Writing Skills, Attitudes and Problems Encountered By Grade 12 Learners in Creative Writing Subject: Bases for Teachers’ Intervention 

This descriptive-correlational study employed a mixed-methods research design to assess the writing skills of Grade 12 Humanities and Social Sciences (HUMSS) learners at Solano High School. Using systematic random sampling, 44 learners—representing 20% of the population—were selected. Writing performance was evaluated through an analytical rubric, while attitudes and challenges in writing were explored through structured questionnaires and open-ended responses. Results revealed high proficiency in external structure, language expression, and organization. Learners displayed generally positive attitudes toward writing, although tasks such as essay writing were found less enjoyable. Common challenges included lack of self-motivation and confidence, pressure, teaching style, classroom atmosphere, and limited access to materials. Qualitative insights from open-ended responses emphasized learners’ personal struggles and the need for individualized feedback. Statistically significant positive correlations were found between writing skills and both attitude and problems encountered. The study recommends implementing targeted, interactive teaching interventions that directly address motivational and confidence-related barriers. These findings underscore the importance of aligning instruction with the specific skill–attitude–challenge patterns identified in the data, offering practical strategies to improve student writing outcomes.