End-of-Class Hurdle on Sentences: Its Effect on the Writing Skills of Creative Nonfiction Learner

Aim: This research aimed to assess the writing skills of Grade 12 Creative Nonfiction learners at Pili National High School through the implementation of Program ECHOS (End-of-Class Hurdled On Sentences) during the 2024-2025 school year.Specifically, the study investigated students' experiences during the execution of Program ECHOS and examined how the intervention contributed to enhancing their nonfiction writing abilities.Methodology: A sequential explanatory mixed-method research design, combining both quantitative (1 st phase) and qualitative (2 nd phase) approaches, was employed to assess the effectiveness of the intervention.The quantitative component used a one-group pretest-posttest experimental design.The results were analyzed using descriptive statistics through the Statistical Package for the Social Sciences (SPSS).The qualitative component involved Focus Group Discussions (FGD) and daily observation notes, which were analyzed using thematic analysis.Result: Quantitative data revealed a significant improvement in students' writing performance, with the mean score increasing from 31.11 (SD = 15.748)before the implementation-rated as poor-to 86.84 (SD = 9.974) after the program, which falls under the outstanding category.Qualitative data further supported these findings, revealing that students had positive experiences with Program ECHOS.Learners reported that the program not only enhanced their writing skills but also cultivated a more positive and motivated attitude toward writing tasks. Conclusion:Based on these results, the researcher recommends the continued implementation and enhancement of Program ECHOS, along with the integration of structured writing workshops, peer review sessions, and personalized feedback mechanisms.These strategies aim to further address the diverse needs and skill levels of creative nonfiction learners.