Utilization of Concept Mapping as a Prewriting Strategy in Writing Argumentative Essays in a Distance Learning Environment Among the Grade 10 Students in Selected Public Schools in Gumaca, Quezon

This research study examined the utilization of concept mapping as a prewriting strategy in writing argumentative essays in a distance learning environment among grade 10 students in selected public schools in Gumaca, Quezon. This study was a random sampling and a quantitative descriptive method. The researcher distributed printed survey questionnaires to 147 students that helped to know the demographic profile, the effects of using concept maps in prewriting argumentative essays in a distance learning environment, and the impacts and perceptions of using concept maps as a prewriting strategy to write argumentative essays. Furthermore, the findings of this study revealed that most of the respondents came from females, aged 15-16 years old, and had an 81-85 grade 9 average in English. The results revealed that most of the respondents strongly agree with the effects, impacts, and perceptions of using concept maps as a prewriting strategy in argumentative essays as concept maps allow seeing the relationship between ideas and the use of concept maps teaches students to organize ideas and information. The study shows that concept maps help students to gather information and turn it into one main idea. Also, this study revealed that concept maps have good benefits for students to help them in composing essays. The researcher recommended reading information about concept maps and allowing students to use and create concept maps in composing essays. The researchers’ output is a learning packet that consists of information about concept maps, argumentative essays, and an activity where students will make their concept maps.