ABSTRACT
This qualitative research aimed to determine the experiences of learners in writing the Review of Related Literature (RRL) in the District of Janiuay I, Schools Division of Iloilo, during the School Year 2024-2025, as a basis for an enhancement program. Emergent themes were drawn regarding learners’ experiences in writing the RRL, the challenges they encountered, and their coping mechanisms for struggles faced during the process. In writing the Review of Related Literature, learners experienced a better understanding of the topic and the development of research and writing skills, alongside limited prior knowledge and initial confusion. In terms of the challenges encountered, they were hindered by citation and referencing difficulties, a fear of plagiarism, and difficulty in finding credible and reliable sources. Learners managed these struggles by reading sample RRLs and model papers, seeking guidance from teachers and knowledgeable others, and using credible online sources and research databases. An enhancement program was proposed as a result of the study.
Keywords: Writing, RRL, Experiences, Enhancement Program
INTRODUCTION
Writing a Review of Related Literature (RRL) was a core requirement in Senior High School research, as it established the foundation of a study by examining existing knowledge, identifying gaps, and positioning new investigations within current academic conversation. A strong literature review developed students’ abilities in critical reading, synthesis, and scholarly writing.
Senior High School (SHS) was the final stage of basic education before college or employment. In many education systems, such as the K-12 program in the Philippines, Senior High School covered Grades 11-12 and was designed to prepare learners for higher education, entrepreneurship, or the workforce.
In the Philippines’ Senior High School (SHS), academic writing and research were taught through core subjects like Reading and Writing, specialized research courses (Practical Research 1 & 2, Inquiries, Investigations & Immersion) for skill development, and track-specific subject that required formal papers, all culminating in the major Research/ Work Immersion project, focusing on research skills, formal structure, and critical analysis.
To build essential academic and research skills they used in senior high school, college, and even in professional work, senior high school students need to be knowledgeable in writing a Review of Related Literature (RRL).
According to Amarga and Quirap (2024), Senior High School learners encountered obstacles in content development, coherence, and organization, which hindered their ability to produce well-structured research papers. Additionally, Graham and Perin (2022) emphasized that many students struggled with writing mechanics, including grammar, punctuation, and sentence construction.
As a Senior High School educator specializing in Practical Research, the researcher observed that many students encountered persistent difficulties in constructing a well-developed Review of Related Literature (RRL). Recognizing these challenges, this study was driven by a commitment to understanding the specific academic writing hurdles faced by students at Janiuay National Comprehensive High School.
The ability to craft a structured and coherent literature review was a fundamental competency that fostered critical thinking and advanced research skills. However, students frequently struggled with synthesizing diverse sources, organizing complex ideas, and maintaining the necessary academic rigor. By exploring the lived experiences of these learners, this research sought to uncover the systemic and individual obstacles they faced, the coping strategies they employed, and the pedagogical support they required. Ultimately, the insights gained served as a foundation for developing targeted interventions designed to empower students as confident, competent academic writers, effectively preparing them for the demands of higher education.
see PDF attachment for more information