IMPROVING GRADE 4 PUPILS’ WRITING SKILLS THROUGH A GENRE-BASED APPROACH AT BURGOS CENTRAL SCHOOL

This action research investigated the effectiveness of the Genre-Based Approach (GBA) in enhancing the writing skills of Grade 4 pupils. Based on the Teaching-Learning Cycle (TLC), the approach features explicit instruction, teacher scaffolding, collaborative learning, and independent writing to help learners develop written communication skills. The study aimed to determine whether the Genre-Based Approach significantly improves the writing performance of Grade 4 pupils. The study used a quantitative pretest-posttest design with experimental and control groups. Pupils’ writing proficiency was measured by researcher-made tests before and after the intervention. The intervention was three genre-based worksheets delivered according to the module release schedule. Pupils completed the activities at home every Tuesday and Thursday from 4.00 p.m. to 5.00 p.m., with the help of parents or tutors. The outputs were collected every Friday for evaluation. The findings revealed that both groups improved their writing performance, but the improvement was significantly greater in the group that was exposed to the Genre-Based Approach. The experimental group had a mean score of 1.20 in the pretest and 11.50 in the posttest, with a mean gain of 10.30 points. Conversely, the control group scored an average of 0.75 on the pretest and 6.90 on the posttest, which yielded a mean gain of 6.15 points. Statistical analysis further revealed a significant difference between pretest and posttest scores of pupils who participated in the intervention. The findings indicate that the Genre-Based Approach effectively promotes pupils’ writing abilities by providing structured guidance, meaningful learning experiences, and opportunities to apply writing conventions across different text types. The intervention yielded an eta-squared value of 0.755, indicating a large effect on pupils' writing performance. Findings suggest that the Genre-Based Approach is an effective strategy for enhancing writing skills among elementary learners and may be adopted by teachers to improve writing instruction. The study concludes that genre-based instruction can be used in elementary language programs to develop writing proficiency, reinforce literacy skills, and encourage learners’ confidence in written expression. The results confirm the genre-based approach as an alternative pedagogical approach to enhance children's writing products.