Effectiveness of PICRAT and POWER Writing Models in Enhancing the Writing Skills of Students

Writing proficiency is a fundamental skill necessary for academic success, yet many Junior High School students struggle with key writing components. This quasi-experimental study assessed the effectiveness of the PICRAT and POWER writing models on the writing skills of 76 Grade 9 students. PICRAT was administered to 38 students and POWER to another 38, using pre- and post-tests evaluated through a standardized rubric. Results showed significant improvements in all writing dimensions for both groups. PICRAT demonstrated greater effectiveness with post-test mean scores (Content = 4.55, SD = 0.30; Grammar = 4.54, SD = 0.33; Organization = 4.49, SD = 0.30; Vocabulary = 4.52, SD = 0.26; Mechanics = 4.50, SD = 0.31) compared to POWER (Content = 3.11, SD = 0.65; Grammar = 2.87, SD = 0.74; Organization = 2.98, SD = 0.59; Vocabulary = 3.13, SD = 0.74; Mechanics = 2.86, SD = 0.58). ANCOVA confirmed statistical significance (F = 27.165, p < .001), with a partial eta squared of .271. Findings support integrating structured, tech-enhanced writing interventions like PICRAT in curricula.