Creative Expression and Writing Proficiency of Junior High School Students in Special Program in the Arts Class

Abstract

This study aimed to determine the relationship between creative expression and writing proficiency. The respondents were grade 9 students enrolled in the Special Program in the Arts (SPA) class. The researcher employed a descriptive correlational design with a test questionnaire consisting. Statistical tools such as frequency count, weighted mean, and Pearson correlation were used to collect and analyze numerical data. Results indicated that respondents had a moderate awareness of their creative expression in terms of writing. Their writing proficiency was rated as good in grammar and syntax, fair in the organization of ideas, and good in content development. The statistical result showed a strong relationship between writing proficiency and creative expression, with significant associations found in grammar and syntax, organization of ideas, and content development. A positive correlation was also observed between writing skills and levels of creative expression, suggesting that enhanced creative expression in writing is linked with improved writing proficiency. The findings underscore the importance of fostering both artistic expression and writing skills. The strong relationships between various writing proficiency criteria and creative expression highlight the interaction between creativity and effective writing. Thus, it is recommended that the pedagogical integration of writing techniques and creative expressions must be implemented in arts class.