in the conduct of the study employed effective teaching strategies in essay writing. The lack of a significant relationship between teachers' strategies and students' performance in essay writing suggests that other factors may be influencing students' performance. It is recommended to conduct further studies to explore other factors influencing students' performance in essay writing, such as curriculum design, resources, or student motivation. Teachers should also regularly assess and monitor students' performance in essay writing to identify areas for improvement and inform instruction. To further validate the findings and broaden the scope of the results, a similar study can be replicated among English teachers and students in other locations or contexts. Keywords: Teachers' Strategies, Students' Performance, Essay Writing, Quantitative Research
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Abstract

Essay writing is a fundamental skill in language learning, yet it often poses significant challenges for many students. This study aimed to determine the relationship between teachers' strategies and students' performance in essay writing.

The study utilized a descriptive-correlational research design. The respondents were 30 purposively selected Grade 9 and 10 English teachers and 300 learners in public schools in Western Visayas. It was conducted in October-December 2025.

Data were gathered using a validated researcher-made questionnaire on teachers' strategies in essay writing. The researcher also used essay writing outputs of students, which were rated by 3 inter-raters using a standardized rubric.

Frequency, percentage, mean, and standard deviation were used as descriptive statistical tools, while the Mann-Whitney U test, Kruskal-Wallis Test, and Spearman rho were used as inferential statistical tools set at 0.05 level of significance.

Results revealed that, as an entire group and when categorized according to length of teaching experience, position, and sex, the teachers' use of strategies in essay writing was very high. The students' level of performance in essay writing was very satisfactory when taken as an entire group and when categorized according to sex. No significant differences were noted in the teaching strategies in essay writing when taken as an entire group and when categorized according to sex and length of teaching experience, while there was a significant difference in terms of the teaching position Moreover, no significant difference was noted in the level of performance in essay writing when taken as an entire group and when categorized according to sex. No significant relationship was also noted between teachers' strategies and students' performance in essay writing.

The study concluded that the teacher in the conduct of the study employed effective teaching strategies in essay writing. The lack of a significant relationship between teachers' strategies and students' performance in essay writing suggests that other factors may be influencing students' performance.

It is recommended to conduct further studies to explore other factors influencing students' performance in essay writing, such as curriculum design, resources, or student motivation. Teachers should also regularly assess and monitor students' performance in essay writing to identify areas for improvement and inform instruction.

To further validate the findings and broaden the scope of the results, a similar study can be replicated among English teachers and students in other locations or contexts.

Keywords: Teachers' Strategies, Students' Performance, Essay Writing, Quantitative Research

Theses/Dissertations Graduate Studies

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