Promoting Quality Education Through the Integration of Sustainable Development in Elementary School Curricula: The Case of Jolo III District- Sulu

Abstract

This descriptive-correlational study examined the impact of formative assessment on writing skills in English as a second language among public senior high schools in Sulu for the School Year 2023-2024, using 100 samples acquired through non-probability sampling by purposive sampling. The research utilized weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson’s correlation, leading to the following results: 1) Of the 100 student respondents, mostly male, aged 19–20 years, enrolled in the GAS strand, with parents who have completed elementary education and possess monthly incomes of 10,000 or less; 2) Formative assessment had an overall positive average effect on English writing skills; 3) In addition to age, gender, strand, parental education level, and parents’ average monthly earnings significantly affect how senior high students perceive the impact of formative assessment on their English writing capabilities. The effect of formative assessment on English writing skills is perceived differently by student respondents across various strands. ABM students have a more positive view of Writing Skill Development, TVL students value Teacher Feedback and Guidance, while HUMMS students appreciate Peer Interaction and Collaboration. In contrast, student respondents whose parents have a monthly income averaging between 10,000-15,000 demonstrate a better understanding of Writing Skill Development, Teacher Feedback and Guidance, and Peer Interaction and Collaboration; 4) Senior high school students in Sulu who perceive formative assessment as improving English writing skills as Agree or to a High Extent show considerable similarity; In ESL writing, this approach indicates that students gain knowledge from their own experiences, others, and their surroundings.