1) Why did you choose this research topic, what knowledge gap does it address, and why is it
important to study this problem at this time?
a. I chose this research topic because journalism is an important part of student life in
Las Nieves National High School, yet assessing news writing often focuses only on
grammar and format. This study addresses the gap by using the SOLO Taxonomy to
measure students’ depth of understanding and critical thinking in news writing, which
has not been widely applied in the Philippine SPJ context. It is important to study this
now because the country’s low performance in PISA highlights the urgent need for
teaching and assessment strategies that strengthen higher-order thinking skills among
learners.
2) What theories or models underpin your research? How does your study relate to previous
research in this area?
a. This research is anchored on the Structure of Observed Learning Outcomes (SOLO)
Taxonomy by Biggs and Collis (1982), which explains how student understanding
progresses from surface to deep learning. It is supported by related frameworks such as
Bloom’s Taxonomy, Communicative Competence Theory, Constructivism, and Process
Writing Theory, which all emphasize cognitive growth, language use, and active learning
in writing. Previous studies from other countries have shown that SOLO improves
students’ writing, critical thinking, and learning outcomes, but little has been done in the
Philippine SPJ context. By applying SOLO to assess SPJ students’ news writing
proficiency, this study builds on international research while addressing a local gap in
journalism education.
3) Why did you choose this research design?
This study uses a descriptive cross-sectional design because it provides a snapshot of SPJ
students’ current news writing proficiency using the SOLO Taxonomy. This design is
appropriate for describing performance levels, identifying strengths and weaknesses, and
generating baseline data for program improvement.
4) How will you select your participants or samples?
The study will use total enumeration, including all Grade 7 and 8 SPJ students of Las
Nieves National High School. Since the program is newly implemented and has a small
cohort, involving all eligible students ensures complete and accurate representation.
5) What tools or instruments will you use for data collection? Why?
The main instrument is a SOLO-aligned News Writing Proficiency Assessment with an
analytic rubric that measures content accuracy, organization, attribution, style, and ethical
awareness. A 5-point Likert scale and survey questionnaire will also be used to capture
students’ perceived challenges and coping strategies. These tools were chosen because
they directly measure writing proficiency while also giving insights into learners’
experiences.
6) How will you ensure validity and reliability of your data?
To ensure validity, the instruments will undergo expert validation for clarity and
alignment with the SOLO framework. Reliability will be reinforced by using
standardized rubrics, consistent administration procedures, and clear scoring criteria to
minimize subjectivity.
7) What data analysis techniques will you use, and why?
Descriptive statistics such as frequencies, percentages, means, and standard deviations
will be used to summarize proficiency levels and survey responses. These techniques are
appropriate because the goal is to describe patterns, not test hypotheses.
8) How will you address ethical considerations in your study?
The study will secure informed consent from parents and assent from students, ensure
confidentiality and anonymity, and guarantee that participation will not affect academic
grades. Data will be handled responsibly and stored securely, ensuring honesty, fairness,
and non-maleficence throughout the research process.
SOLO Taxonomy Framework and Its Significance to the Study
The Structure of Observed Learning Outcomes (SOLO) Taxonomy, developed by Biggs and
Collis (1982), is a model that describes levels of student understanding, moving from surface to
deep learning. It has five progressive levels:
1. Pre-structural – the student shows little or no understanding.
2. Uni-structural – the student uses one relevant piece of information.
3. Multi-structural – the student uses several relevant ideas but treats them separately.
4. Relational – the student links ideas together into a coherent whole.
5. Extended Abstract – the student applies knowledge to new situations and demonstrates
creativity or abstraction.
Unlike Bloom’s Taxonomy, which categorizes cognitive skills, SOLO focuses on the quality
and structure of student responses. It allows teachers to see not only what students know, but
how well they connect and extend their knowledge.
In this study, the SOLO framework is significant because it provides a structured and reliable
way to assess SPJ students’ news writing proficiency. News writing requires more than
correct grammar and format; it demands critical thinking, coherence, and the ability to integrate
facts into a meaningful story. By using SOLO-based rubrics, the study can identify whether
students are merely listing facts (multi-structural) or already synthesizing information into a
well-organized narrative (relational or extended abstract).
This makes SOLO highly relevant to the study as it:
Helps pinpoint strengths and weaknesses in students’ writing.
Provides teachers and curriculum developers with evidence-based insights for
improving instruction.
Aligns with DepEd’s push to strengthen higher-order thinking skills in response to
challenges revealed by PISA results.
Ensures that assessment in the SPJ program measures not only surface learning but also
deep and critical engagement with journalism tasks.
