Abstract

This study evaluated the Pulling Pocket Flip Chart (P. P. F. C.) as an instructional material for developing poetry-writing skills among Grade 12 HUMSS students. It examined whether guided presentation of poetic elements could support expression, structure, and creativity and also gathered students’ perceptions of the material’s strengths and limitations. The researchers employed a true experimental research design with a cluster sampling technique. A total of sixty (60) Grade 12 HUMSS students from Bestlink College of the Philippines participated. They were divided into two (2) groups of thirty (30) students each. The control group learned poetry writing using traditional methods, while the experimental group used the P. P. F. C. Data were gathered through pretests, posttests, and surveys focusing on expression, structure, and creativity. At pretest, the experimental group had a mean score of 15.23, compared with 10.87 for the control group, indicating an initial difference in poetry-writing performance. At posttest, the experimental group increased to 20.07 and the control group to 19.53. The reported analysis found no significant posttest difference between groups; therefore, the P. P. F. C. did not demonstrate superiority over traditional instruction. Students nevertheless reported that the material supported engagement, creativity, and writing fluency. Students perceived the P. P. F. C. primarily as an organizational aid rather than a source of creative inspiration. The material may be strengthened by including more varied poetry examples, improving physical durability, and providing teacher guides suited to different learning contexts. Integration with task-based learning may also provide richer input during prewriting activities. Because baseline scores differed substantially and no adjusted analysis is reported, conclusions about comparative effectiveness should remain cautious.