CHAPTER I

INTRODUCTION

Background of the Study

The challenge of today’s educational institution is to strengthen

students’ cognitive domain which focuses on higher levels of cognition that

leads to deeper learning through a variety of tasks and contexts. This comes as

a critical issue, as report from the Program for International Student

Assessment (PISA Report, 2018) revealed the decline of students’ cognitive

skills. The authentic data calls for a review of students’ cognitive learning

strategies as this requires careful planning, cross-cultural sensitivity, and a

commitment to addressing the learning gap.

Conversely, the ability to achieve competence in writing is a major facet of

language development and academic success among students at all levels of

the education system. This requires cognitive skill in word choice, language

structure, the logical arrangement of ideas and information in a coherent and

cohesive way. Additionally, this needs an in-depth knowledge of the rational

sequence of sentences, paragraphs and the styles, which can be expository,

persuasive, descriptive, and narrative. Further, learning to master writing skills

can help students to deal successfully with their academic demands and to

perform effectively in their disciplines and in varied learning tasks (Adams and

Keene, 2020).

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 Proficiency in writing comes as a huge challenge especially among non-

English speaking countries. According to Graham and Perin (2018), the

common predicament of students are language barrier, limited vocabulary and

difficulty in grammar rules. Having two diverse languages to contend to makes it

even more difficult for students to comprehend and much less to write logical

sentences. Further, in building a sound argument, knowing how to marshal the

sentences into paragraphs and organize the paragraphs into a larger piece can

make all the difference in proficient writing.

In the Philippines, the Department of Education (DepEd) administered the

National Achievement Test for Grade 12 (NATG12) for School Year (SY) 2022-

2023 in January 30 and 31, 2023. All the Grade 12 students in public and

private schools nationwide took the test through a paper-based modality. The

NATG12 over-all outcome in English resulted in a numerical data of 78.23%,

which was way too low as the National consolidated mean rating. The decline

in the English proficiency was attributed to the school closure for two years due

to the COVID pandemic. Along this predicament, the students

stayed home without knowledgeable adults to assist them in their cognitive

development and in particular their writing competence became very

unsatisfactory.

It is in this trajectory that the researchers are primarily motivated to look

into the level of cognitive learning of Grade 9 students and in particular, their

writing skills here in Serapion C. Basalo Memorial Colleges Incorporated.

Further, the result of this study will serve as an authentic information on the

present scholastic level of students. The administrators and the faculty

members may be able to plan, and design technical assistance to address

learning gaps. May this paper contribute constructively in the field of education
2
 for the benefit of all students.

Statement of the Problem

This study aims to determine level of cognitive learning of grade 9

students

Its impact on their writing skills. Their demographic profile will serve as

moderating variable of the study.

1.What is the level of Cognitive learning skills of grade 9 students along these

indicators:

1.1 accommodation;

1.2 assimilation; and

1.3 equilibration?

2.What is the Level of Writing skills of Grade 9 students when assessed

according to these indicators:

1.1 spelling accuracy,

1.2 grammar and punctuation

1.3 written expression

3.Is there a significant difference in the level of Cognitive Learning of the Grade

9 students when assess according to their demographic profile in terms of:

3.1. Gender and

3.2. Age?

3
Theoretical Framework

This study is anchored from Jean Piaget’s (1983) Cognitive Learning

Theory which explains how students process information when they learn.

According to Piaget, (as cited by Jacob and Reddy) learning is cumulative and

relative to each individual, when students learn, they start with a baseline of

knowledge and go from there. Further Piaget postulated that cognitive learning

has the following indicators: accommodation, assimilation, and equilibration are

all crucial in embedding knowledge among the students.

Further, cognitive development focuses more on the students’ capabilities

and the emergence of various psychological structures, organized units or

patterns of thinking that influence on how learners interpret the information

(Kendra, 2020). Piaget's Cognitive theory implies that all children go through

the same sequence of development, but they do so at different rates. Along this

perspective, teachers are to provide extra efforts to hone the students’ ability in

reading and writing towards improved academic outcome.

In addition, this study aims to investigate the effectiveness of using free-

writing as a strategy to improve Grade 9 students' writing skills. Specifically, this

study explores how free-writing can help students develop their writing fluency,

creativity, and critical thinking skills. By developing the students’ cognitive skills,

the teachers may be able to mold and develop the learners’ writing capabilities

towards the attainment of institutional goals.

Significance of the study

The study is founded on the undertaking that the level of cognitive

learning of students is related to their students’ writing skills. Moreover, the

4
result of the study will be beneficial to the following:

Administrator. The result of the study will become an authentic information on

the present cognitive skills of students, as well as their current writing

proficiency. With the available data, they may be able to plan, design and

implement relevant trainings to support the teachers in honing the students’

cognitive development, towards improved academic landscape.

Teacher. With the information herein, they may peruse the data to craft

meaningful activities and developmentally appropriate instructional materials

geared towards the improvement of students’ cognitive skills, and in particular

enrich their writing proficiency.

Students. The students may benefit from this study as the literature herein may

provide relevant insight that may supplement what they already know. With

cognitive learning, students learn by doing. This hands-on approach allows

learners to gain a deeper, more comprehensive understanding of insights,

concepts and perspective introduced by their teachers.

Parents. Positive parenting improves children’s cognitive, social, and problem-

solving abilities as they grow older. Positive parenting has an impact on their

responses and helps them develop into optimistic, civic minded citizens as they

grow older.

Future Researchers. This study will help future researcher accomplish

their academic courses, this will also help them to understand the importance of

cognitive learning on writing skills and how its affect their learning style. This will

serve as there guide in their future study.

Scope and Limitations

This is a quantitative study and utilizes the descriptive correlational

5
design that will determine the impact of cognitive learning on writing skills of Grade 9 students wi

Definition of Terms

Cognitive learning. This refers to an active style of learning that focuses on

helping students maximize their brain’s potential. Cognitive learning has the

following indicators: accommodation, assimilation, and equilibration are all

crucial in embedding knowledge among the students.

Accommodation. This refers on how students modify what they already know

to take new information into account.

Assimilation. This refers on how the new knowledge is arranged in the

students’ minds alongside with what they already know.

Equilibration. This refers to the balance between what students already know

and what they are currently mastering.

Writing skills. This refers to the skills students use to write effectively and

succinctly. A good writer is someone who can communicate their point to their

audience without using too much fluff and in a way that the other person can

understand.

Spelling accuracy. This refers to the ability of the students to decipher and

encode words correctly. Learning how to spell correctly helps to develop literacy

skills among the students.

Grammar. This refers to the system and structure of a language. By mastering

the rules of grammar, the students are able to improve their writing proficiency.

Punctuation. This refers to the tools used in writing to separate sentences,

phrases, and clauses so that their intended meaning is clear.

Written expression. This refers to the capacity of students to express their

6
thought clearly through writing.

CHAPTER II

Review of Related Literature

This chapter provides an over view of Cognitive Learning of the literature

that explains the variables and sub- indicators of the study and their implications

for the findings. It is divided into two sections namely: Impact of Cognitive

Learning and Writing Skills of the students.

7
 Cognitive Learning

Piaget’s theory says that knowledge isn’t something we just passively

absorb. It’s actually something we actively construct based on what we already

know. So, it’s like building blocks of knowledge on top of each other. This idea of

actively constructing knowledge is also known as Active Learning Theory. The

dominant aspects of cognitive theory involve the interaction between mental

components and the information that is processed through this complex network

(Neisser, 2017).

Although all cognitive theorists examine these functions to discover more

about human learning and behavior, they often differ regarding emphasis. Some

approaches deal with detailed analyses of information-processing skills, while

others focus on mental models or cognitive growth and development (Mayer,

2019).

Thus, cognitive psychologists do not adhere to a particular set of rules or

methodologies in their research. Cognitive theorists believe that learning

involves the integration of events into an active storage system comprised of

organizational structures termed schemata (Baron & Byrne, 2017).

Schemata serve a number of functions in human cognition. In addition to

storing information in long-term memory, they formulate frameworks into which

new information must fit in order to be understood. Furthermore, schemata

regulate attention, organize searches of the environment, and fill in the gaps”

during information processing (Bell-Gredler, 2018).

Thus, the mind uses schemata to selectively organize and process all the

information individuals receive from the world (Baron & Byrne, 2018). This

comprehensive network is managed by an executive monitor that coordinates

8
the vast flow of sensory input (Blumenthal, 2020).

The system chooses, arranges and encodes for storage new information

based on the individual’s interests, motivations, and particularly, perceptions

(Bell-Gredler, 2019). Within this process, attention deals with what individuals

notice, while encoding involves the preparation of data for storage. When

encoding new information, schemata seldom copy the input exactly as received;

instead, it is changed or distorted to fit the individual’s existing framework of

schemata, or script (Baron & Byrne, 2017).

Similarly, when retrieving information from memory, schemata only select

that which corresponds to the currently active script (Mayer, 2017). Therefore,

one’s learning and application of knowledge depends on one’s schematic

framework. The processing of information for storage includes several key

cognitive components. When one experiences sensory input, the raw data is

briefly captured in a sensory buffer. This receiver has unlimited capacity, but

information disappears quickly unless attention transfers it to short-term

memory (STM). STM holds approximately seven items, although chunking

techniques can cluster information to increase this amount (Mayer, 2017)

The most important cognitive associations occur when individuals relate

stored knowledge to sensory input and consequently encode the stimuli into

long-term memory (i.e., new schemata) (Bell-Gredler, 2018); therefore,

cognitive learning emphasizes the internal mental processes of association.

This concept differs from the behavioral view of association which is based

upon external motivation. As Bell Gredler states, “successful learning depends

on the learner’s actions rather than on events in the environment”. The roots of

cognitive theory can be traced to systems of ancient philosophy that date as far

back as 400 B.C. Plato’s idealism is based on the premise that reality only
9
consists of spirit and mind. According to Plato, the universe is comprised of good and perfect abs

Descartes and his 17th century philosophy of rationalism would build on

Plato’s concept of innate knowledge. Rationalism holds that one develops

intellect by strongly contemplating a few innate ideas; Descartes’ concept of “I

think; therefore, I am” demonstrates the emphasis on logical thought and

deduction. Based on mathematics, rationalism’s model for mental growth is a

vast system that revolves around just a few axioms (Bell-Gredler, 2018).

Learning involves one’s expectations in a given situation. If the

expectancies are fulfilled, then they are confirmed and remain part of one’s

schematic framework. Naturally, one’s perceptions of a situation greatly

influence one’s expectations within that scenario. In one of Tolman’s intriguing

experiments, three sets formats ran a maze daily for several weeks. The first

group -received food at the end of the maze while the second did not. The last

group received no food for the first ten days, but was then given the reward on

the eleventh day. The third group’s performance subsequently improved to the

extent that its error rate virtually matched that of the first group (Bell-Gredler,

2018).

When the individual encounters a region of life space with two positive

forces, the event is termed an approach-approach conflict. For example, if a

child were going to a playground with others, he or she would get to play with

the friends in addition to enjoying the rides. When both positive and negative

forces are exerted in a situation, the conflict is called approach-avoidance, while

avoidance-avoidance conflicts result from two negative forces (Bell-Gredler,

2018).

His concepts of motivation and psychological forces formed a foundation

upon which other theorists would later build; for example, Bernard Weiner’s
10
influential attribution theory expounded upon Lewin’s cognitive motivation by studying success an

Indeed, Lewin’s emphasis on motivation became prominent within

cognitive thought. Frederic C. Bartlett dramatically impacted cognitive

psychology by introducing the concept of schemata in the early 1930s. As part

of this development, Bartlett performed a substantial amount of research related

to perception, remembering, and comprehension of information (Bell-Gredler,

2021).

During these experiments, individuals consistently constructed scenarios

to compensate for incomplete information within perceptual sequences. For

example, when subjects were shown successive displays of patterns or

pictures, they would constantly fabricate the final display before seeing it. In

fact, they even stated that they remembered specific details in the initial

displays that did not actually exist (Bartlett, 2019). As Bartlett states, “the

observers were constantly ‘filling up gaps’ without waiting for the confirmation of

external stimulation (Bartlett,2019).

Piaget also formulated cognitive levels of development: preoperational,

concrete operations, and formal operations (d’Ydewalle& Lens, 2020). In the

preoperational stage (ages 2-6), the child begins to create relationships

between his or her experiences and mental actions. The world is represented

through the use of basic, generalized symbols and language. In concrete

operations (ages 6-10), cognitive processes are used to manipulate symbols

and language that directly relate to concrete objects. Within these operations,

the person organizes information for problem-solving tasks in the immediate

present. During the formal operations stage (ages 10-14), the child can delve

into abstract thinking. Mental operations involve number of variables including

scientific reasoning and introspection (Bruner, 2019).

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Accommodation

Accommodation and assimilation are the key terms, including in the theory

of cognitive development, elaborated by Jean Piaget, to reflect the patterns of

human progress. The former concept is critical for describing the way people

learn by interacting with the world, and it means the process of forming

frameworks based on one’s new experiences or knowledge (Nickerson, 2021).

In turn, the latter notion relates to the assessment of all presented

information, and it implies the application of critical thinking for comparing old

and new models of one’s behavior to find what is credible (Nickerson, 2021).

The concepts of assimilation and accommodation were introduced by

Jean Piaget, who extensively applied these in his theory of cognitive

development. However, James Mark Baldwin had already used the terms to

explain human development in 1906, albeit in a different and even more

biological sense related to the reception and processing of information. Baldwin

associated assimilation with object recognition, anticipating the concept of over-

assimilation, and explained accommodation as follows. Baldwin definition of

assimilation and accommodation shaped the under-standing of many later

scientists, including Piaget. Baldwin proposed that learning behavior, based on

assimilation and accommodation, directly influences natural selection and

evolution in an epigenetic sense (Simpson,2018).

Assimilation

Assimilation, and Accommodation is critical to mathematical thought and

to learning mathematics. However, students at all levels struggle to generalize.

In this paper,they present a theoretical analysis connecting Piaget’s assimilation

and accommodation constructs to Harel and Tall’s (2020) framework for

12
generalization in advanced mathematics. They offer a theoretical argument and empirical examp

Equilibration

Piaget agreed with most other developmental psychologists in that there

are three very important factors that are attributed to development: maturation,

experience, and the social environment. But where his theory differs involves

his addition of a fourth factor, equilibration, which "refers to the organism's

attempt to keep its cognitive schemes in balance". Also see Piaget (1977), &/or

Boom's detailed account.

Equilibration is the motivational element that guides cognitive

development. As humans, we have a biological need to make sense of the

things we encounter in every aspect of our world in order to muster a greater

understanding of it, and therefore, to flourish in it. This is where the concept of

equilibration comes into play. If a child is confronted with information that does

not fit into his or her previously held schemes, disequilibrium is said to occur.

This, as one would imagine, is unsatisfactory to the child, so he or she will try to

fix it. The incongruence will be fixed in one of three ways. The child will either

ignore the newly discovered information, assimilate the information into a

preexisting scheme, or accommodate the information by modifying a different

scheme. Using any of these methods will return the child to a state of

equilibrium, however, depending on the information being presented to the

child, that state of equilibrium is not likely to be permanent.

Writing Skills

Writing skills can be improved by learning through repetition. If the

teachers would be aware of the writing process this would help in teaching

appropriate strategies and that would also improve the writing skills of the

13
students. (Oberman et all 2019).

Writing is important because it is used extensively in higher education. If

students don’t know how to express themselves in writing, they won’t be able to

communicate well with others. (Walsh, 2020). This idea of Walsh 2020 states

that if the students manage to learn the material in their classes or out in the

class, they won’t be able to express their knowledge to the people.

Writing is one of the skills that must be learnt in teaching learning English.

Writing is an act of communication. Writing is a process allowing writer to

explorer thoughts and ideas, make them visible and concrete. Writing

encourages thinking and learning. It motivates communication and makes

thought available for reflection (Sangka, 2018).

According to Brown (2020) writing is primarily for the display of students’

knowledge. In addition, according to Suparno and Yunus (20018) writing is an

action to share and convey information by using written language as the media.

Therefore, writing means that the student can communicate their ideas and their

thought to others through written from such as letters, message or invitation for

communication. Good writing is that has organization that is logical and

effective, using the right choice of words, and conventions that are correct and

communicate in order that reader can easily to read and comprehend writing

content.

According to Tarigan (2020), writing is an indirect communication media,

or it is called a productive and expressing activity. Moreover, according to

Dalman (2013) writing is systematically organize ideas and express them

explicitly to make reader easy to understand the message or ideas that are

said, the writer must have good ability in writing.

14
Spelling Accuracy

Spelling constitutes a critical component of literacy, which occupies a

pivotal role in the understanding of the relationship between graphemes and

phonemes (Moats, 2018). In essence, spelling is a developmental process and

consists of stages, which are compatible with students’ understanding of letter

sound relationships (Beers, 2020, Templeton, 2020). These letter sound

relationships become more meaningful to students as their understanding

transcend from a lower level to a higher level. Spelling is considered to be a

more difficult task for students who are blind because they have to learn to read

and write signs, abbreviations and contractions in braille and yet need to learn

by heart the full spelling of a word to produce a print copy (Arter, 2018). There is

evidence that children with severe visual impairment are more likely to

experience difficulties in achieving levels of accuracy in spelling of their sighted

peers (McCall, 2018).

Braille writing is a tactile code of raised dots that enables individuals with low or

no vision to access information by touch. Its fundamental element is the braille

cell, which consists of six raised dots distributed into the scheme of two

columns and three rows. The pattern of the raised dots creates a total of 63

distinct combinations indicating an alphabet letter, a numeral or a punctuation

mark (Clark-Bischke & Stoner, 2017).

The first research hypothesis supports an association between the amount

of correct answers in braille spelling and a. the type of blindness (congenital

blindness versus acquired blindness), b. the level of education (primary versus

secondary), c. the degree of blindness (total versus partial) and d. the

educational setting where students were taught braille (special versus

mainstream setting) (Hypothesis 1). In parallel, a qualitative analysis of the

15
spelling errors was conducted, where spelling errors were categorized in phonological, grammati

Grammar and Punctuation

We originally developed the advice in this chapter independently as

checklists to remind ourselves of common mistakes that we committed in our

technical writing. The lists were designed to facilitate pruning of errors from our

reports, theses, dissertations, and manuscripts. In particular, we sought to

eliminate the simple mistakes that were notorious for irritating our reviewers and

editors, and that were equally notorious for slipping our minds. The checklists

helped. We subsequently provided them and related guidance to our students

and colleagues, who passed them along to others. Our hope is that this

guidance will make writing, editing, and publishing more pleasant and efficient

for others as well. Little of it is of our own making. Most was gleaned from those

irritated reviewers and editors, and from books and articles authored by

experienced technical writers and editors (Gopen et al,2019).

Conformity of style does not mean that technical writing must be boring

and dull. The successful technical writer focuses on writing documents that

engage the reader, ease understanding, and low logically, and that place the

needs of the reader above all else. For example, readers have certain

expectations about the structure and organization of writing (Gopen and Swan

2020).

These expectations apply not only to documents as a whole (e.g., the

typical arrangement of sections of a journal article; Chapter 3) but also to

paragraphs within a document and sentences within a paragraph. Readers

expect specific types of information to be placed in certain locations and often

subconsciously use location as a guide to the importance of the material

16
(Gopen and Swan 2020).

Written Expression

Analyses of the developing writing process frequently assume that

novices' written communication skills are deficient in the transformative power of

planning and revision see, for example, Bereiter and Scardamalia (2020).

However, research reports of process-writing investigators provide descriptive

evidence of such ability in very young writers (Graves, 2018).

The simple view of writing (SVW; Berninger et al., 2018) is likely the

framework with the most research and direct implications for practice. Much like

the SVR, writing is seen as the combination of transcription (ability to make the

letters), language (linguistic comprehension), and self-regulation (setting goals,

planning, working memory, and self-monitoring (Hebert et al, 2018).

Conceptual Framework of the Study

The conceptual framework of the study shows the dependent,

independent, and moderating variables of the study. The demographic profile is

the moderating variable. The indicators of the demographic profile are; gender

and age. The cognitive learning is the independent variable with its indicators;

accommodation, assimilation, and equilibration. Moreover, the dependent

variable of this study is the writing skills with its indicators; spelling accuracy,

grammar and punctuation and written expression.

17
Independent VariableDependent Variable

Cognitive Learning Writing Skills

 Accommodation  Spelling
 Assimilation accuracy
 Equilibration  Grammar and
Punctuation
 Written
expression

Figure 1. Conceptual Framework of the Study

Hypotheses of the study

The null hypothesis stated in this study at the 0.05 alpha level of significance
18
are the following:

Ho1. There is no significant difference in the level of writing skills of Grade 9

students, when group according to their demographic profile.

Ho2. There is no significant relationship between level of cognitive learning and

writing skills of grade 9 students.

CHAPTER III

19
 METHODOLOGY

This section explains the methodology that researchers will employ. It

includes the research design, research locale, respondents of the study,

sampling procedure, and the research instruments to be utilized. Moreover, the

study’s data collection and gathering procedures, the statistical tools to be

employed, and the ethical considerations

Research Design

In this study, the researchers will employ the quantitative method and

use descriptive-correlational research design to determine the level of cognitive

learning and writing skills of grade 9 students. Furthermore, this design will also

describe the variables: the independent variable is the impact of cognitive

learning, and the dependent variable is the writing skills of junior high school

students in grade 9. In addition, the study’s main instrument will be a survey

questionnaire that will be administered and answered by the grade 9 students.

Research Locale

This study will be conducted at Serapion C. Basalo Memorial Colleges

Incorporated, located at Dura Tibas Street, Poblacion, Kiblawan Davao del Sur

covering the Grade 9 students enrolled in school year 2023-2024.

Respondents of the Study

The respondents of the study are the bonifide grade 9 students

currently enrolled in school year 2023-2024 in Serapion C. Basalo Memorial

Colleges Incorporated. Table 1 presents that there are 66 students in grade 9

students whom 75% of the population will be the respondents of the study.

20
Table 1. The population of grade 9 students.
Section

Narra 25

Molave 25

Total 50

Sampling Procedure

To estimate the sample size needed for the study, the researchers will employ

the random sampling technique, wherein 75% of grade 9 students will serve as

the respondents to this study. The random sampling technique will be used so

that there is an equal probability of each student being chosen. A sample will be

chosen randomly and is meant to be unbiased in its representation of the total

population.

Measure

After all survey questionnaires will be retrieved the following statistical

work will be done, that includes the following: (1) tallying and scoring of

responses by the questions ask, 2) computing the frequency count, percentage,

mean, standard deviation, and Pearson product-moment of correlation 3)

statistical analysis of data by measuring of arithmetic mean and Pearson

product correlation to draw generalization of the findings that will be derived

from the study. The interpretation of scores of Grades 9 students of the level of

cognitive learning resource, as follows:

Table 1 presents a descriptive rating and interpretation of the cognitive

learning of Grade 9 students. Table 2 presents the descriptive rating and

interpretation of the students’ writing skills. Table 3 provided the degree of

relationship between the cognitive learning and writing skills of the Grade 9
21
 students.

Table 1. The scale for the interpretation of the degree of students’ responses on
the mean scores on Cognitive Learning of Grade 9 Junior High School
Students.
Scale Verbal Interpretation
Description
5 Very High Measures of cognitive learning are always manifested.
4 High Measures of cognitive learning are often manifested.
3 Moderate Measures of cognitive learning are sometimes
manifested.
2 Low Measures of cognitive learning are seldom manifested.
1 Very Low Measures of cognitive learning never manifested.

Table 2.The scale for the interpretation of the degree of students’ responses on
the mean scores of Grade 9 students’ Writing skills
Scale Verbal Interpretation
Description
5 Exemplary The students have assessed their writing skills
as high proficiency
4 High The students have assessed their writing skills
as above proficiency
3 Moderate The students have assessed their writing skills
as middle proficiency level.
2 Low The students have assessed their writing skills
as low proficiency level.
1 Did not The students have assessed their
meet writing skills as very low proficiency
expectations level.

Table 3. The scale for the interpretation of the degree of a significant relationship
between the level of cognitive learning and the level of writing skills of Grade 9 Junior
High School students.
r Value Degree of Relationship
+1.00 Perfect positive (negative) correlation

+0.91 to 0.99 Very high positive (negative) correlation

+0.71 to 0.90 High positive (negative) correlation

+0.51 to 0.70 Moderately high positive (negative) correlation

+0.31 to 0.50 Low positive (negative) correlation

+0.01 to 0.30 Negligible positive (negative) correlation

+0.00 No correlation

22
Research Instrument

To obtain the necessary information, the researchers will utilize a

survey questionnaire, which will be subject to the content validation of experts in

the field. The questionnaire will contain three parts, which will be answered by

the Grade 9 students. The first part will look into the students’ demographic

profiles as grade 9 students. The second part will look at the level of students’

cognitive learning skills. However, the third part will look at their level of writing

skills. The survey questionnaires will be designed by the researchers and

answered by the Grade 9 students.

Data Collection and Gathering Procedure

The researchers will gather data for the Grade 9 Junior High School

Level of Cognitive Learning, which consist of 30 items. A Likers scale will be

used in the questionnaire to determine the responses of the participants. The

researchers will also gather the demographic profile of the students, specifically

their gender and age. The respondents will answer the survey questionnaire

with their full responsibility for participation in the conduct of the study.

The following procedures for data will be used:

1. First and Foremost, obtain permission from the office of the Education

Program Chair to conduct the study.

2. Furnish the Research Committee with a copy of the endorsement and a

cover

letter on the subject of the study in order to solicit their support.

3. The researchers will then furnish a copy of the endorsement letter to the

principal of SCBMCI to inform her about the objectives of the study and that the

23
participation of Grade 8 students is voluntary.

4. A consent letter will be given to the grade 8 students to assure them that

their participation is purely voluntary. All the consent letters signed by the grade

8 students shall be filed in a folder as a means of verification that they

voluntarily participated in the study. If the students find the study contrary their

views and opinions, they will be given freedom to back out without any

consequences.

5. An orientation among the grade 8 students will be conducted by the

researchers to prepare them ahead of schedule. This will include how to

respond to the survey questionnaire properly to come up with their honest

responses.

6. The survey questionnaire shall be personally administered by the

researchers to the grade 8 students as scheduled.

7. Results shall be immediately retrieved, consolidated, tabulated and exposed

to statistical treatment.

Statistical Tools

The following tools shall be utilized:

1. The researchers will employ frequency count, percentage, mean, and

standard deviation.

2. The Person product-moment correlation coefficient will be the method to use

in measuring the relationship between the level of cognitive learning, and

writing skills of Grade 9 students. The significance of the correlation

coefficients will be tested at the 0.05 probability level.

3. The ANOVA shall be used to establish the significant difference in the level

of
24
 cognitive learning of grade 9 students according to their demographic profile.

4. The ANOVA shall be used to establish the significant difference in the level

of writing skills of grade 9 students according to their demographic profile.

Ethical Consideration

Before data is collected, ethical concerns and issues will be taken into

account when conducting this study. The researchers shall seek approval to

conduct the study from the office of the Education Program Chair. The

researcher will comply with this policy by ensuring the suitability of the

designated recruiting parties and conducting an assessment of the amount of

risk and risk-mitigation procedures (including physical, psychological and socio-

economic). The consent forms for the study’s participants will be provided, and

they will be made to sign voluntarily. Every respondent will be given the

assurance that their rights will be treated fairly, especially when it comes to the

administration of the following:

Voluntary Participation. The primary goal of the study will be explained to the

student respondents in this survey, along with the fact that their participation is

entirely voluntary. They will be free to withdraw from the study without facing

any repercussions or penalties if they discover that it contradicts their

viewpoints. The respondents will be free to renounce their participation and/or

withdraw without facing any repercussions.

Privacy and Confidentiality. All individual responses will be treated in the

strictest confidence. Respondents’ private information will be managed with the

utmost confidentiality. To safeguard their privacy, we’ll omit their names.

Permission from Organizational/Location. The researchers will guarantee

the organizations or location’s consent. To get approval to carry out the study in

25
the designated research location, the researchers will send letter of consent to the Education Pro

Plagiarism. To carefully convey the information from the other researchers, the

researchers in this study will paraphrase it. No attempt will be made in this

study to claim someone else’s work as their own. At the exact time the

researchers mention a piece of work, the researchers will give the author’s full

name and the year of publication.

Risk. In terms of physical, psychological, or social considerations, this research

won’t involve any high-risk situations that the participants might encounter. The

stringent IATF guidelines shall be followed. Using a face mask while conducting

the study will strictly not be prohibited. The rights of the study’s respondents will

also be safeguarded with the great care.

Benefits. The researchers will be able to derive generalizable knowledge from

the study’s findings. Accurate, comprehensive records must also be kept,

along with the applicable reporting requirements established by the institution.

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