English Writing Challenges and Writing Strategies as Predictors of Students’ Academic Performance at DMC College Foundation, Inc.: Basis for a Proposed Intervention Program
This study aimed to determine the English writing challenges and writing strategies on academic performance among college students at DMC College Foundation, Inc., during the academic year 2025-2026. Using a quantitative, descriptive-correlational design, data were gathered from 269 first- and third-year students through an adapted questionnaire from Hasan (2025), while academic performance was based on first-semester grades. Descriptive statistics, weighted mean, standard deviation, and Spearman Rank Order Coefficient Correlation (Spearman rho) were utilized. Findings revealed that students exhibited moderately high English writing challenges, with motivation and practice as the primary concern, and moderately high writing strategy use, favoring self-directed approaches. Academic performance was generally good, although 17.8% of the respondents were classified as excellent. Writing challenges showed a moderate significant relationship with academic performance, while strategies showed a weak but significant relationship. It is concluded that writing challenges and writing strategies significantly influence academic performance, with writing challenges exerting a stronger effect. Accordingly, a proposed intervention program is recommended in which administrators strengthen writing support systems, deans implement program-based writing initiatives, teachers enhance process-based instruction, guidance counselors address motivation and practice issues, parents reinforce study routines, students engage in consistent writing practice, and future researchers should include students from multiple institutions and diverse academic programs to improve the generalizability of findings. Combining questionnaires with writing assessments, classroom observations, and interviews would provide more objective evidence of students’ writing competencies and challenges.