ABSTRACT
This action research explored the effectiveness of integrating campus journalism into writing instruction to enhance learners’ writing competence and examined the school head’s role in strengthening instructional practices. Conducted at Doña Matilde Memorial Elementary School, the study involved 20 Grades 5 and 6 learners identified with low writing performance and 14 teacher-coaches. Using a one-group pre-test–post-test design, data were gathered through a writing competence rubric and a teacher perception survey. Results revealed a significant improvement in learners’ writing performance, with the overall mean increasing from 2.35 (“Fair”) in the pre-test to 4.10 (“Very Satisfactory”) in the post-test. Gains were most notable in vocabulary development and organization of ideas, demonstrating that journalism-integrated instruction effectively enhanced learners’ writing proficiency. Teachers strongly agreed (WM = 4.75) that the school head’s leadership—manifested through professional development, collaboration, and continuous feedback—was instrumental in the project’s success. Moreover, 72% of learners ranked in the Top 5 in district journalism competitions, with three advancing to the Division level, confirming the intervention’s positive impact on both academic and co-curricular performance. The study concludes that strong instructional leadership, coupled with innovative literacy interventions, can bridge the writing gap and elevate school performance. It recommends the institutionalization and replication of journalism-based writing programs to sustain literacy improvement across schools.
Keywords: campus journalism, bridging writing gap, instructional practices
I. Context and Rationale
Writing is a fundamental skill essential to learning across disciplines. However, recent screenings for campus journalism contests at Doña Matilde Memorial Elementary School revealed a significant gap in learners’ writing competence. Many Grade 5 and 6 pupils struggled to organize ideas, use appropriate vocabulary, and construct grammatically correct sentences, making it difficult for the school to identify qualified contestants for journalism events.
Recognizing campus journalism as a valuable platform for authentic writing practice, the school initiated an intervention that integrates journalism activities into classroom writing instruction. Under the leadership of the school head, a series of writing workshops, coaching sessions, and mentoring programs were organized to enhance both teacher and learner competence in writing.
Writing is both a cognitive and social process that improves through consistent practice, feedback, and meaningful engagement. According to Graham and Perin (2007), regular writing instruction and feedback significantly enhance learners’ writing performance. In the Philippine context, the Department of Education (DepEd, 2016) underscores the importance of campus journalism in developing communication skills, critical thinking, and self-confidence among learners.
Integrating journalism into writing instruction provides learners with authentic contexts to apply language skills, fostering creativity, clarity, and purpose in their written work. Furthermore, studies highlight the critical role of instructional leadership in promoting literacy (Hallinger, 2011). School heads who provide mentoring, monitoring, and professional development create an environment conducive to effective teaching and learning.
Thus, the integration of campus journalism, supported by strong instructional leadership, serves as an innovative approach to addressing learners’ writing deficiencies and nurturing future communicators.
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