Challenges in Formal Filipino Writing Among Ninth-Grade Students in Special Programs in the Philippines

Knowledge of formal Filipino academic writing is a constitutionally mandated competence essential for individual success and national progress. This descriptive-comparative study addresses persistent challenges faced by Grade 9 students in Special Curriculum Programs at Isabela National High School in writing formal Filipino essays. Using the Input–Process–Output (IPO) model, the research investigates the writing experiences of 231 students enrolled in Special Science, Journalism, and Arts programs. Data were analyzed through descriptive statistics and One-Way ANOVA to identify writing frequency, motivations, and difficulties. Findings reveal that students infrequently write Filipino essays, primarily motivated by extrinsic factors such as grades rather than intrinsic interest. Despite oral fluency, students struggle with higher-order thinking skills required for essay writing, including idea generation, logical sequencing, and structuring. Frequent writing errors involve punctuation, sentence construction, and grammar. Students express a desire to improve vocabulary and logical flow while valuing teacher and peer support as key facilitators. The study highlights discrepancies in grading practices influenced by students' low appraisal of Filipino writing and related grade inflation concerns. These challenges underscore the need for evidence-based pedagogical strategies that balance linguistic accuracy with cognitive and metacognitive development. The research advocates for equitable grading and instructional innovations that foster comprehensive Filipino language proficiency and holistic student growth within specialized academic settings. This study fills a research gap by providing empirical data to inform curriculum enhancement, teaching practices, and policy-making aimed at strengthening Filipino writing skills among high school students in specialized programs.