World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.409-417
Beling, Beverly Joy C.
Acodile, Mary Jane
Epan, Methuselah
Carpio, Shaina May M.
Arriola, Greeza P.
Ogaob, Dean Mark A.
Surigao Del Norte State University, Claver Campus
Abstract
This study investigated the factors contributing to writing composition difficulties among Grade 5 and Grade 6 pupils at Daywan Elementary School as a basis for developing an intervention program. A descriptive-correlational research design was utilized, involving 136 pupils selected through total population sampling. Data were collected using a researcher-made Likert-scale questionnaire and analyzed using mean and Pearson r correlation coefficient.
Findings indicated that pupils experience a high level of difficulty in writing, with an overall mean of 3.99, suggesting that challenges are frequently encountered across all domains. Among the areas assessed, mechanics was identified as the most difficult (M = 4.19), particularly in punctuation (M = 4.81), followed by grammar (M = 4.01). Both vocabulary and organization recorded a mean of 3.88, reflecting consistent struggles in word choice and idea structuring.
All four contributing factors were found to be highly influential. Environmental factors ranked highest (M = 4.08), emphasizing the role of classroom conditions and availability of materials. This was followed by affective factors (M = 4.00), instructional factors (M = 3.95), and linguistic factors (M = 3.79). Correlation analysis revealed that all variables showed a significant relationship with writing difficulties (p < 0.05), leading to the rejection of the null hypothesis.
Overall, the study highlights that writing difficulties among pupils are complex and shaped by multiple interrelated factors. These findings underscore the need for a comprehensive and targeted intervention program to enhance pupils’ writing skills, confidence, and overall academic performance effectively.
Keywords: Writing composition difficulties, Writing skills, Grammar, Mechanics, Elementary pupils, Intervention program, Environmental factors, Affective factors, Instructional factors, Linguistic factors.
https://doi.org/10.65494/pinagpalapublishing.384
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