MARYHILL COLLEGE

Higher Education Department

Lucena City

COLLEGE OF TEACHER EDUCATION

RESEARCH PROPOSAL CAPSULE

PROPOSED TITLE:

ASSESSMENT OF WRITING SKILLS OF KINDERGARTEN: BASIS FOR REINFORCEMENT ACTIVITIES

Proponents: Contact No. E-mail Address:

Beredo, Joyce Ann B. 09300501612 beredojoyceann5@gmail.com

Rodriguez, Ronacel A. 09174266356 ronacelrodriguez01@gmail.com

Salapare, Jamie Marie A. 09513987031 jamie.afable14@gmail.com

Luna, Jacha Vera T. 09070776298 lunajachavera@gmail.com

Background of the Study: (limit to 250 words only).

Lucena West III Elementary School is a public elementary school in the City of Lucena which has
almost one hundred three (103) Kindergarten pupils enrolled for the Academic Year 2020-2021 with an
average of four sections including the morning and afternoon sessions. Through the help of the
Kindergarten teachers, the researchers find out that among the four sections, there are pupils who have
messy, illegible, and slow to complete written tasks. Also, there are pupils who have difficulty in forming,
placing, and making letters and words in correct size by themselves. Even if there are efforts from the
teachers, the pupils still have handwriting difficulty that’s why the researchers believe that there is a need for
enhancing their handwriting skills.

According to MacArthur (2009) trouble in handwriting may lead to difficulty in spelling and expressing
ideas. When pupils have accustomed to a set of activities like writing words, they cannot follow the correct
strokes of lines, curves, and following the patterns in writing. Due to this situation, the pupils must be
assisted through reinforcement activities. It is believed that implementing reinforcement activities in the said
school can be effective in reaching out to pupils who need more attention in learning how to write so as to
perform better in class and improve their handwriting performance.

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 MARYHILL COLLEGE
Higher Education Department
Lucena City

Reinforcement, one of the behavior management strategies of a teacher, can be used to teach new
skills, teach a replacement behavior for an interfering behavior, increase appropriate behaviors, or increase
on-task behavior (AFIRM Team, 2015). The researchers will try to find out if the pupils’ writing skills will be
enhanced through reinforcement activities.

Objectives: (General and Specific) (limit to 3 general and 3 specific objectives)

The main objective of this study is to assess the 1. To determine the writing skills of the kindergarten in
writing skills of Kindergarten pupils with an end view terms of:
of designing reinforcement activities at Lucena 1.1 stroke of lines.
West III Elementary School. 1.2 stroke of curve.
1.3 following the pattern.
2. To develop reinforcement activities for the writing
skills development of the kindergarten.
3. To determine the acceptability level of the
developed reinforcement activities in terms of:
3.1 Content
3.2 Presentation
3.3 Feasibility
Target Users/ Beneficiaries:

Kindergarten Learners- This assessment will be able to determine the capabilities of the learners and help
them in the preparation of their early writings through reinforcement activities. These activities will help
learners practice and improve their writing skills.

Teachers- This assessment will enable them to determine the range of the capabilities of the learners in
their writing skills. It may also help them think of other strategies that will address the needs of the students
in writing. Also, it could motivate them to learn and feel good about their involvement and success with the
activities.

School Administrator- This study will help them provide the materials needed to support teachers and

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 MARYHILL COLLEGE
Higher Education Department
Lucena City

students to have an effective learning outcome.

Future Researchers- This study will help future researchers to have reference and facts in the early writing
skills of kindergarten learners. It will also guide them to conduct more studies that will help improve the
needs of the learners. It would serve as their basis for further study about the use of reinforcement activities
in other subject areas. The study could challenge them for the improvement of future trends in instructing
presentations and innovations. Likewise, they may develop their own strategies using reinforcement
activities as it will be used in the present study.

Methodology: (limit to 250 words only. You may present your method in bullet form).

 Research Design: The descriptive method will be used as the research design to describe, analyze,
and interpret data on the integration of assessing writing skills of the kindergarten pupils. The
quantitative approach will apply also in gathering the necessary data.
 Respondents and locale of the Study: The respondents and locale of this study will be one of the
sections of Kindergarten pupils of Lucena West III Elementary School, which has a total of one
hundred three (103) students enrolled, and the researchers will get the 30% of the enrolled learners
as the respondents. Purposive sampling will be utilized to get the samples from the target population.
 Research Instrument: The researchers will utilize a self-made worksheet to determine whether the
writing activities would yield a satisfactory result in teaching writing skills of the kindergarten pupils.
The researchers will have the content validated by experts in the field.
 Data Gathering Procedure: The gathering of the data will start by securing permission and
coordination with the Principal of Lucena West III Elementary School. Then, the writing test will be
distributed and will be checked by the researchers using rubrics. The researchers will analyze the
gathered data and compute for the assessment of writing skills of the respondents. The results of the
study will be determined, analyzed, and utilized in developing the output of this study which is
reinforcement activities.
 Statistical Treatment of Data: Mean and standard deviation will be used as statistical tool to assess
the writing skills of the participants in the study.
 Scope and Limitations of the Study: This study is limited in assessing the writing skills of
Kindergarten pupils in Lucena West III Elementary School for the academic year 2020-2021. A total
of 30 kindergarten pupils will participate in the conduct of the study. The time frame of this study will

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 MARYHILL COLLEGE
Higher Education Department
Lucena City

be from October 2020-June 2021.

Research Work Plan:

(Create a Gantt Chart on how you are going to realize your research, including your proposed output)

INPUT
* Readings on the writing skills activities:
1. Stroke of lines
2. Stroke of curve
3. Following the pattern
4. Forming letters
*Development of reinforcement activities

PROCESS
* Assess the writing skills of the
Kindergarten pupils
* Browse the result
* Do the reinforcement activities appropriate
for the Kindergarten pupils
* Validation of the developed material
* Know if the developed material is
acceptable to the Kindergarten Teachers.

OUTPUT
Proposed Reinforcement Activities

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 MARYHILL COLLEGE
Higher Education Department
Lucena City

References: (minimum of 10 valid and reliable literature/ references)

Kindly attach also a copy of the references you have consulted.

1. Hall, A. H., Simpson, A., Guo, Y., & Wang, S. (2015). Examining the effects of preschool writing
instruction on emergent literacy skills: A systematic review of the literature. Literacy Research and
Instruction, 54(2), 115–134.

2. Abbott, R., Berninger, V. W., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing
and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102, 281–298.

3. Berninger, V. W., Fuller, F., Whitaker, D. (1996). A process model of writing development across the life
span. Educational Psychology Review, 8 (3), 193–218.

4. Drouin, M., & J. Harmon. 2009. “Name Writing and Letter Knowledge in Preschoolers: Incongruities in
Skills and the Usefulness of Name Writing as a Developmental Indicator.” Early Childhood Research
Quarterly 24 (3): 263–70.

5. Chappell, V. (2011). What makes writing so important? Retrieved December 27, 2012, from |
http://www.marquette.edu/wac/ WhatMakesWritingSoImportant.shtml.

6. Diamond, K. E., Gerde, H. K., & Powell, D. R. (2008). Development in early literacy skills during the pre-
kindergarten year in head start: Relations between growth in children’s writing and understanding of letters.
Early Childhood Research Quarterly, 23, 467–478.

7. AFIRM Team. (2015). Reinforcement. Chapel Hill, NC: National Professional Development Center on
Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from
http://afirm.fpg.unc.edu/Reinforcement.

8. Elander, J., Harrington, K., Norton, L., Robinson, H. and Reddy, P. (2006). Complex skills and academic
writing: a review of evidence about the types of learning required to meet core assessment criteria.
Assessment & Evaluation in Higher Education, 31 (1), 71-90.

9. Bazerman, C. (2016). What do sociocultural studies of writing tell us about learning to write? In
MacArthur, C. A., Graham, S., Fitzgerald, J. (Eds.), Handbook of writing research (2nd ed., pp. 11–23). New
York, NY: Guilford Press.

10. Peters, L. (2010). Reinforcement in the classroom improves student’s motivation and performance.
Retrieved February, 23 2015 from http://www.ttacnews.vcu.edu/2010/01/reinforcement-in-the-classroom-
improves-student-motivation-and-performance/

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 MARYHILL COLLEGE
Higher Education Department
Lucena City

Submitted/ Presented
by:

JOYCE ANN B. RONACEL A. JAMIE MARIE A. JACHA VERA T.

BEREDO RODRIGUEZ SALAPARE LUNA
Signature Over Printed Signature Over Printed Signature Over Printed Signature Over
Name Name Name Printed Name of
of Proponent 1 of Proponent 2 of Proponent 3 Proponent 4

Endorsed by: Received/ Approved by:

Signature Over Printed Name Signature Over Printed Name

of Research Instructor of Research Adviser

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