Abstract
Research writing was viewed as an advanced skill that should only be taught after students had mastered fundamental language processes like grammar, punctuation, syntax, and spelling. However, with the recognition of research as a crucial component of 21st-century skills, there has been a shift towards introducing research writing earlier, even at the elementary level. The aim of this study was to improve Grade Five students' research writing skills and attitudes towards writing using a process-genre approach. The study identified that students in Grade Five lacked proficiency in writing, research skills, and often had an aversion to writing. A pre-assessment test revealed a neutral level of understanding among students with a mean of 3.429 and a standard deviation of 0.172, emphasizing the need for research writing training and guidance. The study employed an experimental design, where the experimental group was taught using process-genre writing, while the control group was taught using traditional writing methods. The study was conducted for 8 weeks, resulting in significant improvements in research writing skills and expertise in both groups. The study's findings demonstrate the effectiveness of a process-genre approach in improving students' research writing skills and attitudes towards writing.
Author Information
Lovely Rollaine B. Cruz, Department of Education, Philippines
Paper Information
Conference: SEACE2023
Stream: Primary & Secondary Education
This paper is part of the SEACE2023 Conference Proceedings (View)
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To cite this article:
Cruz L. (2023) From Novice to Pro: A Modified Scaffolding Research Guide for Elementary Students ISSN: 2435-5240 The Southeast Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-5240.2023.21
To link to this article: https://doi.org/10.22492/issn.2435-5240.2023.21
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