Impact of formative assessment in improving writing skills in English as a second language among selected senior high schools in Sulu

Abstract

This descriptive-correlational study examined the impact of formative assessment on English as a second language writing skills in public senior high schools in Sulu during the School Year 2023-2024 using 100 samples taken through non-probability sampling via purposive sampling. It used weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson's and found the following:1) Of the 100 student-respondents, mostly male, 19–20 years old, enrolled in GAS strand, whose parents have elementary education and monthly incomes of 10,000 or less; 2) Formative assessment improved English writing skills on average; 3) Besides age, gender, strand, parent's educational attainment, and parent's average monthly income significantly moderate how senior high school students evaluate formative assessment's impact on English writing skills. The impact of formative assessment on English writing skills is perceived differently by student-respondents in different strands. ABM students perceive Writing Skill Development better, TVL students’ perception Teacher Feedback and Guidance, and HUMMS students’ perception Peer Interaction and Collaboration. Whereas, Student-respondents whose parent's average monthly income is within 10,000-15,000 are better perceivers of Writing Skill Development, Teacher Feedback & Guidance, and Peer Interaction & Collaboration; 4) Senior high school students in Sulu who perceived formative assessment as improving English writing skills as Agree or with High Extent are very similar; In ESL writing, this approach states that students learn from their own experiences, others, and their surroundings.