Improving Paragraph Writing Skills of Grade VI Pupils: A Proposed Intervention Program
Abstract
This study assessed the paragraph-writing skills of Grade VI pupils at the Mindanao State University–Integrated Laboratory School Standard Madrasah Education Curriculum (MSU-ILS SMEC) and examined teachers’ strategies for teaching and assessing paragraph writing as a basis for a proposed intervention program. The study was conceptually anchored in the Direct and Indirect Effects Model of Writing and a sociocognitive perspective that view writing as a multidimensional process involving linguistic, cognitive, organizational, and self-regulatory abilities. A quantitative-qualitative research design was employed involving 20 Grade VI pupils selected through simple random sampling and two English teachers. Pupils completed a narrative paragraph-writing task evaluated in terms of content, structure, grammar, and vocabulary, while teacher interviews were analyzed thematically with AI-assisted support. Results showed an overall mean of 3.24, interpreted as Satisfactory. Content obtained the highest mean of 3.35, while structure, grammar, and vocabulary each obtained a mean of 3.20. Teaching strategies centered on building foundational skills, planning and organization, contextualized instruction, revision and editing, and engagement and motivation. Assessment practices included rubric-based assessment, attention to mechanics and structure, teacher-led assessment, progress monitoring, and feedback. The findings indicate that pupils possess a functional foundation in paragraph writing while still requiring focused opportunities for further development. Accordingly, a one-week, student-centered intervention program was proposed, although its effectiveness remains to be established through implementation and evaluation. The study aligns most directly with Sustainable Development Goal 4 on Quality Education by supporting improved literacy learning and evidence-informed classroom instruction. Its sustainability contribution is primarily educational and institutional, as it promotes a continuing cycle of assessment, responsive instruction, feedback, and improvement that can support literacy development across learning contexts.