JOYrnaling: The Use of Fun Journals in Promoting Academic Engagement and Resilience among Senior High School Students in Research Writing

Abstract

This action research investigated using fun journals to enhance academic engagement and resilience among senior high school students in their group research writing journey. Anchored in the reflection cycle and resilience framework, the intervention involved journaling activities aligned with four learning domains: cognitive, affective, psychomotor, and social. A mixed-methods approach was employed, utilizing quantitative data from a five-part questionnaire and content-based assessments, and qualitative data from teacher journals, student reflections, and observation notes. Findings revealed that the majority of students became more interested in research topics, demonstrated improved collaboration with peers, and showed increased reflectiveness about their learning. Journaling also supported resilience by helping students manage thoughts, emotions, and setbacks. Results suggest that integrating structured journaling as a learning tool promotes deeper engagement and personal growth. This study recommends continued use of fun journals to foster meaningful and resilient learning experiences among senior high school learners.