Common Errors Committed by Grade 11 HUMSS Students in

Writing English and Their Impact on Academic Learning in

Emmanuel System College of Bulacan Inc.
Year 2025-2026

A Research Paper

Presented to the Faculty of Emmanuel System College of Bulacan Inc.

Sto. Cristo, Pulilan, Bulacan

In Partial Fulfillment of the Requirements for the Senior High School

With Humanities and Social Sciences Strand

(HUMSS)

By:

Calibo, Cristopher Dave S.

Lagos, Sandie W.

Abensa, Stephanie C.

Enriquez, Justine R.

Diaz, Grace Ane C.

Barcelona, John Garete G.

Ma. Melissa Mendiola - Dionisio, LPT

Research Adviser

March 2025
 Table of Content
Common Errors Committed by Grade 11 HUMSS Students in
Writing English and Their Impact on Academic Learning in
Emmanuel System College of Bulacan Inc.
Year 2025-2026
Preliminaries

Acknowledgement……………………………………………………………………...i

Dedication……………………………………………………………………...............ii

Approval Sheet…………………………………………………………………….......iii

Abstract…………………………………………………….…………………………...iv

Body of the Paper

Chapter I: The Problem and Its Background

Background of the Study………………………………………………………………1

Significance of the Study…………………………………………………….………..3

Conceptual Framework……………………………………………………….……….4

Statement of the Problem……………………………………………………………..5

Definition of Terms……………………………………………………………………..6

Scope and Delimitation of the Study…………………………………..………….....7

Chapter II: Review of Related Literature

Review of Related Literature and Studies ……………………..………………......8

Synthesis……………………………………………………………………………….19
Chapter III: Research Methodologies

Research Design……………………………………………………………………...22

Statistical Treatment of Data…………………………………………………………22

Research Locale.……………………………………………………………………...23

Participants of the Study...…………………………………………………………...23

Research Instrument...……………………………………………………………….23

Data Gathering Procedure...………………………………………………………...24

Chapter IV: Presentation, Analysis, and Interpretation of Data

Results and Discussion……………………………………………………………...25

Chapter V: Summary, Conclusions and Recommendations Summary.……..

………………………………….…………………………………...44

Findings of the Study...………………………………………………………………45

Conclusions.…..……………………………………………………………………...47

Recommendations.…..……………………………………………………………...48

References

Appendices

Survey Questionnaire
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Background of the Study

Writing is one of the most essential skills in education, as it allows

students to express their ideas, analyze information, and communicate

effectively. In the senior high school level, particularly in the HUMSS strand,

essay writing is considered a vital component of academic learning since it

enhances critical thinking, organization of ideas, and mastery of the English

language. However, many students encounter difficulties in constructing essays

due to frequent errors in grammar, syntax, punctuation, and sentence structure.

These errors not only affect the clarity and quality of their essays but also hinder

their overall academic performance. Understanding the common mistakes that

students commit in essay writing is crucial in order to improve their learning

outcomes and equip them with better communication skills.

According to Sahagun and Daing (2020), the most common errors

committed by Grade 11 HUMSS students in English essay writing are subject-

verb agreement, punctuation, and sentence structure. These mistakes

significantly affect the readability of their work and often result in lower academic

performance. Their study emphasizes the importance of identifying these

common errors as a foundation for creating effective teaching strategies and

interventions that can help students enhance their writing skills.

In contrast, the study of Ferris (2019) highlights that teachers play a vital

role in addressing student writing errors by providing targeted feedback and

consistent practice. By correcting mistakes and guiding students through proper

writing techniques, educators can improve not only the accuracy of essays but

also the confidence of learners in expressing their thoughts.

Furthermore, the study of Richards and Renandya (2020) stresses that

writing difficulties among students are often caused by a lack of exposure to

reading materials, limited vocabulary, and weak grammatical foundation.

HUMSS students, who are expected to engage in critical reading and analytical

writing, are particularly challenged when they do not receive sufficient support in

developing these skills. Thus, it becomes necessary for schools and teachers to

provide adequate instruction and resources to help students overcome their

weaknesses.

On the other hand, Llanillo (2021) emphasized that student errors in

essay writing are not only linguistic but also cognitive. Many learners struggle to

organize their ideas logically, which leads to incoherent essays. This finding

suggests that teaching writing should not only focus on grammar but also on

strategies for organizing thoughts, planning, and structuring essays effectively.

Therefore, this study aims to investigate the common errors committed by

Grade 11 HUMSS students in writing English essays and to determine how

these mistakes affect their academic learning. By identifying these errors and

analyzing their causes, the research seeks to provide insights that can help both

students and teachers improve the teaching and learning of essay writing. The

ultimate purpose of this study is to enhance the writing performance of HUMSS

students at Emmanuel System College of Bulacan Inc. by addressing their

common writing errors, strengthening their language skills, and supporting their

academic growth.

Significance of the Study

The findings of this study will redound to the benefits of the following:

Students – This study will help students identify their common writing errors and

understand their impact on their academic learning. By being aware of these

mistakes, students can work on improving their writing skills, which will lead to

better performance in English essays and boost their confidence in academic

tasks.

Teachers – The results of this study can provide teachers with useful insights

into the areas where students commonly struggle in writing. With this knowledge,

teachers can develop targeted strategies, exercises, and teaching methods that

address these errors, thereby improving the effectiveness of classroom

instruction.

Schools – For school administrators, this study highlights the academic

challenges that students face in essay writing. With this information, schools can

design programs, workshops, or additional resources that support students’

writing development, contributing to overall academic success and institutional

improvement.

Parents – This study offers parents valuable information about the difficulties

their children encounter in writing English essays. By being aware of these

challenges, parents can provide appropriate support and encouragement at

home, helping their children to enhance their writing skills and academic

performance.

Researchers – The findings of this study can serve as a resource for

researchers in identifying patterns and causes of common writing errors among

students. Researchers can use these insights to recommend solutions for

improving writing education, and to contribute knowledge that benefits both

students and the educational system.

Future Researchers – This study can serve as a reference point and foundation

for future studies on student writing errors. By identifying knowledge gaps

andproviding data, future researchers can build upon this work to propose more

advanced strategies, frameworks, and interventions that address writing

difficulties more effectively.

 Conceptual Framework

Independent Variable Independent Variable

Common Errors in Writing Common Errors in Writing

 Grammar  Grammar
 Punctuation  Punctuation
 Sentence Structure  Sentence Structure
 Organization of Ideas  Organization of Ideas
 Vocabulary  Vocabulary

Figure 1.1

The independent variable consists of frequent mistakes students commit in English

essay writing such as grammar, punctuation, sentence structure, organization of ideas,

and vocabulary. These errors directly affect how well students can express their

thoughts and construct meaningful essays.

The dependent variable is the level of academic learning, which is measured through

essay quality, communication skills, academic performance, critical thinking, and

confidence in writing. When students commit fewer errors, their learning outcomes and

performance in academic tasks are expected to improve.

 Definition of Terms

 Errors – Mistakes in grammar, punctuation, or sentence structure that affect

the clarity and quality of students’ essays.

 Essay Writing – The process of expressing ideas, arguments, and

information in written form, requiring proper grammar, organization, and

coherence.

 Academic Learning – The process of gaining knowledge, skills, and

understanding through school activities and performance, including writing

tasks.

 HUMSS – A senior high school strand focused on Humanities and Social

Sciences, emphasizing critical thinking, communication, and writing skills.

 Performance – The measurable outcome of a student’s academic work,

often reflected in grades, essay quality, and overall achievement.

 Scope and Delimitation of the Study

This study focuses on the common errors committed by Grade 11

HUMSS students in writing English essays and their impact on academic

learning at Emmanuel System College of Bulacan Inc. during the school year

2025–2026. The research specifically examines structural errors such as

grammar, punctuation, sentence construction, and organization of ideas, as

these elements are essential in effective academic writing.

The respondents of this study are selected Grade 11 HUMSS students of

Emmanuel System College of Bulacan Inc., Sto. Cristo, Pulilan, Bulacan. The

scope of the research is limited to analyzing the written outputs of these students

in English essays. The study does not cover other academic tasks such as

reports, examinations, or oral communication activities. Likewise, it does not

include students from other strands or grade levels, as the focus is solely on

Grade 11 HUMSS learners.

In terms of academic impact, this research concentrates on how the

identified errors affect students’ essay quality, clarity of expression, and overall

academic performance in English subjects. It does not seek to evaluate the

performance of teachers, the entire curriculum, or other external factors beyond

student writing skills.

By setting these boundaries, the study aims to provide a clear and

specific understanding of the writing difficulties encountered by Grade 11

HUMSS students and how these errors influence their academic learning. The
findings will serve as a basis for improving teaching strategies, student learning,

and institutional support in enhancing writing proficiency.

 CHAPTER II

Review of Related Literature and Studies

The Role of Teacher Feedback in Reducing Writing Errors - Ferris (2019)

conducted a study emphasizing the importance of teacher feedback in

addressing students’ writing difficulties. The research found that students who

regularly received corrective feedback improved significantly in grammar,

sentence structure, and vocabulary compared to those who did not. This

suggests that teacher intervention, through consistent feedback and guidance,

plays a vital role in reducing common writing errors and enhancing student

confidence in essay writing.

Common Writing Challenges of Second-Language Learners - Richards and

Renandya (2020) explored the common challenges faced by second-language

learners in English writing. Their study revealed that limited vocabulary,

insufficient reading exposure, and weak grammatical foundations contributed to

frequent mistakes in essays. These weaknesses often resulted in incoherent

sentences and poorly structured arguments. They recommended that students

be encouraged to read extensively and practice vocabulary building to lessen

writing errors.

Writing Difficulties of ESL Students in Saudi Arabia - Al Fadda (2018)

investigated the difficulties Saudi Arabian students encountered in academic

writing in English. The findings showed that subject-verb agreement, tense

usage, and sentence coherence were the most common issues. These errors

not only hindered the clarity of their essays but also affected their confidence in
academic writing. The study concluded that consistent writing practice and

explicit instruction are necessary for improving students’ writing competence.

Common Errors of HUMSS Students in Essay Writing - Sahagun and Daing

(2020) examined the common writing errors committed by Grade 11 HUMSS

students in the Philippines. Their research identified subject-verb agreement,

punctuation misuse, and sentence structure problems as the most frequent

mistakes. These errors affected the readability and overall quality of student

essays, leading to lower academic performance. The researchers stressed the

importance of identifying these errors to design effective teaching strategies for

senior high school students.

Cognitive and Linguistic Errors in Senior High School Writing - Llanillo (2018)

conducted a study on the linguistic and cognitive writing errors of Filipino senior

high school students. Results showed that aside from grammar and mechanics,

many students also struggled to organize their ideas logically, resulting in

incoherent essays. The study concluded that effective writing instruction should

focus not only on grammar correction but also on developing critical thinking and

essay organization strategies.