Republic of the Philippines

Laguna State Polytechnic University

MAIN CAMPUS
Sta. Cruz, Laguna
COLLEGE OF TEACHER EDUCATION
GRADUATE STUDIES AND APPLIED RESEARCH

Relationship of Research and Academic Skills on the Development of Academic Writing in English for Academic
and Professional Purposes among Senior High Students of Buenavista Integrated National High School

A Thesis Proposal
Presented to the Faculty of

Graduate Studies and Applied Research

Laguna State Polytechnic University

Main Campus

Santa Cruz, Laguna

In Partial Fulfillment

of the Requirements for the Degree of

Master of Arts in Education

Major in English

LEO JOSE RAMOS SAMANIEGO

October 2018
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction

Academic writing is clear, concise, focused, and structured way of

writing. It has always played a large and central role for students all over
the world. School and university teachers spend many weeks of the year
trying to pass on their knowledge and teach their students to write
academically, as they know the benefits of acquiring this skill early on life.
Academic writing is properly nested in schools. It is the proper place to
learn and train the minds of the students. It allows students to convey their
understanding. When students learn about a complex subject at school, it
can be difficult for them to explain what they have understood if they
struggle with academic writing. This skill gives students the chance to
explain what they have learnt by using the correct terminology and styles
to make the information understood by others.
 Acknowledging the importance of developing academic skills
of students, the department of education included the context
by offering English for Academic and Professional Purposes
(EAPP) in the K to 12 basic education curriculum for senior high
school to enable students to make successful transition from life
at school to life at university.
The EAPP mission statement is to prepare English language
users to be confident and competent in all their communications
through quality instruction in English that aims to develop
linguistic, cultural, social and academic skills, highly
contextualized and meaningful classroom practices, as well as
collaborative work and a safe learning environment.
 Meanwhile, being able to provide in-depth information and
advice on a given topic is also an important skill to develop inside
the classroom. Being able to organize time effectively, find good
sources and writing reports are excellent skills to acquire as a
student.
Thus, acquiring research and academic skills are also vital in
the learning process of students.
With numerous importance of developing students’ academic
writing, the researcher seeks to find out the relationship of
research and academic skills on the development of academic
writing in English for Academic and Professional Purposes among
senior high students of Buenavista Integrated National High School.
Background of the Study
In many college courses, students have to read academic papers. Student who
are good in writing can get the facts easier for understanding. Thus, the students
can read and understand learning materials better if they can write well.
In addition, students are required to write academic papers in order to pass
varied subjects during tertiary level. Professors are expecting to see conventions of
academic writing to students.
This will result to higher grades and performance. Students will be perceived as
smarter and will improve self-esteem.
In preparation on the above condition, students under the basic education,
specifically senior high school are trained to acquire the necessary skills for them to
be able to cope up with the demands of higher education.
Thus, the importance of developing the learners’ academic writing skills is
recognized.
Meanwhile, the researcher cannot deny the fact that other skills may influence
the acquisition of this skill.
 Research skills which includes communication, attention to details,
critical thinking and technical skills are used as independent variables
because these are the skills required to search for answers to questions,
construct reasoned arguments or theories based on evidence and increase
understanding in a particular field of inquiry.
Also, the researcher includes students’ academic skills as independent
variables in terms of information and digital literacy, problem-solving, and
critical thinking because these are the different approaches applied to
learning and are generally critical to success in school, considered essential
for acquiring good grades, and useful for learning throughout one's life.
In the conduct of this study, the researcher seeks to find out the
relationship of research and academic skills on the development of academic
writing in English for Academic and Professional Purposes among senior high
students of Buenavista Integrated National High School.
 Theoretical Framework
Theoretical abstract is hereby included as basis for conceptual frame of
reference in which the study is premised.
One of the first theories used to explain writing emphasizes the
importance of the cognitive process. Instead of focusing on writing as only a
creative endeavor, writing is viewed as a complex system of inter-working
cognitive processes.
According to Flower and Hayes (1981), the cognitive process theory of
writing evolved through observations of students' writing with an effort to
“introduce a theory of cognitive processes involved in composing to lay
groundwork for more detailed study of thinking processes in writing”. The
theory is based on four key points: (1) while composing written work, authors
proceed through a set of distinctive thinking processes; (2) a higher-order
system of organization exists among these processes; (3) composing requires
goal setting; and (4) writers create macro and micro goals to complete the
writing task.
 Also, they were the first to develop a model of writing that showed
the iterative nature of the writing process. They emphasize the idea
that authors cycle through the major steps of the writing process (e.g.,
brainstorming, prewriting, drafting, revising, and editing) multiple times
during the larger process. Prior to this work, researchers and
practitioners operated under the assumption that writing was a linear
process in which writers progressed without reverting to a previous step
in the writing process.
Based on the cognitive process view of writing, writers do not follow
a linear process for writing but constantly revisit different steps in the
process. This method is more realistic and true to the actual act of
writing and composing. Additionally, this model supports the idea that
good writers understand audience, purpose, and their own goals for
writing. These three factors indicate a level of understanding about
genre, purpose, and motivation that exists in contemporary education
research.
 Unlike the cognitive process theory, which focuses solely on the mental
process of writing, socio-cultural theory emphasizes motivation, affect, and
social influences as components of writing.
Sociocultural theory emerged from the work of Vygotsky who posited
that children learn about the world around them from more knowledgeable
others or those who have a greater mastery of the subject matter.
He further developed sociocultural theory to emphasize the importance
of language to social and cultural interactions. This emphasis on language
allowed for future researchers to link sociocultural theory to writing
instruction and development. Historically, writing has been viewed as a
solitary activity, but with the significance of sociocultural theory, writing is
now supported as a collaborative, social activity in which novice writers can
learn from more experienced writers
 Moreover, sociocultural theory emerged as writing became increasingly
seen as a tool for learning. Writing can be viewed as a discipline that students
must master (i.e., writing to persuade or writing to inform), but with
sociocultural theory, writing is also viewed as a tool for learning other content
(i.e., writing to learn). Writing to learn explains how students write notes,
summaries, or journal entries to understand their thinking of a topic.
Sociocultural theory states that writing extends beyond the classroom and
present context to include prior knowledge, understanding of language,
multiple genres, motivation, and influences of technology. The sociocultural
theory of writing has a unique place in schools because it purports a
collaborative view of writing, including division of labor and co-authorship. By
this standard, teachers in classrooms are always co-authors on students'
writing. Rather than being a bystander, teachers play an active role in
instructing students, offering support, providing feedback, and modeling
writing practices.
 Additionally, writing research that originates with a
sociocultural lens focuses on specific classroom practices, actions
that make up literate practices, and the specific kinds of
collaboration that schools support. In other words, the
sociocultural lens prioritizes the interaction between participants
(e.g., teachers and peers), rather than the products.
Meanwhile, self-efficacy beliefs, which are a core part of social
cognitive theory, provide a foundation for academic motivation.
Moreover, Bandura (2001) argued that students'
accomplishments could be better predicted by self-efficacy than
by previous attainment. This idea is fundamental for teachers
because it supports teacher influence in altering student
perceptions.
 According to Bandura self-efficacy originates from four sources: (1)
interpreting the results of previous performance, (2) models/observing others,
(3) social persuasions, and (4) emotional states. In other words, students
develop perceptions about their competency for a certain task by considering
their past performance, modeling from others, their support system, and their
emotional state. Therefore, students are more likely to select tasks in which
they have high self-efficacy and avoid tasks in which they have low self-
efficacy.
However, these beliefs can be altered through support and practice and,
with time, the new beliefs can become habit and subsume the previously held
beliefs. This is the idea in social cognitive theory that people are agents or
proactive and self-regulating to the circumstances they are in.
As social cognitive theory and self-efficacy for writing have developed,
researchers realized that students' beliefs about their own writing processes and
competence for writing are instrumental to their ultimate success as writers.
 Social cognitive theory is foundational for understanding the linkages
between students' self-efficacy for writing, modeling of effective writing
instruction, and writing achievement. Self-efficacy is a central construct to the
writing development of K-12 students. When students have effective models of
writing and writing instruction, they become more efficacious writers.
On the other hand, the ecological theory states that people are influenced
by proximal processes.
Bronfenbrenner and Morris (1998), which describe the interactions people
undertake with social elements which are closest to them. To simplify, students
are influenced by the social relationships they encounter every day. These
relationships begin in the home through interactions with family and extend to
the professional relationships students have with teachers and administrators.
Students also form friendships with peers and are influenced socially by those
interactions. Bronfenbrenner suggests that students are most influenced by
their family with whom they spend the most time, as well as their social groups,
which become increasingly important in the adolescent years. Additionally,
students are influenced by their local communities and outside social factors
such as government but to a lesser degree than their close social relationships.
 In summary, ecological theory relates to writing by acknowledging that the social and cultural
factors and daily interactions that influence students will become part of the writing experience.
No one theory currently encompasses all that is writing. For example, the cognitive process
theory explains what occurs in students' brains as they write, but neglects outside forces, such as
motivation, engagement, and social influence. Conversely, sociocultural theory explains how
students are influenced by their culture and social relationships to engage in writing, but it does
not address what is occurring in a student's brain during the writing process. Therefore, teachers
today can either combine theories to explain this process or focus on one element of writing,
which does not provide a complete picture of the entire writing activity.
Through the exploration of four theories supporting writing instruction, teachers can develop
their classroom practices to follow one or more theories more closely. Teachers can also better
understand theories that support writing so they can better describe their current practices. By
connecting theory to practice, teachers ensure that their instruction encourages students'
learning.
Finally, theories provide terminology for teachers to explain their practices to others.
This study is anchored on the theories mentioned above since it also deals with the
development of writing skills of selected senior high students from Buenavista Integrated Senior
High School.
Conceptual Framework
This study is premised to find out the relationship of research and academic skills on the
academic writing in EAPP among selected senior high students of Buenavista Integrated National
High School.
To give a clear perspective, the problem is presented in paradigm form:
IV DV
Students’ Research Skills

Communication
Attention to details Students’ Academic Writing
Technical skills
Precision
Students’ Academic Skills Complexity
Formality
Information & digital literacy Objectivity
Problem-solving,
Critical thinking

Figure 1: Research Paradigm of the Study

 The respondent’s research skills in terms of communication,
attention to details, and technical skills are included as independent
variables.
In addition, students’ academic skills in term of information and
digital literacy, problem solving and critical thinking is also considered
as independent variable in the conduct of this research.
On the other hand, variables including students’ academic writing
skills in terms of precision, complexity, formality, objectivity and
accuracy are also used as dependent variables
Figure 1 reflects the conceptual model that shows the effect of the
independent variables to describe its relationship on the academic
writing skills of senior high students from Buenavista Integrated
National High School.
Statement of the Problem
The primary aim of the study is to determine the relationship of research
and academic skills on the development of academic writing skills among
senior high students from Buenavista Integrated National High School.
Specifically, it seeks to answer the following questions:
1. What is the mean level of senior high students’ research skills in terms of:
1.1 Communication;
1.2 Attention to details; and
1.3 Technical Skills?
2. What is the mean level of senior high students’ academic skills in terms of:
2.1 Information and digital literacy;
2.2 Problem Solving; and
2.3 Critical thinking?
3. What is the mean level of students’ academic writing as to:
3.1 Precision;
3.2 Complexity;
3.3 Formality;
3.4 Objectivity; and
3.5 Accuracy?
4. Is there a significant relationship in research and academic
skills on their academic writing in EAPP?
Significance of the Study
The findings of the study would provide information and data significant to
the following:
Students. The study will enrich the students’ interest to participate in class
discussion and sustain interest and motivation to develop different skills to
develop academic writing in EAPP. In addition, it will contribute on the
development of mental and social perspective of the students.
Teachers. This study may enable teachers to realize their role in stirring the
performance of the students in terms of research, academic and writing skills.
This may also provide insights and valuable ideas to further integrate learning
strategies to help the learning process.
This study may also provide information regarding the problems encountered
by the teachers who teach sports in K to 12 basic education curriculum,
especially those who are teaching in senior high school and other related
subjects. Such information may serve as basis for the improvement of delivery
of instruction in the subject.
 School Administrators. The result of this study would help school
administrators especially those who offer K to 12 basic education curriculum
analyze what strategies can be applied to help elevate the performance and
skills of the students in academic writing in EAPP.
Department of Education. The result of this study may help the
institution in assessing the integration of different strategies in the
teaching-learning process in the development of academic writing of the
students.
Curriculum Developers. They may develop new insights and ideas that
will guide them in the preparation of curriculum that is suited to the needs
of both teachers and students.
Community. The result of this study may help the community by
producing highly competent graduates.
Future Researchers. The information this study may provide knowledge
that will as basis for other researches.
 Scope and Limitation
The study will be conducted in Buenavista Integrated National High
School to determine the significant relationship of research and academic
skills on the selected senior high students’ academic writing in EAPP.
The independent variables include the respondents’ research and
academic skills. On the other hand, the dependent variable consists of the
students’ academic writing skills in EAPP.
It will involve the random selection of one hundred (100) senior high
school students from the school.
Definition of Terms
For better understanding of the study, the following terms are defined.
Academic skills. Also referred as study skills, academic skill, or study strategies are approaches
applied to learning and generally critical to success in school, considered essential for acquiring good
grades, and useful for learning throughout one's life.
Academic writing. Refers to a clear, concise, focused, structured and backed up by evidence to aid
the reader's understanding of the reading materials.
Accuracy. Refers to the degree to which the result of a measurement, calculation, or specification
conforms to the correct value or a standard.
Attention to details. Refers to the action of dealing with or taking special care of someone or
something.
Critical thinking. Refers to the intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or
generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief
and action.
Communication. Refers to the imparting or exchanging of information or news.
Complexity. Refers to the state of having many different parts connected or related to each other in
a complicated way.
Digital literacy. It refers to an individual's ability to find, evaluate, produce and communicate clear
information through writing and other forms of communication on various digital platforms.
Formality. Refers to a thing that is done simply to comply with requirements of etiquette, regulations, or
custom.
Information literacy. It involves recognizing when information is needed and being able to efficiently
locate, accurately evaluate, effectively use, and clearly communicate information in various formats.
Objectivity. Refers to the fact of being based on facts and not influenced by personal beliefs or feelings.
Precision. Refers to the quality, condition, or fact of being exact and accurate.
Problem solving skills. Refers to the ability to solve problems in an effective and timely manner without
any impediments. It involves being able to identify and define the problem, generating alternative
solutions, evaluating and selecting the best alternative, and implementing the selected solution.
Research skills. Refers to the skills required to search for answers to questions, to construct reasoned
arguments or theories based on evidence and to increase understanding in a particular field of inquiry.
Technical skills. Refer to the knowledge and capabilities to perform specialized tasks.
 Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

Presented in this chapter are local and foreign literatures and studies that would be of
great help in the pursuit of this undertaking. This helped the researcher to have a better
understanding and a wider perspective on this research.

Related Literature

Powell (2017) enumerate the importance of academic writing for a students.

According to the author, there are various reasons why students need to study academic
writing.
First, it teaches students to analyze. Academic writing usually requires students to
look at somebody else’s work or ideas and then form an informed opinion on it. Instead of
merely describing the work of other people, students have to think about why it has been
carried out and which uses its findings may have for the future. This type of writing makes
students take in what they have read and decide how much importance it holds for their
subject.
 She also added that academic writing allows students to convey their
understanding. When students learn about a complex subject at university, it
can be difficult for them to explain what they have understood if they struggle
with academic writing. Essays give students the chance to explain what they
have learnt by using the correct terminology and styles to make the
information understood by others.
In addition, she also emphasized that academic writing teaches students to
think critically and objectively. It forces students to look at ideas and research
from a different perspective, as this is what they will need to do in order to
obtain good grades. Students have to learn to analyze theories from a number
of different viewpoints and then make statements based on what they
understand. This is an extremely useful skill for people to learn early on in life,
as the ability to look at things objectively is something that will benefit them in
real life.
 On the other hand, Jaype (2017) explains the state of academic writing in the
Philippine context. He defined academic writing in the context of research as a
particular style of expression that researchers use to define the intellectual
boundaries of their disciplines and their areas of expertise. The characteristics of this
includes a formal tone, use of the third-person rather than first-person perspective, a
clear focus on the research problem under investigation, and precise word choice.
Meanwhile, based on his observation, Filipinos most likely procrastinate all the
time. Filipinos like to do essays, blogs, or paper works in the very last minute. Sadly, it
is already in the mind set of Filipinos to be lazy. And worst case scenario, Filipinos
would just often copy and paste in the internet through Wikipedia, Google Scholar,
Google, etc. to keep up with the allotted time.
Thus, he mentioned that the writing style of Filipinos need to improve. But being
good in English as a second language, there is no second thought that Filipinos can
overcome difficulty in writing academic papers through a combination of thorough
feedback, writing practice, and careful revision.
 Students’ academic writing is one of the indicators used in the conduct of this
study since it is one of the skills to be developed under the basic education program in
preparation for higher education.
Another important variable that is included in this research is the students’
precision when it comes to writing since it is one of the indicators that the learners
possess the academic writing skills in EAPP.
Bernstein (2016) in his Article “Precision Writing” defined it as a style of written
communication whose the primary objective is to convey information. This style of
writing is an appropriate mode of writing for technical communication, but can also
be used in nontechnical situations.
According to the author, precision writing is distinct from fiction writing, where
the main objective is story telling. In addition, precision writing is distinct from
persuasive writing, which is appropriate for political, legal, and commercial
objectives.
He also explains that precision writing is appropriate for documents that convey
technical information, such as reports and articles. Instructions are also encompassed
by precision writing, including directions (how to get to some place) and manuals (how
to build, repair, or operate something). In a nutshell, the key characteristics of
precision writing are (1) clarity and (2) conciseness. To achieve clarity, fuzziness and
ambiguity must be avoided.
 Jama M. (2014) explains the importance of precision in academic
writing. She states that academics should write with a very clear sense of
accuracy in their words. This makes it more surprising when academics
themselves write inaccurately, which often happens- it is quite rare to find
any book without at least one error of English usage.
She added that the first lesson to those seeking to write better is to
understand that no-one is perfect. Student writers - all writers - should
strive to eliminate mistakes, within the relevant time-frame. But
remember that the perfect is the enemy of the good.
Nevertheless, it is to be hoped that writers will always think about the
accuracy of the words to use. If some technical term in the subject is
unfamiliar, do not use the word just because it will make the writings
'sound good', or look impressive. Look it up in a dictionary, perhaps a
dictionary of the subject.
 However, precision in academic writing is not limited to the precise use of technical
terms. Use all words with careful attention to their meaning, even the smallest, most
everyday ones.
The importance of this variable is discussed in the above literatures which explains the
importance of relevance of writing with precision.
Another variable used in the conduct of this study is complexity in academic writing. The
researcher included the variable because he believes that it is one of the indicators to
measure the academic writing skills of the learners.
Biber (2013) explains the difference of spoken language from written language. Spoken
language is different from written language for many reasons. One important reason is that it
usually has to be understood immediately whereas written language can be read many times.
For that reason, spoken language has many different features.
He also enumerate some characteristics of spoken which makes it greatly different form
written language. (1) Variation in speed - but it is generally faster than writing, (2) loudness
or quietness, (3) gestures - body language, (4) intonation, (5) stress, (6) rhythm, (7) pitch
range and (8) pausing and phrasing
 Lerry (2016 ) explains why academic writing is complex. She states that written language is
relatively more complex than spoken language. Written language is grammatically more complex
than spoken language. It has more subordinate clauses, more "that/to" complement clauses,
more long sequences of prepositional phrases, more attributive adjectives and more passives
than spoken language. Also, written texts are shorter and have longer, more complex words and
phrases. They have more nominalisations, more noun based phrases, and more lexical variation.
Written texts are lexically dense compared to spoken language - they have proportionately more
lexical words than grammatical words.
Formality is also used as one of the variables in the study since it is the indicator that targets
and identify the correct audience of the author in academic writing.
Koutraki (2015) in an article “Complexity & Formality as Features of Academic Writing”
explains that the level of formality the students write with should be determined by the
expectations of the audience and the writer’s ‘purpose.
For example, if one is writing a cover letter for a job application or a college academic
essay, the letter would be written in a formal style.
On the other hand, if one is writing a letter to a friend, writing something personal, or even
writing something for a humorous or special interest magazine when informal writing is expected, use
of a more informal style is expected in this type of writing.
 He added, that formality exists on a scale—in a letter of application to a known colleague
can result in a semi-formal style.
Reynolds(2018) explain the importance of formality in academic writing and states that it
aims to be clear and interesting. Academic writing can should be lively and engaging.
She also added that academic writing should always involves sophisticated ideas by linking
causes and effects - evaluating information - weighing a variety of factors and start writing
complicated sentences.
According to her thumb through some academic journals and see which articles is
impressive. Chances are the authors have a clear, vigorous, readable style.
Another important variable included in this research is objectivity in academic writing
since learners need to write based on facts and not influenced by personal beliefs or feelings.
Concillo (2018) describes academic writing as essays, articles, and books written by
scholars, professors, and students who use careful observation and analysis as the foundation
of their arguments.
He states that the purpose of academic writing is to advance human understanding based
on unbiased observation and analysis. As such, academic writing is supposed to be objective.
 In addition, the author also explained that any claims made in
academic writing should be supported with empirical evidence and
logic. Academic essays should never contain contentious statements
about the nature of reality/morality/the human condition that are not
presented with significant evidence and supported with logic and reason.
Also, when writing about literature, make sure that thesis and topic
sentences only make claims about what the text suggests, and how the
text constructs meaning. Avoid claiming that something is true of the
real world based on that same thing being true in a work of fiction. Avoid
claiming that works of fiction and poetry "prove" anything about the
world outside the texts themselves.
Thus, the primary function of literature is to address questions
concerning the nature of reality and how to live one’s life.
 Accuracy is an important variable in this study since it measures the
degree to which the result of a measurement, calculation, or
specification conforms to the correct value or a standard in which the
researcher view necessary in academic writing.
On the other hand, Baleghizadeh (2013) reasonably argued that for
academically oriented and advanced L2 learners, grammar instruction is
essential if they are to achieve their educational and professional goals
for instance, emphasized the importance of a reasonable degree of
grammatical accuracy in academic writing.
She mentioned that high frequency of grammatical errors in nonnative
speaker’s academic writing (an average of 7.2 errors per 100 words) most
probably makes their writings unacceptable to the University faculties. A
large number of extensive and detailed studies have demonstrated that
mere exposure to L2 vocabulary, grammar, discourse, and formal written
text is not the most effective means of attaining academic L2 proficiency
 In other words, exposure to the input is not a guarantee for language acquisition.
Students’ academic skills is used as one of the indicators in the conduct of this study
since the researcher believes that it can greatly influence the students’ academic writing in
EAPP class.
Schinkten(2017) states that in the United States alone, there are approximately 55.6
million students attending elementary and secondary schools and 20.5 million students
attending colleges and universities. In the majority of schools and classsrooms, students are
mainly being assessed on lower-level thinking skills such as memorization and recall. The
multiple choice, short-answer and matching questions, along with the academic research
paper, are still depended on as the main modes of assessment.
In this regard, Schinkten (2017) find out what skills are needed for the students to cope
up with increasing demand of education especially when it comes to academic
skills.According to him, the following are the 10 skills mentioned the most often: (1)
Adaptive thinking, communication skills, critical and problem solving skills, personal
management, inquiry skills, technology skills, creativity and innovation, soft skills and
empathy and perspective.
 In the digital age, things are changing at exponential rates. By the time employees learn
the newest software or program, a better version is coming about. Future employers will
need to continuously adapt to changing conditions as well as be able to learn new things
quickly and efficiently. Thus, students needs to learn how to learn.
Also, problem solving and critical thinking are considered important variables in the
conduct of this research since they are the skills that will help the 21st century learners
cope up with the rapidly changing world.
Schinkten (2017) states that here is a decreased emphasis on employers following
directions and an increased emphasis on employers thinking critically and solving problems.
In a rapidly changing world, employers need employees who can solve problems, provide
ideas and help improve the organization.
In terms of academics, this skill helps students to independently plan, organize, create
and execute, rather than wait for someone to do this for them.
Information and digital literacy is an important variable in this research since the
literature suggest that these skills are highly needed in the development of students’
academic writing.
 Argente (2016) states that literacy skills have always been important. In centuries past,
people communicated via letters. These letters soon turned into telegraph messages. From
there we advanced to the telephone, internet and then text messaging via a phone. Today's
options for communication far outweigh the one or two of generations’ pasts. "Children learn
these skills as part of their lives, like language, which they learn without realizing they are
learning it."
Students today learn in ways that their teachers could not even imagine decades ago
when they were in school. Students learn technology just like they do the spoken language,
by doing and today it is not uncommon for a 3-year-old to have some basic knowledge
regarding how to get on to the computer and load a game (hopefully educational).
According to her, the way students learn and abilities to showcase learning has surpassed
the years of book reports, posters, and shoe box representations.
"We will not be able to achieve a liberating, collective intelligence until we can achieve
a collective digital literacy, and we have now, more than ever, perhaps, the opportunity and
the technologies to assist us in the human project of shaping, creating, authoring and
developing ourselves as the formers of our own culture. To this end, we must create the
conditions for people to become wise in their own way."
 In addition, Poore (2011) states that digital literacy is one component of being a digital
citizen - a person who is responsible for how they utilize technology to interact with the world
around them. Digital technology allows people to interact and communicate with family and
friends on a regular basis due to the "busy constraints" of today's world. Not only do white-
collar jobs require digital literacy in the use of media to present, record and analyze data, but
so do blue-collar jobs who are looking for way to increase productivity and analyze market
trends, along with increase job safety.
In addition, the students’ problem solving skills is included as one of the variables in this
study. The researcher believes that acquiring the skills will help in the development of
academic writing skills of the students.
Gutierez (2012) states that problem-solving skills are an important factor in academic
success. Parents and caregivers can ensure their children's success by teaching and modeling
effective problem-solving at home.
She also added that children learn how to problem-solve by seeing and listening to how
adults resolve conflict.
In addition, she also mentioned that helping the child learn how to problem solve is a
critical skill for school readiness. Parents and caregivers are a child’s first and most important
teacher; therefore, modeling good problem solving skills is very important. Children learn by
watching parents and caregivers handle different situations and solve problems. If a parent
handles problems by yelling, throwing things, hitting, grabbing or using other unacceptable
strategies, a child will learn to do the same thing.
 She claimed that often, adults prevent children from seeing all conflicts or
disagreements. Remember, it is important for children to see adults negotiate differences,
compromise and resolve conflicts. Learning to negotiate differences in a constructive way and
allowing children to see how this is done is very effective and important. If parent and
caregivers handle these situations privately, there is no example for the child/children to
learn from.
Furthermore, children can learn how to be assertive verbally as a result of seeing and
listening to how adults resolve conflict. Another simple way a child can learn how to be
assertive verbally is by role-playing with puppets and through pretend play with an adult.
When using these techniques, it is important to help your child think of constructive ways to
respond to different situations. By using puppets and role-play, your child can also learn
about how others may feel in specific situations. When using these techniques, it is important
not to criticize or label the child for past misbehavior.
She also enumerates some basic steps to problem solving namely: (1) identify the
problem, (2) list the possible solutions or courses of action, (3) weigh the possible solutions
(4) choose a solution to try, (5) put the solution into practice and (6) evaluate the solution.
 Using effective problem solving techniques will help children avoid conflict with others in a school
setting and in their everyday lives. It will also strengthen children’s beginning empathy skills and help
them learn more positive attributions about another person’s intentions. Effective problem solving
skills is essential for academic and social success
Harris A. (2013) also considered problem solving skill to be the process of finding solutions to
difficult issues. The term “problem solving skills” refers not only to one’s ability to solve math
problems but also to a number of academic and real life situations that require the ability to dissect
problems and effectively resolve them.
In addition, he also mentioned that problem solving skills are also of extreme importance in the
academic setting because they are an inalienable part of one’s studies, effective work and life.
Teachers, tutors, professors, instructors will often give problem-solving assignments as means of
building up life and academic competencies. Globally speaking, the entire education is built on
problem solving.
Two types of problem solving skills according to Harris (2013) play an important part in developing
students’ academic writing skills
As a matter of fact, solving different types of problems requires a considerable number of skills,
but they all may be divided into two main types: analytical and creative.
 Analytical skills, which are also collectively called ‘logical thinking’, is a kind of thinking responsible for selecting
the best solution out of all possible solutions. Analytical thinking involves the following skills: ordering, comparing,
contrasting, evaluating and selecting.
On the other hand, creative skills or creative thinking can be characterized as a thinking process, which creates a
solution that is both new and valuable. The search for such solution is based on imagination, intelligence and
cognition. Creative thinking helps to see beyond the obvious and plays an important role in solving the
problem. Creative thinking helps to see beyond the obvious and plays an important role in problem solving.
Very often ideas obtained in the process of creative thinking seem illogical at first. However, subsequent ideas
may alter and modify the initial ‘illogical’ solution to the extent where it seems perfectly suitable. Such skills include
some basic elements such as fluency, flexibility, and originality as well as producing uncommon ideas
Another important variable in this research is the communication skills which students needs to acquire under
academic skills.
Schinkten (2017) also states that when it comes to communication skills, there continues to be an emphasis on
the ability to communicate. In the digital age, however, there is an access to a wide variety of new ways to
communicate from video-conferencing to social media. Future employers need to be able to communicate with people
within their team, as well as people outside of the team and organization.
In addition, Hassanbeigi F. (2015) mentioned that communication skills are essential for the successful future
career of a student. In today’s competitive world, communication skills in business are the most sought after quality of
an educated person. Reading, writing and listening carefully are the three most important communication skills for
students. These skills like most of the communication skills sounds too familiar as a result of which we take them for
granted.
As regards reading and writing, the only thing that needs to tackle is to adapt with growing age and
concentration. With these two qualities, it is possible to develop reading, oral communication skills and writing skills.
 Expressive skills are those which are used to express our feelings, thoughts and expressions and thus get across our point
successfully to the listener. To develop expressive skills, students need to learn is how to communicate effectively and get the full
attention of the listeners.
By infusing a healthy feeling of competition and curiosity in students, it would become possible to develop communication skills for
students.
In addition, technical skills is also included as a variable in the study since this academic skill will greatly affect or influence the
students’ academic writing skill.
Schinkten (2017) states that students will need to be skilled at using technology. In the digital age, technology is everywhere.
Schools, however, have been slow to adapt to this change. Rarely are students required or taught to learn technology efficiently. Thus,
this needs to be emphasized.
Also, Stanbury M. (2012) enumerates the most critical technology skills for students to learn.
From having the courage to experiment with different technologies to possessing online literacy, being a tech-savvy student in the
21st century is about much more than learning how to use a certain software program or device—it’s about being able to adapt to what’s
constantly changing.
According to him, the most important technology skill for students is the ability to judge the quality and hidden influences of
content that they encounter in the online world. Thirty years ago, most research materials available to students were vetted by some
kind of gatekeepers. Encyclopedias, books, newspapers, and magazines all had levels of review for content before it was published.
Now, people live in a world where anyone can post content online that looks quite reliable. And it’s very hard to tell if the writer is
slanting the information in support of their agenda, or giving equal time to all sides. Students will need to learn to cross-check
information, check reliability of sources, understand types of domains and institutions, and how to take time and verify what they learn.
According to him, the most important technology skill for students is the ability to judge the quality and hidden influences of
content that they encounter in the online world. Thirty years ago, most research materials available to students were vetted by some
kind of gatekeepers. Encyclopedias, books, newspapers, and magazines all had levels of review for content before it was published.
Now, people live in a world where anyone can post content online that looks quite reliable. And it’s very hard to tell if the writer is
slanting the information in support of their agenda, or giving equal time to all sides. Students will need to learn to cross-check
information, check reliability of sources, understand types of domains and institutions, and how to take time and verify what they learn.
Related Studies

Swales (2014) found out that from the point of view of classroom use, teachers should abound with useful
exercises for students to gain awareness of stylistic and generic conventions, and to practice various aspects of
academic writing.
However, one problem that arises is that many students with a good intermediate level of English require
more grammatical and lexical back-up of a general nature, and may become frustrated whereas students who
already have a good enough command of the written language often lack the time and patience to work
systematically through different materials. In this sense, it is probably useful for teachers find needed
materials a resource.
The difficulty here, faced students at the rock face of L2 writing, is that students–particularly those from
the “hard” sciences–are often unhappy with uncertainty, and lack the necessary skill and interest to become
ethnographers of their own field. Although it would be ideal for every would-be research scientist to compile
substantial corpora of material from their own discipline, study them thoroughly with the aid of books
like Academic Writing for Graduate Students, and draw on the results when composing their own papers, this
vision is somewhat utopian. Real research students, pressed for time and pushed to the limit linguistically, are
likely to fall back on cutting and pasting from the bibliography, or working in a relationship of informal
apprenticeship with more experienced members of their team.
It remains for writing teachers to make pragmatic decisions as to how much to teach, how prescriptive to
be, and how much to trust to the shaping forces of the real discourse communities which their students aspire
to enter.
Meanwhile, Baleghizadeh (2013) investigates the effect of providing corrective feedback on L2 writing and
found out to have often produced contradictory results.
 The study, following a line of research concerned with the role of corrective feedback in
writing, contributes to this line of research by analyzing different feedback types in an EFL
academic writing context. 45 graduate university students enrolled in an academic writing
course were provided with different types of feedback (direct feedback; student-teacher
conference; no corrective feedback) over a course of 12 weeks (24 sessions).
The study found significant immediate and delayed effects for the student-teacher
conference type of feedback on students’ overall accuracy improvement. It is suggested that
improvements in writing accuracy could at least in one respect be attributed to the type of
feedback provided.
In addition, Schmidt (2000) proposes the noticing hypothesis to emphasize that only items
in linguistic input that are attended to by language learners are likely to be acquired.
She also investigated specific discourse and sentence-level writing skills of highly advanced
non-native speaker students. She indicated that even in the case of advanced and highly
literate non-native speakers, exposure to substantial amounts of reading and experience with
writing in academic contexts does not ensure their becoming aware of discourse and sentence-
level linguistic features of academic writing and the attainment of the necessary writing skills.
Thus, it was concluded that explicit instruction in advanced academic writing and text is
needed to attain writing accuracy.
She believed that formal classroom teaching with its emphasis on writing accuracy will
engage the learner in planned discourse and develop the corresponding type of competence.
 Street (2016) addressed the issue of student writing in higher education. It draws on the findings of
an Economic and Social Research Council funded project which examined the contrasting expectations
and interpretations of academic staff and students regarding undergraduate students' written
assignments. It is suggested that the implicit models that have generally been used to understand
student writing do not adequately take account of the importance of issues of identity and the
institutional relationships of power and authority that surround, and are embedded within, diverse
student writing practices across the university.
A contrasting and therefore complementary perspective is used to present debates about ‘good˚s
and ‘poor˚s student writing. The study outlines an ‘academic literacies˚s framework which can take
account of the conflicting and contested nature of writing practices, and may therefore be more
valuable for understanding student writing in today's higher education than traditional models and
approaches.
In addition, Turner J. (2015), in her paper, focused on the 'problem' of student writing in higher
education. She set out to explore this problem from two perspectives: first, from the perspective of
'non-traditional' student-writers as they attempt to engage in academic writing and, second, from the
perspective of a cultural-historical tradition of scientific rationality. A common frame of reference for
these perspectives we see as a 'discourse of transparency', whereby language is treated as ideally
transparent and autonomous.
She also illustrated how this discourse of transparency is currently enacted and historically situated.
She then argued that current academic practices need to be located within a broader historical and
epistemological framework both in order to reach a deeper understanding about what's involved in
student writing and in order to inform meaningful pedagogies.
 Wingate U. (2014) review of two dominant approaches to academic writing instruction in higher education, English
for Academic Purposes (EAP), which is used internationally, and Academic Literacies, which has become an influential
model in the UK.
The study was driven by a concern that Academic Literacies has been mainly focused on the situations of ‘non-
traditional’ students, and has not sufficiently acknowledged the theoretical and pedagogical potential of EAP for
developing a mainstream instructional model. Another concern was that EAP is too focused on the needs of non-native
speakers of English and has, therefore, failed to make an impact on mainstream writing instruction. The aim of this article
is to critically examine both approaches and to identify shared principles that can be used for developing relevant writing
support programmes for students from all backgrounds at UK universities and elsewhere.
Fernsten L. (2013) shares strategies that educators can use to assist students in meeting the challenges of academic
writing more effectively. In order to foreground an understanding of struggling writers, the text begins with a brief review
of composition theory and history related to basic writers and identity. It goes on to examine classroom practices that help
challenge negative writer identity, especially in relation to formal academic discourses.
The author contend that writer self-awareness provides students with a better understanding of the writing process,
additional tools with which to attempt writing assignments, and greater confidence to move through the multiple literacy
tasks of the academy and beyond. By inviting students to examine their beliefs about writing and writer identity, these
activities are useful in any classroom, across disciplines, in which high-stakes writing is used.
Pearson C. (2014) found out that the writing requirements and problems of doctoral students have not been
targeted in writing survey research, in spite of the importance of writing in the lives of these students. The present survey
asked graduate faculty at one university to provide specific information about the writing they require of first-year
doctoral students, the criteria they use to evaluate students' writing, and the writing problems of native- and non-native-
English-speaking (NS and NNS, respectively) students. The 85 questionnaires returned represented 28 departments and
were almost equally divided between humanities/social science and science/technology fields. The survey results raise
pedagogical issues concerning global versus local writing problems, the role of vocabulary instruction, the need for
discipline-specific writing instruction, and the timing of ESL support service writing classes for graduate students.
 Furthermore, Elander (2017) found out that assessment criteria are increasingly incorporated into teaching, making it
important to clarify the pedagogic status of the qualities to which they refer. We reviewed theory and evidence about the
extent to which four core criteria for student writing—critical thinking, use of language, structuring, and argument—refer
to the outcomes of three types of learning: generic skills learning, a deep approach to learning, and complex learning.
The analysis showed that all four of the core criteria describe to some extent properties of text resulting from using
skills, but none qualify fully as descriptions of the outcomes of applying generic skills. Most also describe certain aspects
of the outcomes of taking a deep approach to learning. Critical thinking and argument correspond most closely to the
outcomes of complex learning. At lower levels of performance, use of language and structuring describe the outcomes of
applying transferable skills. At higher levels of performance, they describe the outcomes of taking a deep approach to
learning. We propose that the type of learning required to meet the core criteria is most usefully and accurately
conceptualized as the learning of complex skills, and that this provides a conceptual framework for maximizing the
benefits of using assessment criteria as part of teaching.
Topping (2015) made a study on reciprocal paired qualitative formative peer assessment of academic writing was
undertaken by 12 postgraduate students of educational psychology.
Overall, staff and peer assessments showed a very similar balance between positive and negative statements, but this
varied according to assessment criterion.
However, only half of all detailed formative assessment statements made showed some degree of correspondence
between staff and peers
Nevertheless, there was very little evidence of conflict between the views of staff and peers-rather, they focused on
different details. Subjective feedback from students indicated that most found the process time consuming, intellectually
challenging and socially uncomfortable, but effective in improving the quality of their own subsequent written work and
developing other transferable skills. The reliability and validity of this type of peer assessment thus appeared adequate,
and the partiality of overlap in detail between staff and peer assessments suggested that the triangulation peer
assessment offers is likely to add value. However, caution is indicated regarding the generalization of this finding.
Implications for action are outlined.
 Bacha N. (2014) found out that L2 writers are known to face problems in developing their writing skills at the university
level. These problems are even more accentuated with L1 Arabic non-native speakers of English in required English composition
courses.
Some research has shown that with low motivation levels the process can further be a very difficult and unrewarding one
for both the learner and the teacher. However, students need to develop their writing skills in order to cope with their university
coursework in the medium of English.
This necessitates the search for learning tasks that meet student needs in a wider educational context. This paper outlines
some of the writing theories proposed by researchers that have contributed to current L2 teaching/learning classroom
methodologies.
Drawing upon the insights gained from these theories, one EFL freshman composition classroom learning experience in doing
practical research with L1 Arabic non-native speakers of English is described. Results indicated that the experience was not only
a very highly motivating basis for developing students' writing skills but also a valuable one for students in acquiring necessary
academic research know-how. Implications are made for the teaching/learning of writing and programme development in light of
the post-war educational reform in Lebanon
A study conducted by Al Hasaan L. (2015) revealed that to date, experts in the field of second language acquisition (SLA)
have paid extensive attention to the vital role formulaic sequences can play in augmenting second language (L2) learners'
academic writing skills. However, empirical testing of such a role is rarely attempted in research. This quantitative research
study is an attempt to investigate the effects of focused instruction of formulaic sequences on twelve L2 learners' academic
writing skills. The study results suggest that an explicit instructional approach to formulaic sequences can enhance their
subsequent acquisition and promote L2 learners' tendency to integrate this language phenomenon in their writing. Moreover,
formulaic sequences may increase L2 learners' writing proficiency because they function as frames to which L2 learners might
resort when approaching a writing task to compose an academic piece of writing.
Meanwhile, Stokking K. (2015) conducted a study onTeachers' assessment of students' research skills. The study found out
that teachers nowadays are expected to develop complex skills, such as research skills, in their students while implementing new
views on learning and teaching and using authentic assessment strategies.
 About these new assessment strategies there is much debate and teachers are vulnerable in using
them. She studied upper secondary education natural and social science teachers' practices using two
surveys and two rounds of expert panel judgement on teacher‐submitted assessment‐related material
and information.
The study showed that there are grounds for concern regarding the clarity of teachers' assessment
criteria, the consistency between teachers' goals, assignments, and criteria, and the validity and
acceptability of teachers' assessment practices. The extent to which it is justifiable to judge teachers'
assessment practice by professional quality criteria is discussed, and suggestions are given as to the
main quality criteria for formative and summative assessment and as to ways in which teachers could
improve their assessment practices.
Cox M. and Andriot A. (2013) studied on the student Self-Evaluations Compared to Faculty
Mentors and found out at the end of the research program, students were most confident in their
abilities to relate well to people of different races, cultures, or backgrounds, and they were least
confident in their abilities to write an article for scholarly publication.
Interestingly, even though this was the area in which the students were least confident, their
faculty advisors were even less confident in their students‘ abilities. Overall, the faculty mentors‘
ratings of students‘ abilities differed significantly from the student ratings on seven tasks: (1)
observing and collecting data, (2) listening effectively, (3) interpreting data, (4) framing a research
question, (5) relating results to the “bigger picture,” (6) designing an experiment or theoretical test
of a hypothesis, and (7) writing a scholarly article for publication. In each of the instances, the faculty
rated the students lower than the students rated themselves.
 The current study notes seven measures with significant differences in student and faculty ratings of student’s
abilities.
Within both studies, faculty reported students‘ inabilities to connect to the “bigger picture” of research.
In addition, in terms of student self-Evaluations compared to graduate student mentors, when comparing the
student evaluations of themselves at the end of the program to those of the graduate student mentors, a slightly
different outcome appears. This time, only one item, “I am confident in my/the student‘s ability to relate results to
the ’bigger picture‘ in my research area” is significantly different. As with the comparison to faculty mentors, students
rate their own abilities higher than do their graduate student mentors. However, it would be misleading to compare the
two tables based on number of significant effects. Since there were fewer graduate student mentors in the study, the
power needed to arrive at a statistically significant difference is higher.
However, students rated themselves equally or lower on relating well to people of different races, cultures, or
backgrounds; observing and collecting data; working effectively with others on a team; and understanding the ethical
implications of their research. C. Mentor-Student Interactions and Quality of Mentoring Relationships To further explore
some of the reasons the student self-ratings would differ from faculty ratings, we examined how these ratings differed
under four circumstances: (1) the quality of the mentoring relationship, (2) the amount of faculty mentor and student
time spent together, (3) the frequency with which the student asked his/her faculty mentor for help, and (4) the
amount of control the faculty mentor had over student projects. Since each of these questions was asked of the
students, they are measures of student perception of each relationship characteristic.
First, student’s ‘self-reported evaluations and faculty‘s ratings of their students research skills were compared to
the students’‘ ratings about the overall quality of their relationships with their faculty mentors. Mentoring quality was
rated on a four-point Likert scale where 1=poor, 2=decent, 3=good, and 4=very good.
 Trends show that there is a larger difference in student and faculty mentor ratings when the
relationship quality is high. In such relationships, students rate their own abilities as lower than
those students who report low quality relationships with their faculty mentors. However, the
opposite effect occurs for the mentors: they are more likely to rate their student as high in the
high quality relationships.
Second, students were asked how much time they spent with their faculty mentor. Again,
evaluation of the student was broken down according to those who spent more and less time with
their mentors. There was a greater discrepancy between the student self-ratings and faculty
ratings in those instances in which the student and mentor had little contact. The biggest reason
for this difference is that faculty rated their students much lower when they had not seen the
students often. Interestingly, students who did not meet often with their mentors also rated their
research abilities lower, although the difference was not as great. This finding indicates that
faculty mentors are no seeking out their students when they think that the student is not doing
well; that impetus they put on the student.
Third, the researchers noted differences between students who asked their faculty mentors
for help versus those who did not. Although there is almost no difference in faculty versus student
ratings for those who ask their mentors for help often, there is a difference for those who rarely
go to their mentors for help.
In the latter case, students rate themselves much higher than do their faculty mentors. This
indicates that those students who do not go to their faculty for help are operating under false
assumptions that they are making satisfactory progress as researchers. Based on the previous
finding regarding time spent together, we can also gather that those faculty mentors are not
doing anything to challenge these students’ false levels of confidence. Finally, we examined
whether there were any differences in ratings based on how much control over the students the
faculty mentor had.
 For this paper, faculty control refers to the extent to which students were able to develop
their other research projects and decide what research they would conduct during the summer.
Interestingly, the faculty rated lowest those students they controlled the least. Although
students in low-control mentoring relationships also rated themselves lower, the difference was
not as large. This provides further evidence that faculty are spending the most time mentoring
those students they rate as higher on measures of research skill and competence.
Those students who need the most mentoring are not getting faculty attention, partially
because those same students do not feel they need the help from their faculty mentors.
In addition to research skills, positive student outcomes of undergraduate research
experiences (UREs) have been well documented, however, many studies have neglected the
logical relationship among outcomes, the processes through which they are achieved, and the
contextual and participant factors at play in UREs. This study uses structural equation modeling
to explore these issues in a URE program. The study tested a hypothesized model of the
mediating effect of participant research self‐efficacy on the relationship between their
research skills and desire to persist in science. Results indicate that research skills and research
self‐efficacy predict student aspirations for research careers, and that the effects of research
skills are partially mediated through self‐efficacy beliefs.
 Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design, subjects of the study, research instrument, research
procedure and statistical treatment to gather data and information relevant to find out the relationship of
research and academic skills in academic writing in EAPP among selected senior high students of
Buenavista Integrated National High School.

Research Design

The researcher will make use of the descriptive survey research method. This method refers to the
collection of data from members of the population in which direct contact is made by means of survey
questionnaires and checklist.
The descriptive method is preferred since it yields valid and reliable results for a manageable number
of respondents and can be accomplished with limited resources.
A survey instrument will be used to obtain data from the randomly selected respondents.
 The process of descriptive survey research went beyond mere gathering and tabulation of data.
It involves an element of interpretation of the meaning or significance of what is being described.

Since the investigation will be concerned on the relationship pf research and academic skills in
the development of academic writing in EAPP among senior high students of Buenavista Integrated
National High School, the descriptive method of research was the most appropriate method to use.
Respondents of the Study

The study will involve one hundred (100) randomly selected senior high students from
Buenavista Integrated National High School in the school year 2018-2019.

Sampling Technique

According to Ariola et.al. (2006) when it is not possible to study the entire population, a smaller
sample was taken using a random sampling technique. Randomly selected senior high school
students will be used as respondents of the study.
Research Instrument
The instrument that will be used in the study will be a survey questionnaire-checklist.
The questionnaire is a research-made instrument devised to determine the relationship of
research and academic skills in the development of academic writing in EAPP among senior high
students of Buenavista Integrated National High School, the descriptive method of research was
the most appropriate method to use.
In the questionnaire, a five point rating scale indicated below will be used to determine
relationship of independent and dependent variables included in the conduct of this research.
Scale Numerical Value Descriptive Value
5 4.20 – 5.0 To a very great extent
4 3.40 – 4.19 To a great extent
3 2.60 – 3.39 Moderate extent
2 1.80 – 2.59 Low extent
1 1 – 1.79 To very low extent
 In the construction of questionnaire described above, an extensive review of various books,
publications and internet sites will be used. An initial draft of the research tool will be prepared and
presented to professors and panel members for comments and suggestions. Validation will be used to
assess the representation of the items with those of others dealing with same area of investigation. The
assistance of the adviser relevant to the contents of the questionnaire will be solicited.
The final form of the questionnaire will be reproduced and administered to respective respondents.
Research Procedure
The researcher will seek permission from the Schools Division Superintendent, District Supervisor
and Principal of Buenavista Integrated National High School.
Upon approval, a meeting will be set to meet the respondents before the actual administration of
the questionnaire in order to orient them relative to the purpose of the study. The respondents will be
oriented on how to accomplish the entire set of questionnaire.
The distribution and retrieval of questionnaire will be administered personally by the researcher in
order to follow-up vague responses made by the respondent for consistency check. The researcher will
explain fully the direction as well as the purpose of the study before allowing the respondents to answer
the questionnaire.
Later, the data will be gathered, given appropriate statistical treatment, which will be analyzed
and interpreted.
Statistical Treatment
The responses will be tabulated as basis for statistical treatment of the data. This will be
done in order to determine the significant relationship of research and academic skills in the
development of academic writing in EAPP among selected senior high students of Buenavista
Integrated National High School, the descriptive method of research was the most appropriate
method to use.
In order to analyze and interpret the data gathered, the following statistical tools will be
utilized in the study.
Percentage, weighted mean, standard deviation and t-test will be used to determine the
significant relationship pf research and academic skills in the development of academic writing
in EAPP among senior high students of Buenavista Integrated National High School, the
descriptive method of research was the most appropriate method to use.
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