ABSTRACT
This action research study investigates the effectiveness of the I.D.E.A.S. approach in enhancing the ability of Senior High School students at Dapa National High School to write introductions for research papers. Aimed at addressing the specific challenges students face in academic writing, the I.D.E.A.S. approach provides a structured methodology comprising five critical steps: Introduce, Design, Establish, Add, and Specify.
The research involved twenty (20) Grade 12 students divided into two groups—one utilizing the I.D.E.A.S. approach and the other employing traditional writing methods. Pre- and post-test assessments, evaluated using standardized rubrics, measured students' writing clarity, coherence, and relevance. The results indicated that the I.D.E.A.S. approach significantly improved students' performance in writing introductions, as evidenced by a substantial mean difference between pre- and post-intervention scores (p < .05). Furthermore, a comparison between the experimental group and the control group revealed that students who used the I.D.E.A.S. method outperformed those who relied on traditional strategies, demonstrating enhanced writing proficiency and organization.
The findings underscore the critical need for structured writing instruction in writing a research introduction, particularly for students facing difficulties in articulating their research effectively. This research contributes to existing literature on writing instruction by supporting the notion that systematic, scaffolded approaches like the I.D.E.A.S. approach can lead to significant improvements in student writing. It highlights the importance of targeted interventions that foster both confidence and skill development among learners, ultimately encouraging educators to integrate the I.D.E.A.S. approach into their curricula for improved educational outcomes.
Keywords: IDEAS Approach, Experimental Group, Controlled Group
INTRODUCTION
The introduction of a research paper is a critical component that sets the tone for the entire work, capturing the reader's attention and providing a clear roadmap for the study. Crafting an effective introduction can be a challenging task (Fried et al., 2018) but the I.D.E.A.S approach (Introduce, Describe, Establish, Add, and Specify), provides a systematic way to guide the writer in creating a compelling and informative introduction.
In the context of Dapa National High School, particularly those in the TVL (Technical-Vocational-Livelihood) track, students struggle to write research papers. The school recorded the lowest mean scores of 62.09 in practical research subjects, and a notable portion of students could not complete a research paper by the end of the semester. One of the key issues identified is the difficulty students face in writing the introduction section of their research papers. This problem highlights potential gaps in student skills, guidance, or instructional strategies in teaching research methodologies, particularly in formulating research problems, justifying the study's significance, and providing a strong contextual foundation.
However, one study by Alharbi (2019) emphasizes the effectiveness of step-by-step strategies in teaching research writing, particularly for students with limited experience. The study found that students who used structured frameworks demonstrated improvements in the clarity and organization of their writing, particularly in introductions, where presenting a concise research problem and establishing a study's relevance is crucial but often difficult for students to achieve. In addition, in a study by Durán et al. (2020), the researchers highlighted that structured writing methods in high schools led to improved student outcomes in research writing. They found that students who were given clear guidelines and a step-by-step approach produced higher-quality introductions and were better able to communicate the significance and objectives of their research.
Consequently, the IDEAS approach aims to break down the writing process into manageable tasks, helping students systematically build their introductions by focusing on clarity, coherence, and relevance. Each component of the I.D.E.A.S. framework addresses a critical element of the research introduction, guiding students to introduce their topic, design their approach to the problem, establish the context and significance of their research, add relevant literature or supporting evidence, and specify their research objectives or questions.
Thus, this research paper aims to evaluate the effectiveness of the I.D.E.A.S Approach in improving students' ability to write well-structured and comprehensive research paper introductions. Through this study, it seeks to understand whether the approach can enhance not only students' writing skills but also their confidence in conducting research. Furthermore, it will explore how this approach could be integrated into the current curriculum to better support students, particularly in the TVL (Technical-Vocational-Livelihood) track, where research writing difficulties have been most pronounced.
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