This study investigated the effect of integrating literary techniques on the written communication skills of third-year Bachelor of Secondary Education (BSED) English students. It specifically examined four key areas: organization and coherence, use of literary devices, creativity and originality, and language proficiency. The primary objective was to determine whether incorporating literary techniques in writing instruction would result in significant improvement in these components. A quantitative approach was employed using a one-group pretest–posttest pre-experimental design. The participants consisted of thirty (30) third-year BSED English major students from PHINMA Union College of Laguna. A validated rubric was utilized to evaluate students’ written outputs across the identified variables. Data analysis included descriptive statistics, such as the mean and standard deviation, and a paired-samples t-test to identify significant differences between pretest and posttest scores. The findings revealed a clear improvement in all four areas of written communication following the intervention. Students exhibited better organization of ideas, more effective and purposeful use of literary devices, enhanced creativity and originality, and improved language proficiency. The results of the paired-samples t-test showed that all computed p-values were below 0.05, indicating statistically significant differences between pretest and posttest performance. The study concludes that integrating literary techniques is an effective strategy for enhancing students’ writing skills. It is recommended that English teachers incorporate literature-based approaches to support both creative expression and the development of academic writing.
Agnes dela Cruz (Thu,) studied this question.