The purpose of this study was to determine the classroom learning environment and student writing strategy as predictors of reading competence of senior high school students. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 369 respondents of the study who are students who belong to the senior high school department, particularly Grade 12 of the national high schools under the division of Davao del Sur. The researcher utilized stratified random sampling and survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and multiple regression. From the results of the study, it was found that there is a high level of mean scores for all variables of classroom learning environment, student writing strategy, and reading competence of senior high school students. Also, results revealed that there are significant relationships between classroom learning environment and reading competence of senior high school students and between student writing strategy and reading competence of senior high school students. Moreover, it was revealed that the classroom learning environment and student writing strategy can predict the reading competence of senior high school students and that the domains of revision, classroom positive, and planning and preparation best influence the reading competence of senior high school students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0714/a.php" alt="Hit counter" /></p>
This study aimed to determine English teachers’ writing instruction and students’ writing strategies significantly predict students’ ESL writing anxiety. The working group for the present study, in which quantitative descriptive-predictive design was employed, included 271 first-year students enrolled in GE 2 subject at UM Digos College. The participants answered adopted standard questionnaires to quantify which dimension/s of English Teachers’ writing instruction and English students’ writing strategies significantly predict/s writing anxiety. The gathered data were analyzed and interpreted using the mean and standard deviation, Pearson-r, regression, and multiple linear regression. Regression analysis was used to predict the value of writing anxiety based on the value of writing instruction and strategies. Multiple linear regression was used to model the linear relationship between writing anxiety and writing instruction and strategies. The results revealed that teachers’ explicit writing instruction in teaching and students’ employment strategies in writing helped the learners lessen their writing anxiety. The findings corroborated the three domains for English writing instructions and English writing strategies: learning to write factual texts, learning to write formal and informal texts, and resourcing, significantly predict English writing anxiety. The findings obtained in this study suggest that the employment of effective instruction and strategies for students may alleviate anxiety and desirably perform various writing tasks in any particular genre.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0908/a.php" alt="Hit counter" /></p>
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