The Study of 10th Grade Writing Skills through Claim-Evidence-Reasoning Framework

Abstract

This research determined the writing skills performance of 10th Graders of Academia de San Isidro Labrador in Talamban, Cebu City, during the School Year 2024 – 2025, in terms of the utilization of the Claim – Evidence – Reasoning (CER) Framework in improving writing skills as basis for a teaching – learning experience guide. Specifically, the study sought answers to the following: the pre-test performance of the learners before the utilization of the assigned intervention (CER Framework); the post-test performance of the learners after the utilization of the assigned intervention (CER Framework); the comparison and seeking for a significant difference of the pre-test and post-test performances of the learners before and after the utilization of the CER Framework; the lived experiences of the learners during the conduct and utilization of the CER Framework; and the formulation of the teaching-learning experience guide. A one-sample pretest-posttest quasi-experimental design was employed in this study. Pre-test and Post-test Activity Sheets were given to 10th graders. It revealed that the learners of Academia de San Isidro Labrador improved their writing skills after using the CER Framework in their writing classes. Their post-test performance went significantly higher after the use of the CER Framework in the completion of their writing tasks. It also revealed that the CER Framework has played a role in improving their writing skills due to its step by step process of completing writing tasks as supported by the experiences of the learners when utilizing it. With this, it is recommended that the crafted CER Framework Teaching-Learning Experience Guide be integrated in various levels of writing classes.