Volume-7 , Issue-9 , Sep 2021, ISSN 2454-9312 (Online), 2454-6143 (Print) Go Back

• Open Access   Article

  Distance Education in Teaching A Foreign Language (Experience of The Tyumen State Medical University)

  Ya.L. Chernyavskaya

  Research Paper | Journal-Paper (IJSRMS)

  Vol.7 , Issue.9 , pp.70-73, Sep-2021

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  The article describes the experience of replacing full-time classroom work with other types of contact work when teaching Russian to foreigners at the Preparatory Course of the Tyumen State Medical University. The distance format of the course includes online classes, online testing, and individual online consultations through various Internet services. The author indicates the place in the course of each type of work, as well as their strengths and weaknesses. With this distance format, there is also a place for non-electronic learning tools.

  Key-Words / Index Term
  Distance education, e-learning, online learning, Preparatory Course for Foreigners, online classes, online testing, contact work in distance learning

  References
  [1] F. Ferri, A. D’Andrea, P. Grifoni, T. Guzzo, “Distant Learning: Open Challenges and Evolution”, International Journal of Learning, Teaching and Educational Research, No. 8, Vol. 17, pp. 78-88, 2018.
  [2] A.A. Strizhenko, “Online education: theory and practice”, Economy. Profession. Business, No. S1, pp. 75-79, 2006. (in Russian)
  [3] J.L. Moore, C. Dickson-Deane, K. Galyen, “E-Learning, online learning, and distance learning environments: Are they the same?”, Internet and Higher Education, No 14, pp. 129–135, 2011.
  [4] G.A. Berg, M. Simonson, "Distance learning", Encyclopedia Britannica, 2016.
  [5] S. Guri-Rosenblit “Distance education” and “e-learning”: Not the same thing”, Higher Education, Vol. 49, pp. 467–493, 2005.
  [6] S.A. Mikheeva, E.P. Svit, “Experience and prospects of using e-learning in the educational environment of the pedagogical University”, Proceedings of the A. I. Herzen Russian State Pedagogical University, No. 168, pp. 122-127, 2014. (in Russian)
  [7] S. Guri-Rosenblit, B. Gros. “E-Learning: Confusing Terminology, Research Gaps and Inherent Challenges”, Journal of Distance Education, Vol. 25, No 1, 2011.
  [8] A.I. Brzezi?ska, E. Hornowska, K. Kaliszewska-Czeremska, J. Matejczuk, “E-learning as a challenge for the education system”, Culture and education, No. 1 (87), pp. 7-31, 2012. (in Polish)
  [9] The Pros and Cons of Distance Learning, 2018.
  [10] S.A.O. Ogirima, O.T Arulogun , J.S. Osunniyi. “Students Perspective Assessment on Adopting Open and Distance Learning in Nigeria: The Case Study of Ladoke Akintola University of Technology, Ogbomoso, Nigeria” International Journal of Scientific Research in Multidisciplinary Studies. Vol. 6, Issue. 12, pp. 27-34, 2020.
  [11] B. Stauffer, “What’s the Difference Between Online Learning and Distance Learning?”, Applied Educational Systems, 2020.

  Citation
  Ya.L. Chernyavskaya, "Distance Education in Teaching A Foreign Language (Experience of The Tyumen State Medical University)," International Journal of Scientific Research in Multidisciplinary Studies , Vol.7, Issue.9, pp.70-73, 2021

• Open Access   Article

  Understanding Transgender Community: An Explorative Study

  Raghul Gandhi Venkatesan, Saravanan Govindharaj, Bagavandas Mappillairaju

  Research Paper | Journal-Paper (IJSRMS)

  Vol.7 , Issue.9 , pp.74-82, Sep-2021

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  This study makes an attempt to collect information regarding the day-to-day life of transgender living in and around Chennai City, Tamil Nadu. A sample of 280 transgender residing in this city are the respondents for this study. This explorative study had collected details regarding issues like their gender identity, demographic characteristics, education, daily activities, information sharing, health-seeking, sexual life and mental health status and their knowledge on fundamental rights and discrimination they meet out in their date-to-day life. Even though the Supreme Court, the Central and State Governments of India enacted different laws for the upliftment of this neglected community, the lack of enforcement of such laws makes these people to struggle for their identity. This socially excluded group is vulnerable to abuse by public, and self-harming behavior such as suicidal attempts. This study will help us understand the present lifestyle of transgender of Chennai City.

  Key-Words / Index Term
  Transgender Community, Lifestyle, Information sharing, exploratory analysis

  References
  [1] S. F. Saveri, “History identity and politics: Aravani movement in the state of Tamilnadu, India.” INFLIBNET, 2013
  [2] A. Sharma, “Identity Crisis for Transgender in India: ACase-study from Madhya Pradesh,” Quest-The J. UGC-HRDC Nainital, vol. 12, no. 2, p. 157, 2018, doi: 10.5958/2249-0035.2018.00021.9.
  [3] C. A., S. G. M., K. S., I. V. R., M. M. Pathiyil, and . S., “A cross sectional study to assess the discrimination faced by trans genders in health care facilities- Chennai, Tamil Nadu,” Int. J. Community Med. Public Heal., vol. 5, no. 2, p. 662, 2018, doi: 10.18203/2394-6040.ijcmph20180247.
  [4] S. Sinha, “Social Exclusion of Transgender In The Civil Society: A Case Study Of The Status Of The Transgender In Kolkata,” Int. J. Sociol. Soc. Anthropol. Soc. Policy, vol. 2, no. 1, p. 58, 2016, doi: 10.5958/2454-4833.2016.00006.1.
  [5] A. Gupta and M. Sivakami, “Health and Healthcare Seeking Behaviour among Transgender in Mumbai: Beyond the Paradigm of HIV/AIDS,” Soc. Sci. Spectr., vol. 2, no. 1, pp. 63–79, 2016.
  [6] G. of I. Ministry of Social Justice and Empowerment, “Report of the Expert Committee on the Issues relating to Transgender Persons,” Comm. Submiss. Rep., pp. 1–131, 2014.
  [7] D. Rajesh and A. Naved, “Approach paper on education and employment opportunities and challenges for transgender,” New Delhi, India Natl. Expert Comm. Issues Trans Gend. Pers. Minist. Soc. Justice Empower. Gov. India, 2013.
  [8] H. M. Levitt and M. R. Ippolito, “Being Transgender: Navigating Minority Stressors and Developing Authentic Self-Presentation,” Psychol. Women Q., vol. 38, no. 1, pp. 46–64, Sep. 2013, doi: 10.1177/0361684313501644.
  [9] S. S. Adams and K. Peirce, “Is There a Transgender Canon?: Information Seeking and Use in the Transgender Community,” Proc. Annu. Conf. CAIS / Actes du congrès Annu. l’ACSI, pp. 1–7, 2013, doi: 10.29173/cais161.
  [10] A. Beiriger and R. M. Jackson, “An assessment of the information needs of transgender communities in Portland, Oregon,” Public Libr. Q., vol. 26, no. 1–2, pp. 45–60, 2007.
  [11] K. J. Thompson, “Where’s the ‘T’?: Improving library service to community members who are transgender-identified,” B Sides, 2012.
  [12] M. D. Connolly, M. J. Zervos, C. J. Barone, C. C. Johnson, and C. L. M. Joseph, “The Mental Health of Transgender Youth: Advances in Understanding,” Journal of Adolescent Health, vol. 59, no. 5. Elsevier USA, pp. 489–495, Nov. 01, 2016, doi: 10.1016/j.jadohealth.2016.06.012.
  [13] C. Dhejne, “Van Vlerken, R., Heylens, G., and Arcelus, J.(2016),” Ment. Heal. Gend. dysphoria A Rev. Lit. Int. Rev. Psychiatry, vol. 28, no. 1, pp. 44–57.
  [14] W. P. Bouman et al., “Transgender and anxiety: A comparative study between transgender people and the general population,” Int. J. Transgenderism, vol. 18, no. 1, pp. 16–26, 2017.
  [15] S. Sahu, “Identity and Other: Women and Transgender Sex Workers in Karnataka,” Sociol. Bull., vol. 68, no. 1, pp. 44–59, 2019.
  [16] H. J. Makadon and K. Mayer, The Fenway guide to lesbian, gay, bisexual, and transgender health. ACP Press, 2008.

  Citation
  Raghul Gandhi Venkatesan, Saravanan Govindharaj, Bagavandas Mappillairaju, "Understanding Transgender Community: An Explorative Study," International Journal of Scientific Research in Multidisciplinary Studies , Vol.7, Issue.9, pp.74-82, 2021

• Open Access   Article

  Crossroad of Preparedness and Opportunity: A Phenomenological Study on the Work Readiness of Grade 12 Students

  T.L.V. Panela, A.G.D. Tobe

  Research Paper | Journal-Paper (IJSRMS)

  Vol.7 , Issue.9 , pp.83-86, Sep-2021

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  Abstract
  This study used phenomenological approach in exploring the life and lived experiences of Grade 12 students in Catbalogan, Samar. Since the implementation of the K-12 curriculum, the researchers were looking into the totality of the experience and the development of readiness under the premise of the following theories: Engerstrom’s Cultural Historical Activity Theory; Keogh, Maguire and O’Donoghue’s Subject-Centric Activity Systems Theory; and Badura’s Social Cognitive Career Theory. Fifteen (15) Grade 12 ABM students took part in the study. With the aid of a semi-structured interview and utilizing the Colaizzi process, three themes emerged: (1) Work Readiness Inadequacy; (2) Continuing Education; and (3) Cons and Pro of Internship. From the analysis and interpretation of data, it shows that students shared experiences of being not prepared and feeling inadequate for work with a hint of optimism and resiliency. As a recommendation, the schools must be extensive with the programs and work together with other stakeholders in guiding students for employment. Likewise, further studies and a more in-depth investigation of the Grade 12 students’ life experiences is also recommended.

  Key-Words / Index Term
  Senior high School Student, Work Readiness, Preparation, Immersion, Experience

  References
  [1] C. L. Caballero, A. Walker & M. Fuller-Tyszkiewicz, “The Work Readiness Scale (WRS): Developing a measure to assess work readiness in college graduates.” Journal of Teaching and Learning for Graduate Employability, 2011.
  [2] A. Walker & K. Campbell, “Work readiness of graduate nurses and the impact on job satisfaction, work engagement and intention to remain.” Nurse Education Today, 2013.
  [3] M. Vestling, B. Tufvesson & S. Iwarsson, “Indicators for return to work after stroke and the importance of work for subjective well-being and life satisfaction.” Journal of Rehabilitation Medicine, 2003.
  [4] K. Edward, leigh, K. Ousey, J. Playle & J. A. Giandinoto, “Are new nurses work ready – The impact of preceptorship. An integrative systematic review.” In Journal of Professional Nursing, 2017.
  [5] M. Vakola, “What’s in there for me? Individual readiness to change and the perceived impact of organizational change.” Leadership and Organization Development Journal, 2014.
  [6] European Commission, “Technology readiness levels ( TRL ).” HORIZON 2020 – WORK PROGRAMME 2014-2015 General Annexes, Extract from Part 19 - Commission Decision C, 2014.
  [7] J. W. Pellegrino & M. L. Hilton, “Education for life and work: Developing transferable knowledge and skills in the 21st century.” In Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century, 2013.
  [8] I. Kapareliotis, K. Voutsina & A. Patsiotis, “Internship and employability prospects: assessing student’s work readiness.” Higher Education, Skills and Work-Based Learning, 2019.
  [9] GOVPH, The K to 12 Basic Education Program | Official Gazette of the Republic of the Philippines. Official Gazette, 2018.
  [10] J. Mills, M. Birks, J. Mills & M. Birks, “Introducing Qualitative Research.” In Qualitative Methodology: A Practical Guide, 2017.
  [11] J. Mills & M. Birks, “Qualitative Methodology: A Practical Guide.” In Qualitative Methodology: A Practical Guide, 2017.
  [12] J. Ritchie & R. Ormston, “The applications of qualitative methods to social research.” In Qualitative Reasearch Practice: a Guide for Social Science Students and Researchers, 2014.
  [13] J. W. Creswell, “Research design Qualitative quantitative and mixed methods approaches.” Research Design Qualitative Quantitative and Mixed Methods Approaches, 2003.
  [14] D. R. Cerbone, “Understanding phenomenology.” In Understanding Phenomenology, 2010.
  [15] L. M. Connelly, “What is phenomenology?” In Medsurg nursing?: official journal of the Academy of Medical-Surgical Nurses, 2010.
  [16] A. K. Dalal & K. R. Priya, “Introduction to qualitative research.” In Qualitative Research on Illness, Wellbeing and Self-Growth: Contemporary Indian Perspectives, 2016.
  [17] B. E. Neubauer, C. T. Witkop & L. Varpio, “How phenomenology can help us learn from the experiences of others.” Perspectives on Medical Education, 2019.
  [18] J. Corbin & A. Strauss, “Basics of Qualitative Research (3rd ed.): Techniques and Procedures for Developing Grounded Theory.” In Basics of Qualitative Research (3rd ed.): Techniques and Procedures for Developing Grounded Theory, 2012.
  [19] J. R. Fraenkel & N. E. Wallen, “The Basic of Educational Research.” In How to design and evaluate resaerch in education with PowerWeb, 2006.
  [20] M. Dolores & C. Tongco, “Purposive Sampling as a Tool for Informant Selection.” Ethnobotany Research & Applications, 2016.
  [21] W. C. Adams, “Conducting Semi-Structured Interviews.” In Handbook of Practical Program Evaluation: Fourth Edition, 2015.
  [22] H. Kallio, A. M. Pietilä, M. Johnson & M. Kangasniemi, “Systematic methodological review: developing a framework for a qualitative semi-structured interview guide.” In Journal of Advanced Nursing, 2016.
  [23] C. Wilson, “Semi-Structured Interviews.” In Interview Techniques for UX Practitioners, 2014.
  [24] R. Morrow, A. Rodriguez & N. King, “Colaizzi’s descriptive phenomenological method.” The Psychologist, 2015.
  [25] K. Malterud, “Systematic text condensation: A strategy for qualitative analysis.” Scandinavian Journal of Public Health, 2012.
  [26] S. R. M. Arifin, “Ethical considerations in qualitative study.” International Journal of Care Scholars, 2018.
  [27] L. D. Roberts, “Ethical Issues in Conducting Qualitative Research in Online Communities.” Qualitative Research in Psychology, 2015.
  [28] O. C. Robinson, “Sampling in Interview-Based Qualitative Research: A Theoretical and Practical Guide.” Qualitative Research in Psychology, 2014.

  Citation
  T.L.V. Panela, A.G.D. Tobe, "Crossroad of Preparedness and Opportunity: A Phenomenological Study on the Work Readiness of Grade 12 Students," International Journal of Scientific Research in Multidisciplinary Studies , Vol.7, Issue.9, pp.83-86, 2021

• Open Access   Article

  Impact of Implementation of Qualitative and Quantitative Parameter Standards on the Quality of Woven Textile Products

  Neway Seboka Debele

  Research Paper | Journal-Paper (IJSRMS)

  Vol.7 , Issue.9 , pp.87-93, Sep-2021

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  As a country, it is basic to identify and set the main qualitative & quantitative parameters along with their standards. It helps Ethiopian weaving textile mills to know whether/not they are following the proper procedures. Accordingly, this study identifies the basic qualitative & quantitative parameters, which have to be followed and monitored in mills. Six representative factories are selected (Al-ASR, Almeda, Bahir Dar, Ethio-Japan, Huaxu and Kombolcha) based on: production & efficiency, technology mix, product mix, ownership status and organizational structure along with process flow. Basic qualitative systems such as: incentive schemes, management practices, best practices for social compliances, standard testing method for fabric inspection & quality control and quality assurance system have been assessed and compared with standard systems. The following basic quantitative parameters have also been studied: - plant utilization (in %), plant efficiency (in %), loom speeds (in RPM), productivity (in meters/day), and quality (in ‘A’ grade fabric %), working days (in No. of days/annum) & No. of looms/operator. It is then compared with best practice standards. The assessment shows lower average performances against best international standards. Possible root causes for lower-performing parameters are identified and areas of improvement have been recommended: - a system has to be there & followed for technical and production crew to attend in national/international exhibitions & seminars, best practices have to be there for skill development including proper training for operators on technical aspects, soft skills, attitudinal and behavioral changes, following of proper standard procedures for checking & optimization of raw material, implementation of quality circles, following of routine and preventive maintenance systems, implementation of best practices for environmental and social compliances, etc. Hence, proper implementation of the recommended systems helps the mills to be in line with international market & fit with best practice standards.

  Key-Words / Index Term
  Qualitative parameters, quantitative parameters, weaving mills, best practices

  References
  [1] The Bombay textile research association, ‘Norms for mechanical processing (Weaving)’, LalBahadurShastri Marg, Mumbai-400086, India, 2007.
  [2] A.K Singh&M.S. Parmar,‘Quality evaluation of textiles’, Northern India Textile Research Association, Raj Nagar, Ghaziabad-201002 (U.P), India, 2002.
  [3] N.N Sharma‘Developing supervisory skills, initiative & Effectiveness’, Northern India Textile Research Association, Raj Nagar, Ghaziabad-201002 (U.P), India, 1992.
  [4] Prakash Vasudevan, D.Jayaraman, J. Sreenivasan & R. Pasupathy ‘Sitra norms for spinning mills’, The South India Textile Research Association’,Coimbatore- 641014, India, 2019.
  [5] A.K.Srivastava, R.K. Gaur, R.S.Yadav& B.K. Sharma ‘An evaluation of yarn quality for spinning mills with TRA norms and uster statistics’, Northern India Textile Research Association, Raj Nagar, Ghaziabad-201002 (U.P), India, 2001 to 2002.
  [6] S. Adanur. ‘Handbook of weaving’ CRC press, Boca Raton, 2001
  [7] N.S. Debele, ‘ A study on enhancing productivity & efficiency of loomshed in Kanoria-Africa textile’, International journal of Scientific Research in Multidisciplinary Studies, Vol. 7, Issue 8, pp. 64-68, 2021.
  [8] GiovanniCastelli, Salvatore Maietta, Giuseppe Sigrisi& Ivo Matteo Slaviero. ‘Reference Books Of Textile Technology: Weaving’, Italian Association of Textile Machinery, 20123 Milano, Italy, 2000.

  Citation
  Neway Seboka Debele, "Impact of Implementation of Qualitative and Quantitative Parameter Standards on the Quality of Woven Textile Products," International Journal of Scientific Research in Multidisciplinary Studies , Vol.7, Issue.9, pp.87-93, 2021

• Open Access   Article

  Linguistic Behavior of Young Adults: A Gender- Based Study

  T. Zaheen, S. Akter

  Research Paper | Journal-Paper (IJSRMS)

  Vol.7 , Issue.9 , pp.94-99, Sep-2021

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  The goal of this research paper is to analyze the differences of linguistic behavior between male and female students when they are subjected to an equal opportunity of education. This research has been conducted by employing a mixed method to collect data from recordings of random conversations of the students (60) studying in the Department of English in Bangladesh University of Professionals (BUP). The collected data has been analyzed with the help of conversation analysis (CA). The results have revealed several gender differences of language use, especially in their topics of discussion, pronunciations, attitudes, usage of certain words and tone of talking. These differences will lead to further researches on whether or not the stereotypical gender roles have changed in a controlled environment like that of BUP. Besides, the result is also expected to help future researchers to comprehend feminism or sexism in modern era with regards to distinctive linguistic expression of men and women.

  Key-Words / Index Term
  Linguistic behavior, Gender, Language, Sociolinguistics, Gender-based identities

  References
  [1] Baquee, A, "Influence of gender roles in language choice: a study on male and female students of private universities in Dhaka city," B.A. diss., BRAC University, 2016.
  [2] Cameron, D, “Gender and Language Ideologies,” Blackwell Publishing, pp. 447- 465, 2008.
  [3] Han, N. V, “The Relationship between Language and Gender: A Case Study in Vietnamese,” Global Journal of Interdisciplinary Social Sciences, Vol 3, Issue 3, pp. 96-99, 2016.
  [4] Karlsson, S, “Gender-related differences in language use,” Dissertation, 2007.
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  [6] Nemati, A, & Bayer, J. M, “Gender differences in the use of linguistic forms in the speech of men and women: A Comparative study of Persian and English,” Language in India, Vol. 7, Issue. 9, pp. 1-16, 2007.
  [7] Rojas-Primus, C, “Review of the book Language and gender by Mary M. Talbot,” Gender, Place & Culture: A Journal of Feminist Geography, Vol. 19, Issue. 3, pp. 401-403, 2012.
  [8] Tannen, D, “You Just Don`t Understand,” Virago Press, London, England, 1992.
  [9] Wahyuningsih, S, “Men and Women Differences in Using Language: A Case Study of Students at Stain Kudus,” EduLite: Journal of English Education, Literature and Culture, Vol. 3, Issue. 1, pp. 79-90, 2018.
  [10] Xia, X, “Gender Differences in Using Language,”Theory and Practice in Language Studies, Vol. 3, Issue. 8, pp. 1485- 1489, 2013.
  [11] Shakespeare, W., “The merry wives of Windsor,” Oxford: Clarendon Press, 1602.
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  [13] Siregar, N. S., “LANGUAGE USE BETWEEN MALE AND FEMALE HOST IN HITAM PUTIH TALK SHOW,” 2017.
  [14] Phoophet, B, “Gender differences in language use : a comparative study of linguistic features used in american and Thai movies,” M.A diss., Burapha University, pp. 51- 59, 2017.
  [15] Azad, S A.,“Gender Differences in Emotional Content of EFL Written Narratives,” Journal of Language Teaching and Research, pp. 622- 625, 2015.
  [16] Yousef, G. M. A., “Untypical Linguistic Features of Males and Females and Gender Linguistic Crossing,” M.A. diss., Al- Aqsa University, pp. 75- 78, 2018.
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  Citation
  T. Zaheen, S. Akter, "Linguistic Behavior of Young Adults: A Gender- Based Study," International Journal of Scientific Research in Multidisciplinary Studies , Vol.7, Issue.9, pp.94-99, 2021

• Open Access   Article

  Left Out for I am Slow: A Phenomenological Study on Lived Experiences of College Students

  T.L.V. Panela

  Research Paper | Journal-Paper (IJSRMS)

  Vol.7 , Issue.9 , pp.100-104, Sep-2021

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  Abstract
  Academic performance in the form of grades have been the defining factor for a student to be classified into groups. With the questions on the quality of teaching and learning, it is best to focus on students who felt left out of the academic circle. Thus, Phenomenological Research, with the of a semi-structured interview, identified and explored the college students’ life experiences who felt being left out because of their deviation from typical high achievers. The research was based on Sternberg`s Theory of Thinking Styles and Perry`s Theory of Cognitive Development. From the data analyses with implementation of the Colaizzi Process, three major themes emerged: (1) Admitting Limitation; (2) Understanding Exclusion; and (3) Self-Worth Valuation. The result showed that these students shared an experience of being excluded due to their academic ability. They mostly end up leaving the academic circle as a major resort in escaping the feeling of being left out. Despite such unfortunate predicament, they aspire to do good in areas where they excel and slowly gain the confidence in believing one`s self. It is recommended that the schools place equal value and attention to all types of students. Further and in-depth studies is also recommended.

  Key-Words / Index Term
  Slow Learner, Academic Circle, College Life, Turning Point, Out of Place

  References
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  [25] M. Foureaux Koppensteiner, “Automatic grade promotion and student performance: Evidence from Brazil.” Journal of Development Economics. 2014
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  [29] J. Mills, & M. Birks, “Qualitative Methodology: A Practical Guide.” In Qualitative Methodology: A Practical Guide, 2017.
  [30] J. Ritchie, & R. Ormston, “The applications of qualitative methods to social research.” In Qualitative Reasearch Practice: a Guide for Social Science Students and Researchers, 2014.
  [31] J. W. Creswell, “Research design Qualitative quantitative and mixed methods approaches.” Research Design Qualitative Quantitative and Mixed Methods Approaches, 2003.
  [32] D. R. Cerbone, “Understanding phenomenology. In Understanding Phenomenology.” 2010.
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  T.L.V. Panela, "Left Out for I am Slow: A Phenomenological Study on Lived Experiences of College Students," International Journal of Scientific Research in Multidisciplinary Studies , Vol.7, Issue.9, pp.100-104, 2021

• Open Access   Article

  Contextualized Prompts for Developing Graders` Composition Writing Skills

  M.D. Cabudbod, E.D. Tibus

  Research Paper | Journal-Paper (IJSRMS)

  Vol.7 , Issue.9 , pp.105-114, Sep-2021

  Abstract

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  Citation

  Abstract
  Composition writing skill plays a critical role across the lifespan of all individuals. This study developed the contextualized writing prompts and determined the effect of CWPs in the composition writing skills of grade four pupils. This study used an A-B single-subject design with grade four pupils as respondents. The findings revealed that more than half of the respondents belong to the instructional level; only one belongs to the frustration category, while the rest are independent reading comprehension. Pupils have low composition writing skills using non-CWPs and moderate composition writing skills along with unity, coherence, emphasis and writing mechanics when using CWPs. Likewise, a significant difference was found between composition writing skills when using non-CWPs and CWPs. Also, no significant correlation between pupils` profile and level of composition writing using non-CWPs, but a significant relationship only between Writing Mechanics and Reading Comprehension using CWPs was found. The contextualized writing prompts have moderately influenced the development of the composition writing abilities of the Grade four students. This result, though moderate, could be a good indicator that if the three-tiered CWPs are used consistently in any writing tasks, the pupils` composition writing skills would be enhanced ultimately. With the study`s limitations, it is recommended that additional variable in the respondents` demographics and increase their number to establish the generalizability of the result are necessary. Likewise, the CWPs should be introduced appropriately and consistently with the observance of the writing processes to enhance the pupils` composition writing skills.

  Key-Words / Index Term
  composition writing skill, contextualized writing prompts, non-contextualized writing prompts, writing elements, writing mechanics

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  Citation
  M.D. Cabudbod, E.D. Tibus, "Contextualized Prompts for Developing Graders` Composition Writing Skills," International Journal of Scientific Research in Multidisciplinary Studies , Vol.7, Issue.9, pp.105-114, 2021