ENHANCING GRADE TWO

PUPILS’ CURSIVE WRITING SKILL

THROUGH SELF-MADE WRITING
MATERIALS (SEWRIMA)
Revelo, Janice C.
Completed 2023

E-Saliksik: the DepEd Research Portal is the official repository

Region IXof education
research in the Department of Education (DepEd). This research was funded by
e-saliksik.deped.gov.ph the Basic Education Research Fund.
 2

Enhancing Grade Two Pupils’ Cursive Writing Skill

through Self-Made Writing Materials (SEWRIMA)

Revelo, Janice C.
Teacher III
Canunan Elementary School
Department of Education, Division of Zamboanga del Sur
janice.revelo18@deped.gov.ph
09171221858

Abstract

Being able to write in cursive is considered an accomplishment in the Philippines

during the elementary school years. When learning to write letters in cursive, children
may face various difficulties. It can be challenging to keep the font sizes uniform and
the spacing correct. The Grade Two learners at Canunan Elementary School similarly
need help with this, and most of them eventually lose interest in learning cursive in
favor of turning in assignments or activities in manuscript form. This study
investigated how the SeWriMa intervention improved students' cursive writing
abilities. The 15 Grade Two section A students who are enrolled in Canunan
Elementary School in the Guipos District for the 2022–2023 academic year and who
scored as "beginning level" on the cursive writing pre-assessment are the study's
participants. This study's data were gathered using both qualitative and quantitative
techniques. The qualitative information obtained through interviewing was interpreted
using thematic analysis. The quantitative data were handled using mean, standard
deviation, and the paired sample t-test. Three themes have emerged from the research
of students' perspectives on using SeWriMa in cursive writing: improved cursive
writing skills and skill development, a supportive and engaging learning environment,
and heightened self-efficacy and confidence. Based on the research, the paired sample
t-test result showed a statistically significant difference in the students' level of cursive
writing proficiency before and after using SeWriMa. This result suggests that SeWriMa
has greatly improved students' cursive writing ability. Teachers are, therefore, urged to
use this intervention because of its effectiveness.

Keywords: Enhancing; Cursive Writing Skill; SeWrima

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Acknowledgment

The completion of this research could not have been accomplished without the
support of individuals who made this task possible. The researcher is indebted to the
District Research Committee, who provided invaluable support, feedback, and
guidance. The genuine support and encouragement of the researcher's fellow teachers
and pupils, who served as her inspiration and joy, made this study possible. To the
Schools Division Office of Zamboanga del Sur headed by Dr. Jeanelyn A. Aleman,
CESO VI, SDRC Chair Dr. Jerry Bokingkito, CESE, and SEPS Daria Gay Mariquit, for
their guidance to all the teacher-researchers and for funding the conduct and
implementation of this research project through the Basic Education Research Fund
(BERF) 2023. To all of you, the researcher is indeed grateful. To our Almighty Father,
who is the source of everything, who doubtlessly blessed me with everything I have, to
you, oh Lord, I am so thankful.

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Context and Rationale

Cursive writing is a style of handwriting in which the letters are connected

fluidly, usually to speed up writing. Cursive writing has been regarded as a
prerequisite for further academic success (Fears and Lockman 2018). The skill is
typically learned during childhood in societies with a strong literacy tradition (Kiefer et
al. 2015). It is frequently used as a learning tool that enables individuals to write
continuously without interruption. Cursive writing activates brain synapsis in a
manner that keyboarding and even hand printing does not, according to research from
MRI studies.
It is acknowledged that cursive handwriting provides numerous advantages in
teaching and mental development; the fact that it is written faster enables quick
recognition of words, numbers, and markings, prevents the act of spelling, promotes
kinesthetic intelligence as well as physical and mental development, improves in-depth
thinking and concentration make cursive handwriting an effective tool.
The COVID-19 pandemic has forced teachers, pupils, and families to rely more
on technology-based forms of communication, not as a complement to traditional
teaching conducted in the classroom, but as the unique means of teaching through
computers, tablets, or smartphones whenever schools, or whole systems, go into
lockdown and writing skills seems to be neglected.
Upon graduation at the elementary level, learners are expected to write
properly. Specifically, learners should have acquired the following writing
competencies: (1) writing in cursive; (2) correct forms and shapes of letters; (3) correct
spacing of letters and words. All these competencies are clearly stated in the 2002
Basic Education Curriculum of the elementary years.
As the Department of Education (DepEd) announced that all public and private
schools are mandated to hold face-to-face classes, as indicated in DepEd Order 34,
Series of 2022, signed by Vice President and Education Secretary Sara Duterte-Carpio,
one of the challenges encountered inside the classroom by the researcher who is
presently a grade two teacher is the difficulty in cursive writing among pupils.
Every time the teacher asked the pupils to copy the words in cursive, the
teacher could see in the eyes and the reaction of the children the difficulty of the task,
and most of them passed their works with very poor cursive handwriting. Handwriting
difficulties can also be related statistically to academic failure (Graham, Harris, and
Fink 2000); the inability to write legibly by the time a child reaches school age
frequently has detrimental long-term impacts on self-worth and academic achievement
(Feder and Majnemer 2007).
The researcher assessed the cursive writing of Grade Two section A pupils of
Canunan Elementary School, Guipos District in the Division of Zamboanga del Sur for
the school year 2022-2023 by using the learning activity sheets and a teacher-made
rubric. And the assessment was based on the following criteria: (1) letter formation; (2)
line usage; (3) letter connections; (4) spacing. Based on the result, 15 pupils out of 19
fall under the "beginning level" that needs enhancement to their cursive writing skills.
Based on the data, the teacher needs to apply a model of learning that will lead
pupils to improve their skills in cursive writing, considering their interests. The
proponent who is a Grade 2 Teacher is currently challenged on how to enhance the
cursive writing skills of the 15 grade two learners who are facing difficulty in cursive
writing. Since writing is a hard work, the researcher thought of an intervention that

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would highly motivate the pupils in cursive writing. With this, the researcher made an
intervention named SeWriMa or Self-Made Writing Materials, an intervention that is
associated with games to ensure the engagement of the pupils. The researcher
conducted this study to look at the effects of SeWriMa intervention in enhancing
pupils' cursive writing skills in Filipino.

Innovation, Intervention, and Strategy

The intervention utilized in this study is named SeWriMa or Self-Made Writing
Materials. SeWriMa is a cursive writing model made by the researcher to enhance the
cursive writing skills of Grade Two pupils. Ediger (2002) suggested that "the teacher
should provide a clear example of good handwriting and then the children should
practice and drill using the teacher's model that will lead pupils to improve their
writing skill."
SeWriMa is a validated self-made writing material and booklet in the form that
consists of 3 stages and introduced to the pupils through playing games. Johan
Huizinga's statement, "Let my playing be my learning, and my learning be my playing,"
further bolsters the idea that learning, and play should go hand in hand since
students should love studying like they enjoy having fun.
The three stages of SeWriMa are as follows: Stage 1(Pagbuo ng Letra or Letter
Formation). This Stage is a booklet in form that consists of dotted cursive letters from
A to Z (upper and lower case) to be traced by the pupils. The game step on me
introduced at this stage. The pupil step on a circle with printed cards. The printed
cards are feet and hands. When a pupil steps on a circle with feet, he will step on it. If
it is a hand, he will touch it. If there are feet and hands in the circle, he will step and
touch until he finishes all the circles and then get his SeWriMa at the finishing line
and do the task.
Stage 2 (Pagbuo ng Salita sa paraang kabit-kabit or Word Formation in
Cursive). This Stage is also in booklet form that consists of cursive letters and let the
pupils connect the cursive letters to form a word in cursive to the space provided. The
game Fetch Me was introduced at this Stage. The pupil fetched his own SeWriMa (each
SeWriMa has the pupil's name written on it) through a fishing rod.
Stage 3 (Pagsulat ng Pangungusap sa paraang kabit-kabit or Writing Sentences
in Cursive). This Stage is also in booklet form that consists of sentences written in
cursive and lets the pupils copy the sentences in the space provided. The game burst
the balloon will be introduced in this Stage. Each of the balloons has name of the
pupil written on it and a SeWriMa attached. The pupil will find his balloon and burst it
to get his writing material and do the task.
The stages of SeWriMa are introduced to the pupils every two days. In every
Stage of SeWriMa introduced in a day, pupils were given the material/booklet to
practice at home. Practice makes permanent correctly suggests that through
repetition, it will eventually become a habit, an automatic action that requires little or
no front-of-mind awareness.
Though the SeWriMa intervention focuses on the enhancement of the cursive
writing skill of the pupils but, because the researcher used the same pictures and
their names throughout the three stages as an example, the reading skill and
comprehension skills of the pupil participants were expected to be developed during
the conduct of the SeWriMa intervention.

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Action Research Questions

This action research aims to look at the effects of SeWriMa intervention in

enhancing cursive writing skill in Filipino to the Grade two section A in Canunan
Elementary School for the school year 2022-2023 who fall under the “beginning level”
during the pre-assessment of their cursive writing done by the researcher.
It aims to answer the following questions in particular:
1. How do pupils perceive the use of SeWriMa in enhancing cursive writing skills
in
Filipino?
2. To what level did the pupils’ skill in cursive writing before and after the
SeWriMa intervention in terms of:
2.1 Letter Formation;
2.2 Line Usage;
2.3 Letter Connections; and
2.4 Spacing?
3. Is there a significant difference in the grade two pupils’ level of skill in
cursive
writing in Filipino before and after the SeWriMa intervention?

Action Research Methods

Research Design
The researcher made use of a mixed method. Both qualitative and quantitative
methods were employed. The qualitative part used the structured interview to
determine the pupils' thoughts, emotions, and perceptions, particularly in utilizing the
SeWriMa intervention to enhance their cursive writing skills. The quantitative part
employed the one-group pretest and post-test design. This ascertained the skill level of
pupils' cursive writing in terms of letter formation, line usage, letter connections and
spacing and its significant difference in both phases towards using the SeWriMa
intervention in Filipino class.

Participants and/or Other Sources of Data Information

The participants of this study are the 15 Grade Two-A pupils who are enrolled
in Canunan Elementary School, Guipos District, in the Division of Zamboanga del Sur
for the school year 2022-2023 who fall under the "beginning level" based on the result
of pre-assessment of their cursive writing skill.
Table 1 shows the participants of the study. The sample population of this
study were determined through purposive sampling. The participants were purposely
chosen because the researcher believed that through purposive sampling, she
obtained a representative sample by using a sound judgment, which also resulted in
saving time and finances.

Table 1. Participants of the Study

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Participants Population Sample Population

Grade Two-A Pupils 19 15

Research Instruments
The study used a guided interview with engaging, exploratory, and probing
questions to gather qualitative data on how the SeWriMa intervention affects the
pupils' skill level in cursive writing in Filipino. A teacher-made learning activity sheet
validated by the district quality assurance team and with an estimated reliability of
0.86 Cronbach Alpha was the assessment tool used for the quantitative part. The
assessment was based on the following criteria: (1) Letter Formation, (2) Line Usage,
(3) Letter Connections, and (4) Spacing. A tiered table in assessing learners' writing
skills adapted from DepEd Order no. 39, series 2012 with the teacher-made rubric
validated by the District QA Team was another instrument used for the quantitative
part. The scale was used to determine the level of skill of Grade Two pupils on cursive
writing when they were taught with and without SeWriMa intervention.

Below is the continuum used in the interpretation of data gathered.

Level of Proficiency Scale Continuum

Advanced (A) 5 4.50 – 5.00

Proficient (P) 4 3.50 – 4.49
Approaching Proficiency (AP) 3 2.50 – 3.49
Developing (D) 2 1.50 – 2.49
Beginning (B) 1 1.00 – 1.49

Rubric in Assessing Pupils’ Cursive Writing Skill:

Level of Proficiency

Criteria Beginning Developing Approaching Proficient Advanced

Proficient

3
1 2 4 5

The letters Few letters Many letters Most of All letters

are not are formed are formed the letters are
Letter Formation formed correctly. correctly. are correctly
correctly in formed formed.
most words. correctly.

The letters Few letters Many letters Most All letters

are not are are letters are are
Letter Connection connected connected connected connected connected
correctly. correctly. correctly. correctly. correctly.

All letters Most Many letters Few All letters

are above or letters are are above or letters are are in

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Line Usage below the above or below the above or line.

line. below the line. below the
line. line.

Spacing is Few Many Most All

inconsistent spacing is spacing is spacing is spacing is
between uniform uniform uniform uniform
letters and between between between between
Spacing
words. letters and letters and letters letters
words. words. and and
words. words.

Data Gathering Procedure

This study was conducted to look at the effectiveness of Self-Made Writing
Materials or SeWriMa intervention in enhancing the cursive writing skill of Grade Two
Pupils in Filipino classes. The Most Essensial Learning Competency (MELC) covered is
"Nakasusulat sa kabit-kabit na paraan na may tamang laki at layo sa isa't isa ang
mga salita" (F2PU-Id-f-3.1, F2PU-Id-f-3.2, F2PU-Ia-3.1, F2PU-IIc-3.2, F2PU-IIIa-3.1).
The data in this study were gathered through the qualitative and quantitative
methods.
As an essential step of the data gathering procedure, research participants were
informed about the purpose and significance of the study and the confidentiality of
their answers was assured by the researcher.
Participants' parents were provided with informed consent as a preliminary step
of data collection. After ensuring that the participants and their parents understood
the study, the researcher asked for permission from participants on the audio/video
recording of the interviews.
For better and more effective gathering of qualitative data, the researcher
translated the questions into their mother tongue so the participants would be
comfortable in conveying their ideas and opinions about the SeWriMa intervention.
The transcription of pupils' responses was followed right after the data collection.
The pretest and post-test on pupils' competency level in cursive writing were
conducted to gather the quantitative data.

Data Analysis
The qualitative data were analyzed using thematic analysis. Thematic analysis,
according to Nowell et al. (2017), is an effective technique for data analysis that
enables researchers to condense, emphasize salient characteristics of, and understand
a variety of data sets. This made it much easier for the researcher to summarize and
analyze the respondents' opinions on how SeWriMa can improve cursive writing.
However, in quantitative, the collected data of the pretest and post-test on
pupils' level of skill in cursive writing was tabulated and analyzed by applying
descriptive statistical measures such as mean as a measure of average and standard
deviation as a measure of the variability of numerical data. To test the significant
difference at the 0.05 level of significance in the pupils' skill level in cursive writing,
the test for repeated measures Paired Samples T-test was employed. This was used as
the basis if the intervention has enhanced the cursive writing skill of the Grade Two
pupils in Filipino.

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Results and Discussion

The analysis on pupils’ perceptions on the use of SeWriMa in enhancing cursive

writing has emerged into three themes: skill development and improvement in cursive
writing, increased confidence and self-efficacy and positive learning environment and
engagement.

Improved cursive writing skills and skill development

This theme focuses on the pupils’ experiences of enhancing their cursive writing
skills through SeWriMa. They mention improved letter formation, connecting letters to
form words, and writing with fewer errors. This theme highlights their dedication and
commitment to practicing until they get it right.

“Gitudloan ko sa SeWriMa kung unsaon pagsulat ang mga cursive nga mga
letters
ug kung giunsa ang pagkonek sa mga letters aron makahimo og cursive words
(P2).” (SeWriMa teach me how to write cursive letters and how to connect letters
to form cursive words (P2))
“Nakatabang nako para mapanindot akong pagsulat sa pinakatay (P15).”
(Helps me to improve my cursive writing (P15))
“Makasulat na ko ug cursive sulod sa linya tungod sa SeWriMa (P1).”
(I can now write cursive within the line because of SeWriMa (P1))
“Tungod sa SeWriMa, nahanas ko kung unsaon pagsulat ang matag cursive nga
mga letra ug ikonek kini nga walay mga pagpala-pala (P10).”
(Because of SeWriMa, I mastered on how to write each cursive letter and
connect them without erasures (P10))
“Nahibal-an nako karon kung unsaon pagsulat ang dagkong mga letra ug
gagmay nga mga letra sa cursive ug ikonek kini og sakto (P8).”
(I know now how to write the capital letters and small letters in cursive and
connect them correctly (P8))
“(Nakabalo ko sa sakto ug tukma nga gilay-on sa matag letra ug pulong sa
pagsulat sa cursive (P7).”
(I learned the correct and proper spacing of each letter and word in writing
cursive (P7))
“Nag-uswag ang akong cursive nga pagsulat tungod sa SeWriMa (P11).”
(My cursive writing is improving because of SeWriMa (P11))

You must actively practice a skill you are learning. Thus, even if all you read is
about improving your ability to learn skills, you are still learning. You develop your
ability to learn new abilities when you put them into practice. You can have a deeper
understanding of the learning process and the principles of skill development by
practicing a skill (Hamre, 2020).

Heightened self-efficacy and confidence

This theme centers on the pupils’ growing confidence in their cursive writing
abilities due to their participation in SeWriMa. They mention feeling more confident in
writing cursive, including challenging letters, and their improved handwriting. They
increased self-efficacy is a key outcome of their engagement with SeWriMa.

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“Makasulat nako karon sa cursive nga mas paspas kaysa sauna (P1).”
(I can now write cursive faster than before (P1))
“Nindot na akong pinakatay mam kaysa sauna (P3).”
(My cursive handwriting ma’am is good than before (P3))
“Makabasa nako karon sa mga words nga gisulat sa pinakatay (P4).”
(I can now read words written in cursive (P4))
“Sige rako og eres dayon sulat napud sa pinakatay hangtod masakto nako og
sulat (P2).” (I always make erasures and write again the cursive until I write it
right (P2))
“Nagpadayon ko sa pagpraktis unsaon pagsumpay ang mga letra hangtod nga
nakabalo ko ani (P6).”
(I keep on practicing how to connect the letters until I learned it (P6))
“Gibati nako ang kakapoy ug kalagot tungod kay sige kong kasayup sa
pagsulat, pero nagpadayon rako mam sa pagsulat hangtod nga nasulat nako
ang mga letters nga sakto (P11).”
(I felt tired and irritated because I always write it wrong, but I keep on writing
ma’am until I write it correctly (P11)).
“Nagpraktis kog cursive writing sa eskuylahan gamit ang SeWriMa ug nagpraktis
sab ko sa pagsulat sa balay ug karon nanindot na ang akong cursive writing
(P8).”
(I practice cursive writing at school with the SeWriMa and I also practice writing
at home and now my cursive writing has improved (P8)).
“Ma-appreciate na nako ang akong cursive writing (P12).”
(I can now appreciate my cursive writing (P12)).

Self-efficacy is a crucial process in the social cognitive theory, which holds that
behaviors, individual characteristics, and contextual circumstances interact to
determine success (Schunk, 2003). It is a crucial idea for ensuring student
engagement and promoting learning (Graham et al. 2014).

A supportive and engaging learning environment

This theme emphasizes the enjoyable and engaging aspects of SeWriMa. Pupils
mention their excitement, love for the games, and eagerness to participate in program
activities. The positive learning environment created by SeWriMa contributes to their
overall satisfaction and motivation.

“Nalingaw ko sa mga dula atol sa pagpahigayon sa SeWrima (P3)”.

(I enjoyed the games during the conduct of SeWrima (P3)).
“Exciting kayo ang pag conduct sa SeWriMa (P5).”
(The conduct of SeWrima is very exciting (P5)).
“Ganahan ko sa mga dula sa SeWriMa ug naghinam-hinam sa pagbuhat sa
buluhaton sa kada stage (P12)).
(I love the games of SeWriMa and excited to do the task in every stage (P12)).
“Excited ko kung unsa nga klase sa pagsulat ang sunod buhaton (P1).”
(I am excited with what kind of writing material to do next (P1)).
“Nalingaw ko, ug daghan kog nakat-onan gikan sa SeWriMa (P8).”
(I had fun, and I learned a lot from SeWriMa (P8)).
“Nalingaw ko sa cursive nga pagsulat sa matag stage sa SeWriMa (P11).”

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(I enjoyed the cursive writing in every stage of SeWriMa (P11)).

“Nalingaw ko sa SeWriMa, ug nakakat-on na ko karon unsaon pagsulat niadtong
lisud nga mga cursive letters (P2).”
(I enjoyed the SeWriMa, and I learned now how to write those difficult cursive
letters (P2)).
“Nindot kaayo. Makasulat na ko sa sakto nga cursive ug nalingaw ko sa
pagbuhat niini (P4).”
(It was nice. I can now write cursive correctly and I enjoyed doing it (P4)).
“Ganahan ko sa mga pictures sa sulod sa SeWriMa (P6).”
(I love the pictures of the inside the SeWrima (P6)).
“Excited ko magsulat kay naay mga dula (P9).”
(I am excited to write because there are games (P9)).

Many books have been written on the impact of feelings on learning, and most
of them prove that enjoyment and happiness improve comprehension, memory, and
social behavior. If teachers will choose strategies that makes learning enjoyable and
fun, pupils are not only happier, but they also remember more information.

Table 2 shows pupils’ level of skill in cursive writing in Filipino class before and
after the use of SeWriMa. The overall level of skill in cursive writing before the
SeWriMa intervention is Beginning (mean=1.47; SD=.56). With the utilization of
SeWriMa, the pupils manifested an Approaching Proficiency level of skill (mean=3.48;
SD=.46). This implies that the use of SeWriMa has increased the pupils’ skill level in
cursive writing. This finding is supported by Ediger (2002) suggested that “the teacher
should provide a clear example of good handwriting and then the children should
practice and drill using the teacher’s model.” Hence, teachers need to apply a model of
learning such as SeWriMa that will lead pupils to improve their cursive writing skill.

Table 2: Descriptive Statistics of Pupils’ Level of Skill in Cursive Writing

Before SeWriMa After SeWriMa

Mean SD Remarks Mean SD Remarks

Letter Formation 1.60 .63 Developing 3.80 .41 Proficient

Line Usage 1.53 .64 Developing 3.73 .46 Proficient

Letter Connections 1.47 .52 Beginning 3.33 .49 Approaching

Proficiency

Spacing 1.27 .46 Beginning 3.07 .46 Approaching

Proficiency

Overall 1.47 .56 Beginning 3.48 .46 Approaching

Proficiency

Scale: 1.00 – 1.49 Beginning (B); 1.50 – 2.49 Developing (D); 2.50 – 3.49 Approaching
Proficiency (AP); 3.50 – 4.49 Proficient (P); 4.50 – 5.00 Advanced (A)

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Table 3 displays the result in determining the significant difference on pupils’

level of skill in cursive writing with and without the use of SeWriMa through paired
sample t-test. Data shows that the utilization of SeWriMa yieled a t-value of 10.75 and
p-value of 0.003 which is less than the significance level. Hence, there is statistically
significant difference on pupils’ skill level in cursive writing before and after the use of
SeWriMa.

Table 3: Test of Significant Difference on Pupils’ Skill Level in Cursive Writing

n mean sd t- df critical p-value Verbal
value value Description
Before
SeWriMa 15 1.47 0.56 10.75 28 2.05 0.003 Significant
After
SeWriMa 15 3.48 0.46
*Significance at the 0.05 level

Conclusion and Recommendation

The study seeks to establish a claim on enhancing pupils’ cursive writing skill
in Filipino through Self-Made Writing Materials or SeWriMa intervention. The
qualitative responses indicate that pupils got enhanced their cursive writing in Filipino
through improved cursive writing skills and skill development, a supportive and
engaging learning environment, and heightened self-efficacy and confidence. Based on
the strength of the findings, the result on the paired sample t-test revealed statistically
significant difference on the level of pupils’ skill in cursive writing before and after the
use of SeWriMa. This finding implies that the use of SeWriMa intervention has
significantly enhanced the Grade Two pupils’ cursive writing skill. Hence, teachers are
encouraged to innovate in teaching cursive writing by using “SeWriMa”, an
intervention that makes writing fun and exciting and found to be statistically effective
in enhancing pupils’ cursive writing skill for a child will achieve his or her full
potential as a writer.

In today's society, typing is a skill that everyone must master, yet cursive
handwriting also has advantages. Although it can be challenging to master, but it can
boost creativity, improves kid's spelling and grammar, and enhances child's
intelligence. This should serve as a wake-up call for classroom teachers, who should
realize that practicing and mastering cursive writing is an essential component of a
curriculum that enhances children's cognitive, visual, and fine motor skills, rather
than allowing cursive handwriting die inside the classroom for devaluing it. That is
why teachers must identify problems with cursive writing early on, so they can be
addressed before these issues may lead to a child developing a negative attitude
toward cursive writing that may affect child’s confidence and self-esteem. Hence,
teachers are encouraged to adopt the SeWriMa intervention due to its efficacy in
enhancing pupils’ cursive writing skill.

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Action Plan

ACTIVITY OBJECTIV STRATEG PERSONS TIMELI RESOURC SUCCESS

ES Y/ RESPONSIB NE ES INDICAT
IES LE ORS
Information To inform Inform the Researcher Novemb Completed Informed
Dissemination and School School Head er 2023 AR and
disseminat Head and Teachers onward dissemina
e the teachers Research ted the
result of the Output result of
the action results of the
research the SeWriMa action
(AR) to the action Booklet research
school research
head and during the Slide Deck
teachers Learning
for the Action
adoption of Cell (LAC)
the session
SeWriMa and
interventio during
n in Cluster
enhancing In-Service
cursive Training
writing (INSET).
skill.
Mentoring To assist Conduct a Researcher Novemb SeWriMa Utilization
the seminar- School Head er 2023 Booklet SeWriMa
teachers in workshop Teachers onward interventi
the on the on
crafting, creation, Slide Deck
validating, validation,
and and Validation
utilization utilization Tool
of of compliant
SeWriMa SeWriMa with
interventio interventio DepEd
n. n. standards
Instructional To monitor Classes School Head Decemb Teacher- Enhanced
Monitoring the use of Observatio Teachers er 2023 Made cursive
the n onward Learning writing

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SeWriMa Instructio Materials skill of

interventio nal (SeWriMa the pupils
n among Monitorin Booklet)
the g
teachers in
the
delivery of
the
instruction
Evaluation To Gather the Researcher January Learning Sustainab
evaluate needed School Head 2024 Activity ility Plan
the data for Teachers Sheet and Re-
outcome of the Pupils adoption
SeWriMa evaluation Pupils’ of the
interventio level of Materials
n in skill in
enhancing cursive
cursive writing
writing
skill.

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 15

References
Arnold, Kathleen M., Sharda Umanath, Kara Thio, Walter B. Reilly, Mark A. McDaniel,
and Elizabeth J. Marsh. 2017. "Understanding the cognitive processes involved
in writing to learn." Journal of Experimental Psychology: Applied 23, no. 2: 115.
Cabigao, Joey. 2021. "Development and validation of a proposed model rubric in rating
written outputs at the graduate school level." Development 5, no. 4: 122-131.
Department of Education Order No. 31, s. 2012 – Policy Guidelines on the
Implementation of Grades 1 to 10 of the K-12 Basic Education Curriculum
(BEC) effective school year 2012-2013
Department of Education Order No. 034, s. 2022 – School Calendar and Activities for
the School Year 2022-2023
Ediger, M. 2002. Assessing handwriting achievement. Reading Improvement, 39, 103-
110.
Feder, Katya P., and Annette Majnemer. 2007. "Handwriting development,
competency, and intervention." Developmental Medicine & Child Neurology 49,
no. 4: 312-317.
Fears, Nicholas E., and Jeffrey J. Lockman. 2018. "How beginning handwriting is
influenced by letter knowledge: Visual–motor coordination during children’s
form copying." Journal of experimental child psychology 171: 55-70.
Graham, Steve, Karen R. Harris, and Barbara Fink. 2000. "Is handwriting causally
related to learning to write? Treatment of handwriting problems in beginning
writers." Journal of educational psychology 92, no. 4: 620.
Graham, Steve, Karen R. Harris, Brendan J. Bartlett, Eleni Popadopoulou, and Julia
Santoro. 2014. "Acceptability of adaptations for struggling writers: A national
survey with primary-grade teachers." Learning Disability Quarterly 39, no. 1: 5-
16.
Hamre, E. 2020.7 Proven Ways to Improve Your Ability to Learn New Skills
https://medium.com/skilluped/8-proven-ways-to-improve-your-ability-to-
learn-new-skills-9540899d67ca.
Kiefer, Markus, Stefanie Schuler, Carmen Mayer, Natalie M. Trumpp, Katrin Hille, and
Steffi Sachse. "Handwriting or typewriting? The influence of pen-or keyboard-
based writing training on reading and writing performance in preschool
children." 2015. Advances in cognitive psychology 11, no. 4: 136.
Nowell, Lorelli S., Jill M. Norris, Deborah E. White, and Nancy J. Moules. 2017
"Thematic analysis: Striving to meet the trustworthiness criteria." International
journal of qualitative methods 16, no. 1: 1609406917733847.

Zamboanga Peninsula
 16

Financial Report

A. Supplies and Materials

UNIT TOTAL
ITEMS QTY UNIT DESCRIPTION
PRICE AMOUNT

1 4 ream A4 size s20 Bond Paper 245.00 980.00

2 1 bottle 003 Epson ink Cyan 375.00 375.00

3 1 bottle 003 Epson ink yellow 375.00 375.00

4 1 bottle 003 Epson ink magenta 375.00 375.00

5 1 bottle 003 Epson ink black 375.00 375.00

6 15 pcs Folders 15.00 225.00

7 1 pc Poster 2x5 ft size (Lay- 500.00 500.00

out & Printing)

8 2 month Internet Fee 1500 3,000.00

Total 6,205.00

DepEd Region IX
 17

Appendix A

Self-Evaluation Checklist for Completed Action Research

Research Title: ENHANCING GRADE TWO PUPILS’ CURSIVE WRITING SKILL

THROUGH SELF-MADE WRITING MATERIALS (SEWRIMA)

Research Agenda Category: Check only one main research Check up to one cross-cutting theme,
theme: if applicable:
[ / ] Teaching and Learning [ ] DRRM
[ ] Child Protection [ ] Gender and Development
[ ] Human Resource Development [ ] Inclusive Education
[ ] Governance
Funding Year: 2023
Region/Schools Division Office: REGION IX, ZAMBOANGA DEL SUR DIVISION
School and/or Functional CANUNAN ELEMENTARY SCHOOL
Division Conducted:
Name/Position/Contact Details
[Author 1/Lead Proponent] JANICE C. REVELO
Name/Position/Contact Details
[Author 2]
Name/Position/Contact Details
[Author 3]
Date of Evaluation:

Instructions: Put a checkmark in the appropriate column beside each criterion item. If your
answer is YES, specify the pages and paragraph number/s where the criterion
items are presented and satisfied.

Criterion Items Yes No Specific pages

and paragraph
number/s where
the criterion
items are
presented and
satisfied, if
applicable
Title
1. The research title represents what the study is all /
about.
2. The research title presents the innovation, /
intervention, or strategy to solve the problem or

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 18

issue as its focus of inquiry.

3. The research title is stated in not more than 12 /
substantive words (except for acronym and
excluding the, of, in, and, to, for, into, etc.).
Complied Not
Note: At least 2 criterion items must be marked YES to Complied
indicate compliance to this part.

Abstract
1. The abstract describes the general statement of /
the problem or objectives/purposes of the
research.
2. The abstract presents the research methods (e.g., /
participants and/or other sources of data and
information, research environment and timeline,
research design, instruments, and data analysis).
3. The abstract highlights the summary of the /
research's findings, conclusions, and
implications.
4. The abstract contains 200 – 250 words. /
Complied Not
Note: All criterion items must be marked YES to indicate
Complied
compliance to this part.
Keywords
1. The keywords capture the significant aspects of /
the study.
2. The number of keywords ranges from three to five /
words, phrases, or acronyms separated by
semicolons.
Complied Not
Note: All criterion items must be marked YES to indicate
Complied
compliance to this part.
Acknowledgment
1. The study acknowledges the people who helped or /
contributed to the completion of the research.
2. The study acknowledges the research funding, /
sponsoring institution, support staff, or other
individuals who have helped complete the
research.
Complied Not
Note: At least 1 criterion item must be marked YES to
Complied
indicate compliance to this part.
Context and Rationale
1. The study provides a comprehensive discussion of /
the nature and relevance of the identified problem
or issue (e.g., cite some legal basis).
2. The study presents existing issues and /
challenges.
3. The study emphasizes the need to conduct /
research by showing an in-depth and critical
analysis of the situation (e.g., presenting data
reports).
4. The research problem is significant and relevant /
to the needs and welfare of students and other

DepEd Region IX
 19

education stakeholders.
5. The review of literature is well-organized and /
supports the identified problem.
6. The study shows a rigorous literature review by /
citing the key players in the research
conversation.
7. The main research aims/objectives are clearly /
stated.
8. The study states its policy implications. /
9. The scope and delimitation of the study are /
thoroughly discussed.
Complied Not
Note: At least 8 criterion items must be marked YES to Complied
indicate compliance to this part.

Innovation, Intervention, and Strategy

1. The study provides a detailed explanation of the
rationale and extent of the innovation, /
intervention, and/or strategy to address the
problem or issue.
2. The study discusses the limitation of the
innovation, intervention, and/or strategy.
3. The activities to be undertaken are stated to /
address the problem or issue plausibly.
4. The innovation, intervention, and/or strategy are /
supported by related literature.
5. The innovation, intervention, and/or strategy are /
relevant in terms of novelty, authenticity,
comparability, and adaptability.
Complied Not
Note: At least 4 criterion items must be marked YES Complied
to indicate compliance to this part.

Action Research Questions

1. The research questions restate the title or the /
study's overall goal.
2. The research environment, research participants, /
and timeline are specified in the goal statement.
3. The research questions relate to the problem/s /
that the study will address.
4. The research questions convey the desired change /
or improvement by highlighting the innovation,
intervention, and/or strategy.
5. The research questions logically specify the /
variables of the quantitative study or the sub-
questions of a qualitative inquiry.
Complied Not
Note: All criterion items must be marked YES to Complied
indicate compliance to this part.

Action Research Methods

1. The appropriateness of the research design to the /

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 20

nature of the problem, innovation, and its

expected output is thoroughly discussed.
2. The study provides details about the participants /
and/or other sources of data and information
(e.g., number, characteristics, etc.).
3. The study provides a clear rationale for the /
inclusion of participants, and the
sample/sampling procedure is appropriately
chosen and discussed.
4. The validity and reliability of the research /
instruments (e.g., test, scale, survey
questionnaire, checklist, interview guide, etc.) are
described.
5. The research instruments are attached in the /
Appendix.
6. The study explains the appropriateness of the /
selected data gathering methods and their
alignment with the nature and purpose of the
research.
7. The data gathering procedure is thoroughly /
discussed in a logical order.
8. The ethical standards of doing research (informed /
consent/assent, voluntary participation,
anonymity, confidentiality, protection of
intellectual and cultural property rights, protection
from harm, etc.) are followed during data
gathering.
9. The study discusses the appropriate statistical /
tools (descriptive/inferential statistics for
quantitative study) or data analysis
(thematic/content analysis, etc., for qualitative
study) to the problem/issue and aligned to the
research design.
Complied Not
Complied
Note: At least 8 criterion items must be marked YES to
indicate compliance to this part.

Results and Discussion

1. The results and discussion reiterate the research /
problems.
2. The study presents the results in an organized /
manner.
3. The study explains the meaning of the results and /
why they are essential.
4. The study links the findings to previous research /
or provides an explanation of new results.
5. The study recognizes the scope and limitation of /
the research findings.
6. The discussion of results presents the theoretical /
implication (potential contribution of the study to
the existing knowledge by confirming or refuting a
theory) and the practical implication (potential

DepEd Region IX
 21

contribution of the study in real-life contexts, future

research, or practice in general) of the findings of
the study.
7. The study presents directions for future research.

Complied Not
Note: At least 6 criterion items must be marked YES Complied
to indicate compliance to this part.

Conclusions and Recommendations

1. The study highlights the summary of the findings /
based on the research questions.
2. The conclusion clearly describes the effectiveness /
and appropriateness of the innovation to the
problem under study.
3. The study summarizes the theoretical and /
practical implications of the findings.
4. The reflection shows the intention of the /
researcher/s to apply their learnings to improve
existing practices.
5. The research recommends policy
inputs/formulation/reformulation based on the
findings of the study.

Complied Not
Note: At least 4 criterion items must be marked YES Complied
to indicate compliance to this part.

Action Plan
1. The study presents a clear and feasible /
comprehensive action plan.
Complied Not
Note: This criterion item must be marked YES to Complied
indicate compliance to this part.

References
1. The listed references acknowledge the sources /
correctly and completely, and the in-text citations
are presented appropriately following the 17th
edition of the Chicago Manual of Style (CMOS) as
modified by DepEd.
Note: This criterion item must be marked YES to Complied Not
indicate compliance to this part. Complied
Financial Report
1. The study documents and communicates the /
details and breakdown of research costs.
2. The items and costs reasonably reflect the funding /
needs of the research and adhere to BERF
guidelines.

Zamboanga Peninsula
 22

Complied Not
Complied
Note: All criterion items must be marked YES to
indicate compliance to this part.

Source: Ruth L. Fuentes, Pedro Melchor M. Natividad, Ruel A. Saldua, and Lee G. Baraquia,
“Development and Validation of Self-Evaluation Checklist for Completed Action Research: An
Innovation Ensuring Quality Research,” (2022).

Appendix B
Interview Schedule

A. Opening/Engaging Question

1. Describe your experience in cursive writing in Filipino class.

(Ihulagway ang imong kasinatian sa cursive writing sa Filipino class).

B. Core Questions & Probing Questions

1. As a pupil, what do you think are the advantages/benefits on the use of

SeWriMa in cursive writing?
(Isip usa ka estudyante, unsa sa imong hunahuna ang mga
bentaha/kaayohan sa paggamit sa SeWriMa sa cursive nga pagsulat?).

2. What are the problems you have encountered in the use of SeWriMa in
cursive writing in Filipino class?
(Unsa ang mga problema nga imong nasugatan sa paggamit sa SeWriMa sa
cursive nga pagsulat sa klase sa Filipino?)

DepEd Region IX
 23

3. How did you overcome those problems?

(Giunsa nimo pagbuntog ang mga problema?)

Appendix C
Validated Teacher-Made Learning Activity Sheet

Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga del Sur
Guipos District
CANUNAN ELEMENTARY SCHOOL

Learning Activity Sheet (LAS)

Asignatura at Lebel: FILIPINO 2
Blg.ng Markahan. Quarter 2 Blg.ng Linggo 3

I. Pangunahing Impormasyon (Mag-aaral at Materyal)

Pangalan: __________________________Iskor:_________
Seksiyon:___________________________Petsa: ________

Pamagat: Pagsulat ng mga salita sa kabit-kabit sa paraan.

Kasanayang Pagkatuto at Koda: Nakasusulat sa kabit-kabit na

paraan na may tamang laki at layo sa isa't isa ang mga salita
(F2PU-Id-f-3.1, F2PU-Id-f-3.2, F2PU-Ia-3.1, F2PU-IIc-3.2,
F2PU-IIIa-3.1.

Sanggunian: Aklat sa Filipino 2 (Batayang Aklat sa Wika’t

Pagbasa)
https://bit.ly/3tCm5Mp
Zamboanga Peninsula
II. Susing Konsepto at Mga Halimbawa
Ang tamang laki at layo ng mga at salita sa isa’t isa ay
 mahalaga sa pagsulat sa kabit-kabit na paraan upang maging
kaaya-aya ito sa paningin, madaling basahin at unawain ng
mambabasa. Mga dapat tandaan sa pagsulat:
24
1. Hawakan nang maayos ang lapis.
2. Iayos ang sulatang papel sa desk.
3. Magsulat mula pakaliwa-pakanan.
4. Isulat ang mga salita nang may tamang pagitan ng mga
letra at nang pantay-patay sa guhit.

Suriin ang sumusunod na halimbawa ng mga pangungusap

na isinulat sa kabit-kabit na paraan.

Si Rosa ay mabait na bata.

Malakas kumain ng gulay si Dani.
Ang mga bata ay masayang naglalaro.
I.
III. Pamamaraan/Mga Gawain/Gabay na Tanong

Gawain 1
Panuto: Kilalanin ang sumusunod na larawan. Piliin ang iyong
sagot sa loob ng bilog. Isulat ang sagot sa paraang kabit-kabit
sa puwang na ibinigay.

Halimbawa:
pu sa
https://bit.ly/3M0ZDTA

isda
daga
ka l aba w

DepEd Region IX
 https://bit.ly/3QiwhTy
https://bit.ly/45oV7W5

25

Gawain 2
Panuto: Isulat sa puwang na ibinigay ang mga salitang nasa
ibaba sa paraang kabit-kabit ng tatlong ulit.

Halimbawa:

Zebra Zebr a Zebr a Zebr a

bu n dok
Can u n an
ka ibiga n

Gawain 3
Panuto: Isulat ulit sa puwang na ibinigay ang mga
pangungusap sa ibaba sa paraang kabit-kabit.

Halimbawa:
S i Karen a y m a t u l u n gin n a bata .
S i Ka r en a y m a t u l u n gin n a ba t a .
Zamboanga Peninsula

S i Toto ay pu m u n t a sa Paga dian .

 26
M a t al in o n a bata si F a ra.

S i A n a ay m ahil ig m a gba sa n g a kl at.

Rubrik sa mga pagtatasa/gawain:

Mga
Pamantayan Antas ng Kasanayan
sa pagsulat ng
mga salita sa Beginning Developing Approaching Proficient Advanced
kabit-kabit na Proficient
paraan 1 2 3 4 5
Pagbuo ng Ang mga titik Ilang mga Maraming mga Karamihan sa Ang lahat ng
Letra ay hindi letra ang letra ang mga letra ay mga letra ay
(Letter nabuo nang nabuo nang nabuo nang nabuo nang wastong
Formation) tama sa tama. tama. tama. nabuo.
karamihan
ng mga
salita.
Koneksyon ng Ang mga titik Ilang mga titik Maraming mga Karamihan sa Ang lahat ng
mga Letra ay hindi ang wastong titik ang mga titik ay mga titik ay
(Letter konektado konektado. wastong tama na konektado
Connection) nang tama. konektado. konektado. nang tama.
Paggamit ng Ang lahat ng Karamihan sa Maraming mga Ilang letra ang Ang lahat ng
Linya mga titik ay mga titik ay titik ang nasa nasa ibabaw mga titik ay
(Line Usage) nasa ibabaw nasa ibabaw o ibabaw o nasa o nasa ilalim nasa linya.
o sa ilalim ng nasa ilalim ng ilalim ng linya. ng linya.
linya. linya.
Espasyo ng Hindi pantay Ang espasyo Maraming Karamihan sa Ang mga
mga Letra at na espasyo ay hindi pare- halimbawa ng mga espasyo espasyo ay
salita sa pagitan pareho sa hindi pantay ay pare- pare-pareho
(Spacing) ng mga titik pagitan ng na espasyo sa pareho sa sa pagitan ng
at karamihan mga titik at pagitan ng pagitan ng mga titik at
sa mga salita. mga titik at DepEd
mga titik at Region
salita. IX
salita. salita. salita.
 Panuto: Kumpletuhin ang pahayag:

A n g n a t u t u h a n ko sa a k t ibid a d n a 27

it o a y

Inihanda ni:
JANICE C. REVELO
Pangalan ng Guro

CANUNAN ELEMENTARY SCHOOL

Paaralan

Appendix D

Tiered Table adapted from DepEd Order no. 39, series 2012
Level of Proficiency Scale Continuum
Advanced (A) 5 4.50 – 5.00
Proficient (P) 4 3.50 – 4.49
Approaching Proficiency (AP) 3 2.50 – 3.49
Developing (D) 2 1.50 – 2.49
Beginning (B) 1 1.00 – 1.49

Validated Teacher-Made Rubric in Assessing Pupils’ Cursive Writing Skill:

Level of Proficiency

Zamboanga Peninsula
 28

Criteria Beginning Developing Approaching Proficient Advanced

Proficient

3
1 2 4 5

The letters Few letters Many letters Most of All letters

are not are formed are formed the letters are
Letter Formation formed correctly. correctly. are correctly
correctly in formed formed.
most words. correctly.

The letters Few letters Many letters Most All letters

are not are are letters are are
Letter Connection connected connected connected connected connected
correctly. correctly. correctly. correctly. correctly.

All letters Most Many letters Few All letters

are above or letters are are above or letters are are in
Line Usage below the above or below the above or line.
line. below the line. below the
line. line.

Spacing is Few Many Most All

inconsistent spacing is spacing is spacing is spacing is
between uniform uniform uniform uniform
letters and between between between between
Spacing
words. letters and letters and letters letters
words. words. and and
words. words.

Appendix E
Informed Consent

I, the undersigned, confirm that (please tick the box as appropriate):

1. I have read and understood the information about the research, as

provided in the Information Sheet dated ________________.
2. I have been given the opportunity to ask questions about the research

and the participation of my son/daughter.
3. I voluntarily agree to allow my son/daughter to participate in the

research.
4. I understand that my son/daughter can withdraw at any time without
giving reasons and that my son/daughter will not be penalized for 
withdrawing nor will I be questioned on why they have withdrawn.
5. The procedures regarding confidentiality have been clearly explained

(e.g., use of names, pseudonyms, anonymization of data, etc.) to me.
6. If applicable, separate terms of consent for interviews, audio, video, or

other forms of data collection have been explained and provided to me.
7. The use of the data in research, publications, sharing and archiving has 

DepEd Region IX
 29

been explained to me.

8. I understand that other researchers will have access to this data only if
they agree to preserve the confidentiality of the data and if they agree to 
the terms I have specified in this form.
9. Select only one of the following:
 I would like my son/daughter’s name used and understand what 
they have said or written as part of this study will be used in
reports, publications, and other research outputs so that
anything I have contributed to this project can be recognized.
 I do not want my son/daughter’s name used in this project. 

10 I, along with the Researcher, agree to sign and date this informed

. consent form.

Participant:

_______________________ ______________________ __________________

Name of Parent/Guardian Signature Date

Researcher:

REVELO, JANICE C. ___________________ ___________________

Name of Researcher Signature Date

Zamboanga Peninsula