Quick Write-Pair-Share Strategy: Improving Process Responses of Grade Seven Students

AUTHOR(S)

Samuel F. Macagba III & Mario Alejandro Jacinto M. Neri

ABSTRACT

This study is an action research that looked into the effectiveness of the quick writepair-share strategy in improving the quality of process responses since researchers observed that the Grade 7 students have difficulty in answering effectively process tests. This study employed a purposive sampling taking only one ofthe Grade Seven classes which needed most help to undergo the said intervention. A total of forty-one students participated in the study. Quantitative data was collected to determine if there is a difference in the quality of process responses before and after the intervention was implemented with and qualitative data was collected to see students’ perception of the intervention. Results showed that the quick write-pair-share strategy has improved students’ responses to the process long test. Through the survey results, students mentioned that the intervention prepared them in answering the process part of the long test by giving substantiated responses to the question, deepened their understanding of the subject matter, and fostered their critical thinking skills. However, improvement in the implementation of the intervention, and more consistent and innovative strategies must be employed to better improve the quality of their responses. The study also emphasized the need to improve students’ writing and test taking skills. This led the researchers to formulate the action plan as presented in this paper.