Effects of Modeling Strategy on Research Writing Skills of Grade 11 Students

The study investigated the effects of integrating Social Learning Theory’s modeling strategy into teaching Practical Research 1 to improve the research writing skills of senior high school automotive students. The researcher observed that students struggled with applying research writing skills, prompting the use of this instructional approach. Key objectives included examining the students' pretest and posttest performance and determining whether the strategy significantly impacted their research writing abilities. A quasi-experimental research design was employed, with Grade 11 Automotive students selected purposively as participants. Pretest results indicated that students generally performed poorly in research writing, particularly in describing methodologies and forming logical conclusions. However, they demonstrated some understanding of ethical considerations, excelling in intellectual honesty. Posttest results revealed notable improvements in describing methodologies and maintaining ethical practices, with many students achieving very good to excellent ratings. Despite these gains, skills like identifying patterns, forming conclusions, and making recommendations showed only slight progress, with most students remaining in the fair or poor performance categories. The findings suggest that implementing a modeling strategy significantly enhanced certain aspects of students' research writing skills, particularly in methodology description and ethical considerations. However, challenges persisted in more complex analytical tasks, such as identifying patterns and drawing logical conclusions. These difficulties may be attributed to limited motivation, the nature of distance learning, and a lack of direct guidance from research teachers. The study highlights the need for additional strategies to support students in mastering advanced research skills.