CURSIVE WRITING ACTIVITY TRAINING SHEETS: AN

INTERVENTION FOR CURSIVE WRITING DIFFICULTY

OF GRADE THREE PUPILS

JENEVIE S. MARIBOJOC
BALOCBOCAN ELEMENTARY SCHOOL

MAY 2022
 DISTRICT RESEARCH PROPOSAL APPROVAL SHEET

The action research approval attached hereto, entitled "CURSIVE WRITING

ACTIVITY TRAINING SHEETS: AN INTERVENTION FOR CURSIVE WRITING

DIFFICULTY OF GRADE THREE PUPILS prepared and submitted by JENEVIE S.

MARIBOJOC, BALOCBOCAN ELEMENTARY SCHOOL, FOR SCHOOL YEAR 2021-

2022, is hereby accepted and approved by the District Research Committee.

DISTRICT RESEARCH PROPOSAL APPROVAL SHEET

Approved by the District Committee on Oral Examination with a grade of

_______________ on __________________

ABRAHAM Q. ESTOJERO FLORDEMAY S. ACERA

Member Member

PHILIP R. FLORENOSOS TERESA E. INDAC

Member Member

FHEBREZ IDO B. YLAGAN, JR.

Chairman
 RESEARCH PROPOSAL APPROVAL SHEET

The action research approval attached hereto, entitled "CURSIVE WRITING

ACTIVITY TRAINING SHEETS: AN INTERVENTION FOR CURSIVE WRITING

DIFFICULTY OF GRADE THREE PUPILS prepared and submitted by JENEVIE S.

MARIBOJOC, BALOCBOCAN ELEMENTARY SCHOOL, FOR SCHOOL YEAR 2021-

2022, is hereby accepted and approved by the division research committee.

IRENE C. QUIMBO, PhD ________________________

SEPS Planning & Research/Member Date Signed

_____________________________ ________________________
CID Learning Area Concerned or Date Signed
SGOD Program Holder Concerned/ Member

ARTEMIO REY S. ADAJAR, PhD ________________________

Chief, SGOD/ Co-Chair Date Signed

ELBERT R. FRANCISCO, PhD ________________________

Chief, CID/ Co-Chair Date Signed

LANILA M. PALAPAR, PhD ________________________

ASDS/ Chair Date Signed

AUDIE S. BORRES, PhD ________________________

ASDS/Chair Date Signed

RANDOLPH B. TORTOLA, PhD ________________________

SDS/Adviser Date Signed
GUIDE FOR APPRAISING ACTION RESEARCH PROPOSAL

Division of Bukidnon

Proponent: JENEVIE S. MARIBOJOC School: BALOCBOCAN ELEMENTARY SCHOOL

Research Title: CURSIVE WRITING ACTIVITY TRAINING District: KITAOTAO III
SHEETS: AN INTERVENTION FOR CURSIVE
WRITING DIFFICULTY OF GRADE THREE PUPILS

Increasing Levels of Quality and their Descriptions

Main Sub-Criteria low high
Score
Criteria
Context Not The action research proposal The educational relevance and The nature, extent and salience of
(15) described presents a general description timeliness of the problem or issue the identified problem or issue are
(no points) of the problem or issue as its are shown. The need to conduct comprehensive discussed.Different
focus of inquiry action research as a way to aspects of the action research
(8 points) address or improve the situation is setting are elaborated showing in
Rationale of explained. depth and critical analysis of the
the Action (12 points) situation.
Research (15 points)

30 points Proposed Not The action research proposal The proposal outlines when and The rationale, extent and limitation
Intervention, presented mentions an intervention, where the intervention, innovation of the intervention, innovation or
Innovation (no points) innovation or strategy to be or strategy will be undertaken, and strategy are explained in detail. Its
Strategy tried out to address the who will be involved. Activities to plausibility as a way to address the
(15) problem or issue. be undertaken are stated. problem or issue is given support.
(8 points) (12 points) (15 points)
Not stated The action research poposal The research question(s) specifies The research question(s) logically
(no points) has a stated aim, objective or the action research variable(s) or proceeds from the context of the
general research question(s). the focus of inquiry. Key elements inquiry. It clearly relates to the
Action Research Question(s) (15 points) of the research question(s) are identified problem or issue, and
reflected in the title of the conveys the desired change or
30 points proposal improvement.
(25 points) (30 points)
 Increasing Levels of Quality and their Descriptions
Sub-
Main Criteria Score
Criteria low high

Participants Not stated The action research proposal states the target Details are provided about the
and/or (no points) participants and/or other sources of data and target participants (ex: number,
other information (ex: learners, teachers, documents, characteristics, sampling
Sources of regalia, learner’s products, others) procedure, if any) and/or other
Data and (5 points) sources of data and information.
Information Clear rationale for their inclusion
(10) in the study is given.
(10 points)
Data Not described The action research Details of the data The proposal explains why the
Gathering (no points) proposal presents a gathering method(s) are selected data gathering method(s)
Method(s) general description provided: the specific is suited to the nature and purpose
(10) of the method(s) to kinds of data, how and of the action research. The data
be employed for when they will be gathering method(s) is aligned
gathering data. collected (ex: pre-test with the research question(s).
Action Research methods (5 points) and post-test scores). Research instruments, if any, are
Research instruments, if appropriate for obtaining the
30 points any, are described (ex: desired kind of data/information.
test, scale, survey, (10 points)
questionnaire, checklist,
interview guide, others).
(8 points)
Data Not stated The action research Details of the method(s) The selected method data analysis
Analysis (no points) proposal presents a of data analysis are is shown to be appropriate to the
Plan general description given. Techniques (ex: nature of the data/informationto be
(10) of how the gathered quantitative/statistical, gathered and for addressing the
data/information qualitative, or both research question(s).
will be analyzed. methods), as well as (10 points)
(5 points) tools (ex: software) to
be employed are
specified.
(8 points)
 Increasing Levels of Quality and their Descriptions
Main Criteria Score
low high

Not included The action research proposal A detailed work plan is provided covering start to completion
(no points) includes a list of major activities of the action research. Timelines are realistic and show
Action Research Work
and their timelines. concretely how the action research will unfold over the
Plan and Timelines
(3 points) allowed period. The overall plan reflects the proponent’s
capacity to concretize ideas into clear and sequential steps to
5 points
be undertaken.
(5 points)
Not included The action research proposal A detailed breakdown of items with their corresponding costs
(no points) includes a list of major items and is furnished. The items and costs reasonably reflect the
Cost Estimates
their estimated costs. The total funding needs of the action research, adhere to the BERF
cost is shown. guidelines. The overall plan reflects the proponent’s capacity
5 points
(3 points) to project specific expenses that she or he be accountable for.
(5 points)

Approved: Disapproved: Re-submit: Total Score

IRENE C. QUIMBO, PhD

SEPS, Planning and Research
General Findings/Remarks:
 RESEARCH PROPOSAL APPLICATION FORM
AND ENDORSEMENT OF IMMEDIATE SUPERVISOR

A. RESEARCH INFORMATION
RESEARCH TITLE:
“CURSIVE WRITING ACTIVITY TRAINING SHEETS: AN INTERVENTION FOR
CURSIVE WRITING DIFFICULTY OF GRADE THREE PUPILS”
SHORT DESCRIPTION OF THE RESEARCH:
The purpose of my study is to see if the Cursive Writing Activity Training Sheets
can help improve the writing ability level of the grades 3 pupils of Balocbocan
Elementary School for SY 2021-2022.
RESEARCH CATEGORY (check RESEARCH AGENDA CATEGORY
only one) (check only one main research theme)
o National Kindly check (/)
o Region A. Theme 1-Teaching and Learning (by
o Schools Division subject area)
o District o A. 1. English
o School o A. 2. Mathematics
o A. 3. Science
(check only one) o A. 4. Filipino
o A. 5. Araling Panlipunan
o Action Research o A. 6. Edukasyon sa Pagpapakatao
o Basic Research o A. 7. MAPEH
o A. 8. Mother Tongue

B. Theme 2-Child Protection

o B. 1. Bullying
o B. 2. Early Pregnancy
o B. 3. Premarital Sex

C. Theme 3-Human Resource

Development
o C. 1. Professional Development
o C. 2. Scholarship Grant
o C. 3. Awards and Recognition
o C. 4. Employees Welfare
o C. 5. Succession and Exit
o C. 6. Career Guidance

D. Theme 4-Governance
o D. 1. Disaster Risk Reduction and
Management (DRRM)
o D. 2. Gender and Development (GAD)
o D. 3. Inclusive Education
o D. 4. School Operation
o D. 5. School Management

E. Continuous Improvement
 FUND SOURCE (if applicable)*:
YEAR THE RESEARCH WAS CONDUCTED: 2021-2022

B. RESEARCH INFORMATION

LEAD RESEARCHER/INDIVIDUAL RESEARCHER

LAST NAME: FIRST NAME: MIDDLE NAME:
MARIBOJOC JENEVIE SALIOT
BIRTHDATE (MM/DD/YYYY): SEX: POSITION/DESIGNATION:
06/18/1988 Female Teacher 1
SCHOOL/ BALOCBOCAN ELEMENTARY SCHOOL
OFFICIAL ADDRESS: Balocbocan, Kitaotao, Bukidnon
CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:
09057785528 jenevie.saliot@deped.gov.ph

EDUCATION
ATTAINMENT (DEGREE TITLE OF THESIS/RELATED RESEARCH
TITLE) (enumerate from PROJECT
bachelor’s degree up to
doctorate degree)

BEED BACHELOR OF ELEMENTARY EDUCATION

MAT (CAR) MASTERS OF ARTS IN SOCIAL STUDIES

SIGNATURE OF
RESEARCHER:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her office
functions.

FLORDEMAY S. ACERA
Position: Head Teacher I
May 30, 2022

FHEBREZ IDO B. YLAGAN, JR.

 Public School District supervisor
May 30, 2022
DECLARATION OF ANTI-PLAGIARISM

1. I, JENEVIE S. MARIBOJOC, 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 acknowledgment 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.

JENEVIE S. MARIBOJOC
Proponent/Teacher 1
May 30, 2022
 DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, JENEVIE S. MARIBOJOC, 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 my application and submission of my research proposal. I understand that my
research proposal may be returned to me if found out that there is conflict of interest
during the initial screening.

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 for any
conflict of interest which I have intentionally concealed.

JENEVIE S. MARIBOJOC
Proponent/Teacher 1
May 30, 2022
 TABLE OF CONTENTS

TITLE PAGE

Title Page i

Research Approval Sheet ii

Evaluation Tool for Action Research Proposal iii

Action Research Application Form vi

Declaration of Anti-plagiarism viii

Declaration of Absence of Conflict of Interest ix

Table of Contents x

Context and Rationale 1

Proposed Innovation 3

Action Research Questions 6

Action Research Methods 6

Research Design 7

Participants of the Study 7

Data Collection Methods 7

Data Analysis 7

Action Research Work Plan and Timelines 8

Cost Estimates 9

Plans for Dissemination and Utilization 10

References 10
 CONTEXT AND RATIONALE

RATIONALE

Writing encompasses all of an individual's knowledge, skills, and experience. It is a

skill that requires mental processes (Walker, Shippen, Alberto, Houchins and Cihak, 2005).
Writing skills not only improve communication between individuals but also allow
individuals to learn (Belet and Yaşar, 2007). Individuals who improve their writing abilities
can learn to control their thinking skills, making the learning process more effective and
long-lasting (Raimes, 1983; Eryaman, 2008). As a result, writing skills can be identified as
one of the long-term learning factors.

BACKGROUND OF THE STUDY

The first years of elementary school are when students learn to write (Kodan, 2016).
During this time, the shapes of letters are first learned. Then, the ways in which these shapes
are produced (directions, writing style) are learned and the last stage of writing forms is
started (Hamstra and Blöte, 1993; Akyol, 2011). Writing skill continues as a process in
which feelings and thoughts are conveyed to independence and continue to be developed in
the continuation of educational life. The letters that are correctly determined are legible,
which is an important feature in the process of developing writing skills (Duran, 2011). The
more accurate letter writing is taught, the better the legibility. Considering the four basic
skills of language, it can be said that the most difficult learning skill is writing skills (Can and
Altunbaş Yavuz, 2017). For this reason, we can say that the majority of individuals with
learning disabilities experience problems in writing skills (Schumaker and Deshler, 2003). It
is seen that the problem of writing problems about writing skills started from childhood
(Bender, 2002). The problem of writing difficulties experienced in childhood causes
individuals to start having problems with all their language skills. Considering all these
writing difficulties, first of all, the diagnosis of the students should be done carefully. After
the appropriate diagnosis phase, the student should be encouraged to get rid of his prejudice
against his writing skills and his work. It should be felt to the student that writing difficulty is
not a disease but a difficulty. When motivation and interest skills are provided in writing, the
implementation phase should be implemented in a planned and continuous manner. The
individual differences between the students should not be forgotten and taken into
consideration while making all this planning. The implementation of the plan designed for the
student should be followed by the execution of the work in cooperation with the parent.

This particular issue was discovered in the vicinity of the researcher's classroom. To
address this specific issue, the proposed intervention using a cursive writing sheet is the first
to be considered. The level of writing inability of the Grade 3 pupils will then be determined
using rubrics. Cursive writing provides significant advantages for many dysgraphic children.
It eliminates the need to take up a pencil and figure out where to put it down after each letter.
Each letter begins on a new line, saving the writer from another potentially perplexing
decision. Cursive also has a low number of reversible letters, which might be problematic for
those with dysgraphia. It corrects word spacing issues and provides words a natural flow and
rhythm that aids learning. Starting with cursive prevents the unpleasant transition from
manuscript to cursive writing for children who have trouble remembering the motor patterns
of letter formations. Cursive writers have a better chance of distinguishing b, d, p, and q since
the cursive letter forms for each of these letters are different.
 PROPOSED INNOVATION, INTERVENTION AND STRATEGY

THEORETICAL FRAMEWORK

Many schools encourage students to practice copywriting. And it's clear in the school
where the researcher discovered it. However, most teachers do not pay close attention to how
one letter connects to the next, and most of these books are never corrected with an eye on
the child's proper handwriting. The proposed intervention using a cursive writing sheet is the
first to be considered to address this specific issue. The grade 3 students' level of writing
ability will then be determined using rubrics. Many children benefit greatly from cursive
writing. It eliminates the need to pick up a pencil and determine where to place it after each
letter. Each letter starts on a new line, saving the writer from having to make another
potentially perplexing decision. Cursive also has a limited number of reversible letters, which
may be difficult for those pupils who starts to use cursive writing particularly Grade three
pupils. Figure 1 shows to be the framework of this research.

FIGURE 1.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

CURSIVE WRITING ACTIVITY PUPILS’ DIFFICULTY IN CURSIVE

TRAINING SHEETS WRITING
 DESCRIPTION OF SELF MADE ASSESSMENT TOOL- The Evaluation Tool of
Children’s Handwriting-Cursive (ETCH-C)

The cursive writing activity training sheets is a popular writing resource among
teachers and it is adopted. An initiative to overcome the difficulty of cursive writing
proficiency among grade three pupils in Balocbocan Elementary School. Using the self-made
assessment tool which is based on standardized assessment tool for cursive writing, the
Evaluation Tool of Children’s Handwriting-Cursive (ETCH-C), the researcher also
contextualized a rubric for grading in order to know the level of difficulty and the base line
among the pupils. Rubrics for scoring in the conduct of pretest and posttest will be as
follows:

Table 1. Rubrics in Cursive Writing

Points Indicators

5 Can write all the letters/words/sentences/passages clearly and correctly.

4 Can write most of the letters/words/sentences/passages clearly and

correctly.

3 Can write some of the letters/words/sentences/passages clearly and

correctly.

2 Have difficulty writing the letters/words/sentences/passages correctly.

1 Cannot write the given letters/words/phrases/sentences/passages.

 DESCRIPTION ON THE PROPOSED INTERVENTION

Figure 2 shows the adopted Cursive Writing Activity Sheets which will be used in this
research study.
 ACTION RESEARCH QUESTIONS

The study aims to help the Grade three pupils of Balocbocan Elementary School in
the academic year 2021-2022 enhancing their cursive writing ability level through Cursive
Writing Activity Training Sheets (CWATS).

The research questions providing focus for this study are:

1. What is the level of cursive writing ability of Grade Three pupils of Balocbocan
Elementary School before and after using Cursive Writing Activity Sheets
(CWATS)?

2. Is there a significant difference in the cursive writing ability level of Grade Three
pupils after using the Cursive Writing Activity Sheets (CWATS)?

HYPOTHESIS OF THE STUDY

The hypothesis of the study will be tested at 0.05 level of significance.

There is no significant difference in the cursive writing ability of Grade Three pupils
after using the Cursive Writing Activity Training Sheets (CWATS).

ACTION RESEARCH METHODS

This chapter serves as an introduction to the researcher's research methodology. It

also discusses the research design, participants, data gathering procedure, and data analysis.
 RESEARCH DESIGN

A pre- experimental research design will be employed in this study. There will be no
comparison between equivalent non-treatment groups. All the participants in this study, the
Grade three pupils of Balocbocan Elementary School, will be exposed to the intervention
which is the use of Cursive Writing Activity Training Sheets (CWATS). The self- made
assessment tool that is based on The Evaluation Tool of Children’s Handwriting-Cursive
(ETCH-C) and the rubrics for scoring will be utilize for the data on pre-test and post-test
scores.

PARTICIPANTS OF THE STUDY

Purposive sampling will be used to select participants for this study, who will be the
grade three pupils in Balocbocan Elementary School during this academic year 2021-2022.
Table 2 provides a detailed breakdown of the study's participants.

Table 2. Participants of the Study

Grade Male Female Total

III 27 25 52
Total 27 25 52

DATA COLLECTION METHODS

The self-developed assessment tool and conceptualized rubrics that will be

used in this research study will be based on the Evaluation Tool of Children's Handwriting-
Cursive (ETCH-C) and will be used to determine the level of proficiency of the participants
before and after the implementation of the proposed intervention, the Cursive Writing
Activity Training Sheets (CWATS). The self-created assessment tool established criteria for
determining each pupil's cursive writing level for each activity on the tool and the rubrics.

DATA ANALYSIS
 Descriptive Statistics Particularly Mean will be employed to answer research
question number one. While inferential statistics specifically Paired T test will be utilized to
treat question number 2

ACTION RESEARCH WORK PLAN AND TIMELINE

Objectives Activities/ Responsible Estimated Desired

Strategies Person Time Outcomes
Allotment/
Completion
Date
I. Pre-Implementation Stage
1. Make an -Research -Researcher March to May Approved
action research related studies 2021 Action
proposal. -Writing and Research
finalization of Proposal
research
proposal
-Seek approval
from the division
office
2. Determine the -Conduct Self -Researcher/ June 10 – 28, Pre Test
cursive writing made Grade 3 2021 Reading Ability
ability level of Assessment Tool Teachers Level
the grade three The Evaluation (Frustration,
pupils before the Tool of Instructional,
implementation Children’s Independent) of
of Cursive Handwriting- Grade Four
Writing Activity Cursive (ETCH- Pupils
Training Sheets C)
II. Implementation Stage
3. Implement the -Activity Sheets -Researcher/ July 1 – Answered
Proposed will be utilized Grade 3 December 6, completely the
Intervention: by the Grade 3 2022 supplemental
Cursive Writing pupils reading
Activity materials
Training Sheets
III. Post – Implementation Stage
4. Determine the -Conduct self -Researcher/ January 6 - 24, Post Test
cursive writing made Grade 3 2022 Reading
ability level of Assessment tool Comprehension
the grades three and Level
pupils after the contextualized (Frustration,
implementation rubrics based on Instructional,
of Cursive The Evaluation Independent) of
Writing Activity Tool of Grade Four
Training Sheets. Children’s Pupils
Handwriting-
 Cursive (ETCH-
C)
5. Analyze the -Do document -Researcher January 28 – -Paired T-test
data gathered. analysis on the February 14, results
quantitative data 2022
gathered using
inferential
statistics
particularly
paired t-test.
6. Make the -Writing and - Researcher February 17 – -Completed
completed finalization of 28, 2022 Action
research report. research report Research
Report
7. Disseminate -Attend SLAC, -Researcher March 2022 -Published
the action research completed
research results. conferences and action research
research report
congress to
disseminate the
research
findings.
-Publish the
completed action
research.

COST ESTIMATES

Item Unit Quantity Description Unit Cost Total

Supplies and Materials
ream 5 A4 size bond paper 250 1,250
bottle 2 Epson Ink (black) 380 760
bottle 2 Epson Ink (red) 380 760
bottle 2 Epson Ink (blue) 380 760
bottle 2 Epson Ink (yellow) 380 760
pcs 25 A4 size report folder (front is 30
transparent back is blue) 750
box 2 Paper fastener 70 140
box 2 Staple wire (standard size) 160 320
roll 5 Duct tape 100 500
Total Php 6, 000
 PLANS FOR DESSIMINATION AND UTILIZATION

The study's findings will be shared with the school's internal and external

stakeholders, including the district office, division office, regional office, and international

education sectors. The results of the study will be used to plan and develop more

advanced cursive writing tools to help students improve their cursive writing skills. The

results will be presented both locally and internationally. This will appear in both online and

print publishing journals.

REFERENCES

Walker, Shippen, Alberto, Houchins and Cihak, 2005). Using the Expressive Writing
Program to Improve the Writing Skills. https://psycnet.apa.org/record/2005-08282-
004

Belet and Yaşar, (2007). International Journal of Progressive Education, Volume 15

Number 5, 2019. https://files.eric.ed.gov/fulltext/EJ1232516.pdf

Raimes, 1983; Eryaman, 2008. Elimination of Writing Difficulty in Primary Schools- ERIC.
https://files.eric.ed.gov/fulltext/EJ1232516.pdf

Can and Altunbaş Yavuz, 2017. Elimination of Writing Difficulty in Primary Schools- ERIC.
https://files.eric.ed.gov/fulltext/EJ1232516.pdf

ETCH-C (1999-2022). EVALUATION TOOL FOR CHILDREN’S HANDWRITING.

https://www.therapro.com/Browse-Category/Handwriting-Evaluations/Evaluation-
Tool-