Deped - Division of Quezon

DepEd – DIVISION OF QUEZON
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QAC/R63/0216
TEMPLATE FOR COMPLETE ACTION RESEARCH
PARTS OF A COMPLETE GUIDE QUESTIONS IN WRITING A COMPLETE ACTION

ACTION RESEARCH RESEARCH
TITLE OF ACTION Improving the Performance of Cursive Writing of Grade Two –

RESEARCH MTB Learners in GWCS through GLoW (Gumaqueňo’s
Localized Workbook) in Filipino.
I. INTRODUCTION Handwriting is a functional yet complex task in which lower-

level, perceptual-motor processes and higher-level cognitive
processes interact, allowing for communication of thoughts using a
written code. It is a skill that is required for full participation in school
activities since children spend up to half of their classroom time
engaged in paper and pencil tasks daily (Kushki, Schwellnus, Ilyas &
Chau, 2011). Thus, graphomotor (handwriting) difficulties have a
profound impact on a child’s academic success and self-esteem
Proficiency in handwriting is significantly correlated with academic
achievement and is a predictor of general learning abilities (Kushki et
al., 2011).
Handwriting or penmanship is a way of writing using the hand

and an instrument. Cursive is a type of penmanship in which the letters
are connected. The purpose is to make writing faster. Cursive writing is
always looped, connected and allows the writer to make fluid, pencil-
to-paper connections. The difficulty in cursive writing has been a long-
lasting and widespread problem among pupils. This can be
approached by learning to form each letter starting from the base line
so it naturally, and often seamlessly, progresses to cursive writing.
This action research aims to improve the skills in cursive writing

of Grade II pupils in GWCS. The importance of cursive writing that the
students can apply the skill fluently for effective communication.
Lisa Garber (2013), in an age of keyboards and touch-screens,
some might argue that teaching cursive is a vestigial nicety in today’s
classroom. According to Virginia Berninger (2013) that children in
grades two, four and six were able to write more words faster and
express more ideas when writing essays by hand rather than the
keyboard. Handwriting is a skill that is personal to individuals.
Cursive writing is very important children should learn to write
first in cursive or print, we’ve all thought cursive was an essentials skill.
Cursive writing promotes manual dexterity, boosts reading
comprehension and enhances cognitive development. Cursive
advocates cite recent brain science that indicates the fluid motion
employed when writing script enhances hand-eye coordination and
develops fine motor skills, in turn promoting reading, writing and
cognition skills. Cursive advocates cite recent brain science that
DEPEDQUEZON-SGO-PAR-04-004-001
Email address: quezon@deped.gov.ph
Comments: Txt HELEN – 09178902327 (Smart/Sun/TalknTxt) 2327 (Globe and TM)
Cell No: 09175824629
This form is a property of SCHOOLS DIVISION OFFICE - QUEZON PROVINCE. Therefore, unauthorized use is strictly prohibited unless otherwise
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indicates the fluid motion employed when
writing script enhances hand-eye coordination and develops fine motor

skills, in turn promoting reading, writing and cognition skills.
Montessori (2013) discovered the importance of learning
through movement and the senses. Montessori discovered the
importance of learning through movement and the senses. Research
corroborates the vital hand/brain connection, proving that new
pathways in the brain develop as children use their hands to explore
and interact with the world. Of course it doesn’t need to be an either/or
decision: children can be computer literate and learn cursive.
Writing stroke is flowing and connected legibly, neat and
uniform. , the person’s character can be seen through one’s
handwriting. And this is as far as cursive or connected writing is
concerned writing stroke is flowing and connected legibly, neat and
uniform (even) in size of the letters throughout the paper. This form of
writing is dying and needs to be saved.
A. Research Questions This study was constructed to determine the Improvement the
Cursive Writing of Grade Two - MTB Learners in GWCS through
GLoW ( Gumaqueňo’s Localized Workbook) in Filipino SY 2020-
2021.
Specifically, this study sought to answer the following
questions:
1. What is the performance of Cursive Writing of Grade 2-
MTB Learners in GWCS before and after the
implementation of Project GLOW?
2. Is there a significant difference in the performance of Grade

2-MTBin cursive writing before and after the
implementation of Project GLoW ( Gumaqueňo’s
Localized Workbook) in Filipino and learners Cursive
Writing?
3. What are the implifications of using Project GLoW

( Gumaqueňo’s Localized Workbook) in Filipino in Grade
II-MTB learners?
B. Hypothesis There is no significant difference in using Project

GLoW
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( Gumaqueňo’s Localized Workbook) in Filipino on

Cursive Writing of Grade II - MTB Learners in Gumaca West
Central School, Gumaca, Quezon.
II. BRIEF REVIEW OF Contrary to the view that handwriting is a trivial skill,
RELATED LITERATURE handwriting actually is important for a number of reasons.
AND STUDIES
One involves the concept of mental resources to which I have
alluded in several other columns, in relation to reading and
mathematics as well as writing. Just as effortful word decoding may
impair reading comprehension, or lack of automatic recall may reduce
the mental resources available for learning advanced computational
algorithms in math, labored handwriting creates a drain on mental
resources needed for higher-level aspects of writing, such as attention
to content, elaboration of details, and organization of ideas.
Because handwriting is a basic tool used in many subjects —
taking notes, taking tests, and doing classroom work and homework for
almost every content area as well as in language arts classes — poor
handwriting can have a pervasive effect on school performance.
Moreover, when handwriting is perceived as arduous and time-
consuming, motivation to write may be greatly reduced, leading to a
lack of practice that may further compound difficulties with writing.
Finally, handwriting in the earliest grades is linked to basic
reading and spelling achievement; for example, when children learn
how to form the letter m, they can also be learning its sound. Attention
to the linkages among handwriting, reading, and spelling skills can help
to reinforce early achievement across these areas.
For many parents, learning cursive was a rite of passage in
elementary school. You likely sat down at your desk and eagerly
practiced each letter, quickly mastering the alphabet so you could form
words and phrases with a free-flowing flourish that writing in print just
doesn’t offer.
In many classrooms today, cursive writing practice takes a
backseat to keyboard proficiency. There may be a few introductory
lessons on how to form letters in cursive and how to read it, but
instruction is often limited — kids are either writing in print or relying
on the keyboard to communicate their thoughts and ideas.
Though cursive may be seen as dated and outmoded by some,
one Université de Montréal study suggests that children who have
cursive writing practice may receive a significant boost to critical
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reading and writing skills. Read on for the specific three benefits kids
get from learning cursive.
Your child may become a better speller.
Researchers found that elementary students who learn
cursive are usually better spellers. That may be because kids
who write in cursive are often able to grasp how letters fit
together to form words much quicker than those who write in
print. This speedy understanding leads to better language
processing, which is a critical element when it comes to
mastering spelling.
Your child will likely be able to form words more easily.
Cursive encourages kids to visualize each letter as one
united word, which makes it easier for children to remember —
or memorize — the word they’re forming and writing.
Researchers also note that kids are less likely to write letters
backwards when writing in cursive: When writing in cursive, if
a child were to write the letter backwards, they wouldn’t be able
to tie it to the letter that follows.
Your child could become a better writer overall.
Kids that write in cursive don’t just form words more
easily, they also write better sentences. Researchers found that
kids who learned and wrote in cursive experienced an increase
in skills related to syntax. This means that cursive writers often
have a better understanding of how words should be organized
and combined to craft strong phrases and complex sentences.
Cursive writing is a complex and central cultural skill (Kersey
and James, 2013; Kiefer et al., 2015), involving many brain systems
and the integration of both motor and perceptual skills (Vinci-Booher et
al., 2016; Thibon et al., 2018). The skill of cursive writing is often used
as a tool for learning (Arnold et al., 2017), considering the depths of
processing that note-taking by hand provides, even in the absence of a
review of the notes (Kiewra, 1985). Thus, cursive writing has been
considered an essential precursor for further academic success (Fears
and Lockman, 2018), and the skill is typically acquired during
childhood in societies with a strong literacy tradition (Kiefer et al.,
2015). Children must learn how to coordinate their hand movements
accurately and produce the shape of each letter, and they may take
several years to master this precise skill (Van der Meer and Van der
Weel, 2017).
“Dysfluent writing” and “shape abnormality” are key
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characteristics of handwriting disorders described in the 5th edition of

the Diagnostic and Statistical Manual of Mental Disorders of the
American Psychiatric Association (DSM-5). The term “dysfluent
writing” refers to less fluent (i.e., slower) handwriting, while the term
“shape abnormality” refers to distortions of pressure and irregularities
in the forms of letters. According to the official international diagnostic
systems visual-motor and visual-spatial difficulties in writing are
manifestations of a motor development disorder (dysgraphy). Poor
graph-motor skills may increase the risk of difficulties in the visual-
motor and spatial components of writing; therefore, interventions aimed
at supporting and enhancing graphic activity, a function not adequately
recognized thus far could represent a valid action to prevent graphical
and spatial difficulties in writing, especially in the context of formal
education.
Conceptual Framework
III. SCOPE AND This study focus on improvement of cursive writing of Grade Two-MTB
LIMITATIONS learners in GWCS, SY 2020-2021 through the use of Project GL:OW
( Gumaqueňo’s Localized Workbook) in Filipino.
The study is limited to Grade Two – MTB learners of GWCS, SY
2020-2021.
IV. METHODOLOGY As mentioned in the introduction, the aim of the research is to

promote GLoW ( Gumaqueňo’s Localized Workbook) in Filipino.
Hence the study has been conducted as an action research study to
achieve the main aim of the research. The action research was
conducted according to the five-stage model of action research
(Mills, 2011) which maps with the research objectives. The
methodology adopted in this research study was questionnaire-based
evaluation, course peer review and learner performance records in
assessment activities.
The research will use a descriptive type of method to determine
the research question about the title “Improving the Cursive
Writing of Grade Two – MTB Learners in GWCS through
GLoW (Gumaqueňo’s Localized Workbook) in Filipino SY
2020-2021.”
This chapter comprises the theoretical analysis of the body of
methods and principles associated with a branch of knowledge such
that the methodologies employed from differing disciplines vary
depending on their historical development. This creates a continuum of
methodologies that stretch across competing understandings of
how knowledge and reality are best understood. This situates
methodologies within overarching philosophies and approaches.
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V. RESULTS AND TABLE 1

DISCUSSION
CURSIVE WRITING PERFORMANCE OF GRADE TWO-MTB
PRE-TEST POST-TEST

LEVEL f LEVEL f
1 31 1 0
2 9 2 0
3 0 3 15
4 0 4 25
N=40 N=40
1.225 3.625
LEGEND:
EXCELLENT 3.26 - 4.00
SATISFACTORY 2.51 - 3.25
NEEDS
IMPROVEMENT 1.76-2.50
UNSATISFACTORY 1.00 - 1.75
Table 1 shows the result of the performance of Grade 2-MTB in cursive
writing.
Pre-test revealed that unsatisfactory rating was attained with 1.225 level of
performance while in Post -test 3.625 or Excellent rating was obtained.
t-Test: Paired Two Sample for Means
LEVEL LEVEL
Mean 1.225 3.625
Variance
Observations 40 40
Pearson Correlation
Hypothesized Mean
Difference 0
df 39
30.5941170
t Stat 8
P(T<=t) one-tail
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t Critical one-tail
P(T<=t) two-tail
t Critical two-tail 2.02269092
NS
Accept Ho
VI.CONCLUSIONS
VII. RECOMMENDATION
S
VIII. LIST OF
REFERENCES
VII. APPENDICES
_MARILOU T. BILANGEL_
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DepEd – DIVISION OF QUEZON

Sitio Fori, Brgy. Talipan, Pagbilao, Quezon QUALITY

Cell # 09175824627 or at www.depedquezon.com.ph

“Creating Possibilities, Inspiring Innovations” Registration Number:

TEMPLATE FOR COMPLETE ACTION RESEARCH

PARTS OF A COMPLETE GUIDE QUESTIONS IN WRITING A COMPLETE ACTION

TITLE OF ACTION Improving the Performance of Cursive Writing of Grade Two –

I. INTRODUCTION Handwriting is a functional yet complex task in which lower-

Handwriting or penmanship is a way of writing using the hand

This action research aims to improve the skills in cursive writing

Cell # 09175824627 or at www.depedquezon.com.ph

“Creating Possibilities, Inspiring Innovations” Registration Number:

indicates the fluid motion employed when

writing script enhances hand-eye coordination and develops fine motor

2. Is there a significant difference in the performance of Grade

3. What are the implifications of using Project GLoW

B. Hypothesis There is no significant difference in using Project

Cell # 09175824627 or at www.depedquezon.com.ph

“Creating Possibilities, Inspiring Innovations” Registration Number:

( Gumaqueňo’s Localized Workbook) in Filipino on

Cell # 09175824627 or at www.depedquezon.com.ph

“Creating Possibilities, Inspiring Innovations” Registration Number:

Cell # 09175824627 or at www.depedquezon.com.ph

“Creating Possibilities, Inspiring Innovations” Registration Number:

characteristics of handwriting disorders described in the 5th edition of

IV. METHODOLOGY As mentioned in the introduction, the aim of the research is to

Cell # 09175824627 or at www.depedquezon.com.ph

“Creating Possibilities, Inspiring Innovations” Registration Number:

V. RESULTS AND TABLE 1

t-Test: Paired Two Sample for Means

Cell # 09175824627 or at www.depedquezon.com.ph

“Creating Possibilities, Inspiring Innovations” Registration Number:

SIGNATURE OVER PRINTED NAME OF THE RESEARCHER

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