Writing Apprehension and Learning Style as Predictor of Academic Performance in Filipino

This study aims to discover among senior high school students the relationship between writing apprehension, learning styles, and academic performance in Filipino subjects. Data were gathered from three hundred students using a descriptive-correlational approach and validated questionnaires stratified randomly. Results showed that students show a modest degree of writing anxiety, characterized by a balanced view of writing enjoyment, fear of evaluation, and self-assessment of writing competency. Competitive and participative styles were the most commonly used among the examined learning styles, while individual and group projects were less common. Students showed remarkable academic performance, suggesting effective adaptation to educational criteria despite different degrees of apprehension and learning preferences. Writing apprehension and academic performance showed a weak but statistically significant positive apprehension according to inferential analysis, meaning that students who have more anxiety often obtain instead modestly better academic performance. By contrast, learning styles showed no significant correlation with academic performance, implying little direct influence. These results support ideas of educational productivity by showing how cognitive and contextual elements affect student performance in the classroom. Writing apprehension is a challenge rather than a barrier, so motivating students to show more effort. Teachers should use peer reviews, guided writing projects, mentoring programs, and cooperative learning activities to properly challenge writing apprehension. To create more successful plans for improving students’ academic performance in Filipino, more study is required to grasp the mechanisms of motivation, the supporting roles of families, and institutions’ contributions.