Remedial Lessons in Addressing Common Errors in Writing Composition in Filipino Among Grade IV Pupils

Authors

  • Cheryl P. Barredo Western Mindanao State University, Zamboanga City, Philippines

Keywords:

Remedial lessons, Writing composition, Filipino.

Abstract

The study attempted to identify the effective remedial measure among Grade IV pupils of Southern Support Command Elementary School in reducing the common mistakes in writing composition in Filipino. It used a one-shot (pre-experimental) case design involving 50 pupils. In the data analysis, frequency and percentage were used. The results indicated that the grade IV pupils' common mistakes in writing composition in Filipino were tenses of verbs, a form of sentences, and word spelling. The sentence combining method was the most effective remedial step in reducing common errors in Filipino composition writing, as it has the most reduced number of errors with 164 or 17.92 percent. The writing composition methods and their ability to write composition in Filipino were the students' modifications. Filipino teachers may also suggest a phrase-combining approach to use as a remedial measure/intervention to improve Filipino writing composition among grade IV students. Filipino teachers may teach Filipino concepts that fix students' common errors in writing composition in Filipino. Similar studies may be carried out to validate the results of the current study.