Intervention in Improving Cursive Handwriting towards Effective Composition of Selected Students in Grade 8 at Dagatan National High School

Abstract

INTRODUCTION

Students have lots of ideas, but they lack ways in how to express them, especially if their handwriting is not readable. The communication gap between students and teachers also commonly occur because of their bad penmanship. The best solution to this is cursive writing. It is the best way on how to use brain and hands at the same time (Reyes 2000); it improves the brain activity and it gives thewriter a chance to enjoy the journey of writing (Olson 2016).

METHODS

Being a qualitative research, the researcher interviewed respondents for data collection. The strengths and weaknesses of Grade 8 students, both section 4 and 5, were diagnosed through the activity. This measured their speed, proper stroke of letters, and usage of capital and small letters. With the use of tracing paper, they imitated the exact stroke of letters from a different paper. Within 15 minutes they copied 20 Filipino words. Afterward, they were divided into two groups, the independent cursive writers (Group A) and poor cursive writers (Group B). Those students diagnosed in Group A underwent interviews which tackled their experiences on how they improved writing within 5 to 6 years. The latter was interviewed after the activity and the obstacles they encountered.

RESULTS

The respondents were grouped accordingly. There are 16 independent (group A) and 77 dependent cursive writers (Group B). The outcome of Group A interviews was positive for they have supervision from their teachers and parents. Group B interview's results were summarized as nervousness; stressed; an improper way of holding a pen; forgetfulness of the words; slow writing; headache; unsuitable environment; and breaking a pencil. The suggestions were a concentration; setting an alarm; proper way of holding a pen; repeating words in their head before transcribing them; relaxation; conducive room; and changing the brand of pencil. After passing the activity, they felt happiness; confidence; can write more ideas; improvement of grades in writing outputs; and interest in the school paper.

DISCUSSIONS

Group A's interview results were used as a reference for intervention. The outcome of the interview in group B shows that physical, mental, and emotional situations hindered their goal in the activity. Compared to the result of Grapes et.al 2014, Meyers 2014, and Roberts et.al 2010 studies, they debate which among cursive writing or keyboard writing is most convenient; the importance of cursive writing to our brain; and effects of cursive writing to elementary students while this research dug deeply to the difficulties students encountered initially. Although it tackles students' abilities, this study lacks evidence on how cursive writing will produce technology. It is suggested that future researchers should produce solutions on how cursive writing will catch up with the present time.