SELF-REGULATED STRATEGY DEVELOPMENT (SRSD) MODEL

THROUGH ONLINE LEARNING IN IMPROVING THE

WRITING PROFICIENCY OF SENIOR HIGH
SCHOOL LEARNERS IN PRNHS

A Research Proposal Submitted to Dr. Gretchen Chavez in

Educ 300 Methods of Research

STEPHEN C. VALENZUELA
Researchers

JUNE 2023
 CHAPTER I

INTRODUCTION

Background of the Study

The state of academic writing in the Philippine context depends largely

on the educational background of the student and its school itself and its

resources. There is a need to develop writing proficiency of students because

it develops their socialization skills. Various interventions have been utilized by

teachers to improve this skill in English. One of these interventions is the Self-

Regulated Strategy Development (SRSD) model. SRSD model is an

intervention designed to improve students’ academic skills through a six-step

process that teaches students specific academic strategies and self-regulation

skills. The practice is especially appropriate for students with learning

disabilities. Furthermore, schools are developing learners’ writing proficiency

to elevate their language acquisition in English language. The students' writing

skills are enhanced when learning a second language. Being proficient in a

second language also helps students adapt more easily to a different culture,

and the ability to communicate with those who speak other languages can be

conducive to the overall achievement of career goals (Perrin, 2007).

However, in the study of Alsmandi (2010), he evaluated English

language proficiency of college students in 18 colleges in Saudi Arabia with

focus on the main language skills. He found out that college students were low

proficient in all four-language skills, especially in writing. His study concluded

with desperate and immediate need for remedial programs sided by an overall

review of all teaching and learning processes of students’ curriculum in

language.

Despite ranking second in terms of spoken English, it is alarming to

note that the Philippines ranks second to the last in writing proficiency

(Cerrera, 2017). He added that the factor that needs to be seriously addressed

is the capacity of the educators to competently teach the language.

Assessment and intervention should actually start with the teachers who will

then dissipate it to the students.

Among the factors that may contribute to the low level of writing

proficiency is socio-economic status of learners. Based on the study of Onur

Dölek from Bolu Abant İzzet Baysal University. There is a significant difference

between the students with high and low socioeconomic status, in favor of the

group with high socioeconomic status in terms of writing proficiency level.

Additionally, from the study of Hyde (2005), he found moderate gender effects

for written expression and spelling across age groups, indicating a consistent

gender gap in written expression from ages 7-19 in their sample. Moreover,

based on the study of Bobby R. Schwark in 2017, the use of SRSD model has

been a successful tool for increasing the writing skills high school students

with emotional/behavioral disorders.

 The previous literature focuses more on SRSD model which is used in

an actual classroom set up and these learners are identified to have

emotional/behavioral disorders. Moreover, few studies have been conducted

about sex and socio-economic status that affects writing proficiency, but no

studies have been done in using SRSD model through online learning among

senior high school learners with low academic performance.

This kind of study is needed in EFL (English as a Foreign Language)

settings like Philippines for the better specification of the actual role of EFL

writing instructions. The researcher hopes that this study will be significant for

English teachers because, it will help them to devise appropriate teaching

strategies and other remedial measures to enhance students’ writing

proficiency. The findings of this study will also help curriculum analysts to

integrate writing lessons in the present curriculum in order to improve the

writing proficiency level of Senior High School learners. Furthermore, students

will be aware in their writing proficiency level and they can practice

independently with the aid of SRSD model.

Statement of the Problem

This study will assess the writing proficiency of Senior High School
learners in President Roxas National High School through the use of Self-
regulated Strategy Development (SRSD) model in online learning.

Specifically, the study would like to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 sex?
 1.2 socio-economic status?
2. Is there a significant difference of the overall writing proficiency level of
Senior High School learners when analyze according to sex?
3. Is there a significant difference of the overall writing proficiency level of
Senior High School learners when analyze according to socio-economic
status?
4. What is the level of writing proficiency of Senior High School learners in
President Roxas National High School before and after the
implementation of Self-regulated Strategy Development (SRSD) model
in online learning?

Conceptual Framework

Independent Variable Dependent Variable

1.3 Self-Regulated Strategy Level of Writing Proficiency of

Development (SRSD) model SHS Learners

Mediator Variables
1.1 sex
1.2 socio-economic status

Hypothesis

The following hypothesis will be tested at .05 level:

1. There is no significant difference of the overall writing proficiency level

of Senior High School learners when analyze according to sex.
 2. There is no significant difference of the overall writing proficiency level
of Senior High School learners when analyze according to their socio-
economic status.
3. There is no significant difference of the writing proficiency level of the
respondents before and after the implementation of Self-regulated
Strategy Development (SRSD) model in online learning.

Theoretical Framework

This study is anchored to Graham and Harris (2005) model of

SRSD instruction. Self-regulated strategy development (SRSD) is an
instructional approach designed to help students learn, use, and adopt
the strategies used by skilled writers. It is an approach that adds the
element of self-regulation to strategy instruction for writing. It
encourages students to monitor, evaluate, and revise their writing,
which in turn reinforces self-regulation skills and independent learning.
As with other types of strategy instruction, SRSD is explicit, direct, and
guided so that strategies become integrated into the overall learning
process. Instruction begins as teacher-directed but with a goal of
empowering students to be self-directed. The self-regulation element
addresses negative self-talk or perceptions of self-as-learner through
replacement with positive self-talk, self-instructions, and new habits with
which to approach learning tasks.
 CHAPTER III

METHODOLOGY

Research Design

The study will use descriptive-comparative research design.

Descriptive research design aims to accurately and systematically describe a
population, situation or phenomenon. It is also an appropriate choice when the
research aim is to identify characteristics, frequencies, trends, and categories,
(McCombes, 2020). Comparative design is a research design that seeks to
find relationships between independent and dependent variables after an
action or event has already occurred. It attempts to reach conclusions beyond
single cases and explains differences and similarities between objects of
analysis and relations between objects against the backdrop of their
contextual conditions (Esser, 2017).

The descriptive design will be used to determine the profile of the

respondents such as sex and socio-economic status, while the comparative
design will be used to determine the significant difference of the writing
proficiency level of the respondents before and after the implementation of
Self-regulated Strategy Development (SRSD) model in online learning and it
will be used also to determine the significant difference of sex and socio-
economic status on the overall writing proficiency level of senior high school
learners.

Respondents and Sampling Technique

 The respondents of the study are the Senior High School students of
President Roxas National High School. A total of 100 learners will be chosen
through purposive sampling. A purposive sample is a non-probability sample
that is selected based on characteristics of a population and the objective of
the study (Crossman, 2020).

Meanwhile, the selection of the respondents follows with criteria that

he/she must be a Grade 11 or Grade 12 student officially enrolled within the
school year who preferred online learning as a modality of instruction. These
Senior High School learners are identified as having low level of academic
performance.

Instrument

The researcher will use a self-made survey questionnaire to gather

information on the profile of the respondents. It will also adapt the
questionnaire from British Council IELTS Academic Writing Practice Test.

Students’ output will be checked based on a rubric and their writing

proficiency level will be assessed based on the scores obtained from the test
and through the use of the following scale below.

Mean Interval Description Descriptive Interpretation

16.00-20.00 Very High The writing Proficiency is

always evident.

12.00-15.99 High The writing Proficiency is

oftentimes evident

8.00-11.99 Moderate The writing Proficiency is

sometimes evident.

4.00-7.99 Low The writing Proficiency is

seldom evident.

1.00-3.99 Very Low The writing Proficiency is not

evident.
Data Gathering Procedure

The researcher will write a letter from the office of the Principal in
President Roxas National High School. The researcher is a teacher in
President Roxas National High School and he himself will identify the
respondents of his study. Respondents are given pre-test about writing
proficiency without undergoing SRSD model of instruction through online
learning. They will be given also post-test about writing proficiency right after
the implementation of SRSD model in online learning. After retrieval of tests,
the data will be screened, encoded, tabulated, and analyzed.

Ethical considerations

Research participants should not be subjected to harm in any ways

whatsoever. Respect for the dignity of research participants should be
prioritized. Full consent should be obtained from the participants prior to the
study.

Statistical Tools

Frequency and Percentage will used to determine the profile of the

respondents.

Mean and Standard Deviation will be used to measure the level of

writing proficiency of the respondents.

Independent T-test will be used to measure the significant difference

of writing proficiency level of the respondents before and after the
implementation of Self-regulated Strategy Development (SRSD) model in
online learning. Independent T-test will be used also to measure the significant
difference of the overall writing proficiency level of the respondents when
analyzed according to sex.

One Way ANOVA (Analysis of Variance) will be used to measure the

significant difference of the overall writing proficiency level of the respondents
when analyzed according to socio-economic status.

References

Alsamadani, H. A. (2010). ―The Relationship between Saudi EFL Students‘

Writing Competence, L1 Writing Proficiency, and Self- regulation‖.European
Journal of Social Sciences.Vol. 16.No. 1. pp. 53- 63.

Berry, A. B., & Mason, L. H. (2010). The effects of self-regulated strategy

development on the writing of expository essays for adults with written
expression difficulties: Preparing for the GED. Remedial and Special
Education OnlineFirst, June 23, 2010.

De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and
knowledge: Writing instruction in middle school classrooms. Journal of
Educational Psychology, 94, 687–698.

Ellis, E. S., & Scanlon, D. (1996). Teaching learning strategies to adolescents

and adults with learning disabilities. Austin, TX: Pro-Ed, Inc.

Englert, C. S. (2009). Connecting the dots in a research program to develop,

implement, and evaluate strategic literacy interventions for struggling
readers and writers. Learning Disabilities Research & Practice, 24(2),
104–120.

Graham, S. (2006). Strategy instruction and the teaching of writing: A

metaanalysis. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.),
Handbook of writing research (pp. 187–207). New York: Guilford Press.

Graham, S., & Harris, K. R. (2005). Writing better: Effective strategies for
teaching students with learning difficulties. Baltimore: Paul H. Brookes
Publishing Co.

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve
writing of adolescents in middle and high schools – A report to Carnegie
 Corporation of New York. Washington, DC: Alliance for Excellent
Education. Available at http://www.all4ed.org/files/WritingNext.pdf.

Hagaman, J., Luschen, K., & Reid, R. (2010). The RAP on reading
comprehension. Teaching Exceptional Children, 43(1), 22–29.

Harris, K., Graham, S., Mason, L., & Friedlander, B. (2008). Powerful writing
strategies for all students. Baltimore: Brookes.

Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist,

60, 581–592. http://dx.doi.org/10.1037/0003-066X.60.6.581

Lenz, B. K., Ellis, E. S., & Scanlon, D. (1996). Teaching learning strategies to
adolescents and adults with learning disabilities. Austin, TX: Pro-Ed,
Inc.

Mellard, D., & Scanlon, D. (2006). Feasibility of explicit instruction in adult

basic education: Instructor-learner interaction patterns. Adult Basic Education:
An Interdisciplinary Journal for Adult Literacy Educational Planning, 16, 21–37.

Perin, D. (2007). Best practices in teaching writing to adolescents. In S.

Graham, C. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing (pp.
242–264). New York: Guilford Press.

Schumaker, J. B., Denton, P. H., & Deshler, D. D. (1984). The paraphrasing

strategy. Lawrence, KS: The University of Kansas.
 Appendix

Instrument

Profile of the Respondents

Direction: Please tick the box that corresponds your profile.

Sex:

Male Female

Socio-economic Status:

Below-middle class (PHP 20,000 below monthly income of parents)

Middle class (PHP 20,000 to PHP 120,000 monthly income of parents)

Upper Class (PHP 120,000 above monthly income of parents)

Writing Proficiency Test

Academic Writing – Pre-Test

Take a look at the graphs and complete the task below.

Task 1

The graphs above give information

about computer ownership as a
percentage of the population
between 2002 and 2010, and by
level of education for the years
2002 and 2010.Summarize the
information by selecting and
reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
Academic Writing – Post-Test

Write about the following topic:

A person’s worth nowadays seems to be judged according to social status and

material possessions. Old-fashioned values, such as honor, kindness and
trust, no longer seem important.

To what extent do you agree or disagree with this opinion? Give reasons for
your answer and include any relevant examples from your own knowledge or
experience.

Write at least 250 words.

Writing Assessment Rubric- Cambridge English Language Assessment

© UCLES 2016

Criteria 5 4 3 2 1 0

Content All content is Minor Irrelevances and Content

relevant to irrelevances misinterpretation of
is totally
the task. and/or omissions task may be
present. irrelevan
Target reader may be present. t.
Target reader is
is Target reader is minimally informed.
fully informed. on
Target
the whole reader is
informed. Perfo not
rman informed
ce .
share
Communicative Demonstrates Perfo Uses the Uses the conventions Performa
s of
Achievement complete rman conventions of featur
nce
command of the the communicative task below
ce es of effectively to hold the
the share communicative Band Band 1.
target reader’s
conventions task s1
s attention
of the with sufficient and and communicate
communicativ featu flexibility to 3. straightforward and
e task. res of communicate complex ideas, as
Communicate Band complex appropriate.
s complex s3 ideas in an
ideas in an and 5 effective way,
effective and holding the target
convincing reader’s
way, holding attention with
the target ease,
reader’s fulfilling all
attention with communicative
ease, purposes.
fulfilling all
communicativ
e
purposes.
Organization Text is Text is a well- Text is well- Performa
organized organised, organised and nce
impressively coherent whole, coherent, using a below
and using a variety Band 1.
coherently variety of of cohesive devices
using a wide cohesive and
range of devices and organisational
cohesive organisational patterns to
devices patterns generally good
and with flexibility effect.
organizational
patterns with
complete
flexibility.
Language Uses a wide Uses a range of Uses a range of Performa
range of vocabulary, vocabulary, nce
vocabulary, including less including less common below
lexis,
including less common lexis, Band 1.
appropriately.
common effectively and Uses a range of simple
lexis, with precisely. and
fluency, Uses a wide complex grammatical
precision, range of simple forms
sophistication and complex with control and
and grammatical flexibility.
style. forms with full Occasional errors may
be
Use of control,
present but do not
grammar is flexibility and impede
sophisticated, sophistication. communication.
fully Errors, if present,
controlled and are related
completely to less common
natural. words and
Any structures, or
inaccuracies occur as slips.
occur only
as slips.