Abstract
This study examined the perceived difficulties in writing academic paragraphs among BSED English students at Surigao del Norte State University – Claver Campus using a descriptive-correlation design. A researcher-made, expert-validated questionnaire using a five-point Likert scale was administered to all 127 enrolled students through total enumeration.
Findings revealed an overall grand mean of 3.04 (Neutral) of perceived difficulty across all four dimensions: vocabulary and word choice (M=3.12), content and organization, grammar and sentence structure (both M=3.07), and mechanics (M=2.91). A statistically significant negative correlation was found between year level and perceived writing difficulties (r=-0.914 to -0.994, p < .05), indicating that higher-year students perceived fewer difficulties.
The study concludes that targeted instructional interventions are needed, particularly in vocabulary building, grammatical accuracy, and paragraph organization. Recommendations are directed at instructors, administrators, students, and future researchers.
Keywords: academic paragraph writing, perceived writing difficulties, BSED English students, descriptive-cor-relational, vocabulary, grammar, content organization, mechanics.
https://doi.org/10.65494/pinagpalapublishing.354
