Keywords
Academic Rational Beliefs, Error Analysis, Growth Mindset, Senior High School Students, Writing Apprehension, Writing Errors.
Abstract
This study assessed the common writing errors, the extent of writing apprehension, and the academic rational beliefs of senior high school students at Natonin Stand Alone Senior High School to propose a targeted writing enhancement program. Utilizing a multi-methods research design, descriptive error analysis was performed on authentic academic essays from 73 Grade 12 Humanities and Social Sciences (HUMSS) students, while quantitative surveys measured writing apprehension and academic beliefs. The corpus analysis revealed that grammatical errors were the most prevalent (215 instances), followed by mechanics (179), punctuation (141), spelling (96), and usage (50). Quantitative results indicated a moderate level of writing apprehension (overall mean = 2.51), heavily driven by a fear of negative evaluation (mean = 3.80) and low self-efficacy. Conversely, students maintained highly positive academic rational beliefs, recognizing the long-term utility of writing and possessing a growth mindset. Based on these findings, the study outlines a holistic pedagogical framework combining technical instruction with low-stakes, confidence-building activities through the proposed WRITE TO EXCEL (Writing Refinement and Innovation for Thoughtful Expression) program.
