Students’ Experiences in Writing a Review of Related Studies and Literature in the Filipino Language: A Transcendental Analysis

Abstract

Writing a review of related literature is a vital component of academic research; however, many students experience difficulties in mastering this skill, particularly when using the Filipino language. This study aimed to explore the experiences of Grade 12 students at Alabel National High School in writing a review of related studies and literature in Filipino, with the goal of proposing strategies to enhance instruction in this area. The research employed a transcendental phenomenological approach and gathered qualitative data through in-depth interviews (IDI) with ten (10) purposively selected participants.

Findings revealed that students' writing experiences were shaped by various cognitive and personal factors, including the influence of individuals around them and the impact of emotional, intellectual, and physical contexts on their learning. Despite the challenges they encountered, students expressed a positive outlook regarding their future writing development, particularly in terms of academic, professional, and personal growth. They also suggested practical strategies to improve their writing skills, such as the use of more effective teaching approaches and increased research support.

Based on these findings, the study recommends the implementation of structured and context-responsive training programs focused on writing literature reviews in Filipino. Additionally, further research is encouraged to identify other factors that influence the academic writing proficiency of senior high school students.