Original Article

Quantifying Writing Difficulties: Paragraph Composition Challenges and Coping Strategies Among Grade 6 Learners

Angeli Marie L. Mindong

University of Perpetual Help System DALTA, Las Piñas City, Philippines
Email: mindongangeli@gmail.com    

Abstract

This study examined the writing difficulties in paragraph composition and the coping strategies employed by Grade 6 learners in five public elementary schools in the 1st District of Cabuyao City. Anchored on Flower and Hayes’ Cognitive Process Theory, Corder’s Error Analysis Theory, and Lazarus and Folkman’s Transactional Model of Stress and Coping, the study aimed to determine the level of challenges encountered in the planning, translating, and reviewing stages of writing, as well as the coping mechanisms utilized by learners. A quantitative descriptive-correlational research design was employed, involving 317 Grade 6 learners selected through simple random sampling and 160 intermediate teachers through total enumeration. Data were collected using a validated self-report questionnaire with acceptable reliability indices (Cronbach’s alpha ranging from 0.712 to 0.795). Descriptive statistics, t-test, and Pearson r were used for data analysis. Findings revealed that learners experienced a moderately challenged level in paragraph writing across all stages, with notable difficulties in organizing ideas, constructing coherent sentences, and revising written outputs. Coping mechanisms, both problem-focused and emotion-focused, were moderately practiced. Statistical results further indicated no significant differences in assessments between learners and teachers, while a significant relationship existed between writing difficulties and coping strategies. These findings highlight the need for targeted instructional interventions. A structured learning plan emphasizing process-based writing, guided practice, and feedback mechanisms was proposed to improve learners’ paragraph writing competence.

Keywords

paragraph writing, writing difficulties, coping strategies, cognitive writing process, Grade 6 learners

Full Article

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Suggested APA Citation

Mindong, A. M. L. (2026). Quantifying writing difficulties: Paragraph composition challenges and coping strategies among Grade 6 learners. QualiSearch Journal of Educational Research and Practice, 2(3). https://doi.org/10.66437/qjerp.v2i3.003      

Copyright and Licensing

This article is published under an open-access model by QualiSearch Academic Press. Authors retain copyright of their work while granting the journal the right to publish and disseminate the article for scholarly and educational purposes.

Peer Review Statement

This article underwent editorial screening and double-blind peer review prior to publication in the QualiSearch Journal of Educational Research and Practice (QJERP).

Ethical Approval Statement

This study received ethical clearance from the Graduate School of Education, University of Perpetual Help System DALTA, Las Piñas City. Approval was granted prior to data collection in compliance with the Data Privacy Act of 2012 and NPC Circular No. 2023-04. All involved institutions issued formal permission to conduct the study, and informed consent, confidentiality, and voluntary participation were strictly upheld.

Author Bio

Angeli Marie L. Mindong is a licensed professional teacher in the Philippines with a Bachelor of Secondary Education major in English from Pamantasan ng Cabuyao. She also holds a Teaching English as a Foreign Language (TEFL) certification. Her professional interests focus on English language education, particularly writing instruction, learner difficulties, and coping strategies in ESL contexts. She is committed to enhancing literacy development and effective instructional practices in basic education.

Correspondence

Angeli Marie L. Mindong

University of Perpetual Help System DALTA, Las Piñas City, Philippines
Email: mindongangeli@gmail.com