From Tasks to Triumphs: Exploring English Learning Gains in Writing for Grade 5 Learners Through Task-Based Approach

Abstract

This study aimed to determined and explored the effectiveness of the learning approaches employed in the learning process the inquiry-based task and collaborative group task in enhancing the paragraph writing performance of the learners in Grade 5 level in terms of content, mechanics, and organization. Specifically, it examined their writing performance before and after the implementation of the two instructional strategies and identified which learning approach was more effective in developing their writing skills. The study addressed the need for improved instructional strategies that develop respondents’ competence in paragraph composition.The study employed a quasi-experimental research design utilizing pretest and posttest assessments at La Paz Integrated School. The respondents were exposed to different instructional learning approaches, where they were taught using inquiry-based tasks and using collaborative group task. Data were gathered through research-made writing performance tests covering the three domains of writing. The data was analyzed using mean, mean gain, and t-test for dependent samples to determine the significant differences in learners’ performance before and after the interventions. Results revealed that both inquiry-based and collaborative group tasks instructional approaches significantly improved the learners’ writing performance across all domains. However, learners exposed to the collaborative group task approach obtained higher posttest mean scores and greater improvements compared to inquiry-based task approach. This indicates that while both strategies were effective in developing writing skills, the collaborative group task strategy was more effective in enhancing their writing capabilities of Grade 5 learners. The findings underscore the efficacy of learning strategies in developing writing skills and suggest the need for continued implementation.