REVELO, JANICE C. - Enhancing Grade Two Pupils' Cursive Writing Skill
REVELO, JANICE C. - Enhancing Grade Two Pupils' Cursive Writing Skill
REVELO, JANICE C. - Enhancing Grade Two Pupils' Cursive Writing Skill
Revelo, Janice C.
Teacher III
Canunan Elementary School
Department of Education, Division of Zamboanga del Sur
janice.revelo18@deped.gov.ph
09171221858
Abstract
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Acknowledgment
The completion of this research could not have been accomplished without the
support of individuals who made this task possible. The researcher is indebted to the
District Research Committee, who provided invaluable support, feedback, and
guidance. The genuine support and encouragement of the researcher's fellow teachers
and pupils, who served as her inspiration and joy, made this study possible. To the
Schools Division Office of Zamboanga del Sur headed by Dr. Jeanelyn A. Aleman,
CESO VI, SDRC Chair Dr. Jerry Bokingkito, CESE, and SEPS Daria Gay Mariquit, for
their guidance to all the teacher-researchers and for funding the conduct and
implementation of this research project through the Basic Education Research Fund
(BERF) 2023. To all of you, the researcher is indeed grateful. To our Almighty Father,
who is the source of everything, who doubtlessly blessed me with everything I have, to
you, oh Lord, I am so thankful.
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would highly motivate the pupils in cursive writing. With this, the researcher made an
intervention named SeWriMa or Self-Made Writing Materials, an intervention that is
associated with games to ensure the engagement of the pupils. The researcher
conducted this study to look at the effects of SeWriMa intervention in enhancing
pupils' cursive writing skills in Filipino.
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Research Design
The researcher made use of a mixed method. Both qualitative and quantitative
methods were employed. The qualitative part used the structured interview to
determine the pupils' thoughts, emotions, and perceptions, particularly in utilizing the
SeWriMa intervention to enhance their cursive writing skills. The quantitative part
employed the one-group pretest and post-test design. This ascertained the skill level of
pupils' cursive writing in terms of letter formation, line usage, letter connections and
spacing and its significant difference in both phases towards using the SeWriMa
intervention in Filipino class.
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Research Instruments
The study used a guided interview with engaging, exploratory, and probing
questions to gather qualitative data on how the SeWriMa intervention affects the
pupils' skill level in cursive writing in Filipino. A teacher-made learning activity sheet
validated by the district quality assurance team and with an estimated reliability of
0.86 Cronbach Alpha was the assessment tool used for the quantitative part. The
assessment was based on the following criteria: (1) Letter Formation, (2) Line Usage,
(3) Letter Connections, and (4) Spacing. A tiered table in assessing learners' writing
skills adapted from DepEd Order no. 39, series 2012 with the teacher-made rubric
validated by the District QA Team was another instrument used for the quantitative
part. The scale was used to determine the level of skill of Grade Two pupils on cursive
writing when they were taught with and without SeWriMa intervention.
Level of Proficiency
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1 2 4 5
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Data Analysis
The qualitative data were analyzed using thematic analysis. Thematic analysis,
according to Nowell et al. (2017), is an effective technique for data analysis that
enables researchers to condense, emphasize salient characteristics of, and understand
a variety of data sets. This made it much easier for the researcher to summarize and
analyze the respondents' opinions on how SeWriMa can improve cursive writing.
However, in quantitative, the collected data of the pretest and post-test on
pupils' level of skill in cursive writing was tabulated and analyzed by applying
descriptive statistical measures such as mean as a measure of average and standard
deviation as a measure of the variability of numerical data. To test the significant
difference at the 0.05 level of significance in the pupils' skill level in cursive writing,
the test for repeated measures Paired Samples T-test was employed. This was used as
the basis if the intervention has enhanced the cursive writing skill of the Grade Two
pupils in Filipino.
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“Gitudloan ko sa SeWriMa kung unsaon pagsulat ang mga cursive nga mga
letters
ug kung giunsa ang pagkonek sa mga letters aron makahimo og cursive words
(P2).” (SeWriMa teach me how to write cursive letters and how to connect letters
to form cursive words (P2))
“Nakatabang nako para mapanindot akong pagsulat sa pinakatay (P15).”
(Helps me to improve my cursive writing (P15))
“Makasulat na ko ug cursive sulod sa linya tungod sa SeWriMa (P1).”
(I can now write cursive within the line because of SeWriMa (P1))
“Tungod sa SeWriMa, nahanas ko kung unsaon pagsulat ang matag cursive nga
mga letra ug ikonek kini nga walay mga pagpala-pala (P10).”
(Because of SeWriMa, I mastered on how to write each cursive letter and
connect them without erasures (P10))
“Nahibal-an nako karon kung unsaon pagsulat ang dagkong mga letra ug
gagmay nga mga letra sa cursive ug ikonek kini og sakto (P8).”
(I know now how to write the capital letters and small letters in cursive and
connect them correctly (P8))
“(Nakabalo ko sa sakto ug tukma nga gilay-on sa matag letra ug pulong sa
pagsulat sa cursive (P7).”
(I learned the correct and proper spacing of each letter and word in writing
cursive (P7))
“Nag-uswag ang akong cursive nga pagsulat tungod sa SeWriMa (P11).”
(My cursive writing is improving because of SeWriMa (P11))
You must actively practice a skill you are learning. Thus, even if all you read is
about improving your ability to learn skills, you are still learning. You develop your
ability to learn new abilities when you put them into practice. You can have a deeper
understanding of the learning process and the principles of skill development by
practicing a skill (Hamre, 2020).
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“Makasulat nako karon sa cursive nga mas paspas kaysa sauna (P1).”
(I can now write cursive faster than before (P1))
“Nindot na akong pinakatay mam kaysa sauna (P3).”
(My cursive handwriting ma’am is good than before (P3))
“Makabasa nako karon sa mga words nga gisulat sa pinakatay (P4).”
(I can now read words written in cursive (P4))
“Sige rako og eres dayon sulat napud sa pinakatay hangtod masakto nako og
sulat (P2).” (I always make erasures and write again the cursive until I write it
right (P2))
“Nagpadayon ko sa pagpraktis unsaon pagsumpay ang mga letra hangtod nga
nakabalo ko ani (P6).”
(I keep on practicing how to connect the letters until I learned it (P6))
“Gibati nako ang kakapoy ug kalagot tungod kay sige kong kasayup sa
pagsulat, pero nagpadayon rako mam sa pagsulat hangtod nga nasulat nako
ang mga letters nga sakto (P11).”
(I felt tired and irritated because I always write it wrong, but I keep on writing
ma’am until I write it correctly (P11)).
“Nagpraktis kog cursive writing sa eskuylahan gamit ang SeWriMa ug nagpraktis
sab ko sa pagsulat sa balay ug karon nanindot na ang akong cursive writing
(P8).”
(I practice cursive writing at school with the SeWriMa and I also practice writing
at home and now my cursive writing has improved (P8)).
“Ma-appreciate na nako ang akong cursive writing (P12).”
(I can now appreciate my cursive writing (P12)).
Self-efficacy is a crucial process in the social cognitive theory, which holds that
behaviors, individual characteristics, and contextual circumstances interact to
determine success (Schunk, 2003). It is a crucial idea for ensuring student
engagement and promoting learning (Graham et al. 2014).
This theme emphasizes the enjoyable and engaging aspects of SeWriMa. Pupils
mention their excitement, love for the games, and eagerness to participate in program
activities. The positive learning environment created by SeWriMa contributes to their
overall satisfaction and motivation.
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Many books have been written on the impact of feelings on learning, and most
of them prove that enjoyment and happiness improve comprehension, memory, and
social behavior. If teachers will choose strategies that makes learning enjoyable and
fun, pupils are not only happier, but they also remember more information.
Table 2 shows pupils’ level of skill in cursive writing in Filipino class before and
after the use of SeWriMa. The overall level of skill in cursive writing before the
SeWriMa intervention is Beginning (mean=1.47; SD=.56). With the utilization of
SeWriMa, the pupils manifested an Approaching Proficiency level of skill (mean=3.48;
SD=.46). This implies that the use of SeWriMa has increased the pupils’ skill level in
cursive writing. This finding is supported by Ediger (2002) suggested that “the teacher
should provide a clear example of good handwriting and then the children should
practice and drill using the teacher’s model.” Hence, teachers need to apply a model of
learning such as SeWriMa that will lead pupils to improve their cursive writing skill.
Scale: 1.00 – 1.49 Beginning (B); 1.50 – 2.49 Developing (D); 2.50 – 3.49 Approaching
Proficiency (AP); 3.50 – 4.49 Proficient (P); 4.50 – 5.00 Advanced (A)
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In today's society, typing is a skill that everyone must master, yet cursive
handwriting also has advantages. Although it can be challenging to master, but it can
boost creativity, improves kid's spelling and grammar, and enhances child's
intelligence. This should serve as a wake-up call for classroom teachers, who should
realize that practicing and mastering cursive writing is an essential component of a
curriculum that enhances children's cognitive, visual, and fine motor skills, rather
than allowing cursive handwriting die inside the classroom for devaluing it. That is
why teachers must identify problems with cursive writing early on, so they can be
addressed before these issues may lead to a child developing a negative attitude
toward cursive writing that may affect child’s confidence and self-esteem. Hence,
teachers are encouraged to adopt the SeWriMa intervention due to its efficacy in
enhancing pupils’ cursive writing skill.
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Action Plan
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References
Arnold, Kathleen M., Sharda Umanath, Kara Thio, Walter B. Reilly, Mark A. McDaniel,
and Elizabeth J. Marsh. 2017. "Understanding the cognitive processes involved
in writing to learn." Journal of Experimental Psychology: Applied 23, no. 2: 115.
Cabigao, Joey. 2021. "Development and validation of a proposed model rubric in rating
written outputs at the graduate school level." Development 5, no. 4: 122-131.
Department of Education Order No. 31, s. 2012 – Policy Guidelines on the
Implementation of Grades 1 to 10 of the K-12 Basic Education Curriculum
(BEC) effective school year 2012-2013
Department of Education Order No. 034, s. 2022 – School Calendar and Activities for
the School Year 2022-2023
Ediger, M. 2002. Assessing handwriting achievement. Reading Improvement, 39, 103-
110.
Feder, Katya P., and Annette Majnemer. 2007. "Handwriting development,
competency, and intervention." Developmental Medicine & Child Neurology 49,
no. 4: 312-317.
Fears, Nicholas E., and Jeffrey J. Lockman. 2018. "How beginning handwriting is
influenced by letter knowledge: Visual–motor coordination during children’s
form copying." Journal of experimental child psychology 171: 55-70.
Graham, Steve, Karen R. Harris, and Barbara Fink. 2000. "Is handwriting causally
related to learning to write? Treatment of handwriting problems in beginning
writers." Journal of educational psychology 92, no. 4: 620.
Graham, Steve, Karen R. Harris, Brendan J. Bartlett, Eleni Popadopoulou, and Julia
Santoro. 2014. "Acceptability of adaptations for struggling writers: A national
survey with primary-grade teachers." Learning Disability Quarterly 39, no. 1: 5-
16.
Hamre, E. 2020.7 Proven Ways to Improve Your Ability to Learn New Skills
https://medium.com/skilluped/8-proven-ways-to-improve-your-ability-to-
learn-new-skills-9540899d67ca.
Kiefer, Markus, Stefanie Schuler, Carmen Mayer, Natalie M. Trumpp, Katrin Hille, and
Steffi Sachse. "Handwriting or typewriting? The influence of pen-or keyboard-
based writing training on reading and writing performance in preschool
children." 2015. Advances in cognitive psychology 11, no. 4: 136.
Nowell, Lorelli S., Jill M. Norris, Deborah E. White, and Nancy J. Moules. 2017
"Thematic analysis: Striving to meet the trustworthiness criteria." International
journal of qualitative methods 16, no. 1: 1609406917733847.
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Financial Report
UNIT TOTAL
ITEMS QTY UNIT DESCRIPTION
PRICE AMOUNT
Total 6,205.00
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Appendix A
Research Agenda Category: Check only one main research Check up to one cross-cutting theme,
theme: if applicable:
[ / ] Teaching and Learning [ ] DRRM
[ ] Child Protection [ ] Gender and Development
[ ] Human Resource Development [ ] Inclusive Education
[ ] Governance
Funding Year: 2023
Region/Schools Division Office: REGION IX, ZAMBOANGA DEL SUR DIVISION
School and/or Functional CANUNAN ELEMENTARY SCHOOL
Division Conducted:
Name/Position/Contact Details
[Author 1/Lead Proponent] JANICE C. REVELO
Name/Position/Contact Details
[Author 2]
Name/Position/Contact Details
[Author 3]
Date of Evaluation:
Instructions: Put a checkmark in the appropriate column beside each criterion item. If your
answer is YES, specify the pages and paragraph number/s where the criterion
items are presented and satisfied.
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Abstract
1. The abstract describes the general statement of /
the problem or objectives/purposes of the
research.
2. The abstract presents the research methods (e.g., /
participants and/or other sources of data and
information, research environment and timeline,
research design, instruments, and data analysis).
3. The abstract highlights the summary of the /
research's findings, conclusions, and
implications.
4. The abstract contains 200 – 250 words. /
Complied Not
Note: All criterion items must be marked YES to indicate
Complied
compliance to this part.
Keywords
1. The keywords capture the significant aspects of /
the study.
2. The number of keywords ranges from three to five /
words, phrases, or acronyms separated by
semicolons.
Complied Not
Note: All criterion items must be marked YES to indicate
Complied
compliance to this part.
Acknowledgment
1. The study acknowledges the people who helped or /
contributed to the completion of the research.
2. The study acknowledges the research funding, /
sponsoring institution, support staff, or other
individuals who have helped complete the
research.
Complied Not
Note: At least 1 criterion item must be marked YES to
Complied
indicate compliance to this part.
Context and Rationale
1. The study provides a comprehensive discussion of /
the nature and relevance of the identified problem
or issue (e.g., cite some legal basis).
2. The study presents existing issues and /
challenges.
3. The study emphasizes the need to conduct /
research by showing an in-depth and critical
analysis of the situation (e.g., presenting data
reports).
4. The research problem is significant and relevant /
to the needs and welfare of students and other
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education stakeholders.
5. The review of literature is well-organized and /
supports the identified problem.
6. The study shows a rigorous literature review by /
citing the key players in the research
conversation.
7. The main research aims/objectives are clearly /
stated.
8. The study states its policy implications. /
9. The scope and delimitation of the study are /
thoroughly discussed.
Complied Not
Note: At least 8 criterion items must be marked YES to Complied
indicate compliance to this part.
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DepEd Region IX
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Complied Not
Note: At least 6 criterion items must be marked YES Complied
to indicate compliance to this part.
Complied Not
Note: At least 4 criterion items must be marked YES Complied
to indicate compliance to this part.
Action Plan
1. The study presents a clear and feasible /
comprehensive action plan.
Complied Not
Note: This criterion item must be marked YES to Complied
indicate compliance to this part.
References
1. The listed references acknowledge the sources /
correctly and completely, and the in-text citations
are presented appropriately following the 17th
edition of the Chicago Manual of Style (CMOS) as
modified by DepEd.
Note: This criterion item must be marked YES to Complied Not
indicate compliance to this part. Complied
Financial Report
1. The study documents and communicates the /
details and breakdown of research costs.
2. The items and costs reasonably reflect the funding /
needs of the research and adhere to BERF
guidelines.
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Complied Not
Complied
Note: All criterion items must be marked YES to
indicate compliance to this part.
Source: Ruth L. Fuentes, Pedro Melchor M. Natividad, Ruel A. Saldua, and Lee G. Baraquia,
“Development and Validation of Self-Evaluation Checklist for Completed Action Research: An
Innovation Ensuring Quality Research,” (2022).
Appendix B
Interview Schedule
A. Opening/Engaging Question
2. What are the problems you have encountered in the use of SeWriMa in
cursive writing in Filipino class?
(Unsa ang mga problema nga imong nasugatan sa paggamit sa SeWriMa sa
cursive nga pagsulat sa klase sa Filipino?)
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Appendix C
Validated Teacher-Made Learning Activity Sheet
Pangalan: __________________________Iskor:_________
Seksiyon:___________________________Petsa: ________
Gawain 1
Panuto: Kilalanin ang sumusunod na larawan. Piliin ang iyong
sagot sa loob ng bilog. Isulat ang sagot sa paraang kabit-kabit
sa puwang na ibinigay.
Halimbawa:
pu sa
https://bit.ly/3M0ZDTA
isda
daga
ka l aba w
DepEd Region IX
https://bit.ly/3QiwhTy
https://bit.ly/45oV7W5
25
Gawain 2
Panuto: Isulat sa puwang na ibinigay ang mga salitang nasa
ibaba sa paraang kabit-kabit ng tatlong ulit.
Halimbawa:
Gawain 3
Panuto: Isulat ulit sa puwang na ibinigay ang mga
pangungusap sa ibaba sa paraang kabit-kabit.
Halimbawa:
S i Karen a y m a t u l u n gin n a bata .
S i Ka r en a y m a t u l u n gin n a ba t a .
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A n g n a t u t u h a n ko sa a k t ibid a d n a 27
it o a y
Inihanda ni:
JANICE C. REVELO
Pangalan ng Guro
Appendix D
Tiered Table adapted from DepEd Order no. 39, series 2012
Level of Proficiency Scale Continuum
Advanced (A) 5 4.50 – 5.00
Proficient (P) 4 3.50 – 4.49
Approaching Proficiency (AP) 3 2.50 – 3.49
Developing (D) 2 1.50 – 2.49
Beginning (B) 1 1.00 – 1.49
Level of Proficiency
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3
1 2 4 5
Appendix E
Informed Consent
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10 I, along with the Researcher, agree to sign and date this informed
. consent form.
Participant:
Researcher:
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