SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 1

Self-Learning Writing Booklet: Effect on Grade One Pupils’ Handwriting

Rosario A. Joson

Dampol B Elementary School

Pulilan

SCHOOLS DIVISION OF BULACAN

SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 2

Table of Contents
Title Page........................................................................................................... 1
Table of Contents …………………………………………………………….. 2
Context and Rationale ………………………………………………………… 3
Research Questions............................................................................... 7
Hypothesis............................................................................................. 8
Significance of the Study...................................................................... 8
Scope and Limitations of the Study..................................................... 9
Method
Type of Research.................................................................................. 9
Participants of the Study...................................................................... 9
Sampling Procedure………………………………………………… 10
Proposed Intervention......................................................................... 10
Instruments........................................................................................... 12
Data Collection Procedure.................................................................... 12
Ethical Considerations.......................................................................... 14
Data Analysis....................................................................................... 15
Work Plan............................................................................................ 16
Cost Estimates………………………………………………………. 19
Plan for Dissemination and Utilization.............................................. 19
References......................................................................................................... 20
Appendices
Appendix A.1: Pre –Assessment Tool................................................... 22
Appendix A.2: Sample Pages of Self-Learning Writing Booklet……. 23
Appendix A.3: Handwriting Rubrics………………………………… 34
Appendix B: Consent and Assent Letters………………………….. 35
Appendix C: Declaration of Anti-Plagiarism and Absence of Conflict of
Interest...................................................................................... 36
Appendix D: Scanned Copy of Landbank ATM Card ……………… 37
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 3

Self-Learning Writing Booklet: Effect on Grade One Pupils’ Handwriting

Republic Act 10157, or "The Kindergarten Education Act" made Kindergarten the

compulsory and mandatory entry stage to basic education. Section 2 of this Act provides that all

five (5)-year old children shall be given equal opportunities for Kindergarten Education to

effectively promote their physical, social, emotional, and intellectual development, including

values formation, so they will be ready for school. The Department of Education (DepEd)

believes that Kindergarten is the transition period from informal to formal literacy considering

that age 5 is within the critical years in which positive experiences must be nurtured to ascertain

school readiness.

Republic Act 10157 states the seven “developmental domains” that refers to specific

aspects of growth and changes in children, and one of which is the language, literacy and

communication. This domain provides opportunities on early literacy learning and they are

expected to develop more positive attitudes toward reading, writing, and to view themselves as

effective users and learners of language.

Specifically, in the K to 12 curriculum, a five-year old learner is expected to do tracing,

copying, and writing the letters of the alphabet and even write his own name as the learning

competencies under language, literacy and communication, however, not all Kindergarten

learners have the same level of cognitive and psychomotor development. Thereby, there are

learners who lagged behind and need extra more time in developing handwriting skills even if

they already moved up to the next level. This scenario mostly happens among Grade one pupils

during the first quarter.

Writing along with reading and numeracy are fundamental skills that need to be

developed among children at an early age. In this digital age when most children are tech-savvy,
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 4

and communication is done through texting or typing on the keyboard, developing the

handwriting skills of young children becomes even more challenging. A number of studies

suggest that learners who are able to master writing skills struggle less in literacy and

communication.

In this time that our country is under public health emergency due to COVID-19 where

parents now serve as the facilitator of learning to their own children, a lot of issues and problems

are being faced by both parents and teachers. Parents are having a hard time to teach their own

children especially those learners in Grade one, those who are just starting to write and read. For

the teachers on their part, they are ardently findings ways to develop the literacy skills of these

learners.

This scenario is no different from that in Dampol B Elementary School in the district of

Pulilan where the researcher is stationed. Upon checking pupils’ answer sheets/output, the

teacher-researcher found out that there are some pupils whose handwriting skills are not yet fully

developed. Well in fact, learner is expected to develop his/her handwriting skills during

Kindergarten as mentioned earlier. During the retrieval of answer sheets/outputs last October

12, 2020, the Grade one teachers found out that there are still grade one pupils who can’t write

correctly on the lines. Table 1 shows the data of the initial assessment on the handwriting skills

of the Grade one pupils.

Table 1

Baseline Data: Initial Assessment in Handwriting

Grade One Section No. of Cases Very Good Good Poor

Mapagmahal 38 7 15 16
Masunurin 37 8 12 17
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 5

Data in Table 1 shows there are still 33 learners who need to undergo handwriting

intervention. As the adviser of these pupils, the teacher-researcher decided to conduct this study

to address the problem.

The researcher read several literatures and found studies of Deci and Ryan (2007) who

posited that learners who are within the early stage of their physical development are really

having trouble learning skills which involved motor movement. This implies that learners at this

stage must have more time to practice using appropriate motor actions and reflexes in order to

accurately learn new skills.

Accordingly, hands-on-approach is a teaching technique which is usually used to enhance

the motor skills and reflexes of first time learners, this would include learners who are starting to

learn how to do their very first “scribbled letter”, for Haury and Rillero (2015), hands-on-

approach is a method of instruction where learners are guided to gain knowledge by experience

and through manipulation of objects of interest.

Also, Graham and Sandmel (2011) believed that the process approach to writing

instruction is one of the most popular methods for teaching writing. In the meta-analysis of 29

experimental and quasi-experimental studies they conducted with students in Grades 1–12 to

examine if process writing instruction improves the quality of students’ writing and motivation

to write. They found that the process writing instruction resulted in a statistically significant, but

relatively modest improvement in the overall quality of writing. The variation of the results were

due to factors which were not related to grade, reliability of the writing quality measure,

professional development, genre assessed, or quality of study. In general, the findings of the

study revealed that the process of writing approach neither resulted in a statistically significant
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 6

improvement in students’ motivation nor enhanced the quality of struggling writers’

compositions.

Furthermore, hands-on learning approach involves the child in a total learning experience

which enhances the child’s ability to think critically. It is then essential that any classroom

learning should be using teaching strategy that is skilled towards this direction can be seen as an

activity-oriented teaching method through hands-on-approach (Haury and Rillero, 2015).

In the study conducted by Ekwueme et. al (2015), positive improvement was found on

both the students’ performance and participation on mathematics and basic science activities and

willingness on the part of the teachers when hands-on-approach in communicating mathematical

and scientific concepts are used to teach their students.

For Ekwueme et. al (2015), hands-on-approach has been proven to increase the academic

understanding of students in terms of scientific concepts by manipulating objects which may

make abstract knowledge more concrete and clearer. Through hands-on-approach, students are

found to be fully engage in real life illustrations and observe the effects of changes in different

variables. It also promote concrete illustrations of concepts. This method learner-centered

allowed the learner to see, touch and manipulate objects while learning where the five senses

such as seeing, hearing, feeling, touching, and smelling can be used to learn particular learning

content, it also advocated the so-called “do it yourself” theory.

While in learning how to write better, Rillero (2015) found that by allowing the child to

see the connection between different strokes and how the letter of the alphabet has been formed

will be easy for the child to familiarize with the letter and write it easily with grace and glamour.

It is observed that learner who finds their creation attractive and well-appreciated by adults
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 7

mentor would have the tendency to repeat the same action all over again until mastery skills has

been achieved.

Hence, in this study, the intention of the researcher is to enhance the handwriting skills of

Grade one pupils using the self- learning writing booklet.

Anchoring in this view, through letter tracing and copying exercises, facilitated by their

own parent/guardian and most importantly, guided by the teachers’ expertise in teaching writing,

pupils will produce the required learning skills. Figure 1 shows the conceptual framework of the

study. In the framework, there are two types of variables included in the proposed study, these

are the independent variable (IV) which is the use of self-learning writing booklet which will be

facilitated by the parents/guardians and the dependent variable (DV) which is represented by the

pupils’ level of handwriting skills while the arrow represents the proposed direct impact of the

IV to the DV.

Independent Variable Dependent Variable

Effect on the Grade

Use of Self-Learning
One Pupil’s
Writing Booklet
Handwriting Skills

Figure 1: Conceptual Framework of the Study

Research Questions

The major concern of the study is to determine the effect of self-learning writing booklet

on the handwriting skills of grade one pupils.

Specifically, the study will find answers to the following questions:

1. How may the handwriting skills of the Grade 1 pupils (Experimental Group) be

described in terms of their pre- and post-assessment?

SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 8

2. How may the handwriting skills of the Grade 1 pupils (Control Group) be described

in terms of their pre- and post-assessment?

3. Is there a significant difference between the Experimental Group and the Control

Group as regards the handwriting pre and post- assessment results?

Hypothesis

The following hypothesis will be tested at 0.05 level of significance:

Ho: There is no significance difference between the experimental group and the control

group as regards the handwriting pre and post-assessment results.

Significance of the Study

The proposed study is deemed beneficial to the following group of individuals:

For the Pupils. The findings of this study will allow learners to further improve their

writing skills using the most appropriate hands-on-technique particularly using the letter tracing

materials tailor-fit to their unique developmental needs.

For the Parents. The study is hoped to help parents in their journey in assisting their

children in developing their handwriting skills at home while face-face classes are still not

allowed. The findings of the study may be used as evidence to encourage them that their support

and participation to the schools’ activities and projects is indeed vital to the development of their

children.

For the Teachers. The study will serve as proof that teachers are doing their very best to

help their pupils cope up with the needs to achieve the expected level of competency. At the

same time, the findings of the study will be used by them to further improve the delivery of

learning even in this time of COVID-19 pandemic.

SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 9

For the Schools Division Officials. The study will be used as evidence where the

progress of individual learner per age group/ level will be determined and the finding will be

used to carry out more plans of actions where they can support the learners in their journey to

achieve expected level of learning competency in terms of focusing in their handwriting skills

and connecting their ability to use creativity in learning how to write better.

For the Future Researchers. This study will serve as point of reference where scholarly

papers and researches can be conceptualized and developed looking further into the level of

assessment covering various competencies expected for learners in the elementary level.

Scope and Limitations of the Study

The study will investigate the effect of using the self-learning writing booklet to enhance

the handwriting skills of grade one pupils in Dampol B Elementary School during the school

year 2020-2021. The scope of this study is further delimited to Grade one pupils with poor

handwriting skills.

Method

Type of Research

The study will utilize the quasi-experimental design, particularly the pretest posttest

control group design. The 33 identified grade one learners with poor handwriting skills from the

two sections will be assigned as experimental and control groups and will be subjected to pre-

assessment. The experimental group will be subjected to the treatment variable, that is, the use of

the self-learning writing booklet. A post assessment of the handwriting skills of the two groups

will then be conducted. To investigate the effect of the proposed intervention, the difference in

the pre- and post-assessment scores between the two groups will be measured.
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 10

Participants

This study will involve 33 grade one pupils of Dampol B Elementray School, Plaridel

District. The pupil participants belong to two heterogeneous sections. They are the pupils who

were identified to have poor handwriting skills. Table 2 shows the distribution of the participants

according to section.

Table 2

Distribution of Participants by Section

Section No. of Participants

Mapagmahal 16
Masunurin 17
Total 33

Sampling Method

The participants of the study will be selected based on the purpose of the investigation;

hence, purposive sampling will be used which is the best and most widely used and accepted

sampling procedure for researches. Only those who possess the characteristics that could provide

relevant information for the investigation will be considered.

The researcher intends to use purposive sampling to best understand the case.

Schumakcher and McMillan (1993) describe purposeful sampling as “selecting information-rich

cases for study in-depth.”. The researcher will investigate pupils from the two sections of Grade

one, who were identified as having poor handwriting skills based on the initial/ baseline data

gathered by the researcher. Assignment of the sections as to control or experimental group will

be done randomly.

Proposed Intervention

The researcher’s intention is to enhance the handwriting skills of the grade one pupils in

Dampol B Elementray School. Upon reviewing the literature and other studies, the researcher
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 11

discovered that hands-on-approach will be an effective method to enhance the handwriting skills

of the learners since most of them are fascinated with much on the hands-on activities as evident

in their interest to always manipulate things and objects like gadgets and other technology using

their hands.

The researcher will practice the hands-on-approach using the self-learning writing

booklet where the learners will be guided by their own parent/guardian since DepEd implements

the distance learning modalities wherein the parents will serve as learning facilitators to their

own child/children brought about by COVID-19 pandemic.

The proposed intervention material is not an ordinary booklet, it is different from those in

the market because this booklet includes not only letters, instead this comprises of additional

writing activities such (1) Tracing and Writing of Upper and Lower Case Letters (2) Writing of

Words (3) Writing of Phrases (4) Writing of Sentences, and (5) Writing of Paragraphs.

Moreover, since pupils will able to practice one objective at a time, they will enjoy and become

stress-free while developing their writing skills.

This booklet has 28 activities to practice correct writing of uppercase and lowercase

letters of the alphabet, seven activities to practice correct writing of words, five activities for

phrases, five activities for writing sentences, and five activities for correct writing of paragraphs

which will require 10 weeks to be accomplished. The learner will be asked to practice writing

using this material at least 20 minutes a day upon accomplishing his/her daily lesson.

Since the parent/guardian is the facilitator in the distance learning modality, this booklet

provides them with a guide on the correct ways of writing the capital and small letters on the

lines through the arrow marks and numbers indicating proper order of writing.
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 12

The teacher-researcher likewise, will do some follow ups and guide the parents as

necessary. In addition, she will give additional motivation to the parents and pupils by posting

their weekly accomplished writings. Outstanding handwriting activities will be recognized

through the parents’ and teacher’s group chat (GC) via Facebook.

Instruments

Teacher-made assessment tools or worksheets covering the level of writing skills/

competencies achieved by the participants will be used to determine the pre- and post-tests

assessment scores.The pre-assessment tool/worksheet will consist of writing of uppercase and

lowercase letters, words, phrases, and sentences. While, post-assessment tool/worksheet will

consist of copying a paragraph. The said instruments will be validated first by the District

LRMDS adviser and coordinator before utilization. The handwriting rubric for grade one will be

used in rating the pre- and post-assessment/worksheet accomplished by the pupil-participants.

Data Gathering Procedure

Data will be collected through the proposed intervention procedure. The procedure is

divided into three phases:

Pre-Experimental Phase Experimental Phase Post Experimental Phase

 Request for the
Conduct of the Study
 Instrumentation
 Development of the
Writing Booklet
 Selection of
Participants,
Figure 2. The Proposed New Normal Intervention Procedure
 Pretest Answering  Collection and Statistical
through Worksheets Analysis of Data
 Utilization of Self-Learning  Sharing of Results to the
Writing Booklet Participants through
(To be distributed and online platform
retrieved every other  Post Experimental
week with other Self- Debriefing
Learning Modules)
 Disinfection of Booklet
and Checking of Activities
 Posttest Answering
through Worksheets
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 13

The pre-assessment will be administered to the participants of the study on December,

2020. The participants will be given a corresponding code to keep their identity confidential. The

pre-assessment worksheets will bear the codes of the participants and no name nor anything that

will disclose the identity of the participants. Since the mode of the delivery of learning is not

face-to-face, the teacher will give the printed pre-assessment tool during the distribution of

SLMs. Parents and pupils will be reminded by the adviser that the learner must be the one to

write/ do the activities in the pre-assessment. Also, they will be asked to take pictures while the

learner is doing the said activities for documentation purposes with their consent.

After the administration of the pre-assessment, the booklet will be distributed to the

participants under the experimental group, again along with the distribution of the SLMs. For the

control group, parents will be encouraged to practice the handwriting skills of their children, but

writing booklet will not be provided though. When the first set of writing activities is

accomplished, the booklet will be retrieved and sanitized. The teacher will then, check the

accomplished activities and return it to the parents for the next activities. This process will be

repeated until all the activities in the booklet are done. In this scenario, parents/ guardian will be

aware of the progress and development of their child’s writing skills. Moreover, parents of the

participants will be given the assurance that all the data gathered will be treated with strict

confidentiality and that it will not affect the grade of their children.

After the intervention, the post assessment on handwriting skills will be administered

through worksheet wherein they will be asked to copy a paragraph.

The distribution and retrieval of the pre- and post-assessment materials and writing

booklet will follow the guidelines of the Inter-Agency Task Force (IATF) such as wearing of
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 14

facemask and face shield, proper sanitation of the materials and observing social distancing to

secure the public health safety.

Ethical Considerations

The study will strongly adhere to the ethical guidelines as prescribed for writing quality

research. Compliance to the Regional Memorandum No. 228, s. 2020 on the ethical standards

and policy guidelines involving research will be ensured. She will uphold ethical principles in

conducting the research at hand to protect the learners and parents in the study.

Furthermore, taking into account such ethical guidelines, the researcher commits to

exercise utmost confidentiality of responses since the main participants for this study are minors

(below 18 years old), and this will be done through the Consent and Assent Forms which will be

secured before the conduct of the study. The participants will be given letter of consent of the

parents by inserting it in the SISIDLAN (Sipi ng mga Inayos at Sininop na Indibidwal Daily

Lessons na Angkop sa New Normal). Also, protection of the privacy of the research participants

will be ensured through coding. The researcher assures that all safety protocols and procedures

will be observed to ensure that no participant will be endangered due to inappropriate handling

of collected data.

Should the intervention be found effective in enhancing the handwriting skills of the

pupil-participants in the experimental group, the control group will also be exposed to the same

intervention.

In addition, a matrix for tracking the literature cited was organized to make citations

feasible during the exchange of diverging views in the presentation of concepts, theories and

employability of related studies for the current research investigation.

SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 15

More importantly, the researcher will cautiously acknowledge other’s work to avoid

plagiarism, intellectual dishonesty and fraud.

Data Analysis

The data to be gathered in this study will be processed and presented using the following

statistical treatment:

1. The level of writing skills of the respondents will be presented using appropriate

assessment measures and will be described using mean and standard deviation.

2. The significant difference in the level of handwriting skills of the participants before

and after using the proposed intervention materials will be determined using t-test of

significance.

These are under the assumption that data that will be gathered are normally distributed,

otherwise, non-parametric tests will be used.

Workplan

PERSONS EXPECTED
OBJECTIVE ACTIVITIES TIME FRAME
INVOLVED OUTCOMES
To orient the pupil Orientation on the November, 2020 Researcher, Grade 1 pupils and
participants and conduct of the action School their parents were
their parents on the research Head, Grade informed about the
conduct of study 1 Pupils, purpose and conduct
Parents of the Consent letter
signed
To administered Administration of pre- 1 day (December4, Researcher, Pre-Test Results
the pre-test to test 2020) Grade 1
pupil-participants Pupils,
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 16

To Implementation of the 5 days/week Researcher, Grade 1 pupils were

implement/utilize intervention: using the December 7-11, 2020 Grade 1 able to write the
the self-learning self-learning writing Week 1 Pupils given letters, words,
writing booklet booklet Upper and lower Participants phrases, sentences
case(Aa,Bb,Cc,Dd,Ee)
and paragraphs
December 14-18, 2020
Week 2
Upper and lowercase
(Ff,Gg,Hh,Ii,Jj)

Dec. 21 to Jan.1, 2021

Christmas Break

January 4-8, 2020

Week 3
Upper and lower
case(Kk,Ll,Mm,Nn,Ññ)

January 11-15, 2020

Week 4
Upper and lower
case(NGng,Oo,Pp,Qq,Rr)

January 28-22, 2020

Week 5
Upper and lower
case(Ss,Tt,Uu,Vv,Ww)

January 25-27, 2020

Week 6
Upper and lower
case(Xx,Yy,Zz)

January 28-29, 2020

Words

February 1-5, 2020

Week 7
Words

February 8-12, 2020

Week 8
Phrases

February 15-19, 2021

Week 9
Sentences

February 22-26, 2021

Week 10
Paragraph
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 17

To administer the Administration of post- March 1, 2021 Researcher, Post-oral test results
post-oral test to oral test Grade 1
pupil-participants pupils,
School
Head,
To code and Coding and analyzation 4 days Researcher Coded data
analyze data of data March 2-5, 2021 Analyzed data
gathered
To prepare research Preparation of research 5 days Researcher Final research
output output March 8-12, 2021 output

To disseminate Research results March 15-19, 2021 Researcher, Disseminate results

research results. dissemination School of the study
Head ,
Teachers,
parents of
pupils
participants

Cost Estimates

DESCRIPTIO ESTIMATED COST

PERSONS
STRATEGY/ EXPECTED N OF AMOUNT
INVOLVE PER QUANTIT TOTAL
ACTIVITY OUTCOME MATERIALS
D ITEM/SET Y COST
NEEDED
The researcher Oriented the  Photocopy P 3.00 33 sets P 99.00
conducts an participants of research (per set)
orientation on the about the guidelines
Implementation Researcher research and and list of
of Self-Learning School distributed the participants
Booklet, Principal copy of self-  Photocopy P 1.00 33 sets P 33.00
Distribution of a Pupil- learning of consent (per set)
copy of Research participants booklet, letters
Guidelines and and their research
SLWB’s parents guidelines and
Background background
Information information

The researcher Researcher Pretest results Photocopy of P 1.00 33 sets P 33.00

administers the Grade 1 pretest (per set)
pretest pupils (1 page/set)

Researcher Researcher Self -Learning Copy of Self- P50.00 33 sets P1650.00

utilizes the Self- Grade 1 Writing Learning (per set)
Learning Writing pupils Booklet utilized Writing Booklet
Booklet to to aid Grade 1
participants with poor
handwriting
Researcher Researcher Pupil- Internet and P2000.00 P2000.00
communicates Grade 1 participants and mobile load (Entire
with parents and pupils parents are (communication duration
student Parents informed about expenses) of the
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 18

participants the progress of study)

regarding the the
implementation implementation
of the Self- of the SLWB
Learning Writing and other
Booklet activities in
relation to the
study
Researcher Researcher Posttest results Photocopy of P1.00 33 sets P33.00
administers the Student- posttest (per set)
posttest. participants (1 page/set)

The researcher Statistical  Printed copy P 20.00 4 sets P 80.00

carefully analyzes Software; raw of data and (per set)
and interprets the data results
gathered data in (20 pages
Researcher
the study using per set)
SDRC
proper statistical
secretariat
tools towards the
formulation of
findings and
conclusion.
The researcher Completed  Printed copy P 120.00 3 sets P 360.00
formulates research output of completed (per set)
findings and research
recommendations
generated from  Bookbinding P150.00
the study. of final (per set of 1 set P150.00
research softbound
output -RO copy)

P350
Researcher (set of 2 sets P700.00
SDRC hardbound
secretariat -SDO and
personal
copy)

 CDs for the P25.00 3 pcs P75.00

softcopy of (per pc.)
final
research
output

The researcher Researcher Disseminated  Snacks P 50.00 10 sets P 500.00

disseminates the School research results (Sandwich (per set)
results of the Head and Mineral
study Teachers Water)
Parents of
student-
participants
Student-
participants
Total Estimated Cost: P5713.00
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 19

Plan for Dissemination and Utilization

Despite the threat, challenges,a nd uncertainties brought about by COVID-19,

dissemination of the research findings will have to be done via webinar through the existng

programs of DepEd such as Learning Action Cell (LAC), wherein the completed research maybe

shared and serve as input for teachers in their teaching-learning activities.

SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 1

References

Bazely, P. (2004). Issues in mixing qualitative and quantitative approaches to research. In. R.

Buber, J. Gadner, & L.Richards (Eds.) Applying qualitative methods to marketing

management research. UK: Palgrave Macmillan, (pp. 141-156).

Bracey, G. (2009). Identify and observe effective teacher behaviors. Phi Delta Kappan,

Clark, V. & Creswell, J. (2008). The mixed methods reader. Los Angeles: SAGE.

Creswell, J. (2016). Research design: qualitative, quantitative, and mixed methods approaches

(2nd ed.). Thousand Oaks, CA: Sage. Education Journal, 5(1), 45-51. Retrieved from

http://www.ntejournal.com/educator.org.

Department of Educatior Order no. 16, series of 2017. Research Management Guidelines. DepEd

Central Office. DepEd, Meralco Evenue, Pasig, Metro Manila.

DepEd Order no. 4, series of 2016. Amendment to DepEd order no. 43, series of 2015. Revised

Guidelines for the Basic Education Research Fund (BERF). DepEd, Meralco Evenue,

Pasig, Metro Manila.

DepEd Order no. 40, series of 2012. Otherwise Known as the Child-Protection Policy. DepEd

Central Office. DepEd, Meralco Evenue, Pasig, Metro Manila

Gay, L., Mills, G. & Airasian, P. (2008). Educational research: competencies for analysis and

application (9th ed.).Upper Saddle River, NJ: Merrill.

Graham, S. and Sandmel, K (2011). The Process Writing Approach: A Meta-analysis. The

Journal of Educational Research, Volume 104, 2011 - Issue 6.

https://doi.org/10.1080/00220671.2010.488703

National Teacher Professional Educator, 34(1), 1-15. Retrieved from http://www.theprofessional

specificity. High School Journal, 96(2), 77-100. Retrieved from http://uncpress

SCHOOLS DIVISION OF BULACAN

SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 21

students. Upper Saddle River, NJ: Merrill/Pearson.

Regional Memorandum (RA) no. 48, series of 2016. Revised Guidelines in Conducting Research

Based on the Basic Education Research Fund Standard (BERF). D.M. Government

Center, Mimpis, City of San Fernando, Pampanga.

Regional Memorandum no. 59, series of 2017. Reformulated Regional Research Agenda and

Call for Research Proposals. DepEd Regional Office, D.M. Government Center, Mimpis,

City of San Fernando, Pampanga.

Tashakkori, A., & Teddlie, C. (2008). Introduction to mixed method and mixed model studies in

the social and behavioral science. In V.L. Plano-Clark & J. W. Creswell (Eds.), The

mixed methods reader, (pp. 7-26).

Terrell, S. (2011). Mixed-methods research methodologies. The Qualitative Report, 17(1), 254-

280. Retrieved from http://www.nova.edu/ssss/QR/QR17-1/terrell.pdf

SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 22

Appendix A

A. Instruments

A.1 PRE- ASSESSMENT TOOL

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A.2 SAMPLE PAGES OF SELF-LEARNING WRITING BOOKLET

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SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 31
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 32
SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 33

A.3 HANDWRITING RUBRICS

Republic of the Philippines

Department of Education
Region III-Central Luzon
Schools Division of Bulacan
District of Pulilan
DAMPOL B ELEMENTARY SCHOOL
San Bernardo St., Dampol 2nd, Pulilan, Bulacan

Handwriting Rubics for Grade 1

CRITERIA POOR FAIR GOOD VERY GOOD

Letter Formation
Letters are drawn with Consistently
Consistently forms Consistently Consistently
straight lines and forms most
all letters forms most forms all letters
appropriate curves. letters
incorrectly. letters incorrectly. correctly.
Circles are closed when correctly.
appropriate.
Usage
Letters are used Consistently Makes few
Makes many Makes no usage
correctly. There are no makes usage usage
usage mistakes. mistakes.
capital letters inserted in mistake. mistakes.
the middle of the words.
Sizing.
Letters are sized
Regularly
appropriately. Capital Always writes
Never writes Rarely writes writes letters
letters are larger than letters that are
letters that are on letters that are on that are on
lower case letters and all on appropriate
appropriate size. appropriate size. appropriate
lower case letters are size.
size.
consistently the same
size.
Line. Regularly
Awareness Letters sit on Always writes
Never writes with Rarely writes with writes with
line, they do not float on with line
line awareness. line awareness. line
the line or hang below awareness.
awareness.
unless appropriate.
Regularly
Neatness.
Never shows Rarely shows shows Always shows
Handwriting shows
evidence of time evidence of time evidence of evidence of
evidence of time and
and effort. and effort. time and time and effort.
effort.
effort.
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B. Consent Letter

Republic of the Philippines

Department of Education
Region III
Schools Division of Bulacan
Malolos City
District of Pulilan
DAMPOL B ELEMENTARY SCHOOL
Dampol 2nd B, Pulilan , Bulacan

PAHINTULOT NG MAGULANG

Ako po si ______________________________________________________________________,

magulang/tagapag-alaga ni _____________________________________________________, _______ taong

gulang, ay pinapahintulutan ang aking anak na sumailalim sa programa na gagawin ni Gng. Rosario A Joson

na pinamagatang “ The Effectiveness of Self-Learning Writing Booklet in Enhancing Grade One Pupil’s

Handwriting” simula Oktubre 26, 2020 hanggang Enero 15, 2021.

_____________________________________________ _________________________

Lagda ng Magulang Petsa

C. Declaration of Anti-Plagiarism and Absence of Conflict of Interest

SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 35

DECLARATION OF ANTI-PLAGIARISM

1. I, Rosario A. Joson, understand that plagiarism is the act of taking and using another’s
ideas and works and passing them off as one’s own. This includes explicitly copying the
whole work of another person and/or using some parts of their work without proper
acknowledgement and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly all the
references used. I further commit that all deliverables and the final research study
emanating from this proposal shall be of original content. I shall use appropriate citations
in referencing other works from various sources.

3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education and the
Policy and Research Program Fund (formerly Basic Education Research Fund, BERF).

PROPONENT:
PRINTED NAME: ROSARIO A. JOSON
SIGNATURE: _______________________
DATE: October 23, 2020

DECLARATION OF ABSENCE OF CONFLICT INTEREST

SELF-LEARNING WRITING BOOKLET FOR GRADE ONE 36

1. I, Rosario A. Joson, understand that conflict of interest refers to situations in which

financial or other personal considerations may compromise my judgment in evaluating,
conducting, or reporting research.

2. I hereby declare that I do not have any personal conflict of interest that may arise from
the application and submission of my research proposal. I understand that my research
proposal may be returned to me if found out that there is a conflict of interest during the
initial screening as per (insert RMG provision).

3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of my research, I will duly report it to the
research committee for immediate action.

4. I understand that I may be held accountable by the Department of Education and the
Policy and Research Program Fund (formerly Basic Education Research Fund, BERF) for
any conflict of interest which I have intentionally concealed.

PROPONENT:
PRINTED NAME: ROSARIO A. JOSON
SIGNATURE: _______________________
DATE: October 23, 2020