Effects of Principled Eclecticism on the Writing Performance of Grade 12 Students

Tomasa  F. Quiñones,; Dina  M. Licos,; Gretta  Navales,; Ciney  S. Dunque,

Effects of Principled Eclecticism on the Writing Performance of Grade 12 Students

Dina M. Licos | Gretta Navales | Tomasa F. Quiñones | Ciney S. Dunque

Abstract:

This study examined the effects of the Principled Eclectic Approach on the writing performance of Grade 12 students at the University of Makati. Due to the global pandemic, this study is situated in an online learning mode. The purpose of the study is to determine the effects of the Principled Eclectic approach on the specific writing areas of the students such as vocabulary/word choice, organization, content/ideas (focus and details), language use and/or voice, and mechanics. A comparison with the conventional approach was also conducted to identify the specific strengths and weaknesses of the approach. Two sections enrolled in a writing subject were selected using the pre-test result as the basis for computing the variance to classify two equal groups. These sections were assigned as experimental and control groups. In the data collection, researchers employed pre-test and post-test equivalent group designs. The methodology of the study was an experimental design and the data analysis used was Z-test. The statistical treatment used by the researchers was descriptive statistics such as mean score, frequency, and percentage, and inferential statistics to get the z-value and p-value of the pre-test and post-test. The study revealed that the Principled Eclectic approach was more effective to teach writing than the conventional approach. The statistical treatment showed a significant difference before and after the treatment. In addition, all the writing competencies moderately improved after the employment of the approach. The findings of the study also indicate that teachers need to familiarize themselves with pedagogical theories in writing, background, needs of the students, and practices necessary in implementing Principled Eclecticism inside the classroom. This study recommends the Principled Eclectic approach as one of the approaches in teaching writing. Extensive training for teachers about Principled Eclecticism is encouraged. Interactive materials and platforms used in the study are also recommended because of their effectiveness in addressing the needs of local learners.

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