Effectiveness of a Web-Based Writing Intervention in Enhancing Elementary Students’ Composition Skills: A Sequential Explanatory Mixed-Methods Study
Dame Francis Louise Ersando
Received: 01 March 2026; Revised: 25 May 2026; Accepted: 05 June 2026; Published: 06 June 2026
DOI: https://doi.org/10.66074/X3P7N4W2
Abstract
This study examined the effectiveness of a one-week web-based learning intervention on Grade 6 pupils’ composition writing in a face-to-face classroom. Using a sequential explanatory mixed-methods design, thirty pupils participated in scaffolded digital lessons targeting main idea, supporting detail, spelling, grammar, organization, and punctuation. Paired samples t-test results showed a significant improvement in overall writing performance (M_pre = 2.66, SD = 0.75; M_post = 3.30, SD = 0.63; t(29) = 15.44, p < .001), with the largest gains observed in spelling and supporting detail. Shapiro–Wilk results indicated normal distribution (p > .05). Thematic analysis further revealed increased engagement, confidence, and motivation among students. However, these findings should be interpreted with caution, as they reflect short-term outcomes from a small, purposively selected sample within a single classroom context. As such, the results are context-specific and cannot be generalized to other educational settings without further validation through larger and more diverse studies. Overall, the findings suggest that structured web-based instruction may serve as a promising approach for supporting writing development in blended elementary classrooms.
Keywords: elementary students, digital instruction, web-based learning, writing proficiency
Author Information: University of San Jose-Recoletos, Cebu, Philippines; [email protected]
Volume 2, Issue 2, June 2026