THE WRITING FLUENCY AND TECHNOLOGY APPLICATION OF GRADE 12 STUDENTS OF BONGA NATIONAL HIGH SCHOOL

Abstract

This study investigated the writing fluency and technology application of Grade 12 students at Bonga National High School during School Year 2017–2018. Using an experimental design, 66 students were divided into control and experimental groups to assess their writing performance in descriptive composition, specifically character sketches. Writing fluency was measured across five indicators: ideas and content, organization, word choice, grammar, and mechanics. Pre-test and post-test results revealed that students initially performed at the Developing level, with weaknesses in grammar, mechanics, and word choice. After the experimental treatment, the experimental group improved to the Early Fluent level, showing significant gains in organization, mechanics, and grammar. Statistical analysis confirmed a significant difference between pre-test and post-test scores, rejecting the null hypothesis. Teachers identified persistent problems such as subject-verb agreement errors, limited vocabulary, poor comprehension, and passive attitudes toward writing. A training design was proposed, integrating varied writing lectures and activities to enhance fluency. The findings highlight the importance of ICT integration and structured writing interventions in improving students’ communication skills, preparing them for higher education, employment, and global participation.