Abstract- This study aims to determine the writing proficiency of 11th graders. The learning level and free writing were the main focuses of the research using Two-Level Factorial design. Three GAS sections totaled forty-five (45) student who were made respondents. Stratified sampling was used by the researchers to find individuals. The study instrument consisted of eight video clips. The researchers discussed environmental themes, drug abuse, teenage pregnancies, about OFWs, achievement, charity, religious belief, and poverty. To evaluate the writing skills of Grade 11 pupils, the following statistical methods were used: mean, standard deviation, t-test for dependent samples, one-way ANOVA, and two-way ANOVA. It was found that the students' writing skills in the pre-test, when the metacognitive technique was not yet applied, were typically very good in the organization and good ability was obtained in the element of mechanics in the three ways of correction. In the post-test (metacognitive strategy was used), all elements of writing increased the students' ability or had a significant increase. It was found that the intervention used had no effect on writing ability and the interaction had no significant and relevant effect on ability. The metacognitive technique employed in the study aids in the improvement of the students' proficiency with the five writing-related components. The researchers advised teachers to focus on improving their students' writing abilities.

Abstract- This study aims to determine the writing proficiency of 11th graders. The learning level and free writing were the main focuses of the research using Two-Level Factorial design. Three GAS sections totaled forty-five (45) student who were made respondents. Stratified sampling was used by the researchers to find individuals. The study instrument consisted of eight video clips. The researchers discussed environmental themes, drug abuse, teenage pregnancies, about OFWs, achievement, charity, religious belief, and poverty. To evaluate the writing skills of Grade 11 pupils, the following statistical methods were used: mean, standard deviation, t-test for dependent samples, one-way ANOVA, and two-way ANOVA. It was found that the students' writing skills in the pre-test, when the metacognitive technique was not yet applied, were typically very good in the organization and good ability was obtained in the element of mechanics in the three ways of correction. In the post-test (metacognitive strategy was used), all elements of writing increased the students' ability or had a significant increase. It was found that the intervention used had no effect on writing ability and the interaction had no significant and relevant effect on ability. The metacognitive technique employed in the study aids in the improvement of the students' proficiency with the five writing-related components. The researchers advised teachers to focus on improving their students' writing abilities.

NORLYN BORONG