International Research and Innovation Journal on Education, Engineering and Agriculture

ISSN 3028-1741 (Online) ISSN 3028-1113 (Print)

Volume 2 - Issue 1, June 2025
Pages: 1 - 15

Research Article

Innovative Approaches to Enhancing Scientific Writing Skills

in the Philippines’ Matatag Curriculum: A Grounded Study
on Learners’ Topic Generation Strategies
Vi Briza E. Guarin1, Maria Teresa Y. Acantilado2, and Jayson O. Madayag3
1,2,3Don Mariano Marcos Memorial State University – Mid-La Union Campus College of Graduate Studies, City of
San Fernando, La Union, Philippines

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Article history: ABSTRACT

Submitted December 20 2024 Students must use an academic writing style in order
to convey research in an effective manner. There is a
Revised May 8, 2025 strong focus on inquiry-based learning including
project-based learning (PBL) which encourages
Accepted May 15, 2025 students to develop workable solutions to real-world
problems as we transition from the current
curriculum to the Philippines’ Matatag Curriculum or
*Corresponding author: Enhanced K–12 Curriculum particularly for Grades 6–
E-mail: 10. Research and capstone projects are essential for
[email protected] students to show that they can apply scientific
knowledge and critical thinking. Finding original and
pertinent research topics can be difficult for students
Keywords: Academic writing, which can hinder their academic progress. This study
Science process skills, investigates the difficulties students encountered
Grounded theory, Write map employing the Modified Grounded Theory (MGT) to
their topic conceptualization. The skills interests and
attitudes of students toward science have a big
impact on how they come up with ideas for topics.
The study recommends curriculum and instructional
modifications the development of WRITE Map and
other support resources to foster a positive attitude
toward science and lesson plans that encourage
inquiry and scientific engagement. The findings
emphasize how important teacher preparation is for
fostering students’ success in scientific writing and
inquiry.

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How to cite:
Guarin, V. B. E., Acantilado, M. T. Y. & Madayag, J. O. (2025). Innovative Approaches to
Enhancing Scientific Writing Skills in the Philippines’ Matatag Curriculum: A Grounded Study
on Learners’ Topic Generation Strategies. International Research and Innovation Journal on
Education, Engineering and Agriculture, 2(1): 1 – 15.
Guarin et al. – Innovative Approaches to Enhancing Scientific Writing Skills
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Introduction
Scientific writing is a crucial ability that students must cultivate to proficiently convey their
scientific concepts and research results. According to Rini et al. (2023), scientific writing
has been crucial in the progress of science and technology, acting as a means to express
research findings obtained through strict scientific processes. Proficiency in this skill
allowed students to articulate, integrate, and convey their thoughts successfully in writing.
It is thought that by assisting students in formulating and structuring their ideas, educators
develop the essential skills for successful scientific communication.
The focus on enhancing scientific writing abilities was especially vital, given the results from
the Program for International Student Assessment (PISA), which showed that merely 6% of
Filipino students met the anticipated writing standards for their grade (Inquirer, 2023). A
study shows that a considerable portion of Filipino students exhibit a restricted grasp of
scientific principles and an absence of fundamental science knowledge, based on the
findings of the 2018 Trends in International Mathematics and Science Study (TIMSS) (Mullis
et al., 2020). Comparable findings were observed in the latest Programme for International
Student Assessment (PISA) 2022, with students underperforming in science and obtaining
the lowest scores of all participating nations (OECD, 2022). The significance of improving
students’ scientific writing abilities was emphasized in the creation and improvement of the
present curriculum, as seen in the MATATAG curriculum or the upgraded K to 12 curricula
by the Department of Education (DepEd, 2023). Prioritizing the scientific literacy of the
learners as the key factor of the enhanced educational framework (Guanzon, 2024).
In the country, the K-12 program implemented by the Department of Education incorporated
scientific writing as a key component of the capstone and research project (Cho-Oy, 2023),
which was typically undertaken by students enrolled in the Science, Technology,
Engineering, and Mathematics (STEM) strand. This capstone project served as an alternative
to Work Immersion, aiming to equip students with the necessary skills and knowledge to
navigate their educational curriculum. The curriculum outlined that the capstone project
was designed to facilitate the application of learned concepts and skills through the
identification of scientific problems, the design and application of appropriate
methodologies, the formulation of hypotheses, and the drawing of conclusions based on
investigations (DepEd Order No. 039, s. 2018).
The Department of Education in Region 6 highlighted the value of self-directed learning in
their Capstone Research Activity Sheet (2021), which gave students worthwhile and
interesting things to do outside of the classroom. But rather than providing detailed
instructions on how to start and design these projects, the activity sheet mainly
concentrated on discussions pertaining to the capstone project. Notably, additional
investigation showed that, aside from resources created by DepEd Region 6-Western Visayas,
there were few online resources available to assist students in creating their capstone
projects. The science curriculum for Grades 6–10 emphasized the value of inquiry-based
learning in science education as the shift to the new MATATAG Curriculum or the Enhanced
K–12 curriculum took place (DepEd, 2023).
This method promoted project-based learning, including capstone projects and research
activities, and gave priority to the learner's process of discovery (Victoria, 2021). This
allowed students to develop concrete answers to real-world issues. As the enhanced
curriculum or the MATATAG curriculum aims to decongest the subjects and competencies to
reduce the cognitive overload of the learners (Guanzon, 2024), the curriculum in science
focuses on covering immense amount of content to emphasizing fundamental skills such as

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scientific skills and 21st – century competencies. The integration of 21st-century skills in
the enhanced curriculum aimed to align the learners’ competencies to the global
competencies (Tomas, 2024) by focusing in fostering skills on critical thinking, problem-
solving, stewardship, innovation, informed decision making, and effective communication
where scientific writing is believed to be effective in facilitating the development of these
skills. Students' 21st-century skills, especially communication, teamwork, critical thinking,
and creativity, were enhanced by teachers who encouraged scientific inquiry through
writing exercises and assisted them in applying their knowledge to real-world
scenarios (Tekindur and Kingir, 2023). (Nahar & Machado, 2025). As these activities are
crucial for assessing student learning, students had to come up with original ideas for
their research and capstone projects as well as other scientific papers. Students'
understanding of scientific concepts was thus improved by incorporating scientific writing
into inquiry-based studies.
In this context, the present study aimed to provide a practical tool to assist students in
conceptualizing and writing their capstone projects. WRITE Map will act as a tool that will
help the students to enhance their scientific skills through scientific writing. Guided by the
principle of inquiry-based learning anchored in constructivist learning theory, an integration
of Jean Piaget’s theory of cognitive development (1980) and Lev Vygotsky’s theory of
cognitive development (1978), this practical tool is believed to enhance the learners’ ability
to understand scientific concepts, interpret scientific data, effective communication by
explaining scientific phenomena (Pruekpramool & Suwansil, 2024).
Several writing guides were developed to assist the students in crafting their research and
capstone paper such as IMRAD and computation essays however, available writing tool
intended for scientific writing is found to be insufficient. Most writing tools available focuses
on grammar and syntax and are lacking on tools that will scaffold scientific reasoning as an
iterative nature of scientific writing (Annamalai, 2016). The WRITE Map, an instructional
innovation, was designed to aid novice researchers and writers in identifying topics for their
capstone and research projects. The acronym WRITE stood for Watch, Review, Integrate,
Touch-up, and Explain. Students found it simpler to plan and carry out their capstone
projects successfully when they used this map. By streamlining the preliminary steps of
scientific writing, this innovative instrument hoped to increase its applicability to more
extensive research contexts.
This study specifically sought to investigate whether WRITE Map could be used to stage
scientific papers and how users felt about using it as a tool for inexperienced writers and
researchers. Additionally, the results of this study examined the difficulties students
encountered while coming up with ideas for their scientific articles and provided insightful
information about their experiences coming up with subjects for scientific writing.

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Materials and Methods

An extensive examination of students' experiences coming up with ideas for their scientific
paper themes is provided in this part. The study aims to gain a better understanding of
participants' experiences by applying the Modified Grounded Theory (MGT), which is a
version of the traditional grounded theory created by Barney Glaser and Anselm Strauss
(1960). By allowing the integration of existing literature and facilitating the analysis of
complex, multifaceted data from the learners' experiences in generating topics for their
scientific papers, it was used in the study to provide flexibility that made it appropriate for
the study of scientific literacy and skills and to generate theory. For the modified grounded
theory approach, which incorporates insights from a wide range of participants, provides a
robust framework for capturing the nuances of concept generation and makes important
theoretical contributions to understanding how students navigate the challenges of
scientific writing, the data collected are highly relevant to the field of science education.
The figure below shows the flow of the methodology of using Modified Grounded Theory
methodology.

In the initial stage of data gathering, the WRITE Map Template (Table 1) was subjected for
validation for its usability by the available experts in the field of science and research. The
experts were composed of three research teachers with 4 years experiences in teaching
research subjects and two (2) science teachers who were in the field of teaching science
for 3 years. Evaluators were provided a comprehensive guide (Table 2) that teachers will
use to facilitate the evaluation of the students’ accomplishment in conceptualizing topic
for Scientific Writing using the WRITE Map. This includes guide questions for teachers that
will serve as scaffolding for the students to accomplish each step in conceptualizing their
scientific writing.

The map was evaluated as to the following:

1. Application (did the participants correctly answered the map?)
2. Level of Application (if applied, at to what extent, if not, as to what extent?)
3. Content (does it reflect ideas, concepts related to science topics?)
4. Pattern (are the answer logically sequenced and shows clear flow of content?

After the validation of the WRITE Map, the research teachers utilized the WRITE Map
template during their activity in their subject Practical Research 1. The students were given
the WRITE map template (Table 1) that consisted of five (5) stages in conceptualizing topic
for their scientific paper. This template serves as their guide in writing and choosing their

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topic for their scientific paper. Each stages supplies guide question and sample answer that
the students can refer to in writing their scientific paper.

Table 1. WRITE Map Template

Step Look for/s
Watch: List of observations and realizations:
Guide Questions: Example: “I watched how our
How do you describe the current situation maintenance officer collects garbage”
around you? 1.
Are there potential issues that need to be 2.
addressed? 3.
Are there concerns that align with my 4.
interests and goals? 5.

Look for:
Topic of interest based on real life
experiences.
Review: List of identified research gap from
literature and readings:
Guide Questions: Example: “sustainable solution for
Are there related and relevant studies on the waste management in our school”.
chosen topic of interest? 1.
Is the issue/topic of interest being a common 2.
experience and occurrence? 3.
4.
Look for: 5.
Research Gap, questions or concerns that are
not answered by previous study. List of references (link)
Example: Kahhat, R., Kim, J., Xu, M.,
Allenby, B., Williams, E., & Zhang, P.
(2008). Exploring e-waste management
systems in the United States.
Resources, conservation and recycling,
52(7), 955-964.
1.
2.
3.
4.
Integrate: Related concepts and discipline:
Guide Questions: Example: Biology, Chemistry,
Is the topic of my interest can address other Mathematics, technology, etc.
issue than what I intend to solve? 1.
Can this topic relate to other fields such as 2.
health, environment, other areas, and 3.
relevant to my future career path? 4.
Can it provide practical solutions to other 5.
potential issues other than my topic?

Look for:
Integration of other related areas and
disciples.

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Touch-up: Specific topic of interest:

Guide Questions: Example: “investigate on best practices
Are there any resources available to make that our school had implemented
the project possible? regarding waste segregation”
Is my topic specific and can be solved by 1.
practical solutions?

Look for:
Specific concern to address.
Explain: Feedback or comments from
At this stage, the student “explains” to his peers/classmates and adviser:
classmates and advisors of the chosen topic,
particularly during brainstorming sessions.
During this stage the student can seek
assistance from their academic advisors to
refine and validate the project to ensure
that it qualifies the standards and
expectations needed to be satisfied.

Table 2. WRITE Map: Teacher’s Guide

Step Guide Questions & Look for/s
Watch: Guide Questions:
At this stage the student is How do you describe the current situation around you?
advised to “watch”, observe, Are there potential issues that need to be addressed?
immerse himself in a real- Are there concerns that align with my interests, goals,
world setting for possible and career path?
topics that have practical
implications in the real Look for:
world. Topic of interest based on real life experiences.

Example: “I watched how our maintenance officer

collects garbage”
Review: Guide Questions:
At this point, “review” of Are there related and relevant studies on the chosen
other resources will be done topic of interest?
by the student. Is the issue/topic of interest being a common
Explore existing problems and experience and occurrence?
gaps through literature
review. This will give better Look for:
understanding on the topic Research Gap, questions or concerns that are not
and justify why further study answered by previous study.
is needed.
Example: “I reviewed published studies on waste
management however, the papers doesn’t provide a
more sustainable solution for waste management”.
Integrate: Guide Questions:
Incorporating / Is the topic of my interest can address other issue than
“integration” of multi- what I intend to solve?
disciplinary topics, concepts, Can this topic relate to other fields such as health,
specialized subjects, environment, other areas, and relevant to my future
discipline as well as their past career path?
experiences and insights from

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different disciplines. This Can it provide practical solutions to other potential

enables the researcher to issues other than my topic?
have an in-depth view of the
project. Look for:
Integration of other related areas and disciples.

Example: “I realized that this topic could enlighten me

on practices that can affect one’s health, as well as its
effect in our environment. By studying this, I believe
that it will facilitate learning experiences relevant to
my future career related in medical field”.
Touch-up: Guide Questions:
A well-defined project is Are there any resources available to make the project
believed to be more effective possible?
than one that is broad. This Is my topic specific and can be solved by practical
can be achieved once the solutions?
student “touched-up” the
chosen topic by framing their Look for:
topic effectively. This may Specific concern to address.
give an overview if the
project is feasible by Example: “After touching-up my topic, I decided to
assessing the available investigate on best practices that our school had
resources, time, and data. implemented regarding waste segregation and provide
solution on how it will be more sustainable to address
the current concerns”.
Explain: Guide Questions:
At this stage, the student Am I able to express my idea and have it evaluated for
“explains” to his classmates possible improvement and refinement?
and advisors of the chosen Is my topic has been subjected in brainstorming and
topic, particularly during critiquing?
brainstorming sessions.
During this stage the student Look for:
can seek assistance from their Communication session with classmate and advisor.
academic advisors to refine
and validate the project to Example: “After explaining my topic to my classmates
ensure that it qualifies the and adviser, I was provided ways and strategies on how
standards and expectations I will make my project a lot interesting”.
needed to be satisfied.

Students who successfully completed the WRITE map template were specifically chosen to
be participants in the investigation of their experiences coming up with ideas for their
scientific paper. While the data from teachers offered supplementary insights that helped
to validate and enhance the students' responses, the data collected from students was
used as initial input for choosing participants for theoretical analysis using thematic
analysis. Throughout the analysis, a constant comparison method was used to make
sure all pertinent data was included.

To saturate the data obtained from the first group of participants (n=44), participants who
articulated their experiences in a clear, logical, and comprehensive manner were selected
for additional interviews, a total of twenty-five (25) students were chosen. The interview
aimed to delve deeper into their experiences with conceptualizing topics for their scientific
papers. Participants were asked “Why do you struggle in choosing topic for your science
paper?”. Students who were able to clearly express their experiences and challenges in
choosing topic for their scientific writing activities were further subjected for follow-up

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interview, a total of fifteen (15) students participated in the interview to explore deeper
on their experience in choosing topic for their scientific paper.

Thematic analysis, as outlined by Boyatzis (1998), Elliott (2018), and Thomas (2006), was
employed to recognize, examine, and interpret themes or patterns present in the
participants' responses. This approach enabled the extraction of fresh insights and offered
a deeper comprehension of why students frequently face difficulties in choosing topics for
their scientific papers, ultimately resulting in more informed conclusions regarding the
challenges in the concept generation process. The theme categorized from the responses of
the participants using the WRITE Map were collected and recorded. The data was treated
as qualitative in nature, however themes were encoded and recorded using descriptive
statistics.

Open coding was used to generate comprehensive list of codes that will capture range of
experiences and perspective of the participants relating to their experiences in concept
generation. It is process through which concepts are identified and their properties and
dimensions are discovered in data (Strauss & Corbin, 1998). This coding technique was
employed to systematically analyze the data to identify concepts, categories, and patters
related to the struggles of the participants in concept generating in scientific writing. From
the responses of participants, incorporating relevant concepts from existing literature into
coding process may modify existing theory.

An axial coding was used to review open coding results to analyze qualitative data
inductively to develop theories. This sampling requires more analytical induction and
theoretical inference. As new information was analyzed, it requires continuous adjustment
and rearrangement in the development of themes (Scott & Medaugh, 2017) making modified
grounded theory as methodology best fit to the study. This resulted to the need of new
participants responses for the emerging theoretical insights which were obtained from series
of interviews. The identified relationships of these data were analyzed based on existing
theories to answer the question on why students struggle in concept generation in scientific
writing.

Results and Discussion

Perceptions of the WRITE Map Users

Teachers rated the WRITE Map, a tool designed to assist students generate ideas for
scientific writing, favorable feedback about its usability, with a high overall rating of "highly
applied" (mean = 4.33). Despite the mostly positive response, one respondent raised an
issue: it was difficult to identify areas that need further investigation because some research
gaps were not clearly defined. Bloch et al. (2015) emphasized that determining research
gaps was an essential part of a literature review. It was believed to be beneficial to assist
students in concentrating their ideas from reading and observations, particularly by utilizing
the WRITE Map to find key concepts (Kovco, 2024).

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Table 3. Teachers’ perception of the WRITE Map

WRITE Map Evaluation

Questions: Q1 Q2 Q3 Q4
Level of
Respondents Application Content Pattern
Application
Teacher 1 1 4 1 1
Teacher 2 1 4 1 1
Teacher 3 1 5 1 1
100% 4.33 100% 100%
Highly
Applied
1=Yes
2=No

Learners' Experiences in Concept Generation for Scientific Writing

A considerable percentage of students (40%) found it difficult to come up with ideas for
scientific writing themes, according to the survey's findings (Figure 2). This result supported
Miller's (1991) claim that because science is abstract and complicated, it is frequently
perceived as a difficult topic. Some children, however, were happy and enthusiastic about
the challenge of coming up with ideas, so this was not always the case.

Challenging
16%

Hard
40%
Confusing
16%

Fun
28%

Figure 2. Experience of the students on conceptualizing topics for scientific writing

Participants express their experiences in conceptualizing topics in scientific paper as “It

was a bit challenging but also exciting”, “Hindi namin alam kung anong topic ang dapat
naming gawan ng pananaliksik dahil masyadong malawak ang Science”, and “daunting task,
as we had to find a subject that not only aligned with our interests but also contributed
something valuable in our field of study”. Surprisingly, a number of participants stated
that their experience in choosing topic for their scientific paper as “eyeopener, but it was
very fun”, which contrasts from the rest of the responses. As Brooks (2011) noted, while
learning science could be hard, it was also an enjoyable and stimulating experience, offering
a dual perspective on the challenges and rewards of scientific inquiry.

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Challenges Learners Faced in Concept Generation for Scientific Writing:

In general, participants said that coming up with ideas for scientific writing was difficult.
Many cited a lack of confidence in their scientific abilities and general attitude toward the
issue as reasons for their difficulty choosing themes for their papers. Notable comments
from the participants were "I hesitated in choosing our topic for our capstone or research
because it was not easy at all," "It was not easy and honestly, it was also overwhelming at
first," and "Stressed po, and pressured." These difficulties contribute to academic pressure
that can lead to negative emotions (Dela Cruz & Burgos, 2024) affecting the confidence of
the learners in science subject. These struggles highlighted the need for more support in
building learners’ confidence and competence in approaching scientific topics.

Discussion

The 2018 PISA survey ranked the Philippines second to last out of 78 countries in terms of
science literacy scores and Filipino students have continuously performed poorly on
international science literacy tests (Bernardo et al. in 2023). Furthermore between 2019
and 2020 the number of graduates in science and engineering occupations decreased by four
percentage points according to the Global Innovation Index 2022 (WIPO 2022). Alongside this
decline was a drop in interest in science and related fields. Regarding this, generally
participants explained that their inability to come up with ideas for scientific writing was
mostly caused by their lack of interest poor writing abilities and negative attitudes toward
science.

The Complexity of Science

Most participants viewed science as a broad and complex subject, which contributed to their
difficulty in selecting a topic for their scientific papers. They recognized the relevance of
scientific writing hinged on its connection to current societal issues, as people often sought
scientific information that had practical implications for their daily lives (Ovchinnikova et
al., 2021). This recognition added pressure to choose topics that not only aligned with
scientific standards but also resonated with real-world needs. The complexity of science
subject which was viewed as difficult subject by majority of the respondents reflects the
outcome of some of the international assessment conducted in the country. Majority of
Filipino student shows limited understanding of scientific concepts and limited knowledge
of foundational science facts based on the result of the assessment Trends in International
Mathematics and Science Study (TIMSS) in the year 2018 (Mullis et al., 2020). Similar result
was recorded in the last Programme for International Student Assessment (PISA) 2022 where
student performed poor in the subject science, lowest score among the PISA-participating
countries (OECD, 2022). These outcomes and results reflected on several assessment in
science subject suggest the need to make the subject less overwhelming to the learners and
come up with strategies that will facilitate better understanding of science concepts and
development of scientific literacy.

Mastery of Science Process Skills

The participants noted that developing a relevant and feasible scientific paper topic
required innovation, critical thinking, and a solid grasp of science process skills. The
participants recognized and emphasized that mastery of key skills—such as observation,
inquiry, data analysis, and effective communication—was crucial for arriving at topics that
addressed contemporary issues. As explained by Exploratorium.edu (2016), scientific writing
engages students in asking questions, planning and conducting investigations, analyzing and
interpreting data, and constructing coherent explanations. Moreover, scientific writing
allows both scientists and students to organize their thoughts, synthesize concepts, and

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draw informed conclusions (Worth et al., 2009). Therefore, developing scaffolding tools such
as WRITE map that will assist the learners in their topic generation for scientific writing is
essential in enhancing the scientific skills of learners.

The Role of Scientific Attitude:

Mentioned by Duvall (1979), "the strength of a person's attitude is his interest," suggesting
that interest was a driving force behind behavior. The participants in this study highlighted
that their challenges in conceptualizing scientific paper topics were closely linked to their
interest in science and their future career aspirations. Effective scientific inquiry relied
heavily on a positive scientific attitude which was defined by curiosity a search for evidence
skepticism of unverified claims and consideration of consequences (Gardner 1975 Osborne
Simon and Collins 2003). Additionally, science education was crucial for fostering motivation
curiosity and desire all of which influenced future career choices (Revise. org 2016). To
guarantee that the research was significant to society and their own academic development,
participants underlined that the subjects they selected for their scientific publications
should be in line with their academic strands, personal interests, and future professional
aspirations. This demonstrates how crucial it is to create scaffolding strategies that will
help students in science classes acquire the necessary abilities. Because it promotes active
participation and student engagement, learning resources like WRITE map boost students'
academic confidence and foster a favorable attitude toward science (Ahmed et al., 2024).

Conclusion
Integrating scientific writing into inquiry-based learning is crucial for enhancing students'
understanding of science. Science subject is generally viewed as difficult subject by the
students making it difficult for them to come up with relevant topic for the scientific paper.
The difficulties they experienced while conceptualizing topics in scientific paper had great
effect on their academic confidence and attitude in science. Scientific writing should be
incorporated into science curricula as a core component of inquiry-based learning. Due to
this integration students will be better able to express their learning through a range of
media increasing their engagement and comprehension of scientific concepts. Teachers
must design lessons that foster a positive attitude toward science by connecting scientific
concepts to real-world applications and encouraging hands-on experiences in order to foster
students’ curiosity and enthusiasm for the subject.

Scaffolding is crucial to creating a supportive learning environment for students and assisting
them in developing and improving their scientific writing abilities. Scaffolding like the
WRITE MAP enables educators to support active learning which enhances the students’
understanding of science. Therefore, development of tools such as WRITE map help the
student in choosing topic for their scientific paper, making it easier for them to come up
with concept needed in the initial stage of scientific writing. With the use of tools like the
WRITE Map, students may effectively traverse the writing process and arrange their thoughts
in a logical manner. Additionally, educational institutions must develop and distribute
teaching resources that fill in the current gaps in science education. These resources should
include tools for comprehending difficult scientific concepts, directions for performing
research, and examples of successful scientific writing.

The challenge of abstract thinking in science can be addressed by establishing foundational

attitudes and concepts early in education. Fostering positive scientific attitude helps the
learners to conceptualize topics more effectively by maximizing the use of scaffolding
techniques. Scaffolding is vital in helping students develop their scientific writing skills,
with tools like the WRITE Map enabling educators to support active learning. Therefore, it
is advised to encourage relevant science education by creating instructional materials,

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improving curricula, and giving teacher capacity building first priority. Building teachers'
capacity and developing their skills should be a top concern. Professional development
programs should concentrate on giving teachers cutting-edge methods for instructing
scientific writing and fostering a stimulating, encouraging learning environment.

The challenges and misconceptions that scientific students encounter must be addressed.
Finding areas that require improvement can be achieved by regularly assessing curricular
effectiveness and student performance. after which teaching tactics and resources are
modified as needed to ensure that they are adaptable to students' evolving needs.
Acknowledgment
The researcher expresses her gratitude to Rev. Dr. Youn Su Choi, Mrs. Miriam L. Magno, and
Ms. Ma Socorro D. Alingcumot for allowing the conduct of the study. Extending the
appreciation to Dr. Aloysious J. Aurelio, Dean of the College of Graduate studies, Don
Mariano Marcos Memorial State University– Mid-La Union Campus, Dr. Jomar L. Aban, and
Dr. Maria Teresa Acantillado for their valuable insights and encouragement. Lastly to the
experts, teachers, and students who participated in the study for their invaluable
contributions.
Statement of Conflict of Interest
The researcher affirms that there is no identified conflict of interest related to the conduct
of this study. The study was carried out with objectivity and unbiased manner.

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