PUNCTUATION PROFICIENCY, ERROR PATTERNS, AND CONTRIBUTORY FACTORS AMONG GRADE 11 LEARNERS: EVIDENCE FROM A PHILIPPINE SENIOR HIGH SCHOOL

This study examined the punctuation proficiency of Grade 11 learners at AB Advanced Colleges (ABACI) Incorporated, Tarlac City, with emphasis on error patterns, category-specific mastery, and contributory factors affecting punctuation use. Using a quantitative descriptive design, the study involved 60 Grade 11 learners selected through stratified random sampling from six sections. Three researcher-made instruments were employed: a written output task, a punctuation proficiency test, and a Likert-scale checklist on contributory factors. Data were analyzed using frequency counts, percentage scores, and mean scores. Findings revealed an uneven proficiency profile across punctuation categories. Learners demonstrated mastery in ending marks (87.44%), quotation marks (83.33%), and pausing and connecting marks (76.67%), while possession and contraction marks were only nearly mastered (63.33%). Dash and hyphen marks obtained the lowest mean percentage score (37.50%), indicating non-mastery and representing the most critical area of difficulty. Item-level analysis further showed particularly weak performance in selected uses of exclamation points, commas, apostrophes, hyphens, and dash marks. In terms of contributory factors, educational and cognitive dimensions were rated high, suggesting that punctuation difficulties were associated with instructional support, practice opportunities, feedback, attention, recall, and self-monitoring. The findings indicate that Grade 11 learners possess a functional command of basic punctuation but remain weak in less frequent and more rule-sensitive marks. The study recommends explicit instruction, targeted practice, and intervention programs focused on advanced punctuation conventions to strengthen writing accuracy and reading comprehension.