UNLEASHING LITERARY PROWESS: THE WRITING COMPETENCE OF SPECIAL PROGRAM IN JOURNALISM (SPJ) LEARNERS

This study examined the writing competence of students enrolled in the Special Program in Journalism (SPJ) at Jacinto P. Elpa National High School, focusing specifically on their demographic profile, levels of journalistic writing competence, and the relationship between these variables. Recognizing that foundational skills in journalism are crucial for clear, ethical, and impactful communication, the study sought to provide empirical data on the actual writing proficiency of SPJ students. Using a quantitative-descriptive correlation research design, the researchers gathered data from 75 students selected through stratified random sampling. Instruments included a validated survey questionnaire and a written proficiency test. Findings revealed that students were generally “Somewhat Competent” in key areas such as linguistic cognitive, strategic discourse, and socio-linguistic competence. Notably, students scored highest in awareness of the Journalist’s Creed, reflecting stronger ethical understanding. However, technical competence emerged as a relative weakness. Statistical analysis indicated that certain demographic variables—particularly socioeconomic status and prior journalism experience—had significant correlations with multiple aspects of writing performance. These results highlight the need for differentiated instruction and targeted resource allocation to support skill development in underperforming areas. The study provides valuable insights for educators and curriculum developers seeking to align instruction with the unique profiles and needs of SPJ learners. Keywords: Writing Competence, SPJ Students, Journalism Education, Demographic Profile, Journalistic Skills, Quantitative Research