Abstract
Despite the global emphasis on foundational literacy, early academic writing—particularly research-based writing—remains underdeveloped in multilingual, under-resourced primary education systems. This study aimed to determine the level of competency in research writing skills among Grade 5 pupils at Surigao City Special Science Elementary School. A quasi-experimental method was employed, using the mean, paired sample t-test, and independent sample t-test to analyze the data. Findings revealed that pupils significantly improved their level of competency in writing after using the developed instructional worksheets. It is concluded that these worksheets were effective in increasing learners’ level of competency in writing. Therefore, it is recommended that such instructional worksheets be integrated into the elementary research curriculum, particularly within the Special Science Elementary School (SSES) Program. Furthermore, the study advocates for the adoption of process-oriented instructional methods, the training of teachers in scaffolded writing instruction, and the involvement of parents and counselors in supporting learners’ academic development. These efforts can collectively promote writing fluency, academic self-efficacy, and early research literacy in foundational education.
