UNIVERSITY OF EDUCATION, WINNEBA

INSTITUTE FOR TEACHER EDUCATION AND CONTINUING PROFESSIONAL

DEVELOPMENT

BIA LAMPLIGHTER COLLEGE OF EDUCATION

USING PRE-WRITING ACTIVITIES TO IMPROVE THE HAND WRITING SKILLS

OF KINDERGARTEN LEARNERS AT OSEIKOJOKROM R/C PRIMARY SCHOOL

GIFTY AZURE

2024
 UNIVERSITY OF EDUCATION, WINNEBA

INSTITUTE FOR TEACHER EDUCATION AND CONTINUING PROFESSIONAL

DEVELOPMENT

BIA LAMPLIGHTER COLLEGE OF EDUCATION

USING PRE-WRITING ACTIVITIES TO IMPROVE THE HAND WRITING SKILLS

OF KINDERGARTEN LEARNERS AT OSEIKOJOKROM R/C PRIMARY SCHOOL

GIFTY AZURE

A Project work Submitted to the Institute for Teacher Education and Continuing

Professional Development, Bia Lamplighter College of Education, in Partial

Fulfilment of the Requirements for the Award of Bachelor of Education Degree in Basic

Education in University of Education, Winneba

OCTOBER, 2024
 DECLARATION

Candidate’s Declaration

I declare that this project report, with the exception of quotations and references

contained in published works which have all been identified and duly acknowledged, is

entirely my own original work, and it has not been submitted, either in part or whole, for

another degree elsewhere.

Candidate’s Name: ………………………………………..

Index Number:………………

Signature:………………

Date…………………………………

Supervisor’s Declaration

I hereby declare that the preparation and presentation of this project work was supervised

in accordance with the guidelines for supervision of project work as laid down by the

University of Education, Winneba.

Supervisor’s Name: …………………………………………………..

Signature: ………………………………………………………………

Date:..........................................................................................

iii
 DEDICATION

This work to dedicated to Nana Kwaku Donkor and Madam Philomina Azure.

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 ACKNOWLEDGEMENTS

First and foremost, I want to express my deepest gratitude to Mr. Benjamin Appiah

Martin whose unflinching guidance has made this project possible.

To my amazing team members, Nathaniel Lewis Mpim, Philomina Azure, Lawrecia Barfi

Azure, Nana Kwaku Donkor Azure, Azure Gifty and Yaw Yeboah for your dedication,

expertise, and collaborative team spirit.

Additionally, I appreciate the resources and facilities provided by Yaw Yeboah. Your

investment in this project has yielded significant results.

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 TABLE OF CONTENTS

CONTENTS PAGE NO.

DECLARATION iii

DEDICATION iv

ACKNOWLEDGEMENTS v

TABLE OF CONTENTS vi

LIST OF TABLES x

GLOSSARY xi

ABSTRACT xiii

CHAPTER ONE 1

INTRODUCTION 1

1.1 Background to the study 1

1.2 Perceived Problem 2

1.3 Problem Diagnosis 2

1.3.1 Evidence of the Problem 3

1.3.2 Causes of the Problem 3

1.4 Statement of the Problem 3

1.5 Purpose of the Study 4

1.6 Objectives of the Study 4

1.7 Research Question 5

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1.8 Significance of the Study 5

1.9 Delimitation 6

1.10 Limitations 6

1.11 Organization of the Problem 6

CHAPTER TWO 7

LITERATURE REVIEW 7

2.1 Introduction 7

2.2 The Concept of Hand Writting 7

2.3 Importance of Hand Writing Skills 8

2.4 Causes of Poor Handwritting Skills 9

2.5 Impact of my Fourth Copy Book 9

2.6 Summary 10

CHAPTER THREE 13

METHODOLOGY 13

3.1 Introduction 13

3.2 Research Design 13

3.2 Target Population 13

3.2.2 Accessible Population 14

3.4 Sample and Sampling Techniques 14

3.5 Observation 14

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3.6 Test 15

3.7 Intervention 15

3.7.1 Pre-Intervention 16

3.7.2 Intervention Implementation 16

Post Intervention 17

3.7.3 Challenges Faced. 18

3.8 Data Analysis Procedures 18

CHAPTER FOUR 19
4.1 DATA FINDINGS, ANALYSIS AND DISCUSSIONS 19

4.2 Findings 22
4.3 Discussions 23
CHAPTER FIVE 24

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 24

5.1 Introduction 24

5.2 Summary of Key Findings 25

5.3 Conclusion 25

5.4 Recommendations 26

5.5 Suggestions for Future Research 26

REFERENCE 29

APPENDICES 32

APPENDIX A 32

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 LIST OF TABLES

Content Page No.

Table 1 Pre-test Results..................................................................................20

Table 2 Post Test Results ...............................................................................21

Table 3 Comparism of Pre-test and Post-Test Results..................................22

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 ABSTRACT

This study aims to explore the use of pre-writing activities to improve the hand writing
skills of Kindergarten learners of Oseikojokrom R/C Primary School. Purposive sampling
technique was adopted to select 26 pupils for the study. Data was analyzed using
frequency counts and percentage through the use of pre-test and post-test results. Results
showed the potential benefits of incorporating pre-writing activities into the classroom
with a focus on improving handwriting skills of early grade learners The study further

x
examined the impact of pre-writing skills on learners’ participation and motivation The
results based on the interventions showed that the handwriting skills of the learners
improved drastically. The findings of this study provide and inform educators and
policymakers about the importance of incorporating pre-writing skills in the teaching and
learning as far as Early Childhood Education is concern.

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 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

According to Lang (2017), handwriting is not just about putting pen to paper; it also

involves complex motor and cognitive skills. When a child learns to write, they are

simultaneously developing fine motor skills, hand-eye coordination, and concentration.

These fundamental skills are essential for academic tasks like note-taking, essay writing,

and problem-solving. Studies by Perveen (2019) have shown that learners who write by

hand are more likely to retain information and better understand concepts compared to

those who type their notes. This is because the act of physically writing something down

helps to reinforce memory and comprehension. Handwriting has been linked to improved

creativity and critical thinking skills. When writing by hand, individuals are forced to

slow down and think more carefully about what they are writing, leading to better

organization and clarity in their thoughts. In addition, mastering good handwriting skills

can have long-term benefits for both academic and professional success. Handwritten

notes and letters are seen as more personal and thoughtful, making a good impression on

others. Moreover, individuals with legible handwriting are often perceived as more

competent and trustworthy.

To improve handwriting skills, it is important to practice regularly. This can be done

through pre-writing activities such as copying texts, writing in cursive, and practicing

proper letter formation. Using tools like lined paper and grip aids can also help improve

handwriting legibility. In conclusion, handwriting skills are more than just a means of

communication; they are essential for cognitive development, academic success, and

39
professional growth. By prioritizing and practicing handwriting, individuals can enhance

their learning abilities, boost their creativity, and make a lasting impact on others. So,

let's not underestimate the power of good handwriting and strive to keep this valuable

skill alive in our increasingly digital world. The facts above propelled the researcher to

embark on this study to improve Kindergarten learner's handwriting skills using pre-

writing activities as their handwriting is nothing to write home about.

1.2 Perceived problem

Oseikojokrom R/C primary school Kindergarten learners were having handwriting

difficulties. This made the researcher realized that, this has affected their learning since

they cannot write eligibly. Based on this fact, the researcher decided to use my first copy

book in teaching writing because it can make them write clearly, listen, speak and

understand English, and also practice to speak and write is the best way to learn writing.

1.3 Diagnoses

In order to find out whether the perceived problem really exist in the school under this

study the observation method was employed alongside test. A short test on English

alphabet was conducted to assess the learner’s handwriting skills. The results obtained

gave an indication of each learner’s strength and weaknesses and this revealed to the

researcher the aspects of their proficiencies that require improvement. The results from

the observation showed that the learners really had challenges in writing. As part of the

diagnosis the researcher analyzed the learner’s scores and affirmed that the learners have

poor handwriting skills.

a. Evidence

The researcher found that a significant percentage of learners demonstrated poor

40
handwriting skills in the classroom, with approximately 35% of learners receiving below-

average scores on handwriting assessments. Further observation revealed 42% of the

participants struggled with letter formation and spacing, while 38% experienced difficulty

maintaining consistent writing speed. These findings highlight a pressing need for

targeted interventions to improve handwriting proficiency among learners.

b. Causes

The researcher identified causes of learners poor handwriting skills. These causes include

lack of fine motor skills development due to insufficient practice or engagement in

activities that enhance hand-eye coordination, such as drawing or writing exercises.

Additionally, inadequate instruction in handwriting techniques and the use of technology

such as tablets have led to decreased emphasis on traditional handwriting practice.

1.4 Statement of the Problem

Despite efforts to improve the teaching and learning of English language in the classroom

at Oseikojokrom R/C primary school, Kindergarten learners continue to perform poorly

in this subject especially handwriting skills. Poor handwriting skills among learners can

affect their academic performance, communication abilities, and overall success in the

workforce. Notwithstanding of the importance of handwriting in various aspects of life,

many learners struggle with expressing their thoughts and ideas effectively on paper. This

can be due to a lack of practice, limited vocabulary, lack of understanding of the writing

process. Many learners struggling with their handwriting skills in the classroom hinder

their success in both academic and professional settings. Some common issues include

difficulties with grammar, punctuation, sentence structure, organization, and clarity.

These problems can lead to lower grades, decreased confidence in their abilities, and an

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overall lack of proficiency in written communication. It is essential to address these

issues and provide learners with the necessary support and resources to improve their

handwriting skills. Therefore, the problem that needs to be addressed is how to

effectively enhance learners' handwriting skills in the classroom and provide them with

the tools and strategies needed to become more proficient writers. This includes

identifying specific areas of weakness, implementing targeted instruction and practice,

and creating a supportive and engaging learning environment that fosters improvement.

1.5 Purpose of the Study

The purpose of this study is to use pre-writing activities to improve the hand writing

skills of kindergarten learners at Oseikojokrom R/C Primary School

1.6 Objective of study

The specific objectives of the study are:

1. To examine the causes of Kindergarten learners poor handwriting skills.

2. To find out the effectiveness of pre-writing activities in teaching handwriting skills.

1.7 Research questions

The following research questions were formulated to guide the study.

1. What the causes of kindergarten learners poor handwriting skills?

2. What is the effectiveness of pre-writing activities in teaching handwriting skills?

1.8 Significance of study

This study has significant implications for various stakeholders involved in the education

sector, including learners, teachers, schools, curriculum developers, and researchers, in

improving learners' handwriting skills in school. For learners, the findings of this study

will provide valuable insights and techniques that can help them enhance their writing

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abilities. For teachers, the study will serve as a valuable resource for designing

instructional strategies that effectively target learners' writing needs. For schools, the

study can inform curriculum development efforts aimed at enhancing learners'

handwriting skills. Finally, for researchers, the study can serve as a foundation for future

research on writing instruction and learner writing development.

1.9 Delimitation of the Study

Only Kindergarten learners were used in the study because the topic under study is

common in Kindergarten.

1.10 Limitation of the study

The study could have been extended to all learners of Oseikojokrom R/C primary school.

However, due to time factor, the study was limited to only Oseikojokrom R/C primary

school Kindergarten learners.

1.11 Organization of the Study

The study has been divided into five chapters. Chapter one is the introduction of the study

which comprises the background of the study, perceived problem, diagnoses, statement of

the problem, purpose of the study, objective of the study, research questions, significance

of the study, delimitation, limitations, definition of terms and organization of the study.

Chapter two is literature review and it talks about what other writers have said about the

topic under research. Chapter three is the methodology and it talks about how the

researcher undertook the study stating the research design, the population, sample and

sampling procedure, the instrument used, pre-intervention, intervention, post intervention

activities and data collection methods. Chapter four deals with analysis of data based on

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the research questions as well as discussions on the findings. Chapter five is the last

chapter of the study. It talks about summary, conclusion and recommendations.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction

This chapter talks about the views of what other researchers have done about the problem

of handwriting in schools. In reviewing the related literature for the study, the following

specific areas were discussed.

 Concept of handwriting

 Importance of handwriting

 Causes of poor handwriting

 Impacts of the use of prewriting activities

2.1 Concept of Handwriting

Mayer, and Wallner et al., (2020) defines handwriting as an art of writing using the hand

and a writing instrument. At different times in history, the quality of handwriting has

varied considerably. Ancient Roman Handwriting style comprised Roman cursive and

more calligraphic rustic capitals, the latter of which forms the basis of modern capital

letters and was used in the stone inscriptions. Writing instruments and materials were

easy to come by. One’s ability to write in a way that is both legible and efficient affects

school performance and academic advancement because writing is the primary means for

learners to communicate and display what has been learned to their teacher.

Markoff (2021) added that, at times, in the examination, people with legible and efficient

handwriting are awarded some marks and when another person’s handwriting is not

legible and efficient; examiners find it very difficult to read and understand what they are

saying. Legible handwriting is also necessary for people to carry out academic activities

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but difficulties with handwriting, on the other hand, can interfere with related writing

processes such as planning and generating ideas. The practice of teaching handwriting is

centered mainly on issues relating to form and quality.

According to Chung, & Patel, et al., (2020) handwriting is an important functional task

used frequently in every grade beginning in kindergarten. Writing is a method of

communication. It is the mark that we see and understand. The marks we use to write

English are the letters of the alphabet (Chung, & Patel, et al., (2020). Writing is a method

of representing language in visual or tactical form. Writing systems use sets of symbols to

represent the sounds of speech, and may also have symbols for such things as punctuation

and numerals. Also, writing is the process of using symbols (letters of the alphabet,

punctuation, and spaces) to communicate thoughts and ideas in a readable form.

Generally, we write using a pen or a pencil. With a pen or a pencil, we usually write on a

surface such as paper or a whiteboard. To write it is essential to understand the basic

system of a language. In English, this includes knowledge of grammar, punctuation, and

sentence structure. Vocabulary is also important, as is correct spelling and formatting.

Writing is likened to a rotating drum connected to a memory. This is tracing, an indelible

record of what is recalled and then transmitted through the writing implement. The above

definitions of writing suggest that writing is a complex skill because it involves the

complex coordination of vocabulary, grammar, hand movement, and memory (Stephens,

Gonzalez, & Holman, 2020).

2.2 Importance of Handwriting

Despite the technological dominance, many authors consider handwriting important

especially, at the primary stages of learning. Clark (2017) states that the World Health

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Organization (2002) has highlighted the value of writing and considered writing

difficulties as a real impediment to school participation. Preparing better writers requires

more concern for handwriting skills which are critical for future success. Past studies

showed that when teachers were given papers to evaluate, varying only in their degree of

legibility, the papers with better handwriting received a better grade (Hammer Schmidt,

Sudsawad, 2014).

According to Harmer (2014) the benefit of handwriting can be invested in implanting the

basics of academic writing from the elementary stages so that learners can focus only on

the information in later stages. Grammar, spelling, punctuation, handwriting, organizing

ideas, and arrangement of writing are the basics of academic writing as multiplying tables

are the basics of mathematic operations.

Genesee (2016) added that all these basics should be focused on by recurrent handwriting

assignments from the elementary stages. Hence, learners will fully be armed with all

basics of academic writing when they join college, and they will be ready to receive and

search for information. They will also be able to write notes quickly following their

professors, summarizing, and paraphrasing different kinds of information.

2.3 Causes of Poor Handwriting

Hofmeister (2012, p.6) describes five common errors in the teaching of handwriting.

These comprise mass practice without supervision, no immediate feedback given,

emphasis on rote practice rather than discrimination, failure to provide good models, no

differentiation between good and bad work, and bad sitting posture affects learners'

handwriting. These common errors in teaching writing are discussed below.

 No immediate feedback given: The handwriting act involves motor movements. One

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 would not wait twenty minutes to correct a tennis player’s volley, and the same is true

of handwriting. A delay in feedback often means allowing the child to practice

inappropriate handwriting skills, making the remediation even more difficult.

 Emphasis on rote practice rather than discrimination: Perhaps the most crucial skill

children should acquire is the ability to compare their efforts with a model and

determine for themselves the changes necessary.

 Failure to provide good models: Models and not verbal instruction will be the main

way many children learn best. But the teacher’s blackboard or whiteboard work may

be poor or, as the child reaches the bottom of a copy-book page, the model on the top

line will be far away, and the child may be using their efforts as a model.

 Bad sitting posture affects the learners' handwriting: According to Klien (2019), the

learner must have a good balance to sit and write independently with arms free. Also,

when classroom furniture is not well arranged, it increases the difficulty of some

writers. Before beginning retaining in penmanship, correct posture and slant, employ

exercises for relaxing the hand and arm and for establishing rhythm before beginning

(Edmonds, 2018).

 Poor muscle coordination: Children frequently struggle with motor memory in clinics

and schools. For them, the retrieval of motor memory deficits has writing

characteristics marred by frequent hesitation, retracing, and illegibility. Memory

disorders of this type may be the most common cause of poor handwriting (Levine,

2013).

 Writing speed: Elementary school children spend up to half their school day engaged

in writing tasks, some of which (e.g. paper and pencil tests) are performed and

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 academic advancement (Rosenblum and Weiss, 2013). Classroom Teachers may not

be aware of the long-term benefits of the careful and consistent teaching of

handwriting. The curricula in our schools are so packed with requirements that are

often difficult to include the basics. Although the time required for teaching

handwriting is not so great, it has to be incorporated regularly into a class schedule. If

they teach the mechanics of writing at all, novice teachers are often thrown upon the

resource of using publishers’ copybooks.

2.4 Impact of the Use of My fourth copy book

According to Seth (2015) prewriting activities play a critical role in teaching children

how to write effectively. These activities help prepare children for the physical act of

writing by developing fine motor skills, hand-eye coordination, and muscle memory.

Prewriting activities also help children learn the foundational skills necessary for

producing legible handwriting.

Roland (2021) stated that, one of the main impacts of prewriting activities in teaching

handwriting is the development of fine motor skills. Fine motor skills refer to the

coordination and control of the small muscles in the hands and fingers. Prewriting

activities such as tracing lines, shapes, and patterns help children practice using these

muscles, which are essential for writing letters and forming words. Developing these fine

motor skills through prewriting activities can lead to improved handwriting legibility and

fluency.

Hand-eye coordination is another key skill that is enhanced through prewriting activities.

Hand-eye coordination refers to the ability to coordinate the movements of the hands and

eyes together (Johnson, 2016). Prewriting activities such as drawing shapes, copying

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patterns, and tracing lines help children practice coordinating their hand movements with

what they see on the page. This skill is crucial for accurately forming letters and words

on paper and is essential for producing neat and organized handwriting (Geiser, 2019).

Furthermore, Ghramham (2014) posits that, prewriting activities help children develop

muscle memory, which is the ability to repeat a specific movement or action without

consciously thinking about it. Muscle memory is important for handwriting because it

allows children to write fluently and efficiently. Prewriting activities such as tracing

letters and practicing strokes help children develop muscle memory for forming letters

and words, making the writing process more automatic and less effortful.

Summary

In conclusion, prewriting activities have a significant impact on teaching handwriting by

helping children develop fine motor skills, hand-eye coordination, and muscle memory.

These foundational skills are essential for producing legible and fluent handwriting. By

incorporating prewriting activities into handwriting instruction, educators can help

children build the necessary skills and confidence to become proficient writers.

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 CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter is about methods and procedures used in acquiring information and data for

the research work. The chapter is organized under the following subheadings; research

design, population, sample and sampling technique, research instruments for data

collection, interventions and data analysis procedures.

3.1 Research Design

According to Kellogy (2018), an action research is meant to improve a problem related

situation through a change. Action research was chosen for various advantages it gives to

the researcher. Firstly, the research is aimed at introducing intervention to deal with the

learners’ handwriting problems. Action research assists the teacher to come to terms with

what really takes place in teaching and learning situations and that helps the researcher to

acknowledge the real problems. Another advantage of action research is the immediate

use of research discoveries to solve a problem at hand.

3.2 Population

Population refers to the number of people living in a geographical area at a specific time.

The total population of Oseikojokrom R/C primary school is 218 learners made up of 100

boys and 18 girls.

3.2.1 Target Population

The targeted population was the entire kindergarten learners at Oseikojokrom R/C

primary. The class had a population of twenty-six (26) learners.

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3.2.2 Accessible Population

The accessible population was kindergarten learners of Oseikojokrom R/C primary who

were twenty (20) in number.

3.3 Sample and Sampling Techniques

The purposive sampling technique was used to sample the learners of kindergarten. The

researcher used purposive sampling to increase the depth and richness of the data to be

collected. The sample size was twenty (20) learners made up of eleven (11) females and

nine (9) males.

3.4 Data Collection Instrument(s)

Research instruments are the strategies developed by the researcher to achieve her stated

objectives when conducting a research study. The instruments used for data collection

were observation and test.

3.4.1 Observation

Gorman & Clayton (2015) defines observation that it involves the systematic recording of

observable behaviour in a natural setting. Lessons were observed for two weeks, the aim

of the researcher during the observation was to get some idea of the methods the teacher

used to teach writing. I also wanted to know how far the learners contributed in writing

lessons. The observation was to give the researcher the opportunity to get an idea of the

intervention to be adopted to help the learners understand the concept of writing.

According to Davies, (2018), observation gives data in situation where respondents are

not able to provide data from other sources. It also gives initial information when other

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sources of information are not available. In addition, observation is less time consuming

and easy to conduct. According to Davies (2018), one of the weaknesses of observation is

that, it cannot be used to study problems of the past. Also, in observation, having no other

option, one has to depend on the available documents. Also, controlled observation

requires some special instruments or tools for effective working which are very much

costly.

3.4.2 Test

Test as a systematic procedure for observing a persons’ behaviour and describing with

the aid of numerical scale or category system. Test allows learners to express their idea

with relatively few restrained and it involves simple recall. Test is time consuming to the

teacher and learners and essay responses are subject to bluffing. The researcher gave

handwriting test to the learners on both pre-test and post-test. The learners were scored

10 marks for clear and eligible handwriting

3.5 Interventions

The researcher embarked on a systematic intervention process, beginning with the pre-

intervention phase to gather baseline data and identify specific needs within the target

population. This initial phase involved comprehensive assessments to inform the design

of the intervention. With a well-defined strategy in place, the researcher moved into the

intervention implementation phase, executing the planned activities while ensuring

adherence to best practices and facilitating participant engagement. Finally, the post-

intervention phase focused on evaluating the outcomes, analyzing data to assess the

impact of the intervention. This structured approach aimed to foster sustainable change

and improve overall effectiveness in addressing the identified challenges.

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3.5.2 Pre-Intervention

The researcher adopted this procedure to define or diagnose the perceived problem before

the actual intervention. Pre-test and observation were used by the researcher as an

instrument to diagnose the perceived problem which must certainly suggest an

intervention. Within the first two (2) weeks of the researcher's out-programme, the

researcher found out that, learners’ performance on writing was low after conducting a

pre-test. The learners were asked to write ‘myself’ in their exercise books which were

marked by the researcher. The test lasted for thirty minutes. The pre-test scores were

studied carefully and analyzed critically in tabular form in the next chapter. The

researcher used some strategies and measures on intervention to improve learner’s

writing skills.

3.5.3 Intervention Implementation

After conducting the pre-test, it was found out that most of the learners performed below

standard and an intervention was used to improve their performance on writing. The

intervention took three (3) days in a week. The researcher used prewriting to improve

kindergarten learners writing skills. After the findings from the pre-intervention, the

intervention was arranged in the following ways.

Day 1: Introduction to handwriting

On day one, the researcher started the lesson by discussing the importance of good

handwriting and how it helps in communication and examination to the learners. The

researcher then introduced the basic strokes and movements required for handwriting as

shown below.

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How to hold pencil or pen

Afterwards the researcher guided the learners to practice tracing and copying different

strokes like straight lines, curves, and slanted lines and closed for the day.

Day 2: Letter formation

On day 2, the researcher taught the learners the formation of uppercase and lowercase

letters of the alphabet using fourth copy book. The researcher demonstrated proper pencil

grip and hand positioning for writing. The researcher guided the learners to practice

writing letters in the copy book, focusing on consistency and neatness.

Day 3: Word formation and sentences

On day 3, the researcher introduced the basic sight words and common words used in

sentences. She guided the learners to practice writing simple words and forming

sentences in the sand tray, drawing and colouring. The researcher then provided feedback

and guidance on improving handwriting legibility and spacing between letters and words.

The researcher further encouraged learners to continue practicing their handwriting skills

daily in the copy book, sand tray, drawing and colouring and also provided resources and

tips for further improving handwriting outside of the classroom. Afterwards the

researcher reviewed progress and celebrate improvements in handwriting proficiency

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among learners.

3.5.4 Post Intervention

A post intervention test was conducted a week after the intervention to find out whether

or not the intervention had yielded a positive result from the learners. The test conducted

was the same as what was used in the pre-test with the same instructions. The test was to

find out whether there had been any significant difference in the learner’s level of

acquiring writing skills before and after the intervention. It was also to obtain data on the

effectiveness of the intervention procedures put in place, compared with the pre-test and

drew a logical conclusion on the intervention and the success of the study. The results

indicated there was significant improvement in the learners writing skills in the post-test

as compared to the pre-test.

[Link] Challenges Faced

The researcher faced several challenges in implementing pre-writing activities to teach

learners handwriting skills, beginning with a lack of alignment between the curriculum

and the needs of diverse learners. Many learners exhibited varying levels of fine motor

skills and readiness, requiring the researcher to differentiate activities effectively.

Additionally, the researcher encountered resistance from some learners who were

disengaged, making it difficult to maintain motivation and participation. Limited

resources, such as insufficient materials or classroom space, further complicated the

execution of engaging pre-writing exercises.

3.6 Data Analysis Procedure

Data analysis is a process of obtaining raw data and converting it into information useful

for decision making by users. All data collected were screened to check for

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miscalculations, omitted responses and ensure accuracy. Data collected were scored and

recorded. The data analysis procedures were obtained from data collected from pre-

intervention, and post-intervention of results. Data collected for answering the research

questions were analyzed with support of scores, frequencies and percentages. The

learners were scored out of 10 marks in both pre-test and post-test.

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 CHAPTER FOUR

DATA ANALYSIS, FINDINGS AND DISCUSSION

4.0 Introduction
This chapter presents the results and discussions of the findings of the study in relation to

the literature review. The results are presented according to the research questions.

4.1 Data Analysis

The results of the analyzed data are presented in the form of frequencies and percentages.

Data from Table 1 shows the pre – test scores of the kindergarten learners used in the

study.

Table 1: Pre-Test Results

Score Interval Frequency Percentage (%)

1-2 11 55

3-4 7 35

5-6 2 10

7-8 0 0

9-10 0 0

Total 20 100
Field Data (2024)

Table 1 presents the Pre-test results of the learners. The pre-test handwriting assessment

reveals alarming deficiencies in kindergarten learners' handwriting skills. As shown in Table

1, majority of learners (55%) scored extremely low (1-2), indicating severe difficulties with

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letter formation, spacing, and overall legibility. Furthermore, 35% of learners representing 7

demonstrated moderate struggles (scoring 3-4), while only 10% showed relatively better

handwriting skills (scoring 5-6). Notably, none of the learners achieved scores above 6,

highlighting a critical need for targeted handwriting instruction and intervention. These

results meant that learners lack fundamental fine motor skills, hand-eye coordination, and

letter writing fluency, which may hinder their future academic success and overall writing

proficiency.

Table 2: Post-Test Results

Score Interval Frequency Percentage (%)

1-2 0 0

3-4 0 0

5-6 3 15

7-8 5 25

9-10 12 60

Total 20 100

Field Data (2024)

The post-test results presented in table 2 reveal a remarkable improvement in handwriting

skills among kindergarten learners following the implementation of pre-writing activities.

Notably, there is a complete elimination of learners scoring in the lowest intervals (1-2 and

3-4), indicating a significant reduction in struggling writers. Instead, 60% of learners

achieved exemplary handwriting skills, scoring in the highest interval (9-10), while 25%

demonstrated strong progress (scoring 7-8). Only 15% of learners scored moderately (5-6).

This dramatic shift suggests that the pre-writing activities had a profoundly positive impact

on learners' fine motor skills, hand-eye coordination, and letter formation abilities. The

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results revealed the effectiveness of pre-writing activities as targeted interventions in

developing essential handwriting skills, paving the way for future writing proficiency and

academic success.

Table 3: Comparison of Pupils Pre-test and Post- test Results

Pre-test Results Post-test Results

No. of Learners Marks (%) No. of Learners Marks (%)
11 (0-2) 55 0 (0-2) 0
7 (3-4) 35 0 (3-4) 0
2 (5-6) 10 3 (5-6) 15
0 (7-8) 0 5 (7-8) 25
0 (9-10) 0 12 (9-10) 60
Field Data (2024)
Table 3 revealed transformation in learners' handwriting skills following the intervention,

with a near-complete reversal of pre-test and post-test outcomes. Initially, 11 out of the

overall 20 learners representing 55 % struggled significantly (scoring 0-2), whereas post-

test results show a complete elimination of this group. Conversely, the percentage of

learners achieving exemplary handwriting skills (scoring 9-10) skyrocketed from 0% to

60%. Notably, the proportion of learners scoring 7-8 increased from 0% to 25%, and those

scoring 5-6 rose from 10% to 15%. Conversely, the percentage of learners struggling

(scoring 0-4) dropped from 90% to 0%. This significant improvement proved the

effectiveness of the pre-writing activities intervention, demonstrating a satisfactory impact

on learners' handwriting skills. The results strongly showed that targeted instructional

strategies can profoundly enhance young learners' writing abilities.

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4.2 Findings

Research Question 1 investigates the underlying factors contributing to kindergarten

learners' struggles with handwriting skills. This question sought to identify the primary

causes of poor handwriting abilities among young learners, including potential cognitive,

motor, environmental, and instructional factors. Results revealed that insufficient fine

motor skill development, particularly in hand-eye coordination and finger dexterity,

limited exposure to handwriting instruction and practice, inadequate grip and pencil hold

techniques, difficulty with letter formation and spacing and environmental distractions

and lack of conducive writing spaces. These findings are in line with the studies of

Geirser (2019) who opined that, children finds learning uninteresting when they are not

giving the best foundation. According to him, learners at the early grade sage are fond of

relating to their immediate environment and loves playing with objects that makes them

happy. Anything away from that makes them unhappy and can leads to poor academic

work.

4.3 Discussions

This inquiry seeks to investigate whether interventional pre-writing interventions, such as

fine motor exercises, tracing, and visual-motor integration activities, can significantly

improve learners' handwriting abilities, including letter formation, size, spacing, and

overall legibility. In these pursuits the researcher conducted pre-test and post-test to

ascertain the effectiveness of the intervention. There results from the post-test showed

that there has been an overall improvement of the learner’s hand writing skills based on

the interventions used. This significant improvement proved the effectiveness of the pre-

writing activities intervention, demonstrating a satisfactory impact on learners'

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handwriting skills. The results strongly showed that targeted instructional strategies can

profoundly enhance young learners' writing abilities.

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This final chapter provides a comprehensive summary of the study's key findings, distills

the conclusions drawn from the research, and presents actionable recommendations.

5.1 Summary of Key Findings

The aim of the study was to use pre-writing activities to improve the hand writing skills

of kindergarten learners at Oseikojokrom R/C Primary School. The design for the study

was action research. The objectives of the study were to examine the causes of

kindergarten learners poor handwriting skills and also find out the effectiveness of pre-

writing activities in teaching handwriting skills.

The purposive sampling technique was used to sample 20 participants for the study. The

sample size was twenty (20) learners made up of eleven (11) females and nine (9)

males. The instruments used for this study were observation and test. The pre-test and

post-test data were subjected to a comprehensive analysis, employing a range of

statistical techniques, including score calculation, frequency distribution and percentage

computation.

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The study's initial findings revealed that insufficient fine motor skill development,

particularly in hand-eye coordination and finger dexterity, limited exposure to

handwriting instruction and practice, inadequate grip and pencil hold techniques,

difficulty with letter formation and spacing and environmental distractions and lack of

conducive writing spaces are the causes of learners poor handwriting skills.

Again, the results from the pre-test and post-test revealed poor handwriting skills in the

pre-test but improved significantly in the post-test following the intervention.

5.2 Conclusions

The study identified the primary causes of poor handwriting skills among kindergarten

learners, including insufficient fine motor skill development, limited exposure to

handwriting instruction, inadequate grip and pencil holds techniques, difficulty with letter

formation and spacing, and environmental distractions. These findings highlighted the

need for targeted interventions to address these challenges. Fortunately, the

implementation of pre-writing activities proved highly effective in addressing these

deficiencies.

The pre-writing intervention yielded remarkable improvements in learners' handwriting

skills, as evidenced by the dramatic shift from pre-test to post-test results. Initially, a

significant majority of learners struggled with handwriting, but following the

intervention, this group was completely eliminated. Conversely, the number of learners

achieving exemplary handwriting skills increased substantially. The study's outcomes

demonstrated that deliberated and targeted instructional strategies can significantly

enhance young learners' handwriting abilities, laying a solid foundation for future

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 academic success. This provided valuable implications for educators and policymakers

seeking to improve handwriting instruction and promote optimal writing development in

kindergarten learners.

5.3 Recommendations

The following recommendations are offered based on the findings of the study:

1. Teachers should implement playful activities like, the use of copy book, sand tracing

and finger painting to enhance fine motor skills while teaching letters of the English

alphabet.

2. The school should provide teachers with resources to facilitated teaching of

handwriting.

3. GES should post teachers who have the requisite skills at the early grade level to

schools to help learners improve handwriting skills.

5.4 Suggestion for Further Research

The study could be extended to other schools especially in the early grade classrooms to

assist learners to overcome their handwriting difficulties.

64
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APPENDICES

APPENDIX A

Pre- Test scores

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69
APPENDEX B

Post-Test Scores

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