05851nam a22001577a 4500003000400000005001700004008004100021040000900062100002600071245014800097260005500245300003800300500526400338500005005602504004105652OSt20250320083529.0250319b        |||||||| |||| 00| 0 eng d  cNVSU  aTajon, Venus Bautista  aGrammatical writing skills among selected K to 12 graduates enrolled at Nueva Vizcaya State University, Bayombong Campus/cVenus Bautista Tajon  aBayombong:bNueva Vizcaya State University,c2019.  ax, 117 leaves :bphotos ;c28 cm.  a          This study identified if there existed a significant correlation between the perception of the level of Media and Information Literacy and the level of Critical Thinking Skills of Grade 12 Science, Technology, Engineering and Mathematics (STEM) students of Saint Mary's University Senior High School.

          The study employed a descriptive inferential method of research, particularly comparative and correlational techniques. The research instruments used for the study were the Media and Information Literacy Questionnaire which was adopted from the Global MIL Assessment Framework of UNESCO Communication and Information Sector, and the Critical Thinking Questionnaire also known as the Watson-Glaser Critical Thinking Appraisal which was derived from Assessment Day, a company based in United Kingdom. To determine the significant differences on the level of MIL and critical thinking skills scores of the respondents when grouped according to age, sex and type of school, independent samples t-test was used, and when grouped according to ethnicity, number of gadgets owned and being used, and number of hours of exposure to different forms of media per day, one-way ANOVA and Brown-Forsythe Robust Test for Equality of Means were used. In evaluating the significant difference between or among variables, t-test and F-test were used. In testing the significant correlation between the domains of media and information literacy and critical thinking skills, Pearson r correlation test was used. For all tests of hypotheses, the significance level was set at 0.05.

          Results of the study showed that the respondents had very satisfactorily manifested Media and Information Literacy. However, their critical thinking skills were described as fair. Most of the students were on the below average percentile rank of the critical thinking skills. Moreover, no significant differences existed on the level of media and information literacy and level of critical thinking skills of the respondents when they were grouped according to profile variables. Finally, there was no significant relationship between the level of media and information literacy and level of critical thinking skills of the senior high school STEM students.

          The Administration may continue sending its faculty members to participate in seminars and trainings related to enhancing the students Critical Thinking Skills and or through Media and Information Literacy. The Senior High School principal, in cooperation with the academic coordinators and faculty members should continue enhancing and enriching the Senior High School Media and Information Literacy learning guides to further develop the Media and Information Literacy of students
          The Senior High School faculty members who teach Critical Thinking in the 21 Century and Academic Reading and Writing should employ relevant and innovative teaching strategies to effectively impart Critical Thinking Skills to the students’ Future researchers may conduct further inquiry or investigation on how Media and Information Literacy develops the Critical Thinking of individuals. They may use a more contextualized Critical Thinking Skills exam to match the level of awareness and interests of the students.

          This study evaluated the grammatical writing skills of randomly selected K to 12 graduates in Nueva Vizcaya State University Bayombong Campus. The paper identified the strengths and weaknesses of written works of selected K to 12 graduates Consequently, it proposed developmental learning activities that would serve as a means to strengthen weaknesses and to address students' lack of distinct grammatical writing skills. The narrative essays of thirty (30) randomly selected participants out of a population that totaled to 200 K to 12 graduates were evaluated in terms of Content (30%), Organization (20%), Vocabulary (20%), Language use (25%), and Mechanics (5%). Three language experts served as interrater to validate the results. These thirty (30) participants were generally categorized as average to good in terms of content (mu = 24.01, sigma = 0.63) organization (mu = 16.67, sigma = 1.2) vocabulary (mu = 16.02 sigma = 0.26), language use (mu - 17.79 -0.42), and mechanics (mu = 3.76 sigma = 0, 4) There were also participants who were categorized as very good to excellent in terms of the five grammatical writing skills. However, there were participants who were categorized as poor to fair, but none of the participants were categorized as very poor. It was discovered that the average performance of the selected K to 12 graduates ranged from average to good with the mean score of 78.24 and the standard deviation of 2 34. This indicates that their grammatical writing skills were adequate to compose sentences of simple thought and structure, however, they lacked the skills to fluently express substantive ideas using a wide range of vocabulary and rhetoric, and there were occasional errors in language use and mechanics. Based on the findings, developmental learning activities were formulated to suit the needs of the participants.

          Keywords: grammatical writing skills, writing, content, organization, vocabulary, language use, mechanics

  aThesis (Master of Arts in Teaching - English)  aIncludes bibliographical references.