V3I6P49

Level of Writing Competencies among Grade 10 Students Through Grammarly Assessment: Basis for an Intervention Program

Chinine M. Deloso^1*, Rodelio B. Pasion, PhD²

Abstract

This study examined the writing competencies of Grade 10 students at Marcos Calo National High School, using the Grammarly assessment as the basis for an intervention program. Anchored on Corder’s Error Analysis Theory and guided by the Input–Process–Output (IPO) model, the study employed a descriptive-evaluative research design involving twenty-seven (27) Grade 10 students. Data were collected through three writing tasks and analyzed using Grammarly, with a focus on correctness, clarity, and delivery. Statistical tools such as frequency, percentage, mean, standard deviation, and Analysis of Variance (ANOVA) were utilized to analyze writing performance and determine significant differences across demographic variables. Findings revealed that students demonstrated very low competency in correctness and low competency in clarity, while delivery reflected very high competency. Overall, students exhibited poor writing competency due to persistent grammatical and coherence-related difficulties. Demographic variables generally showed no significant influence on writing competency, except sex under the delivery aspect, where significant differences were observed. Correctness emerged as the most frequent area of writing errors, followed by clarity, while delivery had the fewest errors. Based on these findings, the study developed Project PAG-LAMBO, a structured intervention program integrating diagnostic assessment, targeted instructional activities, and post-assessment to improve students’ writing proficiency through data-driven instruction.

Keywords:

Writing Competencies, Grammarly Assessment, Grade 10 Students, Intervention Program, Grammar Instruction