PORTFOLIO OF TEACHING INTERNSHIP EXPERIENCES

entitled

A Classroom-Based Action Research Paper

Presented to the College of Education
Bataan Peninsula State University
City of Balanga, Bataan

In Partial Fulfilment of the

Requirements in
Teaching Internship Program

by:

ROBIN DR. SALONGA

Bachelor of Secondary Education
Major in English

May 2024
 I. Context and Rationale (Study Background)

The background of the action research study focuses on addressing the need for improved penmanship
among grade 9 students at Orani National High School-Main through the implementation of a Daily
Handwriting Practice Routine (DHPR). The study aims to explore and identify effective strategies that can
elevate students' penmanship skills. This initiative acknowledges the importance of handwriting as a
fundamental skill and seeks to enhance it for the benefit of the students' overall academic and personal
development.

Penmanship is important for students as it enhances fine motor skills, promotes cognitive development,
and contributes to effective communication. A legible and well-formed handwriting can also positively impact
academic performance, as it aids in note-taking and exam completion. Additionally, cultivating good
penmanship instills discipline and attention to detail, skills that are valuable in various aspects of life.

Students can express their knowledge, thoughts and feelings through writing skills. Writing is an entry
level cognitive skill and it has an important place in academic success. In addition to academic life, it is
necessary to have effective writing skills for business and daily life as well. The main purpose of teaching
writing skills is to provide students with legible, practical and accurate (in line with spelling and punctuation
rules) handwriting skill in addition to acquisition of necessary skills to express their feelings, thoughts and
impressions in written form.

According to Lundborg (2003) states that "the hand shapes the mind in functional terms —we should
rather regard the brain as an extension of the hand into our mind exploring and revealing the secrets of the
surrounding world." Hence, using hands in writing is a kind of challenge. It is said that cells in the brain
become larger when they face stronger challenges; this enhances intelligence.

According to the researcher's experience as a writing teacher, she supposes that the years of training
children on handwriting through the elementary and intermediate study are so important because they are the
years of building strong foundation for good writing and academic performance. Appendices 1 and 2 show the
poor writing products of students after spending (15) years of study; this is strong evidence that those students
have not experienced training well enough on writing in general, nor on handwriting in particular. These
writing products are taken from 2nd university level students' products, English department, College of
Education for Women, Baghdad University of the year 2014 - 2015.

Handwriting is an art of writing using the hand and a writing instrument. This is a definition derived from
the Longman Active Dictionary, Student Edition (1999). At different times in history, the quality of
handwriting has varied considerably. Ancient Roman Handwriting style comprised of Roman cursive and more
calligraphic rustic capitals, the letter of which forms the basis of modern capital letters and was used in the
stone inscriptions. Writing instrument and materials were easy to come by. One's ability to write a way that is
both legible and efficient affects school performance and academic advancement because writing is the
primary means for students to communicate and display what has been learnt to their teacher. At times, in
examination, people with legible and efficient handwriting are awarded some marks and when another person's
handwriting is not legible and efficient, examiners find it very difficult to read and understand what they are
saying.

Legible handwriting is also necessary for people to carry out academic activities but difficulties with
handwriting on the other hand can interfere with related writing process such as planning and generating ideas.
Practice of teaching handwriting is centered largely on issues relating to form and quality. It involved what was
called the synthetic method of writing in which horizontal lines, vertical lines, oblique and curves were
mastered and combined in letters which in turn were used in writing words.
 II. Action Research Questions

This study aims to elevate or enhance the penmanship of grade 8 students through implementing
Daily Handwriting Practice Routine (DHPR) as an intervention. Specifically, it seeks to answer the
following questions:

1. What is the quality of the penmanship of students before the intervention?

2. What is the quality of the penmanship of students after the intervention?
3. Is there a significant change/s in before and after implementing DHPR?

III. Proposed Innovation, Intervention Strategy

As an intervention to the emerging problem of the Grade 9 students in Orani National High School-
Main when it comes to the quality of penmanship, the study utilize "DHPR" or Daily Handwriting Practice
Routine as an aid. A Daily Handwriting Practice Routine (DHPR) involves dedicating a specific time each day
to practice and improve handwriting skills. This routine typically includes exercises focusing on letter
formation, spacing, and overall legibility. Consistent practice can lead to enhanced motor skills and increased
comfort with writing by hand.
In a DHPR, individuals may start with basic drills such as tracing letters and words, gradually
progressing to freehand writing. The routine can also incorporate specific techniques to address personal
challenges, like maintaining consistent slant or achieving uniform letter size. Regular and intentional practice
fosters muscle memory, making handwriting more fluid and automatic. Additionally, individuals often find
that a DHPR contributes not only to improved penmanship but also to a sense of mindfulness and relaxation
during the writing process.
According to Stephen Graham (2009-2010) Of all the knowledge and skills that are required to write,
handwriting is the one that places the earliest constraints on writing development. If children cannot form
letters or cannot form them with reasonable legibility and speed they cannot translate the language in their
minds into written text. Struggling with handwriting can lead to a self-fulfilling prophecy in which students
avoid writing, come to think of themselves as not being able to write, and fall further and further behind their
peers.
According to Reutzel et. al., (2017). Handwriting should be integrated with beginning phonics
instruction. As students learn to write the features of letters, they also learn to recognize them more fluently.
Students should be taught how to form the uppercase and lowercase of a letter as they learn each letter.
Practice with letter formation should be combined with learning sound-letter correspondences. As students
write a letter, have them name it and say its sound.

IV. Action Research Methods

The participants of the study are Grade 8 students enrolled in Orani National High School- Main S.Y.
2023-2024. The Researcher uses purposive sampling technique in which the participants are selected based on
the quality of their penmanship. The researcher will elevate the penmanship of 30 students in Grade 8 as the
experimental group.
 The researcher will be using Quasi-experimental research design to efficiently assess the effect of
implementing a DHPR (Daily Handwriting Practice Routine) tool in enhancing the quality of students'
penmanship. According to Harris et, al., (2006). Quasi-experimental study designs, often described as
nonrandomized, pre-post intervention studies, are common in the medical informatics literature. Yet little has
been written about the benefits and limitations of the quasi-experimental approach as applied to informatics
studies. This paper outlines a relative hierarchy and nomenclature of quasi-experimental study designs that is
applicable to medical informatics intervention studies.

In the study on implementing a DHPR (Daily Handwriting Practice Routine) for Grade 8 students at
Orani National High School, start by selecting 30 participants. Design a structured DHPR incorporating varied
strategies. Implement the routine consistently, collect data on students' penmanship improvement, and analyze
results to identify effective strategies. Conclude with recommendations for enhancing penmanship among
Grade 8 students.

The researcher will utilize pre-test and post-test researcher-made questionnaire that will be answered
before and after the proposed intervention which is "DHPR".
V. Action Research Work and Financial Plan

Activities Financial Expected Output %

Requirement
1. Consultation and coordination The proposed study and
of project proposal with the Not Applicable intervention were discussed in 5%
teacher/s. detail to the teacher/s and
students.
2. Creation and organizing a plan Not Applicable Well organized schedule and 5%
and schedule of the said project. plan are achieved.
3. Conducting a Pre-Test to Not Applicable – via The pre-test was successfully
selected Grade 8 Students Google Form administered to the Grade 8 15%
students.
4. Analysis of Pre-Test results. Not Applicable The pre-test results were 10%
analyzed thoroughly.
5. Implementation of the proposed Php 300 for printed The proposed intervention were
intervention in the process of Daily handwriting successfully commenced. 20%
teaching and learning. practice routine .
(Crossword, Word
hunt)
6. Conducting a Post Test to Not Applicable – via The post test was successfully 15%
Grade 8 Students Google Form administered to the selected
Grade 8 students.
7. Analysis of the post test results Not Applicable The post test results were 10%
analyzed thoroughly.
8. Evaluation of both pre and Not Applicable Both tests leads to a positive 10%
post-tests results. outcomes.
9. Measure and Compare the The implementation of the
improvements of the quality of Not Applicable activity leads to the significant 10%
students’ penmanship before and changes in students’
after the intervention. penmanship.
Total expenses: Total:
Php 300 100%

VI. Plan for dissemination and Utilization

Activities April, May,

2024 2024
1. Consultation and coordination
of project proposal with the
teacher/s.
2. Creation and organizing a plan
and schedule of the said project.
3. Conducting a Pre-Test to
selected Grade 8 Students
4. Analysis of Pre-Test results.
5. Implementation of the proposed
intervention in the process of
teaching and learning.
6. Conducting a Post Test to
Grade 8 Students
7. Analysis of the post test results
8. Evaluation of both pre and
post-tests results.
9. Measure and Compare the
improvements of the quality of
students’ penmanship before and
after the intervention.
 References

Lundborg, G. (2003). The Hand and the Brain. Rev Med Univ, 47, 7-11.

Graham, S. (2009-2010). Want to improve children's writing? Don't neglect their handwriting. American
Educator, Winter 2009-2010.

Reutzel, P., Mohr, K.A.J., & Jones, C. D. (2017). Exploring the relationship between letter recognition and
handwriting in early literacy development.

Journal of Early Childhood Literacy. 19 (3) 349-374.