From Scribbles to Structure: An Assessment of Writing Skills of Grade 12 Learners in Conner National High School

Abstract

In the 21st century, effective writing skills are essential for academic success and personal and professional development. As high school students transition to higher education and the workforce, honing these skills is increasingly crucial. This study examines the effectiveness of traditional remedial instruction in improving the writing skills of Grade 12 students at Conner National High School. A pre-test/post-test one-group design was used, focusing on spelling, punctuation, capitalization, sentence structure, and handwriting. Conducted at Conner National High School, the study involved 24 purposively sampled participants. Standardized tests and worksheets from English for Everyone were administered before and after remedial classes, with data analyzed using descriptive statistics and paired sample t-tests. Findings indicate significant improvements in capitalization and handwriting, with overall writing proficiency rising from "Fair" to "Good." While no significant differences in writing skills were observed based on participants’ profiles (age, sex, and parental educational attainment), remedial classes effectively enhanced writing abilities across all measured skills. These results highlight the importance of remedial education in bridging gaps in writing proficiency, supporting the continued use of such interventions to foster academic success.