Republic of the Philippines

EASTERN MINDANAO COLLEGE OF TECHNOLOGY

Mercedes St. San Jose Dist. Pagadian City, Zamboanga Del Sur
BACHELOR OF SCIENCE IN SOCIAL WORK

“ADDRESSING CHILDHOOD MALNUTRITION: CHALLENGE AND

INTERVENTIONS FROM A SOCIAL WORK PERSPECTIVE IN PAGADIAN
CITY”

An Undergraduate Thesis
Presented to the Faculty of
Social Work Department
Eastern Mindanao College of Technology

In Partial Fulfillment
Of the Requirement for the Degree
BACHELOR OF SCIENCE IN SOCIAL WORK

By:
Miparanum, Jims Mico D.
Reyes, Marjorie C.
 CHAPTER I

INTRODUCTION

This chapter presents the background of the study, Objective of the study, and
Conceptual framework.

BACKGROUND OF THE STUDY

Childhood malnutrition remains one of the most persistent public health

challenges globally, affecting millions of children, particularly in low-and middle-

income countries. Malnutrition is not only a matter of inadequate food intake but also

deeply rooted in social, economic, and environmental factors. It leads to stunting,

wasting, underweight, micronutrient deficiencies, and in severe cases, death. It

impairs physical growth, cognitive development, and increases the risk of mortality

and long-term health issues.

Malnutrition, which includes undernutrition (wasting, stunting, underweight)

and micronutrient deficiencies, is a multidimensional problem with roots in poverty,

food insecurity, poor healthcare access, and lack of education. According to

Department of Health and UNICEF reports, regions in Mindanao-including parts of

Zamboanga Del Sur, where Pagadian City is located-report higher than average rates

of child malnutrition. Despite various feeding programs, health education campaigns,

and government efforts like the Pantawid Pamilyang Pilipino Program (4Ps), children

in marginalized barangays of Pagadian continue to suffer, Social Workers in the city,

employed in local government units (LGU’s), schools, and NGO’s, often confront
systemic issues such as lack of resources, insufficient inter-agency coordination, and

cultural misconception about nutrition.

Social workers are uniquely positioned to address these underlying causes,

with their holistic approach, social workers engage with families, communities, and

institution to advocate for children rights, provide education, support access to

services, and implement community-based interventions. However, the role of social

work in combating childhood malnutrition is often under-researched and underutilized

in policy frameworks.

Understanding childhood malnutrition from a social work perspective

highlights the importance of community-based action, family support system,

education, and access to social services. By studying these dynamics, this research

aims to contribute to a more comprehensive understanding of the challenges and

effective interventions that social work can offer. Therefore, this study focuses on

identifying the challenge and success stories from the perspective of social workers

and provides insight into strengthening future interventions.

OBJECTIVES OF THE STUDY

General Objective:

To examine the challenges and interventions related to childhood

malnutrition from a social work perspective in Pagadian City.

Specific Objectives:

1. To identify the primary causes of childhood malnutrition in selected

communities within Pagadian City.

2. To explore the role and experiences of social workers in addressing child

malnutrition.

3. To access the effectiveness of current social workers interventions (e.g.,

feeding programs, family counseling, advocacy).

4. To identify challenges and barriers faced by social workers in

implementing anti-malnutrition programs.

5. To recommend strategies to enhance social work practice in combating

childhood malnutrition.
CONCEPTUAL FRAMEWORK

The conceptual framework demonstrates that childhood malnutrition in

Pagadian City is influenced by multiple interested factors such as poverty,

community, awareness, and family practices. Social Workers intervene at various

levels-through case management, education, resources, allocation, and advocacy to

implement interventions life feeding programs, parental counseling, and community

mobilization.

The framework also includes barriers such as limited funding, policy gaps, and

cultural beliefs, which affect the efficiency of interventions. Ultimately, improved

coordination and stronger social work practices can lead to better nutritional outcomes

for children.

Childhood
Malnutrition in
Pagadian

Socioeconomic Role of Social

Factors Workers
Community Health Programs
Awareness Family Support

Improved Child
Intervention Outcomes
Nutrition
SCOPE AND DELIMITATION OF THE STUDY

Scope:

This study focuses on the social work perspective concerning childhood

malnutrition, particularly in under-resourced communities. It explores the social,

economic, and institutional challenges, and evaluates interventions led or supported

by social workers in various context (e.g., community-based programs, school feeding

initiatives, counseling services, etc.). It will include the role of governmental and non-

governmental organizations working in child nutrition and welfare.

Delimitation

The research is limited to the social and community-based interventions and

excludes purely dietary/nutritional science-focused programs unless integrated with

social work. It will not include adult or elderly malnutrition cases.

SIGNIFICANCE OF THE STUDY

This study is significant for several reasons

1. Addresses a Critical Social Issue: Childhood malnutrition remains a

major public health concern that negativity impacts children’s physical, emotional,

and cognitive development. This research highlights the urgency of addressing this

issue from a social work lens.

2. Emphasizes the Role of Social Work: The study showcases how

social workers are uniquely positioned, to identify, prevent, and respond to cases of

malnutrition through community-based programs, family interventions, and advocacy.

3. Guides Policy and Program Development: By understanding the

challenges and effective interventions, this study can help inform government

agencies, non-government organization, and social work practitioners in designing

more targeted and holistic programs.

4. Raises Community Awareness: It promotes awareness of the socio-

economic and cultural factors that contribute to malnutrition, encouraging a more

collaborative and community-based response.

5. Promotes Child Welfare and Rights: The study aligns with the

protection of children’s rights, particularly the right to adequate nutrition and health,

reinforcing the commitment of social work to social justice and human dignity.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and related studies that

have a bearing on this problem. Data relevant to the study was gathered and collected

from books, websites, and unpublished materials.

RELATED LITERATURE

Writing a well-structured research paper remains a foundational requirement

in higher education. Among its key parts, Chapters 1 to 3 lay the groundwork for the

entire research process. This chapter presents a synthesis of literature and previous

studies related to research writing skills, common student challenges in developing

introductory chapters, the role of structured formats or templates, and pedagogical

interventions aimed at improving research writing competence.

Research Writing and Academic Standards

Academic writing is not only a demonstration of mastery of content but also of

the student’s ability to communicate ideas logically and coherently. According to

Booth, Colomb, and Williams (2016), students often struggle with transforming

research ideas into organized academic manuscripts due to unclear understanding of

structure and conventions. Creswell and Creswell (2018) emphasize that clarity in

presenting the introduction, literature review, and methodology is crucial for

producing credible research that can be replicated or validated by others.

Components of Chapters 1 to 3

Research writing manuals highlight that Chapters 1 to 3 are interdependent. Chapter 1

situates the research problem within a broader context and clarifies what the study

intends to achieve (Punch, 2016). Chapter 2 builds on this by reviewing existing

literature to justify the study’s relevance and to situate it within scholarly discourse

(Machi & McEvoy, 2016). Chapter 3 provides the blueprint for the investigation,

describing how data will be collected, analyzed, and interpreted (Fraenkel, Wallen, &

Hyun, 2019).

Challenges Faced by Students

Several studies have pointed out the difficulties students encounter in writing

coherent research proposals. Bruce (2019) found that students often fail to connect the

problem statement with the literature review and methodology, resulting in disjointed

drafts. Likewise, Komba and Kafanabo (2018) discovered that undergraduate students

frequently have incomplete or poorly written Chapter 2s due to weak skills in

sourcing, synthesizing, and organizing related literature. These gaps lead to confusion

and low confidence, which hinder progress.

Use of Structured Sample Formats

Providing structured templates or sample formats has been identified as an

effective pedagogical tool to guide novice researchers (O’Leary, 2017). A study by Al

Fadda (2012) showed that clear guidelines and models significantly improve students’

academic writing performance. Moreover, Chanock (2007) noted that students benefit

from annotated exemplars that show not just structure but also commentary on content

and academic style.

 In a similar vein, Borg (2008) argued that explicit instruction using discipline-

specific models helps demystify academic genres. Templates clarify expectations,

minimize ambiguity, and provide a practical scaffold, especially for students in non-

thesis tracks or disciplines with less emphasis on research training.

Effectiveness of Instructional Interventions

Studies have demonstrated that using guided materials positively impacts

students’ writing competence and perceived confidence. Nimehchisalem and

Mukundan (2011) found that research writing modules and rubrics improved students’

abilities to meet formal academic writing requirements. Similarly, Jalongo and

Saracho (2016) emphasized the importance of explicit writing support for pre-service

teachers completing research courses.

Overall, literature suggests that clear, structured sample formats can be a

valuable instructional strategy for supporting students’ research writing. However,

there remains limited empirical research that evaluates the effectiveness of such

formats specifically for guiding the writing of Chapters 1 to 3 among undergraduate

students in the Philippine context. This study seeks to address this gap by developing

a sample format and assessing its impact on students’ understanding, competence, and

writing performance.

RELATED STUDIES

Numerous empirical studies have explored students’ challenges in writing

research papers and the effectiveness of various instructional supports to address these
difficulties. These related studies provide concrete evidence that guided materials,

templates, and structured instruction can significantly impact research writing

competence and outcomes.

In a study conducted by Yıldırım (2013), it was found that providing clear

outlines and exemplars greatly improved students’ ability to organize research

proposals in education courses. The experimental group that received structured

outlines produced more coherent introductions, better-integrated literature reviews,

and clearer methodology sections than the control group.

Similarly, Paltridge (2002) investigated graduate students’ difficulties in

structuring research proposals. The findings revealed that explicit teaching of genre

conventions, including annotated exemplars of research chapters, enhanced students’

understanding of how to connect the problem statement, literature review, and

methods coherently.

In the Philippine context, Daguay and Martinez (2021) conducted a quasi-

experimental study on the use of modular research writing guides among

undergraduate education students. Their results indicated that students who used

modular templates showed significant improvement in the organization and

completeness of their Chapters 1 to 3 compared to those who received traditional

lectures only.

Another relevant study by Amador, Miles, and Peters (2006) demonstrated that

using rubric-guided instruction improved graduate students’ proficiency in developing

methodology chapters. Students who were given detailed rubrics and examples

produced clearer sampling, instrumentation, and data analysis sections than those who

did not receive such aids.

 Additionally, Rahmat and Kamaruddin (2021) found that scaffolded research

writing workshops with sample outlines and templates increased the writing

confidence of undergraduate TESOL students in Malaysia. The students reported

reduced anxiety and higher satisfaction with their drafts of Chapters 1 to 3 after

guided practice.

These studies highlight a common theme: when novice researchers are

provided with structured supports such as sample formats, templates, annotated

exemplars, or detailed rubrics, they demonstrate significant improvements in both

writing competence and confidence. However, despite these findings, few studies

have focused specifically on developing a comprehensive, adaptable sample format

for Chapters 1 to 3 that can be integrated into undergraduate research courses across

different disciplines in the Philippines.

Therefore, this study aims to fill this gap by designing and testing a sample

format tailored for undergraduate students, and by evaluating its impact on students’

understanding, perceived competence, and actual writing performance.

THEORETICAL FRAMEWORK

This study is anchored on two relevant theories that support the development

and use of a structured sample format to enhance students’ competence in writing

Chapters 1 to 3: Vygotsky’s Social Constructivist Theory and Cognitive Load Theory.

Vygotsky’s Social Constructivist Theory

 Lev Vygotsky’s Social Constructivist Theory (1978) posits that learning is a

socially mediated process wherein students construct knowledge through interactions

with more knowledgeable others and through tools or scaffolds provided within their

learning environment. One key concept is the Zone of Proximal Development (ZPD),

which refers to the gap between what a learner can do independently and what they

can achieve with appropriate guidance and support.

In the context of this study, a structured sample format acts as a scaffolding

tool that guides students through the complex process of writing research Chapters 1

to 3. By providing clear models and templates, students are better equipped to

organize their ideas, follow conventions, and produce outputs that meet academic

standards — tasks that might otherwise lie beyond their ZPD without explicit support

(Bruner, 1986; O’Leary, 2017).

Cognitive Load Theory

Developed by Sweller (1988), Cognitive Load Theory emphasizes that

learners have a limited working memory capacity when processing new and complex

information. If instructional materials are poorly structured, students may experience

high extraneous cognitive load, which hampers learning and performance.

By providing a clear and well-organized sample format for Chapters 1 to 3, the

study reduces students’ extraneous cognitive load. This allows them to focus their

cognitive resources on the intrinsic load (the actual academic content and logical

connections between chapters) and the germane load (constructing and automating

knowledge structures). Structured templates and exemplars help novice researchers

manage the complexity of research writing by offering step-by-step guidance and

concrete examples (Sweller, Ayres, & Kalyuga, 2011).

Together, these theories provide a strong foundation for the present study. By

combining scaffolding (Social Constructivism) with efficient instructional design

(Cognitive Load Theory), the structured sample format aims to improve students’

understanding, confidence, and actual performance in writing the essential

introductory chapters of their research papers.

CONCEPTUAL FRAMEWORK

This study is guided by the concepts of scaffolding and cognitive load

management in supporting research writing competence. The conceptual framework

illustrates how the structured sample format serves as an intervention to improve

students’ understanding, perceived competence, and actual writing performance in

drafting Chapters 1 to 3.

The framework is anchored on the assumption that novice research writers

often face difficulties organizing ideas, aligning sections coherently, and meeting

academic writing standards (Booth et al., 2016). Without clear guidance, students may

experience confusion and high cognitive overload, which hinder learning and

performance (Sweller, 1988).

INDEPENDENT VARIABLES DEPENDENT VARIABLES

 Student Profile
 Initial  Orientation/Training
Understanding  Guided Writing
 Structured Sample
 Evaluation and Scoring
Format

Figure 1. Schematic Diagram of the Study

ASSUMPTIONS OF THE STUDY

This study is based on the following assumptions:

  Students have basic prior knowledge of research writing. It is assumed that the

undergraduate students who will participate have already been introduced to

fundamental research concepts and formats in their previous coursework.

 Participants will answer surveys and complete writing tasks honestly and to

the best of their abilities. It is assumed that students will provide truthful

responses in the self-assessment tools and will exert genuine effort in writing

their Chapters 1 to 3.

 The structured sample format will be used as intended. It is assumed that

students in the experimental group will follow the provided sample format

faithfully when drafting their Chapters 1 to 3.

 Faculty evaluators will grade objectively. It is assumed that the faculty

members assigned to evaluate the students’ work will use the standardized

rubric consistently and without bias.

 External factors will have minimal influence. It is assumed that factors such as

personal motivation, instructor influence, or peer support will not significantly

affect the outcomes beyond the scope of this study.

 The developed sample format aligns with generally accepted academic writing

standards. It is assumed that the sample format reflects standard requirements

for undergraduate research papers across disciplines included in the study.

These assumptions help define the context in which the study’s results will be

interpreted and ensure that the findings remain valid within the study’s scope.

DEFINITION OF TERMS

The following terms are defined operationally as they are used in this study:
 Structured Sample Format. It refers to the organized template developed by

the researcher, showing standard headings, subheadings, explanations, and examples

for writing Chapters 1 (Introduction), 2 (Review of Related Literature and Studies),

and 3 (Research Methodology) of an undergraduate research paper.

Research Writing Competence. It is the ability of students to organize,

develop, and write the required sections of Chapters 1 to 3 clearly and coherently,

measured through a standardized scoring rubric.

Level of Understanding. It refers to students’ knowledge and comprehension

of the required content, format, and purpose of Chapters 1 to 3, as determined by their

scores on a structured knowledge test or checklist.

Perceived Competence. Students’ self-assessment of their confidence and

capability in writing Chapters 1 to 3, measured using a validated survey instrument.

Completeness. It is the extent to which students’ written outputs include all the

required sections and subsections in the correct order and with adequate content.

Writing Quality. It refers to the organization, clarity, logical flow, and

adherence to academic standards in the written Chapters 1 to 3, evaluated by research

faculty using a scoring rubric.

Experimental Group. The group of students exposed to the structured sample

format intervention during the writing of their research Chapters 1 to 3.

Control Group. The group of students who follow traditional research writing

instruction without being provided with the structured sample format.

 Pre-test and Post-test. The writing tasks and assessments administered before

(pre-test) and after (post-test) the intervention to measure students’ progress in writing

Chapters 1 to 3.

Undergraduate Students. It refers to students enrolled in undergraduate

research writing courses in selected higher education institutions who are required to

prepare a research paper as part of their curriculum.

These definitions clarify how key concepts are used and measured in this

study to ensure consistency and shared understanding among readers.

CHAPTER III

METHODOLOGY
 This chapter presents the research method used in this study. This is used as

the life blood of this study and serves as guide on what to do in this research. This

chapter presents the research design, locale of the study, population and sample,

research respondents and method of data gathering and instrument and the statistical

treatment of data.

RESEARCH DESIGN

This study will employ a quantitative research design, specifically using a

descriptive-comparative and quasi-experimental approach, to evaluate the

effectiveness of a structured sample format in guiding undergraduate students in

writing Chapters 1 to 3 of a research paper.

Quantitative research focuses on gathering numerical data to test hypotheses,

examine relationships, and identify differences among variables (Creswell &

Creswell, 2018). It relies on structured instruments and statistical analysis to ensure

objectivity, reliability, and generalizability of results (Fraenkel, Wallen, & Hyun,

2019).

In this study, the descriptive component will determine the students’ level of

understanding, perceived competence, and writing performance related to Chapters 1

to 3. Descriptive research is appropriate for systematically describing characteristics

of a population without manipulating variables (LoBiondo-Wood & Haber, 2018).

RESEARCH LOCALE

This study will be conducted at Eastern Mindanao College of Technology

(EMCOTECH) College in Pagadian City. It is located in Barangay San Jose, Pagadian

City. The department is headed by Mrs. Sweet Cindy Alarilla, RSW, MSW as the dean
of the social work department. Eastern Mindanao College of Technology

(EMCOTECH) is a private school in Pagadian City, Zamboanga Del Sur. It

specializes in technical courses providing undergraduate degree programs, technical-

vocational programs and Senior High School Programs. The school offers 2–4-year

courses in Information Technology, Technical Teacher Education, Automotive

Technology, Hotel and Restaurant Management, Management in Accounting, and

Social Work. For Senior High School students, EMCOTECH has the academic and

Technical-Vocational Livelihood (TVL) tracks, Particularly the STEM, ABM,

HUMSS, HE, AND IA strands.

RESEARCH POPULATION AND SAMPLE

This research study targeted the Social Work students in Eastern Mindanao

College of Technology (EMCOTECH), Pagadian City who are officially enrolled in

the S.Y. 2023-2024. The research respondents were 109 social work students who

are officially enrolled. A purposive sampling technique will be employed to select

participants for the Study. Purposive sampling refers to a group of non-probability

sampling techniques in which units are selected because they have characteristics that

we need in our study.

RESEARCH INSTRUMENT

This study will use three main research instruments to gather quantitative data:

a Knowledge Test, a Perceived Competence Survey, and a Writing Performance

Rubric. These instruments are designed to measure the key variables: students’

understanding, perceived competence, and actual performance in writing Chapters 1

to 3.

1. Knowledge Test
 The Knowledge Test is a researcher-developed multiple-choice and short-

answer questionnaire designed to assess students’ understanding of the required

sections, format, and purpose of Chapters 1 (Introduction), 2 (Review of Related

Literature and Studies), and 3 (Research Methodology).

The test will cover essential topics such as:

 Identifying the components of each chapter,

 Arranging sections in logical order,

 Understanding the function and content expected in each part.

The test will be validated by research writing faculty experts to ensure its

content validity and appropriateness for undergraduate students (Fraenkel, Wallen, &

Hyun, 2019).

2. Perceived Competence Survey

This instrument is a self-report survey designed to measure students’ perceived

competence and confidence in writing Chapters 1 to 3. It will use a Likert scale (e.g.,

1 = Strongly Disagree to 5 = Strongly Agree) to measure students’ agreement with

statements such as:

 “I am confident in writing the Introduction of my research paper.”

 “I know how to organize a Review of Related Literature.”

 “I can design and describe a research methodology clearly.”

This survey will be adapted from existing writing competence questionnaires,

with modifications to suit the context of research writing at the undergraduate level
(Creswell & Creswell, 2018). It will undergo expert validation and pilot testing to

check its reliability (Cronbach’s alpha) and internal consistency.

3. Writing Performance Rubric

To evaluate students’ actual writing performance, a standardized scoring rubric will be

used. The rubric will assess the students’ submitted drafts of Chapters 1 to 3 according

to the following criteria:

 Completeness: Presence of all required sections and subsections.

 Organization: Logical flow and coherence of ideas.

 Clarity: Use of clear, academic language and correct structure.

 Relevance: Appropriateness and depth of content.

Each criterion will be rated on a scale (e.g., 1–5), with clear descriptors for

each level of performance to ensure objective and consistent scoring (Brookhart,

2013). Multiple faculty evaluators will independently score the outputs to enhance

inter-rater reliability.

Validity and Reliability

All instruments will be validated by a panel of experts in research writing and

education to ensure content validity. The survey and knowledge test will be pilot-

tested with a small group of students to determine clarity, reliability, and time

requirements. Necessary revisions will be made based on feedback to improve the

instruments’ accuracy and usability.

 By combining objective tests, self-report measures, and performance-based

scoring, this study will ensure a comprehensive, triangulated assessment of students’

understanding, perceived competence, and actual research writing performance.

DATA GATHERING PROCEDURE

The following steps will be systematically undertaken to collect valid and

reliable data for the study, in line with best practices in educational research (Creswell

& Creswell, 2018; Fraenkel, Wallen, & Hyun, 2019).

Step 1. Securing Permissions and Ethical Clearance. Prior to data collection,

the researcher will obtain formal permission from the participating higher education

institutions. A letter of request and a copy of the approved research proposal will be

submitted to the school administrators and concerned department heads. To ensure

adherence to ethical standards in research involving human participants, an informed

consent process will be conducted and ethical clearance will be sought where

applicable (Babbie, 2020).

Step 2. Orientation of Respondents. Upon approval, an orientation session will

be conducted for the participating students. This session will explain the objectives,

scope, and significance of the study. Participants will be informed about the voluntary

nature of their involvement, their right to confidentiality, and their freedom to

withdraw at any time without penalty (LoBiondo-Wood & Haber, 2018). Signed

informed consent forms will be collected from all respondents.

Step 3. Administration of Pre-Test. A pre-test will be administered to both the

experimental and control groups. The pre-test will include the Knowledge Test, which

measures students’ understanding of the required structure and content of Chapters 1

to 3, and the Perceived Competence Survey, which assesses students’ self-reported

confidence in writing these sections (Fraenkel, Wallen, & Hyun, 2019). The pre-test

will establish the baseline data for both groups.

Step 4. Implementation of the Intervention. The intervention will then be

implemented. The experimental group will receive an orientation on the structured

sample format, including instructions on how to use it when drafting their Chapters 1

to 3. This aligns with Vygotsky’s (1978) concept of scaffolding within the Zone of

Proximal Development. The control group will continue to receive traditional

instruction without the structured format, serving as a basis for comparison (Campbell

& Stanley, 1963).

Both groups will be given a reasonable period (e.g., 4–6 weeks) to work on their

drafts as part of their course requirements.

5. Submission of Written Outputs. At the end of the writing period, all

participants will submit their written drafts of Chapters 1 to 3. The researcher will

ensure that all submissions are properly coded to maintain anonymity during the

evaluation phase (Creswell & Creswell, 2018).

Step 6. Post-Test Administration. Following submission, a post-test consisting

of the same Knowledge Test and Perceived Competence Survey will be administered

to both groups. This will allow measurement of any changes in understanding and

self-assessed competence attributable to the use of the structured sample format

(Fraenkel, Wallen, & Hyun, 2019).

Step 7. Evaluation of Written Outputs. The collected written outputs will be

evaluated by at least two faculty experts using a standardized Writing Performance

Rubric. The use of multiple raters will help establish inter-rater reliability and

minimize subjectivity in scoring (Brookhart, 2013).

Step 8. Data Compilation and Statistical Analysis. All quantitative data—

including pre-test and post-test scores, survey responses, and rubric scores—will be

compiled and encoded. Appropriate descriptive and inferential statistical methods will

be applied to analyze the data, following best practices in educational and social

science research (Creswell & Creswell, 2018).

STATISTICAL TREATMENT OF DATA

The quantitative data gathered in this study will be analyzed using appropriate

descriptive and inferential statistical methods to address the research objectives and

test the stated hypotheses.

According to Creswell and Creswell (2018) and Fraenkel, Wallen, and Hyun

(2019), selecting appropriate statistical techniques ensures that the results are valid,

reliable, and meaningful.

1. Descriptive Statistics

Descriptive statistics will be used to summarize and describe the general

characteristics of the collected data. Specifically:

 Frequency and Percentage will be used to present the distribution of

respondents according to demographic variables such as year level and

program.

 Mean and Standard Deviation will be computed to describe the students’ pre-

test and post-test scores in:

 o the Knowledge Test,

o the Perceived Competence Survey, and

o the Writing Performance Rubric.

These measures will provide an overview of central tendency and variability

in the students’ performance (Fraenkel, Wallen, & Hyun, 2019).

2. Inferential Statistics

To test for significant differences between the control and experimental

groups, the following inferential statistics will be applied:

 Paired Sample t-Test.

This test will be used to determine whether there is a significant

difference between the pre-test and post-test mean scores within each group.

This will assess whether students’ understanding and perceived competence

improved after the intervention (Creswell & Creswell, 2018).

 Independent Samples t-Test.

This test will be used to determine whether there is a significant

difference between the post-test mean scores of the control group and the

experimental group. This will test the effect of the structured sample format

intervention on students’ understanding, perceived competence, and actual

writing performance (Field, 2018).

If the data violate the assumptions of normality or homogeneity of

variance, appropriate non-parametric equivalents, such as the Wilcoxon

 Signed-Rank Test (for paired comparisons) and the Mann-Whitney U Test (for

independent comparisons), will be used instead (Pallant, 2020).

3. Level of Significance

All hypotheses will be tested at a 0.05 level of significance. If the computed p-

value is less than 0.05, the null hypothesis will be rejected, indicating a statistically

significant difference.

4. Software

All statistical computations will be carried out using Statistical Package for the

Social Sciences (SPSS) version 25 or any equivalent statistical software to ensure

accurate and efficient analysis (Pallant, 2020).

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