Writing Intervention Strategies and the Writing Skills of Grade 4 Learners in Mabayuan Elementary School District 2-B, Olongapo City, Philippines

Abstract

This study aimed to determine the relationship between writing intervention strategies and writing skills of Grade 4 learners in Mabayuan Elementary School of District 2-B, Olongapo City School Year 2022-2023. The researcher utilized a structured questionnaire for the data gathering process to get a qualitative and descriptive survey. The primary aim of the questionnaire is to determine whether the respondents’ profiles were gathered to support the researcher’s data. The research used a four-part questionnaire developed by the researcher and validated by the adviser for proofreading before submitting it to the panel of examiners. Data were sorted, tabulated, tallied, and analyzed using frequency counts, weighted mean, analysis of variance (ANOVA), Pearson product-moment coefficient of correlation (r), and Likert scale. The study revealed that teachers often use writing intervention strategies to improve the learners' letter recognition, phonological awareness, and readability. And writing skills of the learners. Moreover, the learners attained high writing skills regarding letter recognition and readability. On the other hand, they have low writing skills and accuracy. Furthermore, the study shows significant differences in the learners' writing accuracy as influenced by the reading materials they read at home. Equally, there is a significant difference in the learners' writing skills as influenced by the availability of an internet connection at home.