TITLE

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

AUTHOR

Angeli Marie L. Mindong
University of Perpetual Help System-DALTA, Las Piñas City, Philippines
Email: mindongangeli@gmail.com

JOURNAL INFORMATION

QualiSearch Journal of Educational Research and Practice
Volume 2, Issue 3, March 2026
ISSN 3082-5636

DOI

DOI: Pending Crossref registration

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

CITATION (APA FORMAT)

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).

Corresponding Author

Angeli Marie L. Mindong (mindongangeli@gmail.com)

This article is licensed under a Creative Commons Attribution 4.0 International License.

Published: March 2026