Abstract

This study examined the proposed integration of local stories and personal narratives into creative writing instruction to support creativity, vocabulary, organization, and grammatical accuracy among Grade 12 learners at San Jose Integrated School, Schools Division of Santiago City. A quantitative one-group pretest–posttest design was proposed, with purposive selection of eligible participants and evaluation of compositions through an analytic writing rubric. Planned analyses included frequencies, percentages, means, standard deviations, mean gains, and a paired-samples t-test or a Wilcoxon signed-rank test when appropriate. The Results and Discussions section retained three numerical tables as reporting based on 30 learners. These figures were not obtained from actual students and therefore did not establish the effectiveness of the intervention. The proposed approach connected culturally familiar stories, personal experiences, guided drafting, and revision with the assessment of four writing competencies. Empirical conclusions required documented implementation, approved data collection, authentic writing assessments, and verified statistical analysis.