Pagsusuri sa Kakayahan ng mga Mag-aaral sa Pagsulat ng Replektibong Sanaysay
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Abstract
This qualitative descriptive study explores the reflective essay writing skills of Grade 12 students, a crucial aspect of academic writing. It aims to assess their proficiency, identify strengths and weaknesses, and examine how contextual factors shape their reflective writing performance. Utilizing a descriptive research design, the study examined 60 students from the HUMSS and STEM strands in a public senior high school, where learners often face limited resources and varied language exposure—factors that significantly influence their writing development. The analysis focused on four key aspects: cohesion, coherence, linguistic accuracy, and argumentation. Findings revealed that while students effectively connect personal experiences to their essays, they struggle to sustain logical organization, develop critical reflection, and apply precise linguistic structures. These results provide new insight into how metacognitive awareness and reflective practice manifest among Filipino senior high school students within resource-constrained settings. The study contributes to the growing body of research on reflective writing by highlighting the interaction between contextual limitations and students’ metacognitive engagement, emphasizing the need to adapt writing pedagogy to diverse linguistic and socio-educational realities.
Ang pag-aaral na ito ay isang kwalitatibo at deskriptibong pananaliksik na naglalayong suriin ang Kasanayang Pampagkatuto sa Pananaliksik: Isang Paglirip at Pagtataya sa pamamagitan ng pagsusuri sa kakayahan ng mga mag-aaral sa Baitang 12 sa pagsulat ng replektibong sanaysay. Layunin ng pag-aaral na matukoy ang antas ng kasanayan ng mga mag-aaral, kabilang ang kanilang mga kalakasan at kahinaan, pati na rin ang epekto ng iba’t ibang panlipunang kalagayan sa kanilang pagganap sa pagsusulat. Sinuri ang 60 mag-aaral mula sa HUMSS at STEM strands sa isang pampublikong senior high school na may limitadong kagamitan at hindi magkakatulad na antas ng paggamit ng wika—mga salik na may malaking impluwensiya sa pag-unlad ng kasanayan sa pagsusulat. Nakatuon ang pagsusuri sa apat na pangunahing aspekto: kohesyon, koherensiya, lingwistika, at argumentasyon. Ipinakita ng mga natuklasan na bagama’t mahusay na naiugnay ng mga mag-aaral ang kanilang personal na karanasan sa kanilang mga replektibong sanaysay, nahirapan silang mapanatili ang lohikal na organisasyong makapagpakita ng mas malalim na kritikal na pagninilay, at gumamit ng wastong estrukturang pangwika. Ipinahiwatig ng mga resulta na ang kamalayan sa pang-unawa at ang pagsasanay sa kritikal na kaalaman ng mga mag-aaral ay humubog ng mga umiiral na limitasyon ng kapaligirang pang-edukasyon. Nag-ambag ang pagaaral na ito sa literatura ng replektibong pagsulat sa pamamagitan ng pagbibigay-diin sa ugnayan ng panlipunang kalagayan at kasanayang pang-unawa, at sa pag-angkop ng pedagohiya upang maging mas malawak sa iba’t ibang lingguwistika at sosyo-edukasyonal na kalagayan.
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