Student and Teacher Factors: Implications on Student Writing Proficiency in Integrated Schools

Abstract

Fostering critical thinking skills, encouraging the use of metacognitive strategies, and providing effective teacher feedback are essential components of a supportive learning environment that cultivated strong writing proficiency in learners. The combined impact of metacognitive strategies, critical thinking, and teacher feedback on writing proficiency in Philippine Integrated schools, however, received little attention. This research is aligned with Sustainable Development Goal (SDG) 4 on Quality Education. The participants of this study were 89 students enrolled in public schools of Opol District. The participants were selected using stratified random sampling. To measure their critical thinking skills, a survey questionnaire was used. Results reveal that participants’ critical thinking skills were rated as being in the generally developing level, implying that the participants were in the process of building the foundational cognitive skills necessary for proficient writing.  The students’ metacognitive strategy use (planning and goal-setting, monitoring and self-regulation, and evaluating and reflecting) were rated at a generally moderate level. The teachers generally perceive students’ writing abilities as satisfactory but with considerable variability.  This finding indicates that as these abilities are developed, so does their writing ability. Furthermore, significant relationships were found between students’ cognitive skills, metacognitive strategy use, and teachers’ feedback, with improved writing proficiency. It is recommended that future researchers may extend the study to examine additional cognitive and affective factors that influence writing and develop targeted interventions that integrate cognitive skills training with effective feedback strategies.