Correlational Analysis of Demographic Factors and Writing Proficiency among Grade 10 ESL Students

Abstract

This study employed correlational analysis of student essays within a descriptive-correlational research design to quantify writing quality and examine relationships with demographic variables. Using a modified rubric by Ozfidan and Mitchell (2022), the respondents' written Narrative, Persuasive, Argumentative, and Informative Essays were assessed by a team of licensed English teachers in the Pantabangan District, Nueva Ecija, Philippines, for the ESL students’ writing conventions: grammar, mechanics, sentence structure, and vocabulary. The current study's results showed that while students displayed strong academic performance and a preference for English, their written texts were below average in grammar, mechanics, and sentence structure but average in substance and vocabulary. Gender and subject preference showed no statistically significant association with writing proficiency, whereas average grades and parents' educational attainment demonstrated significant correlations with writing quality. Given the correlational design, these findings indicate association rather than causation. Recommendations include longitudinal research to examine further developmental trajectories, targeted instructional support for identified weak areas, and strengthened parent–teacher collaboration informed by the observed patterns. The proposed intervention program, "Project Write Right: A Skill-Targeted Writing Intervention and Enhancement," was also recommended for adoption by school principals and district-level English coordinators, with potential for broader implementation.