Writing apprehension of grade 11 students of Macario Bermejo National High School

Abstract

The study was conducted at Macario Bermejo National High School Jamindan, Capiz during the second semester of the school year 2016-2017 to find out the writing apprehension of Grade 11 students of Macario Bermejo National High School. More specifically, it was conducted to determine the socio-demographic profile of the Grade 11 students in Macario Bermejo National High School; to find out the level of writing apprehension Grade 11 students of Macario Bermejo National High School as a whole and when grouped according to sex, parents’ educational attainment and final grade in Grade 10 English; to determine the level of vocabulary development of Grade 11 students of Macario Bermejo National High School as a whole and when grouped according to sex, parents’ educational attainment, and final grade in Grade 10 English; and to establish the relationship between writing apprehension and vocabulary development of the respondents. The study involved 59 students taken from the population of 113 from the two sections of Grade 11 students of Macario Bermejo National High School enrolled during the School Year 2016-2017. The data were gathered using a questionnaire. The gathered data were tabulated and analyzed using frequency counts, percentages, means, standard deviation, T-test, and ANOVA. Results revealed that the majority of the respondents were females; more of the respondents’ fathers and mothers were elementary level. Results on the relationship between the respondents’ socio-demographic profile and writing apprehension revealed that there is no significant relationship between writing apprehension and variables such as sex and parents’ educational attainment. Same result was also noted between vocabulary development and variables such as sex and parents’ educational attainment. On the other hand, only grades in Grade 10 English significantly affected the writing apprehension and vocabulary development of the respondents. Lastly, no significant relationship was observed between writing apprehension and vocabulary development.