Strengthening Writing Performance in English 9 through Multimodal Writing Activities

Author

Aia Metchie L. Carisma, Riza Mae B. Batal, Arabilla Grace Marial, Alexis Joshua D.Honrejas

Abstract

 This action research aimed to determine the effectiveness of Multimodal Writing Activities in strengthening the writing performance of Grade 9 students at Santiago National High School, Agusan del Norte, Philippines, during the School Year 2026–2027. The study employed a quantitative approach using a one-group pretest-posttest research design involving 35 Grade 9 students from the Archimedes section, selected through purposive sampling. The intervention incorporated picture prompt writing, storyboard writing, digital poster writing, photo essay writing, and digital storytelling to develop learners’ writing competencies in terms of organization, coherence, vocabulary, grammar, and mechanics. Data were gathered through pretest and posttest writing assessments evaluated using a standardized writing rubric, supplemented by classroom observations and students’ written outputs. Mean scores, standard deviations, and a paired-samples t-test were utilized to analyze the learners’ writing performance before and after the intervention. Findings revealed that the overall mean score increased from 16.91 (SD = 5.08) in the pretest to 19.66 (SD = 5.27) in the posttest, representing a mean gain of 2.74 points. Among the five writing criteria, organization recorded the highest mean increase of 0.91, followed by vocabulary (0.54), coherence (0.51), mechanics (0.43), and grammar (0.26). Furthermore, the paired-samples t-test revealed a statistically significant difference between the pretest and posttest scores, t(34) = 5.512, p < .001, resulting in the rejection of the null hypothesis at the 0.05 level of significance. These findings demonstrated significant improvement in students’ writing performance following the implementation of Multimodal Writing Activities, particularly in organizing and developing ideas. However, the relatively smaller improvement in grammar suggests the need for additional instructional support in grammatical accuracy. Although the one-group design limits causal conclusions, the findings suggest that multimodal writing activities offer a promising learner-centered approach to strengthening writing competencies. The study recommends integrating multimodal writing strategies into regular English instruction, complemented by explicit grammar instruction, continuous writing practice, and constructive teacher feedback to promote sustained improvement in students’ writing performance.

Keywords

Multimodal Writing Activities, Writing Performance, English 9, Writing Competencies, Digital Storytelling, Action Research

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References

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