Enhancing Grade 3 Pupils’ Composition Writing and Behavior Through the Use of Manipulative Objects

This action research examined the effectiveness of manipulatives in improving the composition-writing performance and classroom behavior of Grade 3 pupils at one of the public elementary schools in Misamis Occidental during the School Year 2025–2026. Guided by the need to address pupils' difficulties with writing and classroom engagement, the study employed a classroom-based action research design using a single-group pretest-posttest approach. The respondents were selected using purposive sampling, involving pupils who were officially enrolled in Grade 3 and met the inclusion criteria. Data were gathered through a researcher-developed composition writing test, a behavioral observation checklist, and lesson plans integrating manipulatives, and were analyzed using descriptive statistics and a paired t-test. Findings revealed that pupils initially demonstrated low performance in composition writing and satisfactory classroom behavior before the intervention. After the integration of manipulatives, both composition writing skills and classroom behavior significantly improved, with better idea generation, organization, vocabulary use, grammar accuracy, engagement, and participation in writing tasks. The study concludes that manipulative objects are effective instructional tools in enhancing both the writing performance and classroom behavior of Grade 3 pupils. It recommends that teachers consistently integrate manipulative-based strategies in writing instruction. At the same time, school administrators support their implementation through training, resources, and sustained instructional support to strengthen learners' writing development and engagement.