Morphological Awareness and Writing Skills of Grade 6 Students: Basis for Action Plan

Abstract

This study explored the relationship between morphological awareness and writing proficiency among Grade 6 students at Pulo Elementary School. Morphological awareness—the ability to recognize, understand, and manipulate morphemes, the smallest units of meaning in a language—is considered a foundational skill for literacy development, particularly in reading and writing. As writing proficiency is a core indicator of language competence, this study seeks to determine whether a significant relationship exists between students' understanding of word structures and their ability to construct coherent, grammatically accurate, and meaningful written texts. Using a quantitative correlational research design, the study involved a sample of Grade 6 students selected through stratified random sampling. Data were collected using a researcher-made morphological awareness test and a rubric-based writing proficiency assessment. The scores from both instruments were analyzed using statistical methods to determine the strength and direction of the relationship between the two variables. Findings revealed a moderate positive correlation between morphological awareness and writing proficiency, suggesting that students with a higher understanding of word formation and structure tend to perform better in writing tasks. These results underscored the importance of integrating morphological instruction into language curricula to enhance students' writing skills. The study would contribute to the growing body of research advocating for explicit morphological training as a strategic approach to improving language proficiency at the elementary level.