Profile Particulars Frequency Percent

Male 38 37.25
Sex
Female 64 62.75
Age 13 years old 56 54.90
Mean = 13.45 14 years old 46 45.10
𝑁 = 102

Performance of the Respondents

Subjects Mean Description

English 65.28 Nearly Proficient
Science 44.52 Low Proficient
Mathematics 53.93 Nearly Proficient
Legend:
90 – 100 Highly Proficient
75 – 89 Proficient
50 – 74 Nearly Proficient
25 – 49 Low Proficient
0 – 24 Not Proficient

Mean Perception of the Respondents on the Effectiveness of Learning Strategies in Writing

Learning Strategies Mean Description

1. Taking notes 3.80
2. Ask teachers for clarification of concepts not understood 3.51
3. Group discussions 3.24
4. Making corrections to rectify mistakes on written work 3.42
5. Revising work learnt in class 3.29
6. Reading widely other than written materials in English (e.g.
3.04
Newspapers, story books etc)
7. Making summary notes on the set of textbooks for writing 3.37
8. Proof reading written materials 3.27
9. Planning or organizing ideas before writing 3.57
Grand Mean 3.39
Legend:
3.25 – 4.00 Very Effective
2.50 – 3.24 Effective
1.75 – 2.49 Least Effective
1.00 – 1.74 Not Effective

Level of Seriousness on the Problems Encountered by the Respondents in Essay Writing

Statements Mean Description

1. I find hard time starting the task 2.49
2. I need to concentrate to write: it is not an automatic process 2.90
3. I struggle to organize and use mechanics of writing 2.78
4. I am slow in retrieving the right word(s) to express an idea 2.68
5. I am inefficient in retrieving the right words to express an
2.55
idea
6. I struggle to develop their ideas fluently (poor ideation) 2.43
7. I struggle to keep track of my thoughts while also getting
2.53
them down on paper
8. I feel that the process of writing on paper is tedious 2.29
9. I feel that the paper never turns out the way I want 2.15
10. I realize that the paper is still sloppy even though substantial
2.43
time and effort were spent
11. My poor spelling ability interferes with automatic use of
2.11
writing mechanics
Grand Mean 2.49
Legend:
3.25 – 4.00 Very Serious
2.50 – 3.24 Serious
1.75 – 2.49 Less Serious
1.00 – 1.74 Not a Problem

Mean Level of Agreement of the Respondents on their Attitudes in Essay along Affective

Statements Mean Description

1. I feel writing is interesting 3.27
2. When I do my writing exercises, I feel more delighted 2.97
3. I feel that writing is exciting 3.07
4. I wish to finish the writing class quickly 2.90
5. I feel delighted when my teacher asks me to write on a given topic 2.87
6. I feel I am potential writer 2.54
7. I feel more active and motivated when I write 2.83
8. I feel I am a good writer 2.77
Grand Mean 2.90
Legend:
3.25 – 4.00 Very Much Agree
2.50 – 3.24 Agree
1.75 – 2.49 Less Agree
1.00 – 1.74 Disagree

Mean Level of Agreement of the Respondents on their Attitudes in Essay along Cognitive

Statements Mean Description

1. When I have an English paragraph, I know I am going to do well 2.84
2. It helps me to have someone read what I wrote before I make
3.13
changes
3. Writing in English helps me to write in other subjects (i.e. math,
3.10
science)
4. I would rather express my ideas through speaking than writing 2.88
5. It helps me a lot to write down everything I want to remember 3.43
6. I helps me a lot to get resources (pictures, photos, videos,
listening, or reading passages, etc.) to find out about what I am 3.31
going to write
7. I think writing what I learn consolidates my learning 3.15
8. I think writing is an easy skill 2.91
9. Writing is very important 3.73
10. Writing enables me to fully interact with my group members 3.17
Grand Mean 3.16
Legend:
3.25 – 4.00 Very Much Agree
2.50 – 3.24 Agree
1.75 – 2.49 Less Agree
1.00 – 1.74 Disagree

Mean Level of Agreement of the Respondents on their Attitudes in Essay along Behavioral

Statements Mean Description

1. I am focused during writing classes 3.18
2. I write my ideas on a sheet of paper before writing 3.35
3. When I write in English, I can edit my written work 2.95
4. I follow the directions of the teacher of English during writing 3.58
classes
5. I listen to my teacher and give attention during the writing classes 3.44
6. I revise my written work 3.21
7. I seek my writing teacher's advice concerning my written work 3.08
8. When my class is asked to write, mine is one of the best 2.62
Grand Mean 3.18
Legend:
3.25 – 4.00 Very Much Agree
2.50 – 3.24 Agree
1.75 – 2.49 Less Agree
1.00 – 1.74 Disagree

Learning Strategies in Writing

Mean Perception of the Respondents on the Effectiveness of Learning Strategies in Writing when they are
grouped by Performance in English

Low Proficient Nearly Proficient Proficient

Learning Strategies
M D M D M D
1. Taking notes 4.00 3.78 3.80
2. Ask teachers for clarification of concepts not
3.40 3.49 3.67
understood
3. Group discussions 3.40 3.19 3.33
4. Making corrections to rectify mistakes on
3.20 3.40 3.67
written work
5. Revising work learnt in class 3.10 3.31 3.33
6. Reading widely other than written materials
in English (e.g. Newspapers, story books 2.80 3.08 3.00
etc)
7. Making summary notes on the set of
3.10 3.44 3.20
textbooks for writing
8. Proof reading written materials 3.40 3.29 3.13
9. Planning or organizing ideas before writing 3.20 3.65 3.40
Grand Mean 3.29 3.40 3.39
Legend:
3.25 – 4.00 Very Effective
2.50 – 3.24 Effective
1.75 – 2.49 Least Effective
1.00 – 1.74 Not Effective

ANOVA on the Perception of the Respondents on the Effectiveness of Learning Strategies in Writing
when they are grouped by Performance in English

Learning Strategies F p-value Decision

1. Taking notes 1.211 .302 Accept Ho
2. Ask teachers for clarification of concepts not
.871 .422 Accept Ho
understood
3. Group discussions .538 .585 Accept Ho
4. Making corrections to rectify mistakes on written work 1.481 .232 Accept Ho
5. Revising work learnt in class .491 .614 Accept Ho
6. Reading widely other than written materials in English
.662 .518 Accept Ho
(e.g. Newspapers, story books etc)
7. Making summary notes on the set of textbooks for
1.822 .167 Accept Ho
writing
8. Proof reading written materials .482 .619 Accept Ho
9. Planning or organizing ideas before writing 3.260 .043 Reject Ho

Mean Perception of the Respondents on the Effectiveness of Learning Strategies in Writing when they are
grouped by Performance in Science

Low Proficient Nearly Proficient

Learning Strategies
M D M D
1. Taking notes 3.82 3.76
2. Ask teachers for clarification of concepts not understood 3.48 3.59
3. Group discussions 3.27 3.14
4. Making corrections to rectify mistakes on written work 3.42 3.41
5. Revising work learnt in class 3.29 3.31
6. Reading widely other than written materials in English
3.01 3.10
(e.g. Newspapers, story books etc)
7. Making summary notes on the set of textbooks for writing 3.40 3.31
8. Proof reading written materials 3.25 3.34
9. Planning or organizing ideas before writing 3.55 3.62
Grand Mean 3.39 3.40
Legend:
3.25 – 4.00 Very Effective
 2.50 – 3.24 Effective
1.75 – 2.49 Least Effective
1.00 – 1.74 Not Effective

T-test on the Perception of the Respondents on the Effectiveness of Learning Strategies in Writing when
they are grouped by Performance in Science

Learning Strategies t p-value Decision

1. Taking notes .680 .498 Accept Ho
2. Ask teachers for clarification of concepts not -.899 .371
Accept Ho
understood
3. Group discussions .877 .383 Accept Ho
4. Making corrections to rectify mistakes on written work .071 .944 Accept Ho
5. Revising work learnt in class -.138 .891 Accept Ho
6. Reading widely other than written materials in English -.558 .578
Accept Ho
(e.g. Newspapers, story books etc)
7. Making summary notes on the set of textbooks for .599 .550
Accept Ho
writing
8. Proof reading written materials -.645 .520 Accept Ho
9. Planning or organizing ideas before writing -.545 .587 Accept Ho

Mean Perception of the Respondents on the Effectiveness of Learning Strategies in Writing when they are
grouped by Performance in Mathematics

Low Proficient Nearly Proficient Proficient

Learning Strategies
M D M D M D
1. Taking notes 3.89 3.78 3.57
2. Ask teachers for clarification of concepts not
3.46 3.52 3.71
understood
3. Group discussions 3.37 3.17 3.14
4. Making corrections to rectify mistakes on
3.54 3.32 3.71
written work
5. Revising work learnt in class 3.23 3.35 3.14
6. Reading widely other than written materials
in English (e.g. Newspapers, story books 2.86 3.15 3.00
etc)
7. Making summary notes on the set of
3.54 3.35 2.71
textbooks for writing
8. Proof reading written materials 3.23 3.32 3.14
9. Planning or organizing ideas before writing 3.51 3.62 3.43
Grand Mean 3.40 3.40 3.29
Legend:
3.25 – 4.00 Very Effective
2.50 – 3.24 Effective
1.75 – 2.49 Least Effective
1.00 – 1.74 Not Effective
ANOVA on the Perception of the Respondents on the Effectiveness of Learning Strategies in Writing
when they are grouped by Performance in Mathematics

Learning Strategies F p-value Decision

1. Taking notes 1.811 .169 Accept Ho
2. Ask teachers for clarification of concepts not
.668 .515 Accept Ho
understood
3. Group discussions .994 .374 Accept Ho
4. Making corrections to rectify mistakes on written work 1.865 .160 Accept Ho
5. Revising work learnt in class .577 .563 Accept Ho
6. Reading widely other than written materials in English
1.818 .168 Accept Ho
(e.g. Newspapers, story books etc)
7. Making summary notes on the set of textbooks for
5.077 .008 Reject Ho
writing
8. Proof reading written materials .311 .733 Accept Ho
9. Planning or organizing ideas before writing .512 .601 Accept Ho

Problems of the Respondents in Essay Writing

Mean Level of Seriousness on the Problems Encountered by the Respondents in Essay Writing when they
are grouped by Performance in English

Low Proficient Nearly Proficient Proficient

Statements
M D M M D M
1. I find hard time starting the task 2.20 2.56 2.33
2. I need to concentrate to write: it is not an
3.10 2.97 2.40
automatic process
3. I struggle to organize and use mechanics of
2.60 2.84 2.60
writing
4. I am slow in retrieving the right word(s) to
2.30 2.69 2.87
express an idea
5. I am inefficient in retrieving the right words
2.60 2.56 2.47
to express an idea
6. I struggle to develop their ideas fluently (poor
2.40 2.44 2.40
ideation)
7. I struggle to keep track of my thoughts while
2.70 2.56 2.27
also getting them down on paper
8. I feel that the process of writing on paper is
2.40 2.31 2.13
tedious
9. I feel that the paper never turns out the way I
2.50 2.09 2.20
want
10. I realize that the paper is still sloppy even
2.70 2.40 2.40
though substantial time and effort were spent
11. My poor spelling ability interferes with
2.00 2.12 2.13
automatic use of writing mechanics
Grand Mean 2.50 2.50 2.38
Legend:
3.25 – 4.00 Very Serious
2.50 – 3.24 Serious
 1.75 – 2.49 Less Serious
1.00 – 1.74 Not a Problem

ANOVA on the Level of Seriousness on the Problems Encountered by the Respondents in Essay Writing
when they are grouped by Performance in English

Statements F p-value Decision

1. I find hard time starting the task .845 .432 Accept Ho
2. I need to concentrate to write: it is not an automatic
2.745 .069 Accept Ho
process
3. I struggle to organize and use mechanics of writing .958 .387 Accept Ho
4. I am slow in retrieving the right word(s) to express an
1.564 .214 Accept Ho
idea
5. I am inefficient in retrieving the right words to express
.117 .890 Accept Ho
an idea
6. I struggle to develop their ideas fluently (poor ideation) .029 .971 Accept Ho
7. I struggle to keep track of my thoughts while also
1.229 .297 Accept Ho
getting them down on paper
8. I feel that the process of writing on paper is tedious .286 .752 Accept Ho
9. I feel that the paper never turns out the way I want 1.007 .369 Accept Ho
10. I realize that the paper is still sloppy even though
.449 .640 Accept Ho
substantial time and effort were spent
11. My poor spelling ability interferes with automatic use
.063 .939 Accept Ho
of writing mechanics

Mean Level of Seriousness on the Problems Encountered by the Respondents in Essay Writing when they
are grouped by Performance in English

Low Proficient Nearly Proficient

Statements
M D M D
1. I find hard time starting the task 2.49 2.48
2. I need to concentrate to write: it is not an automatic
2.95 2.79
process
3. I struggle to organize and use mechanics of writing 2.73 2.93
4. I am slow in retrieving the right word(s) to express
2.64 2.76
an idea
5. I am inefficient in retrieving the right words to
2.56 2.52
express an idea
6. I struggle to develop their ideas fluently (poor
2.38 2.55
ideation)
7. I struggle to keep track of my thoughts while also
2.49 2.62
getting them down on paper
8. I feel that the process of writing on paper is tedious 2.29 2.31
9. I feel that the paper never turns out the way I want 2.18 2.07
10. I realize that the paper is still sloppy even though
2.45 2.38
substantial time and effort were spent
11. My poor spelling ability interferes with automatic
2.10 2.14
use of writing mechanics
Grand Mean 2.48 2.50
Legend:
3.25 – 4.00 Very Serious
2.50 – 3.24 Serious
1.75 – 2.49 Less Serious
1.00 – 1.74 Not a Problem

T-test on the Level of Seriousness on the Problems Encountered by the Respondents in Essay Writing
when they are grouped by Performance in Science

Statements t p-value Decision

1. I find hard time starting the task .049 .961 Accept Ho
2. I need to concentrate to write: it is not an automatic
.745 .458 Accept Ho
process
3. I struggle to organize and use mechanics of writing -1.222 .224 Accept Ho
4. I am slow in retrieving the right word(s) to express an
-.653 .515 Accept Ho
idea
5. I am inefficient in retrieving the right words to express
.267 .790 Accept Ho
an idea
6. I struggle to develop their ideas fluently (poor ideation) -1.038 .302 Accept Ho
7. I struggle to keep track of my thoughts while also
-.769 .444 Accept Ho
getting them down on paper
8. I feel that the process of writing on paper is tedious -.108 .914 Accept Ho
9. I feel that the paper never turns out the way I want .568 .571 Accept Ho
10. I realize that the paper is still sloppy even though
.351 .726 Accept Ho
substantial time and effort were spent
11. My poor spelling ability interferes with automatic use
-.188 .851 Accept Ho
of writing mechanics

Mean Level of Seriousness on the Problems Encountered by the Respondents in Essay Writing when they
are grouped by Performance in Mathematics

Low Proficient Nearly Proficient Proficient

Statements
M D M M D M
1. I find hard time starting the task 2.71 2.40 2.14
2. I need to concentrate to write: it is not an
3.09 2.77 3.14
automatic process
3. I struggle to organize and use mechanics of
2.77 2.83 2.43
writing
4. I am slow in retrieving the right word(s) to
2.63 2.70 2.71
express an idea
5. I am inefficient in retrieving the right words
2.71 2.48 2.29
to express an idea
6. I struggle to develop their ideas fluently (poor
2.34 2.50 2.29
ideation)
7. I struggle to keep track of my thoughts while
2.54 2.53 2.43
also getting them down on paper
8. I feel that the process of writing on paper is
2.43 2.23 2.14
tedious
9. I feel that the paper never turns out the way I
2.14 2.12 2.43
want
10. I realize that the paper is still sloppy even
2.51 2.40 2.29
though substantial time and effort were spent
11. My poor spelling ability interferes with
2.20 2.03 2.29
automatic use of writing mechanics
Grand Mean 2.55 2.45 2.42
Legend:
3.25 – 4.00 Very Serious
2.50 – 3.24 Serious
1.75 – 2.49 Less Serious
1.00 – 1.74 Not a Problem

ANOVA on the Level of Seriousness on the Problems Encountered by the Respondents in Essay Writing
when they are grouped by Performance in Mathematics

Statements F p-value Decision

1. I find hard time starting the task 1.692 .189 Accept Ho
2. I need to concentrate to write: it is not an automatic
1.577 .212 Accept Ho
process
3. I struggle to organize and use mechanics of writing .881 .418 Accept Ho
4. I am slow in retrieving the right word(s) to express an
.095 .909 Accept Ho
idea
5. I am inefficient in retrieving the right words to express
1.515 .225 Accept Ho
an idea
6. I struggle to develop their ideas fluently (poor ideation) .643 .528 Accept Ho
7. I struggle to keep track of my thoughts while also
.068 .935 Accept Ho
getting them down on paper
8. I feel that the process of writing on paper is tedious .557 .575 Accept Ho
9. I feel that the paper never turns out the way I want .397 .673 Accept Ho
10. I realize that the paper is still sloppy even though
.250 .779 Accept Ho
substantial time and effort were spent
11. My poor spelling ability interferes with automatic use
.410 .665 Accept Ho
of writing mechanics

Attitudes in Essay along Affective

Mean Level of Agreement of the Respondents on their Attitudes in Essay along Affective when they are
grouped by Performance in English

Low Proficient Nearly Proficient Proficient

Statements
M D M D M D
1. I feel writing is interesting 3.40 3.34 2.87
2. When I do my writing exercises, I feel more
3.20 2.97 2.80
delighted
3. I feel that writing is exciting 2.90 3.12 2.93
4. I wish to finish the writing class quickly 3.00 2.95 2.60
5. I feel delighted when my teacher asks me to
3.10 2.88 2.67
write on a given topic
6. I feel I am potential writer 2.90 2.57 2.13
7. I feel more active and motivated when I
3.30 2.87 2.33
write
8. I feel I am a good writer 3.00 2.78 2.60
Grand Mean 3.10 2.94 2.62
Legend:
3.25 – 4.00 Very Much Agree
2.50 – 3.24 Agree
1.75 – 2.49 Less Agree
1.00 – 1.74 Disagree

ANOVA on the Level of Agreement of the Respondents on their Attitudes in Essay along Affective when
they are grouped by Performance in English

Statements F p-value Decision

1. I feel writing is interesting 3.922 .023 Reject Ho
2. When I do my writing exercises, I feel more delighted .823 .442 Accept Ho
3. I feel that writing is exciting .655 .522 Accept Ho
4. I wish to finish the writing class quickly .844 .433 Accept Ho
5. I feel delighted when my teacher asks me to write on
.843 .433 Accept Ho
a given topic
6. I feel I am potential writer 2.912 .059 Accept Ho
7. I feel more active and motivated when I write 4.965 .009 Reject Ho
8. I feel I am a good writer .640 .530 Accept Ho

Mean Level of Agreement of the Respondents on their Attitudes in Essay along Affective when they are
grouped by Performance in Science

Low Proficient Nearly Proficient

Statements
M D M D
1. I feel writing is interesting 3.32 3.17
2. When I do my writing exercises, I feel more
3.04 2.79
delighted
3. I feel that writing is exciting 3.07 3.07
4. I wish to finish the writing class quickly 2.93 2.83
5. I feel delighted when my teacher asks me to
2.93 2.72
write on a given topic
6. I feel I am potential writer 2.56 2.48
7. I feel more active and motivated when I write 2.93 2.59
8. I feel I am a good writer 2.78 2.76
Grand Mean 2.95 2.80
Legend:
3.25 – 4.00 Very Much Agree
2.50 – 3.24 Agree
1.75 – 2.49 Less Agree
1.00 – 1.74 Disagree
T-test on the Level of Agreement of the Respondents on their Attitudes in Essay along Affective when
they are grouped by Performance in Science

Statements t p-value Decision

1. I feel writing is interesting 1.029 .306 Accept Ho
2. When I do my writing exercises, I feel more delighted 1.488 .140 Accept Ho
3. I feel that writing is exciting -.003 .998 Accept Ho
4. I wish to finish the writing class quickly .481 .631 Accept Ho
5. I feel delighted when my teacher asks me to write on
1.142 .256 Accept Ho
a given topic
6. I feel I am potential writer .432 .667 Accept Ho
7. I feel more active and motivated when I write 1.971 .051 Accept Ho
8. I feel I am a good writer .116 .908 Accept Ho

Mean Level of Agreement of the Respondents on their Attitudes in Essay along Affective when they are
grouped by Performance in Mathematics

Low Proficient Nearly Proficient Proficient

Statements
M D M D M D
1. I feel writing is interesting 3.43 3.22 3.00
2. When I do my writing exercises, I feel more
3.09 2.92 2.86
delighted
3. I feel that writing is exciting 3.11 3.07 2.86
4. I wish to finish the writing class quickly 2.97 2.92 2.43
5. I feel delighted when my teacher asks me to
3.26 2.67 2.71
write on a given topic
6. I feel I am potential writer 2.86 2.40 2.14
7. I feel more active and motivated when I
3.20 2.63 2.71
write
8. I feel I am a good writer 2.86 2.77 2.43
Grand Mean 3.10 2.82 2.64
Legend:
3.25 – 4.00 Very Much Agree
2.50 – 3.24 Agree
1.75 – 2.49 Less Agree
1.00 – 1.74 Disagree

ANOVA on the Level of Agreement of the Respondents on their Attitudes in Essay along Affective when
they are grouped by Performance in Mathematics

Statements F p-value Decision

1. I feel writing is interesting 1.991 .142 Accept Ho
2. When I do my writing exercises, I feel more delighted .620 .540 Accept Ho
3. I feel that writing is exciting .341 .712 Accept Ho
4. I wish to finish the writing class quickly .910 .406 Accept Ho
5. I feel delighted when my teacher asks me to write on
6.360 .003 Reject Ho
a given topic
6. I feel I am potential writer 4.518 .013 Reject Ho
7. I feel more active and motivated when I write 6.049 .003 Reject Ho
8. I feel I am a good writer .716 .491 Accept Ho

Attitudes in Essay along Cognitive

Mean Level of Agreement of the Respondents on their Attitudes in Essay along Cognitive when they are
grouped by Performance in English

Low Proficient Nearly Proficient Proficient

Statements
M D M D M D
1. When I have an English paragraph, I know I
3.00 2.84 2.73
am going to do well
2. It helps me to have someone read what I
3.00 3.17 3.00
wrote before I make changes
3. Writing in English helps me to write in other
3.00 3.12 3.07
subjects (i.e. math, science)
4. I would rather express my ideas through
2.80 2.90 2.87
speaking than writing
5. It helps me a lot to write down everything I
3.40 3.43 3.47
want to remember
6. I helps me a lot to get resources (pictures,
photos, videos, listening, or reading
3.10 3.35 3.27
passages, etc.) to find out about what I am
going to write
7. I think writing what I learn consolidates my
3.30 3.14 3.07
learning
8. I think writing is an easy skill 3.00 2.87 3.07
9. Writing is very important 3.90 3.75 3.47
10. Writing enables me to fully interact with my
3.30 3.18 3.00
group members
Grand Mean 3.18 3.18 3.10
Legend:
3.25 – 4.00 Very Much Agree
2.50 – 3.24 Agree
1.75 – 2.49 Less Agree
1.00 – 1.74 Disagree

ANOVA on the Level of Agreement of the Respondents on their Attitudes in Essay along Cognitive
when they are grouped by Performance in English

Statements F p-value Decision

1. When I have an English paragraph, I know I am going
.449 .639 Accept Ho
to do well
2. It helps me to have someone read what I wrote before
.622 .539 Accept Ho
I make changes
3. Writing in English helps me to write in other subjects
.129 .879 Accept Ho
(i.e. math, science)
4. I would rather express my ideas through speaking
.059 .943 Accept Ho
than writing
5. It helps me a lot to write down everything I want to
.034 .967 Accept Ho
remember
6. I helps me a lot to get resources (pictures, photos,
videos, listening, or reading passages, etc.) to find out .788 .457 Accept Ho
about what I am going to write
7. I think writing what I learn consolidates my learning .451 .638 Accept Ho
8. I think writing is an easy skill .395 .675 Accept Ho
9. Writing is very important 2.953 .057 Accept Ho
10. Writing enables me to fully interact with my group
.696 .501 Accept Ho
members

Mean Level of Agreement of the Respondents on their Attitudes in Essay along Cognitive when they are
grouped by Performance in Science

Low Proficient Nearly Proficient

Statements
M D M D
1. When I have an English paragraph, I know I am
2.84 2.86
going to do well
2. It helps me to have someone read what I wrote
3.18 3.00
before I make changes
3. Writing in English helps me to write in other
3.15 2.97
subjects (i.e. math, science)
4. I would rather express my ideas through speaking
2.95 2.72
than writing
5. It helps me a lot to write down everything I want to
3.42 3.45
remember
6. I helps me a lot to get resources (pictures, photos,
videos, listening, or reading passages, etc.) to find 3.26 3.45
out about what I am going to write
7. I think writing what I learn consolidates my learning 3.19 3.03
8. I think writing is an easy skill 2.93 2.86
9. Writing is very important 3.77 3.62
10. Writing enables me to fully interact with my group
3.18 3.14
members
Grand Mean 3.19 3.11
Legend:
3.25 – 4.00 Very Much Agree
2.50 – 3.24 Agree
1.75 – 2.49 Less Agree
1.00 – 1.74 Disagree

T-test on the Level of Agreement of the Respondents on their Attitudes in Essay along Cognitive
when they are grouped by Performance in Science

Statements t p-value Decision

1. When I have an English paragraph, I know I am going
-.175 .862 Accept Ho
to do well
2. It helps me to have someone read what I wrote before
1.242 .217 Accept Ho
I make changes
3. Writing in English helps me to write in other subjects
1.166 .246 Accept Ho
(i.e. math, science)
4. I would rather express my ideas through speaking
1.190 .237 Accept Ho
than writing
5. It helps me a lot to write down everything I want to
-.164 .870 Accept Ho
remember
6. I helps me a lot to get resources (pictures, photos,
videos, listening, or reading passages, etc.) to find out -1.404 .163 Accept Ho
about what I am going to write
7. I think writing what I learn consolidates my learning 1.190 .237 Accept Ho
8. I think writing is an easy skill .373 .710 Accept Ho
9. Writing is very important 1.250 .218 Accept Ho
10. Writing enables me to fully interact with my group
.275 .784 Accept Ho
members

Mean Level of Agreement of the Respondents on their Attitudes in Essay along Cognitive when they are
grouped by Performance in Mathematics

Low Proficient Nearly Proficient Proficient

Statements
M D M D M D
1. When I have an English paragraph, I know I
2.89 2.78 3.14
am going to do well
2. It helps me to have someone read what I
3.23 3.07 3.14
wrote before I make changes
3. Writing in English helps me to write in other
3.20 3.07 2.86
subjects (i.e. math, science)
4. I would rather express my ideas through
3.03 2.78 3.00
speaking than writing
5. It helps me a lot to write down everything I
3.46 3.45 3.14
want to remember
6. I helps me a lot to get resources (pictures,
photos, videos, listening, or reading
3.26 3.37 3.14
passages, etc.) to find out about what I am
going to write
7. I think writing what I learn consolidates my
3.17 3.15 3.00
learning
8. I think writing is an easy skill 2.91 2.92 2.86
9. Writing is very important 3.86 3.70 3.29
10. Writing enables me to fully interact with my
3.29 3.12 3.00
group members
Grand Mean 3.23 3.14 3.06
Legend:
3.25 – 4.00 Very Much Agree
2.50 – 3.24 Agree
1.75 – 2.49 Less Agree
1.00 – 1.74 Disagree
ANOVA on the Level of Agreement of the Respondents on their Attitudes in Essay along Cognitive
when they are grouped by Performance in Mathematics

Statements F p-value Decision

1. When I have an English paragraph, I know I am going
.964 .385 Accept Ho
to do well
2. It helps me to have someone read what I wrote before
.673 .513 Accept Ho
I make changes
3. Writing in English helps me to write in other subjects
.786 .458 Accept Ho
(i.e. math, science)
4. I would rather express my ideas through speaking
.997 .373 Accept Ho
than writing
5. It helps me a lot to write down everything I want to
.732 .484 Accept Ho
remember
6. I helps me a lot to get resources (pictures, photos,
videos, listening, or reading passages, etc.) to find out .640 .529 Accept Ho
about what I am going to write
7. I think writing what I learn consolidates my learning .233 .792 Accept Ho
8. I think writing is an easy skill .015 .985 Accept Ho
9. Writing is very important 4.435 .014 Reject Ho
10. Writing enables me to fully interact with my group
.960 .386 Accept Ho
members

Attitudes in Essay along Behavioral

Mean Level of Agreement of the Respondents on their Attitudes in Essay along Behavioral when they are
grouped by Performance in English

Low Proficient Nearly Proficient Proficient

Statements
M D M D M D
1. I am focused during writing classes 3.30 3.22 2.87
2. I write my ideas on a sheet of paper before
3.50 3.38 3.13
writing
3. When I write in English, I can edit my
3.00 2.96 2.87
written work
4. I follow the directions of the teacher of
3.60 3.60 3.47
English during writing classes
5. I listen to my teacher and give attention
3.60 3.48 3.13
during the writing classes
6. I revise my written work 3.40 3.23 2.93
7. I seek my writing teacher's advice
3.10 3.09 3.00
concerning my written work
8. When my class is asked to write, mine is one
2.80 2.65 2.33
of the best
Grand Mean 3.29 3.20 2.97
Legend:
3.25 – 4.00 Very Much Agree
2.50 – 3.24 Agree
1.75 – 2.49 Less Agree
 1.00 – 1.74 Disagree

ANOVA on the Level of Agreement of the Respondents on their Attitudes in Essay along Behavioral
when they are grouped by Performance in English

Statements F p-value Decision

1. I am focused during writing classes 2.208 .115 Accept Ho
2. I write my ideas on a sheet of paper before writing .864 .425 Accept Ho
3. When I write in English, I can edit my written work .130 .878 Accept Ho
4. I follow the directions of the teacher of English
.314 .731 Accept Ho
during writing classes
5. I listen to my teacher and give attention during the
2.510 .086 Accept Ho
writing classes
6. I revise my written work 1.867 .160 Accept Ho
7. I seek my writing teacher's advice concerning my
.125 .883 Accept Ho
written work
8. When my class is asked to write, mine is one of the
.888 .415 Accept Ho
best

Mean Level of Agreement of the Respondents on their Attitudes in Essay along Behavioral when they are
grouped by Performance in Science

Low Proficient Nearly Proficient

Statements
M D M D
1. I am focused during writing classes 3.16 3.21
2. I write my ideas on a sheet of paper before writing 3.44 3.14
3. When I write in English, I can edit my written work 2.93 3.00
4. I follow the directions of the teacher of English
3.59 3.55
during writing classes
5. I listen to my teacher and give attention during the
3.49 3.31
writing classes
6. I revise my written work 3.27 3.03
7. I seek my writing teacher's advice concerning my
3.10 3.03
written work
8. When my class is asked to write, mine is one of the
2.62 2.62
best
Grand Mean 3.20 3.11
Legend:
3.25 – 4.00 Very Much Agree
2.50 – 3.24 Agree
1.75 – 2.49 Less Agree
1.00 – 1.74 Disagree
T-test on the Level of Agreement of the Respondents on their Attitudes in Essay along Behavioral when
they are grouped by Performance in Science

Statements t p-value Decision

1. I am focused during writing classes -.303 .762 Accept Ho
2. I write my ideas on a sheet of paper before writing 1.838 .069 Accept Ho
3. When I write in English, I can edit my written work -.430 .668 Accept Ho
4. I follow the directions of the teacher of English
.288 .774 Accept Ho
during writing classes
5. I listen to my teacher and give attention during the
1.379 .171 Accept Ho
writing classes
6. I revise my written work 1.694 .093 Accept Ho
7. I seek my writing teacher's advice concerning my
.425 .672 Accept Ho
written work
8. When my class is asked to write, mine is one of the
-.020 .984 Accept Ho
best

Mean Level of Agreement of the Respondents on their Attitudes in Essay along Behavioral when they are
grouped by Performance in Mathematics

Low Proficient Nearly Proficient Proficient

Statements
M D M D M D
1. I am focused during writing classes 3.26 3.17 2.86
2. I write my ideas on a sheet of paper before
3.40 3.35 3.14
writing
3. When I write in English, I can edit my
2.89 3.05 2.43
written work
4. I follow the directions of the teacher of
3.54 3.67 3.00
English during writing classes
5. I listen to my teacher and give attention
3.51 3.45 3.00
during the writing classes
6. I revise my written work 3.34 3.15 3.00
7. I seek my writing teacher's advice
3.26 3.00 2.86
concerning my written work
8. When my class is asked to write, mine is one
2.83 2.58 1.86
of the best
Grand Mean 3.25 3.18 2.77
Legend:
3.25 – 4.00 Very Much Agree
2.50 – 3.24 Agree
1.75 – 2.49 Less Agree
1.00 – 1.74 Disagree

ANOVA on the Level of Agreement of the Respondents on their Attitudes in Essay along Behavioral
when they are grouped by Performance in Mathematics

Statements F p-value Decision

1. I am focused during writing classes 1.176 .313 Accept Ho
2. I write my ideas on a sheet of paper before writing .337 .715 Accept Ho
3. When I write in English, I can edit my written work 2.616 .078 Accept Ho
4. I follow the directions of the teacher of English
4.411 .015 Reject Ho
during writing classes
5. I listen to my teacher and give attention during the
2.161 .121 Accept Ho
writing classes
6. I revise my written work 1.359 .262 Accept Ho
7. I seek my writing teacher's advice concerning my
2.180 .118 Accept Ho
written work
8. When my class is asked to write, mine is one of the
3.252 .043 Reject Ho
best

Correlations

Correlation between the Perceived Effectiveness of the Different Learning Strategies in Learning Essay and
English Performance of the Respondents

Learning Strategies r p-value Decision

1. Taking notes -.180 .071 Accept Ho
2. Ask teachers for clarification of concepts not
.198 .046 Reject Ho
understood
3. Group discussions -.016 .873 Accept Ho
4. Making corrections to rectify mistakes on Accept Ho
.151 .131
written work
5. Revising work learnt in class .117 .240 Accept Ho
6. Reading widely other than written materials in Accept Ho
.000 .997
English (e.g. Newspapers, story books etc)
7. Making summary notes on the set of textbooks Accept Ho
.065 .514
for writing
8. Proof reading written materials -.080 .425 Accept Ho
9. Planning or organizing ideas before writing .116 .245 Accept Ho
Legend: (Calmorin, 2014)
0.00 - ±0.20 Negligible correlation
±0.21 - ±0.40 Low or slight correlation
±0.41 - ±0.70 Marked or moderate correlation
±0.71 - ±0.90 High correlation
±0.91 - ±0.99 Very high correlation
±1.00 Perfect correlation

Correlation between the Perceived Effectiveness of the Different Learning Strategies in Learning Essay and
Science Performance of the Respondents

Learning Strategies r p-value Decision

1. Taking notes -.115 .252 Accept Ho
2. Ask teachers for clarification of concepts not
.127 .250 Accept Ho
understood
3. Group discussions -.121 .226 Accept Ho
4. Making corrections to rectify mistakes on Accept Ho
.144 .149
written work
5. Revising work learnt in class .111 .265 Accept Ho
6. Reading widely other than written materials in Accept Ho
-.005 .964
English (e.g. Newspapers, story books etc)
7. Making summary notes on the set of textbooks Accept Ho
.011 .914
for writing
8. Proof reading written materials .002 .984 Accept Ho
9. Planning or organizing ideas before writing -.011 .913 Accept Ho
Legend: (Calmorin, 2014)
0.00 - ±0.20 Negligible correlation
±0.21 - ±0.40 Low or slight correlation
±0.41 - ±0.70 Marked or moderate correlation
±0.71 - ±0.90 High correlation
±0.91 - ±0.99 Very high correlation
±1.00 Perfect correlation

Correlation between the Perceived Effectiveness of the Different Learning Strategies in Learning Essay and
Mathematics Performance of the Respondents

Learning Strategies r p-value Decision

1. Taking notes -.135 .177 Accept Ho
2. Ask teachers for clarification of concepts not
.195 .049 Reject Ho
understood
3. Group discussions -.143 .150 Accept Ho
4. Making corrections to rectify mistakes on Accept Ho
-.037 .709
written work
5. Revising work learnt in class .111 .265 Accept Ho
6. Reading widely other than written materials in Accept Ho
.053 .599
English (e.g. Newspapers, story books etc)
7. Making summary notes on the set of textbooks Accept Ho
-.182 .067
for writing
8. Proof reading written materials .064 .521 Accept Ho
9. Planning or organizing ideas before writing .086 .390 Accept Ho
Legend: (Calmorin, 2014)
0.00 - ±0.20 Negligible correlation
±0.21 - ±0.40 Low or slight correlation
±0.41 - ±0.70 Marked or moderate correlation
±0.71 - ±0.90 High correlation
±0.91 - ±0.99 Very high correlation
±1.00 Perfect correlation

Correlation between the Attitude of the Respondent in Essay writing and their English Performance

Dimensions r p-value Decision

1. Affective -.252 .011 Reject Ho
2. Cognitive -.116 .247 Accept Ho
3. Behavioral -.178 .073 Accept Ho
Legend: (Calmorin, 2014)
0.00 - ±0.20 Negligible correlation
±0.21 - ±0.40 Low or slight correlation
±0.41 - ±0.70 Marked or moderate correlation
±0.71 - ±0.90 High correlation
 ±0.91 - ±0.99 Very high correlation
±1.00 Perfect correlation

Correlation between the Attitude of the Respondent in Essay writing and their Science Performance

Dimensions r p-value Decision

1. Affective -.160 .108 Accept Ho
2. Cognitive -.016 .870 Accept Ho
3. Behavioral -.040 .688 Accept Ho
Legend: (Calmorin, 2014)
0.00 - ±0.20 Negligible correlation
±0.21 - ±0.40 Low or slight correlation
±0.41 - ±0.70 Marked or moderate correlation
±0.71 - ±0.90 High correlation
±0.91 - ±0.99 Very high correlation
±1.00 Perfect correlation

Correlation between the Attitude of the Respondent in Essay writing and their Mathematics Performance

Dimensions r p-value Decision

1. Affective -.272 .006 Reject Ho
2. Cognitive -.111 .267 Accept Ho
3. Behavioral -.200 .040 Reject Ho
Legend: (Calmorin, 2014)
0.00 - ±0.20 Negligible correlation
±0.21 - ±0.40 Low or slight correlation
±0.41 - ±0.70 Marked or moderate correlation
±0.71 - ±0.90 High correlation
±0.91 - ±0.99 Very high correlation
±1.00 Perfect correlation