Abstract
The study investigated the Syntactic Analysis of the Written Outputs of Engineering Students of Camarines Sur Polytechnic Colleges (CSPC) during the Academic Year 2023–2024. A total of 165 engineering student respondents participated in four selected classes. The research utilized a descriptive-evaluative-correlational method and employed tools such as weighted mean, frequency count, Kendall Coefficient of Concordance (W), Chi-square, and Spearman Rank Order Coefficients to determine the most common syntactic errors and assess the student’s application of syntax in different types of writing, including academic, technical, legal, creative, marketing, and social media content. Results revealed that word order errors, misplaced modifiers, and ambiguous pronoun references were among the most frequent syntactic issues. Findings further showed that students generally demonstrated an evident level of syntax application, with academic writing receiving the highest rating. Significant agreement in ranking was observed only in subject-verb agreement, run-on sentences, fragment sentences, and double negatives. Based on the findings, policy recommendations were proposed, including targeted grammar instruction, interdisciplinary writing workshops, syntax-focused tools, and enhanced institutional support. The study also suggested areas for further research, such as examining error patterns over time and evaluating the impact of various teaching and feedback methods on students’ syntactic proficiency.