AN EXPERIMENTAL STUDY ON THE NEEDS-BASED LEARNING MODULES IN CREATIVE NONFICTION

ENGLISH LANGUAGE TEACHING

This research employed a pre-test post-test design, a quantitative experimental approach that involved gathering data before and after the implementation of needs-based learning modules. It significantly aimed to assess the effectiveness of needs-based learning modules in enhancing Grade 12 HUMSS students' critical understanding of creative nonfiction. Needs-based Learning Modules, as an intervention, emphasizes the importance of catering to students' diverse needs, fostering engagement, comprehension, and academic growth in Creative Nonfiction. Results of the study revealed that there was a significant difference between pretest and posttest results, thus the null hypotheses are rejected. Moreover, it revealed the effectiveness of needs-based learning modules in improving students' proficiency in creative nonfiction. Therefore, using this intervention is recommended to educators to implement, not only for the HUMSS students but for other students as well. By tailoring this intervention to meet diverse needs, educators can foster a more inclusive and effective learning opportunities ultimately improving student engagement, comprehension, and academic achievement across subjects.

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