An Action Research on the Improvement of Writing Skills among

Grade 1 pupils of NDMU-integrated basic education

by

Darrene Shane P. Aclo

An Action Research presented

in partial fulfillment of

the course Math 18

College of Teacher Education

Um Tagum College

Jan. 17, 2013

Table of Contents

Chapter 1: Introduction.............................................................................................

1.1 Background of the Study...................................................................

1.2 Locale of the Study..................................................................................

1.3 Research Questions................................................................................

1.4 Significance of the Study.........................................................................

1.5 Limitations of the Study.....................................................................

Chapter 2: Review of Related Literature..................................................................

2.1 Overview of Mathematics Anxiety.....................................................

2.1.1 Symptoms and Causes.......................................................

2.1.2 Suggested Strategies in Reducing Mathematics Anxiety..........

2.2 Technology.......................................................................................

2.3 Conclusion.............................................................................................11

Chapter 3: Methodology.........................................................................................12

3.1 Research Method..................................................................................12

3.2 Population and Sample.........................................................................13

3.3 Research Instrument.............................................................................14

3.4 Administrative Procedure......................................................................15

3.5 Time Table.............................................................................................18

References.............................................................................................................19
 Chapter I

CONTEXT AND RATIONALE

1.1 Study Background

Writing is the process of communication between thoughts and ideas using

symbols letters of the alphabet, punctuation, and spaces in order to convey those
thoughts and ideas. It means writing is a skill that focuses on producing language and
the writing skill needs intellectual level or the level of expression (Harmer, 2004). Writing
has an important role and most difficult for students in the language learning process
and this skill needs to be mastered.

This viewpoint that writing is a mental activity is backed by Brown (2001). Before
publication, writing may be planned and subjected to an infinite number of changes.
Both oral and written English communication skills are required of pupils. Students feel
that writing in an academic setting requires more concentration, critical thinking, and
long-term learning than other talents, making it more challenging than other skills.

Students have shown different rates of development for emerging writing skills
based on different observations. When children play more writing games such as
scribbles, they tend to get a better idea of the print they see in text books and to write
familiar words. Writing is considered one of the most difficult tasks since it requires a lot
of ongoing practice. Almost all successful writers are regular readers. According to Siti
Sukainah & Melor (2014), reading habits should be instilled at a very early age by doing
a lot of activities that promote reading. Reading proficiency improves writing proficiency.
These activities should be conducted continuously in schools since oral proficiency
develops writing proficiency.
 Chapter II

ACTION RESEARCH QUESTIONS

2.1 Action Research Questions

To achieve the purposes of the project in synthesizing the improvement of writing

skills among grade 1 pupils of NDMU-Integrated Basic Education. The following
research questions was formulated:

1. Are they really weak in their writing ability?

2. Are there any alternative ways of teaching to improve their writing skills?

Chapter III

PROPOSED INNOVATION, INTERVENTION AND STRATEGY

3.1 Innovation, Intervention and Strategy

As an intervention to the improvement of writing skills of the first-grade learners,

this study will utilize models such as pictures and videos as an aid to improve their
writing skills through comprehension. The participants of the study will be subjected to
all first grader learners in a class session utilizing writing materials with picture-
counterpart or video-counterpart for one hour during school days.

There will be monthly writing assessments to be conducted using Rubrics tools in

order to measure the progress of the learners. The monthly progress of the learners in
proficient level will be recorded using the Tracking of Monthly Progress Template.
 Chapter IV

ACTION RESEARCH METHODS

A. Participants/Other sources of Data

The fifteen Grade 1 students of NDMU-Integrated Basic Education whose writing

abilities are at proficient level are the subjects of this study. Their writing level is
determined after the conduct of individual writing inventory pre-test using the
standardized rubrics tools. Each student’s writing recognition level, thinking speed and
comprehension skills are tested and measured.

All of them were able to write their thoughts well having sentence writing scores
of 90-100% and able to identify the pictures/videos at varying speed. However, they
failed in the comprehension test which made their writing levels fall under proficient
level garnering comprehension scores of 25%.

B. Data Gathering Methods

Quantitative (pre-experimental) and qualitative research approaches will be

used in this study. The Rubrics tool will be used before, during, and after the duration to
see how the intervention, which is the use of models in teaching writing, is working. To
further convey the effect, the findings will be summarized and graphed. Once a month,
an observation will be undertaken to assess the intervention's impact on learners'
comprehension and involvement in class.

The researcher will request the English Class Teacher who could do the
observation using the tool that will be formulated by the researcher which may include
participation during class discussion, presentations and other class engagements during
the class session. The observer will be briefed on the procedure beforehand.
Furthermore, a checklist of desired behavior will be utilized to objectively capture the
improvement on the performance of the identified participants.
 A random sample of study participants will also be interviewed by the
researcher. Every month, five participants will be interviewed. This is done in order to
elicit their thoughts, feelings, and experiences. The information acquired will be used by
the researcher as a feedback mechanism to assist her in navigating the study's flow,
particularly during the writing session.

C. Data Analysis

The recorder raw scores using the Rubrics tool before, during, and after the
intervention will be tabulated, graphed and analyzed quantitatively by the researcher.
This will be served as the main measure of the effectiveness of the use of models in
reducing the number of the identified struggling learners in the class.

However, the monthly interview to five randomly selected participants will be

utilized in getting feedback as to the appropriateness of the strategy in addressing the
problem. The responses also during interview will be further used in the discussion of
the final analysis of the study. The data gathered through observation checklist shall be
also part of the progress monitoring of the intervention. The data will give the researcher
a grasp of the effect of the intervention while the study is on process. This will also lead
to some adjustments to the implementation of the intervention, whenever necessary.

All data acquired during observation, interview, and writing assessment will be
compared and triangulated to reveal the holistic effect of the intervention on the
participants' writing abilities, classroom conduct, and overall well-being as learners.
 Chapter V

ACTION RESEARCH WORK PLAN

ACTIVITIE TARGET PERSONS INVOLVED

S DATE
PRE-RESEARCH ACTIVITY January Researcher
2022
 Making of Proposal School Head

 Approval of Proposal Schools Division Research

Committee
RESEARCH ACTIVITIES February- Researcher
April 2022
 Implementation of the Study Respondents

 Tabulation and analysis of data

 Interpretation of the gathered data

 Preparation of the research paper

POST RESEARCH ACTIVITIES June 2022 Researcher

 Printing of the Research Report Schools Division Research

 Submission of the research Committee

report to the Division Research BERF Committee

Committee for review

 Submission of the final copy

ACTIVITIES MONTH MONTH MONTH MONTH MONTH MONTH

1 2 3 4 5 6
PRE-RESEARCH
 ACTIVITY
Making of Proposal
Approval of Proposal
RESEARCH

ACTIVITIES
Implementation of the

Study
Tabulation and analysis

of data
Interpretation of the

gathered data
Preparation of the

research paper
POST RESEARCH

ACTIVITIES
Printing of the Research

Report
Submission of the

research report to

Ormoc City Division

for review
Submission of the final

copy

Chapter VI
 COST ESTIMATE

ACTIVITIES RESOURCE AMOUNT

NEEDED
Preparation and Printing of research Bond paper 1,000.00
proposal
Internet 1,000.00
connection
Printing of the reading materials and other Reproduction fee 10,000.00

related documents
Snacks/meals during interview Food 1,000.00
Printing and binding of completion Printing and 2,500.00
results binding

fee
Travel expenses Tricycle 1,000.00

(Submission of proposal and completion

report)
Publication of research results Journal 3,500.00
Publication fee
TOTAL 20,000.00

Chapter VII

PLAN FOR DISSEMINATION AND UTILIZATION

The result of the study will be shared to fellow teachers during School
Learning action Cell sessions for possible adoption of the strategy employed. To further
disseminate the result of the study, the researcher will present the study in a research
conference and publish it through reliable research journal.
 Chapter VIII

REFERENCES

Husna, A., & Multazim, A. (2019). STUDENTS’DIFFICULTIES IN WRITING RECOUNT

TEXT AT INCLUSION CLASSES. LET: Linguistics, Literature and English Teaching
Journal, 9(1), 52-76.

Ien, L. K., Yunus, M. M., & Embi, M. A. (2017). Build me up: Overcoming writing
problems among pupils in a rural primary school in Belaga, Sarawak, Malaysia. Jurnal
Pendidikan Humaniora, 5(1), 1-7.