Nonfiction Intervention Module and Grade Eight Students’ Composition Skills in English

Abstract

Composition comes last among the fundamental language skills, for it has been considered a highly demanding skill and a complex, recursive process involving multifaceted knowledge. Globally, English is recognized as the universal language, but unfortunately, despite its widespread use, many non-native speakers face a language acquisition challenge. The Nonfiction Intervention Module is a developed instructional tool that serves as an intervention to supplement writers with inadequate to fair writing skills, further aiding and enhancing their composition skills. It was conducted among the Grade 8 Junior High School Students of Bacongco National High School during the School Year 2024-2025.

The study was conducted to determine the effectiveness of the module, which was evaluated in terms of its content, organization, mechanics, and overall package based on the adapted Evaluation Instrument from SKSU-IMDC. The level of competence in composition competencies was determined for students in terms of organization, content, grammar, punctuation, spelling, mechanics, style, and quality of expression, based on an adapted analytic scale for rating composition skills. The significant difference between the experimental group’s pretest and post-test results was tested. 

Based on the results, the module achieved a very high extent, meeting high-quality expectations as assessed by expert validators, which included DepEd’s education program supervisor, a professor, and a language teacher. Also, based on the evaluation of the student-participants, the nonfiction intervention module met high-quality expectations and was described as of a very high extent. The experimental group that utilized the nonfiction module achieved significantly improved results after undergoing a concentrated intervention strategy. A meaningful improvement was observed in the students’ composition competence after using the module, which included various activities such as composition discussions, exercises, checks, and tests. 

It is recommended that the module be adapted and utilized as a supplementary resource or material to enhance students’ composition skills. Furthermore, NIM may be integrated into the classroom as a pedagogical approach or program. Moreover, NIM may be utilized by teachers during their classes, especially those handling composition classes, during regular classes, or in intervention or remedial courses.