Contextualized Worktext in Writing for Grade 6 Learners

This quasi-experimental study investigates the impact of structured writing exercises on the sentence-writing abilities of grade 6 pupils at Jose P. Laurel Elementary School in General Santos City, Philippines. Participants were divided into two groups: an experimental group receiving targeted writing exercises and a control group engaged in regular classroom activities. Both groups were assessed using a standardized writing rubric before (pre-test) and after (post-test) the intervention period to evaluate their performance across four language structure taxonomies: morphology, syntax, lexicon, and orthography. The findings reveal that both the experimental and control groups exhibited initial poor performance in all four language structure taxonomies. However, only the experimental group demonstrated significant improvement in orthographic skills, suggesting that the structured writing exercises had a positive impact on this specific area. No significant differences were observed in morphological, syntactic, or lexical skills between the groups or within the control group. These results indicate that while the implemented writing exercises may have some positive effects on specific aspects of writing, further refinement of the intervention is necessary to address the diverse language learning needs of sixth-grade learners effectively. Future research may explore different types of writing exercises and their impact on various aspects of sentence-writing abilities.