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100			_e _e _aAbletes-Cayao, Erlinda. _d _b4 _u _c0 _q16
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245		0	_a _aExpository writing skills in English of selected OLM sophomore BMC and non-BMC students : _d _ban assessment / _n _cErlinda Abletes-Cayao. _h6 _p
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300			_e _e _c28 cm. _axvii, 126 pages _b
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336			_b _atext _2rdacontent
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500			_a _aThesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2005.;A thesis presented to the Graduate School of arts and Sciences and Education, in partial fulfillment of the requirements for the degree in Master of Arts in Education Major in Educational Administration. _d _b _c56
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520			_b _b _c _aABSTRACT: The study aimed to assess the expository writing skills profile of selected sophomore Bachelor of Mass Communication and BS Biology students of Pamantasan ng Lungsod ng Maynila during the school year 2004-2005. The researcher used the purposive sampling technique. A sample of 40 sophomore BMC and 40 sophomore BS Biology students were selected. These were the students who got a grade of 3.00 or better from their Communication subject. Also, they have taken the subject Communication once - or it means that they are not repeaters. A scoring rubric for evaluating composing skills for expository writing was constructed by the researcher and was validated by two experts in the field of language teaching. This rubric was used to assess the expository essay of the student-respondents. It contained four major components with three criteria for each component. Each component comprised of nine points. The researcher used descriptive method of research in obtaining the data needed. The mean and standard deviation were computed to determine the weaknesses of the students' expository writing skills according to content and focus, organization, style and mechanics. The Pearson's Product-Moment Coefficient of Correlation was used to find out the degree of relationship between the students' academic performance in Communication and the teachers; assessment of their expository writing skills in terms content and focus, organization, style, and mechanics. Then, t-test was used to test its significance at 0.05 level. This study aimed to answer the following questions: 1. What is the academic performance of the sophomore BMC and non-BMC students in Communications? 2. What are the teachers' assessments of the students expository writing profile in terms of: 2.1 Content and focus 2.2 Organization 2.3 Style 2.4 Mechanics 3. What are the identified weaknesses of the students' expository writing profile in terms of the above variables? 4. Is there a significant relationship between the students' academic performance in Communication and the teachers' assessment of their expository writing skills? 5. What are the identified needs of selected sophomore students in expository writing based on the results of the study? 6. Based on the findings, what are the recommendations for curriculum realignment? To answer objectively the problems raised, the following hypotheses were tested at 0.05 level of significance: There is no significant relationship between the students' academic performance in Communication and the teachers' assessment of their expository writing skills in terms of: 1. Content and focus 2. Organization 3. Style 4. Mechanics It was found out that: 1) There is no significant relationship between the students' academic performance in Communication and the teachers' assessment of their expository writing skills in terms of content and focus. The computed value or r is 0.13 which is verbally interpreted as very low positive correlation. Since the computed t-value of 1.16 does not exceed the tabular t-value of 1.96 at 0.05 level of significance, the null hypothesis is accepted. 2) There is a significant relationship between the students' academic performance in Communication and the teachers' assessment of their expository writing skills in terms of organization. The computed value or r is 0.25 which is verbally interpreted as low positive correlation. The computed t-value of 2.28 exceeds the tabular t-value of 1.96 at 0.05 level of significance. The null hypothesis is therefore rejected. 3) There is no significant relationship between the students' academic performance in Communication and the teachers' assessment of their expository writing skills in terms of style. The computed value or r is 0.07 which is verbally interpreted as very low positive correlation. Since the computed t-value of 0.62 is less than the tabular t-value of 1.96 at 0.05 level of significance, the null hypothesis is accepted. It indicates that style is unique to every individual. It is the students' responsibility to improve his style in writing. 4) In terms of mechanics, the computed value or r is 0.63 which is verbally interpreted as high positive correlation. The computed t-value of 7.16 is greater that the tabular t-value of 1.96 at 0.05 level of significance. The null hypothesis is therefore rejected. This significant relationship implies that the students are able to apply in their exposition the basic concept and ideas they learned from their Communication subject. Based on the findings and conclusions drawn from the study, the following recommendations are set forth: 1. There is a need to realign the Communication curriculum for BMC and BS Biology students. 2. The teachers are encouraged to use scoring rubrics in assessing students' composition. 3. The teachers are also encouraged to assess the writing profile of the students which will aid them in designing appropriate classroom activities. 4. A similar study should be considered in wider perspective or in other areas of specialization to determine the generality of finding across the student as well as teachers. 5. The administrators are likewise requested to provide seminars, workshops or conferences related to writing. _u
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