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ACTION RESEARCH PROPOSAL
Name: Permel Q. Tecson & Liezel Grace M. Toting
Proposed Title: Cursive Writing Difficulty on Grade Three Pupils on Face-to-Face Learning at SPAC- Elementary Department
Background of the Study
One of the most important educational occupations for children is
handwriting. According to studies, when teachers were given a paper to evaluate, students with better handwriting received higher grades. Writing encompasses all of an individual's knowledge, skills, and experience; it is a skill in which mental processes are used (Walker, Shippen, Alberto, Houchins and Cihak, 2005). Cursive is a type of penmanship in which the letters are connected. Cursive writing is always connected and looped, allowing the writer to make fluid pencil-to- paper connections. Cursive writing difficulty has long been a persistent and widespread issue among students. This can be approached by learning to form each letter starting from the bottom line so that cursive writing naturally and often seamlessly progresses. The study's gap is that some researchers conducted a study on the PIG Strategy and Cursive Handwriting skills in Grade II students, in which all students are needed to be taught how to improve their writing (Sempiao, 2016). On the other hand, the researchers have a different study because it is focused on the grade III pupils, and at that grade level, they must already know how to write cursive, but the researchers see that there are 4 pupils who need assistance because if they write it in cursive, their sentences cannot be understood by the readers. That is why there is a need to conduct this study. The aim of this action research project is to assist Grade III pupils become better cursive writers. The ability of students to use their cursive writing skills fluently for effective communication is crucial. The fluid motion used when writing script improves hand-eye coordination and fosters the development of fine motor skills, (Bateman, 2014). Children should initially learn to write in print or cursive because it is so vital. It improves cognitive abilities such as reading and writing. The primary focus of the Grade III teachers in the SPAC Elementary Department is teaching cursive writing. We found that other students struggle with cursive writing. Instead of playing, we encouraged the students to practice cursive writing at home and in their free time. Additionally, the researchers offer remedial education to the students during recess by providing them worksheets to complete and highlighting the value of cursive writing. The research on the contribution of handwriting on children's writing development was examined by Graham and Harris (2019). especially handwriting fluency (the amount of text that can be written down properly per minute), grow with age and education and that individual differences in handwriting abilities (most notably handwriting fluency) predict how much and how effectively children will write. This is consistent with the idea that handwriting training is a crucial component in the development of writing. These results highlight the significance of motor programs in fostering the growth of writing abilities in primary school students. Numerous research on writing speed have found that automating some handwriting tasks might free up pupils' cognitive resources for more difficult tasks like orthographic correctness. The intervention group outperformed the control group in both the orthographic ability and text-basic units, demonstrating the validity of the earlier assertion. These results are consistent with the literature in that they show that developing more fluid writing and grapho-motor skills in the first stages of learning to write helps students achieve higher levels of accuracy for orthographic elements. The information on writing fluency is the most intriguing outcome of cursive handwriting instruction. Due to the COVID19 pandemic, some of the children who are now in grade three have difficulty writing cursive because they did not practice cursive writing. According to Hudson (1999) Lefties are another practical difficulty. The left wrist looping around while the youngster writes is the most typical issue, which can be uncomfortable and result in bad handwriting. when students can focus on their compositions rather than considering that they write by hand, perhaps their writings will show more logical thought processes and mechanical elements are more likely. to be present. The researchers find teaching cursive writing to be challenging, but with regular practice, persistence, and diverse teaching methods, we observe that the students who struggle with cursive writing are becoming better. This study tries to determine why they struggle with cursive writing abilities.
Action Research Questions
1. What are the factors that contributes cursive writing difficulties on the grade three class? 2. How parents guide and assists their children in their cursive writing? 3. What are innovations and intervention strategies that the teachers would used to help those pupils who have struggles in cursive writing? 4. How to integrate those innovations and interventions to the learners with cursive writing difficulties on face-to-face learning?
Proposed Innovation and Intervention
Cursive Writing Remediation. It makes sure that pupils have a strong foundation upon which to build their cursive writing abilities. In accordance with this, we held a writing remedial lesson during recess for the selected Grade III pupils.
Worksheets Resources. We will provide the worksheets for the students to do the tasked at home, then the researchers will check the output of the said pupils.
Build rapport to the parents and pupils through face-to-face communication. We
will extend extra efforts to those pupils who are struggling writing in a cursive way, and communicate the parents on the writing performance of their children.
Motivate pupils through giving extra points and rewards. Positive reinforcement of progress is crucial for maintaining pupils’ motivation. Then, in order to demonstrate the pupils' abilities, we will give award extra points and treats. When they feel successful and can see their progress, they are considerably more motivated to keep trying. Definition of Terms
Cursive Writing. Is a style of writing in which all the letters in a word are connected. Remedial. Intended for students who are experiencing cursive writing difficulties. Worksheets. Provide students with practice in letter formation. Peer Tutoring. The average pupils will help the struggling pupils in cursive writing.
Methodology Using worksheets for the pre-test and a questionnaire for the post-test, the researchers adopted a quasi-experimental method. The entire enumeration approach will be use in this study, and a sample of Grade III students will assess individually for their writing abilities. This is suitable for this action research because it will be directly related to how well the chosen intervention works.
Participants The participants of the study will be the four (4) pupils of Grade III class of South Philippine Adventist College- Elementary Department. Students play a major role in this study, because of them the researcher can gather data on their difficulty in cursive writing. In the selection of participants among the Grade III class, the following criteria will be adopted: (a) a student must be an officially enrolled student in Grade III class (b) a student who experienced difficulty in cursive writing (c) student who has a willingness to participate in the study.
Instrumentation The school head teacher will be consult over the researchers' request to conduct the study. Four out of third-grade pupils receive worksheets from the researchers, who also explains that they must complete the worksheets at home with help from their parents or other family members. It will aid students in improving their writing abilities. The researchers also attract the attention of the parents by requesting their consent to conduct a remedial writing skills program, after which the writing intervention was implemented with the support of the parents, the Grade III classroom advisor, and the school principal.
The researchers will use a tracing tool for both capital and small letters. Writing abilities not only provide a significant benefit to interpersonal communication but also allow people to learn (Belet and Yaşar, 2007). Individuals who improve their writing abilities can learn to control their thinking abilities and make learning more effective and long-lasting (Raimes, Eryaman, 2008; 1983). As a result, writing skills can be demonstrated as one of the ongoing learning factors.
In this study, cursive writing remediation will conduct every recess and class time in all subjects from Monday morning to Friday morning. To ensure the mastery of writing cursive. It will do during traditional face-to-face classes. The field study students use worksheets, checking their outputs during recess time. The pupils will be also instructed to ask for assistance or help from family members.
Data Analysis The researchers will use the descriptive research design to analyze and assess the data to ascertain the extent to which the students struggled with writing cursive before and after the intervention. There was a pre-test and a post-test employed.
Action Research Work Plan Summary
This study will focus on the difficulty of cursive writing for Grade III pupils in face-to-face learning at South Philippine Adventist College's Elementary Department. This study aims to reach out to pupils who have cursive writing difficulties. The researchers will conduct an experimental action research study using a quasi- experimental design with pre-and post-tests. The participants of the study will be four (4) pupils from the Grade III class of South Philippine Adventist College's Elementary Department. The researchers also called the parents' attention by asking for their permission to do remedial writing skills, followed by the implementation of the writing intervention with the approval of the school head, the Grade III classroom adviser, and the parents. The researchers will use tracing letters. Writing abilities not only provide a significant benefit to interpersonal communication but also allow people to learn (Belet and Yaşar, 2007). Our proposed innovation and intervention are cursive writing remedial, worksheet resources, building a good rapport with the parents through face-to-face communication, and motivating pupils through extra points and rewards.
Cost Estimate Expected Expenses Amount 1-ream bond paper 250.00 Pre-test and post-test printing 250. 00 Rewards Expenses 80. 00 Internet Expense (Voucher) 300. 00 TOTAL EXPENSES 855.00
Plan for Dissemination
Action researchers will present their findings to the TED Department, the Elementary Department principal, and the Grade III class advisor by printing out the entire research manuscript. References
Kampitan, J. (2019). Improving the Cursive Handwriting Skills of Grade III
Pupils. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2G).
Duran, E., & Karatas, A. (2019). Elimination of Writing Difficulty in Primary School: An Action Research. International Journal of Progressive Education, 15(5), 288-300.
Semeraro, C., Coppola, G., Cassibba, R., & Lucangeli, D. (2019). Teaching of cursive writing in the first year of primary school: Effect on reading and writing skills. PLOS ONE, 14(2), e0209978. https://doi.org/10.1371/journal.pone.0209978
Mandalaki, E., & Daou, E. (2021). (Dis) embodied encounters between art and academic writing amid a pandemic. Gender, Work & Organization, 28, 227- 242.
Long, H. H., & Mayer, W. C. (1931). Printing versus cursive writing in beginning reading instruction. The Journal of Educational Research, 24(5), 350-364.
Sempiao M. (2016) PIG AND CURSIVE WRITING OF GRADE II PUPILS – Tibungco District ( Wordpress.com)
Supon, V. (2009). Cursive writing: are its last days approaching?. Journal of Instructional Psychology, 36(4). Submitted by:
