This study is centered on investigating the writing competence of Grade 11 Technical Vocational Livelihood (TVL). It aimed to explore the effect of the Task-Based Learning (TBL) strategy on enriching Grade 11 TVL students writing ability. It assessed explicitly students vocabulary and grammar skills before and after the practice of TBL, with attention to differences in performance by sex. Pre-test and post-test designs measured students writing capacity, and statistical tests were applied to identify significant differences in the results. Findings showed that most of the participants were female. Pre-test scores showed relatively low vocabulary and grammar proficiency, with most students scoring less than half of the total marks in both sections. Post-test scores, however, showed a remarkable improvement in vocabulary and grammar following the use of TBL. Statistical analysis proved there was a significant difference between pre-test and post-test scores, confirming the effectiveness of the TBL approach in improving writing ability. Furthermore, sex did not significantly influence students performance in vocabulary and grammar, suggesting that both male and female students equally benefited from the strategy employed. This research concludes that TBL is a viable method of enhancing writing ability in TVL students because it facilitates involvement in meaningful language activities. Educators are therefore advised to incorporate TBL in lesson planning, give ongoing feedback, and undergo training on TBLs practical use. Schools and communities are also advised to facilitate real-world writing experiences to advance students academic and career preparedness.

sex differences

Students effect

Knowledge