PUPILS’ HANDWRITING AND ACADEMIC PERFORMANCE IN

INCLUSIVE PRIMARY SCHOOLS IN KYENGERA TOWN

COUNCIL WAKISO DISTRICT

BY

NAMUWAMU WINNIE

17/U/196721/DEPE/KIB

A RESEARCH REPORT SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE AWARD OF A DIPLOMA IN EDUCATION
(PRIMARY) OF KYAMBOGO

UNIVERSITY

OCTOBER, 2022
 DECLARATION
This research report titled “Pupils’ Handwriting and Academic Performance of Learners in
Kyemgera Town Council Wakiso District” is my own original piece of work and it has never
before been submitted to any institution of higher learning for the award of a degree or
diploma.

Signed..................................

NAMUWAMU WINNIE

DATE...................................
 APPROVAL
This research report on “Pupils’ Handwriting and Academic Performance in Inclusive
primary schools in Kyengera Town council” has been supervised by me and it is now ready
for submission with my approval.

Signed...................................

SUPERVISOR

DATE...................................
 DEDICATION
I wish to dedicate this research to my beloved parents Mr and Mrs Bbanja it would have been
extremely difficult for me to become what I am without your support.

May the Almighty God bless you!

 ACKNOWLEDGEMENTS
My sincere thanks go to my dear husband Mr KiyimbaPonny for the moral and financial
support during the time I pursued my course. I also thank my course mate Miss
NabattaNoeline for the cooperation during our group discussions.

I am also grateful to my supervisors Mr.SsemandaEnasi, Dr.Magezi James and Dr.

Margret.K.Lubega. your guidance enabled me to accomplish my research project.

May the Almighty God bless you!

 TABLE OF CONTENTS

DECLARATION ....................................................................................................................... 2
APPROVAL .............................................................................................................................. 3
DEDICATION ........................................................................................................................... 4
ACKNOWLEDGEMENTS ....................................................................................................... 5
TABLE OF CONTENTS ........................................................................................................... 6
LIST OF TABLES ..................................................................................................................... 8
ABSTRACT ............................................................................................................................... 9
CHAPTER ONE ...................................................................................................................... 10
INTRODUCTION ................................................................................................................ 10
1.0. Introduction ............................................................................................................... 10
1.1. Background to the study ............................................................................................ 10
1.2. Statement of the problem ........................................................................................... 11
1.3. Purpose of the study .................................................................................................. 11
1.4. Objectives of the Study.............................................................................................. 11
1.5. Research questions .................................................................................................... 11
1.6. Significance of the study................................................................................................... 11
1.7. Scope of the study...................................................................................................... 12
CHAPTER TWO ..................................................................................................................... 13
LITERATURE REVIEW ..................................................................................................... 13
2.0. Introduction ............................................................................................................... 13
2.1. Handwriting and Reading Skills ................................................................................ 13
2.2. Handwriting and Spelling skills ................................................................................ 13
2.3. Handwriting and pupils’ understanding .................................................................... 14
2.4. Research questions .................................................................................................... 14
CHAPTER THREE ................................................................................................................. 15
METHODOLOGY ............................................................................................................... 15
3.0. Introduction ............................................................................................................... 15
3.1. Research design ......................................................................................................... 15
3.2. Target population ....................................................................................................... 15
3.3. Sample and sampling techniques ............................................................................... 15
3.4. Instruments of data collection.................................................................................... 16
3.5. Procedure for data collection ..................................................................................... 16
 3.6. Data analysis .............................................................................................................. 16
CHAPTER FOUR .................................................................................................................... 17
DATA REPRESENTATION, ANALYSIS AND INTERPRETATION ............................ 17
4.0. Introduction ............................................................................................................... 17
4.1. Handwriting and Reading skills ................................................................................ 17
4.2. Handwriting and Speaking ........................................................................................ 18
4.3. Handwriting and pupils’ Levels of handwriting ........................................................ 19
CHAPTER FIVE ..................................................................................................................... 21
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS ................................... 21
5.0. Introduction ............................................................................................................... 21
5.1. Discussions ................................................................................................................ 21
5.2. Conclusions ............................................................................................................... 23
5.3. Recommendations ..................................................................................................... 23
5.4. Area for Further Research ......................................................................................... 23
REFERENCES ........................................................................................................................ 24
APPENDICES ......................................................................................................................... 25
APPENDIX A ...................................................................................................................... 25
APPENDIX B ...................................................................................................................... 27
 LIST OF TABLES
Table 1: Responses from Head teachers on Handwriting and Pupils’ Reading Skills

Table 2: Responses from Teachers on Handwriting and the Pupils Reading Skills.

Table 3: Responses from Pupils on Handwriting and Pupils’ Reading Skills.

Table 4: Head teachers’ Responses on Handwriting and the speaking skills.

Table 5: Teachers’ Responses on Handwriting and the speaking skills.

Table 6: Pupils’ Responses on Handwriting and speaking skills.

LIST OF FIGURES

Figure 1: Head teachers’ Responses on Handwriting and Pupils’ levels of understanding

Figure 2: Teachers’ Responses on Handwriting and Pupils’ levels of understanding

Figure 3: Pupils’ Responses on Handwriting and pupils’ levels of understanding

 ABSTRACT
This study was carried out in Kyengera Town council, Wakiso District. It was carried out in 5
sample primary schools. Head teachers, teachers and pupils were the respondents used in data
collection. Questionnaires and interview guide were used in data collection. The data was
collected basing on three objectives.

(i) To find out whether handwriting greatly affect the pupils’ reading skills.
(ii) To establish whether handwriting largely affect pupils’ speaking skills.
(iii) To find out whether handwriting significantly affects the pupils’ speaking levels of
understanding of the content.

Findings showed that poor handwriting among learners greatly affected the pupils’ reading
speaking and their levels of understanding of the content, all leading to poor academic
performance. The researcher finally concluded that poor handwriting greatly the pupils’
reading, speaking and levels of understanding hence causing poor academic performance.
The researcher finally concluded that the Teacher training Colleges should put much
emphasis on handwriting when training the teachers.
 CHAPTER ONE

INTRODUCTION

1.0. Introduction
This study was designed to find out whether pupils’ handwriting has a significant effect on
the pupil’s academic performance in inclusive schools in Kyengera Town Council, Wakiso
District. This chapter highlights the background to the study, objectives, significance and
scope of the study.

1.1. Background to the study

Handwriting is one of the concepts emphasised in lower primary class of primary one,
primary two and primary three. Lescot (2011) says that handwriting is a very important
concept that the learner has to master at his/her early stages of learning for it has potential of
influencing the learners’ academic performance.

Handwriting is a skill which involve writing readable words and correct shapes of letters as
well as proper spacing of words Klob (2011) argues that handwriting further involve proper
spacing of letters to make readable words/sentences.

Proper usage of margins and lines all contribute to good handwriting. According to Forran
(2012) many teachers no longer emphasis on handwriting and this explains why learners no
longer write readable composition with meaning well-articulated. This ably influences
academic performance among learners.

In Uganda, pupils’ handwriting is highly declining indicating a weakness among the teachers
in imparting this skill (New vision 16.01.2015). In Kyengera Town Council primary school
pupils’ handwriting is greatly declining at the same time as pupils’ academic performance is
falling drastically. This therefore leads to a question of whether pupils’ academic
performance in the inclusive primary schools of Kyengera Town Council has declined as
reflected in the Primary Leaving Examinations (P.L.E) results. This poor handwriting seems
to be affecting the pupils themselves because they even fail to revise the notes which they
have written themselves. Teachers who mark the pupils’ work are also affected by the poor
handwriting for they fail to read what the learners have written.
1.2. Statement of the problem
Although the teachers put much emphasis on the teaching of the handwriting right away from
lower primary classes, many learners in inclusive primary schools of Kyengera Town
Council are declining in their handwriting with gross disability to write readable work and
sentences. At the same time, a decline in the pupils’ academic performance had been noticed
which led to a question of whether handwriting had a significant effect on pupils’
performance leading to this study.

1.3. Purpose of the study

The purpose of this study was to find out the effect of handwriting on the pupils’ academic
performance in Kyengera Town Council in inclusive primary schools, Wakiso District.

1.4. Objectives of the Study

The objectives of this study were;

(i) To find out whether handwriting largely affect the pupils’ reading skills in inclusive
primary schools of Kyengera Town Council.
(ii) To find out whether handwriting greatly affects pupils’ mastery of the speaking
skills.
(iii) To establish whether handwriting significantly affects the pupils’ level of
understanding of the subject content in inclusive primary schools.

1.5. Research questions

This study intended to answer the following questions;

(i) Does handwriting significantly affect the pupils’ reading skills in inclusive primary
schools of Kyengera Town Council?
(ii) Does handwriting greatly affect pupils’ mastery of the speaking skills?
(iii) Does handwriting largely affects the pupils’ levels of understanding of the subject
content in inclusive schools?

1.6. Significance of the study

This study would be significant to the following;

(a) School head teachers would identify the influence of handwriting on pupils’ learning so
as to put more emphasis on it.
 (b) Teachers of handwriting in lower primary would be helped to identify better skills of
teaching this skill to learners.
(c) Learners would be helped to improve their handwriting if teachers improve the teaching
of this concept.
(d) Researchers would use these findings as a basis to conduct further research in a related
area of study.

1.7. Scope of the study

This study dwelt on the effect of handwriting on the pupils’ academic performance in
inclusive primary schools in Kyengera Town Council, Wakiso District. The researcher chose
this as the study area because of the convenience that was derived from being a teacher and a
resident in the area.
 CHAPTER TWO

LITERATURE REVIEW

2.0. Introduction
This chapter presents the literature about handwriting and its effect on the pupils’ academic
performance. The literature is based on research objectives.

2.1. Handwriting and Reading Skills

Roberson (2014 says that writing and reading are interrelated and failure to master one leads
to failure in the other. On the same note Levis (2011) argues that reading highly depends on
writing and when a learner fails to master the writing, his ability to read is likely to be
affected as well.

On the other handForran (2012) argues that in teaching/learning process, the teacher ought to
emphasize the writing skill for this can have a significant impact on the learners’ mastery of
the writing skill. A learner who cannot write well can also fail to read what he /she has
written. Web (2010) also argees that there usually a close relationship between writing and
reading. He therefore advises the teachers to handle both of them concurrently for the good of
the learners.

2.2. Handwriting and Spelling skills

Web (2011) explains that handwriting is an influential aspect that has an impact on other
language skills like spelling. They both move hand in-hand and when the teacher is teaching
he/she has to give consideration to both of them for the learners to be able to master the two.

Perrot (2010) says that the four language skills that are reading, writing, speaking and
listening are interrelated and one influences the other. He adds that failure in one of the skills
leads to failure in the other whereas mastery of the other.

Related to the above, Dean (2014) writes that writing is an important skill for ones’ mastery
of the speaking skill. The learner learns pronunciation of words after learning their correct
spellings. This alone is an indication that writing and speaking are closely related and each
has an influence on the other.

Lawn (2010) says that mastery of the speaking skills is quickly accelerated by one’s ability to
write. He also says that effective learning of speaking requires one to first learn how to write
the words used in speaking and sounds. He says that mastery of sounds comes as a result
of the learners’ ability to write the words in correct spellings.

2.3. Handwriting and pupils’ understanding

Jessie (2014) argues that handwriting is connected to pupils’ level of understanding of the
subject matter. Poor handwriting slows down the ability of the learner to read and understand
the content which may eventually be reflected in the pupils’ academic performance at large.

In a related view, Martez (2014) argues that poor handwriting has a significant impact on the
rate at which pupils understand the content. Good handwriting facilitates the level of
understanding whereas poor handwriting lowers the rate of perception and hence affecting
their levels of performance.

Keran (2017) states that poor handwriting is the cause of low levels of understanding. One
who writes well can easily read and revise his work. In the process, his rate of understanding
is facilitated and hence academic performance is enhanced.

2.4. Research questions

This study was guided by the following questions;

(i) Does handwriting greatly affect the pupils’ reading skills in inclusive primary schools
of Kyengera Town Council?
(ii) Does handwriting largely affect the pupils’ speaking skills in inclusive primary
schools?
(iii) Does handwriting significantly affect the pupils’ level of understanding of the content
in inclusive primary schools?
 CHAPTER THREE

METHODOLOGY

3.0. Introduction
This chapter presents the research methodology highlighting the research design, target
population, sample and sampling strategy instruments, procedure and data analysis.

3.1. Research design

This study used a cross-sectional survey design whereby samples of respondents were
selected to represent their respective categories in the data collection process. This was
intended to simplify the data collection process. Quantitative and qualitative approaches were
used in data analysis.

3.2. Target population

The population for this study comprised of;

(a) Head teachers

Heads of school were used in data collection because they taught and assessed the learners’
handwriting in their schools

(b) Teachers

Teachers were used in data collection because they taught and assessed the learners’
handwriting.

(c) Pupils

These participated in this study to give information on how handwriting affected their
academic performance.

3.3. Sample and sampling techniques

Head teachers were 5, 40 teachers and 20 pupils to make a total of 65 respondents. All these
were selected from 5 sample primary schools in Kyengera Town Council, Wakiso District.
Head teachers were selected using purposive sampling techniques and so were the teachers.
First priority was given to the teachers of handwriting in lower primary classes. Pupils were
selected by use of simple random sampling technique.
3.4. Instruments of data collection
The following were used as tools to collect data from the field.

(a) Questionnaires

These were set purposely for head teachers and teachers. The purpose of using questionnaires
was to simplify the data collection process since they were filled by the respondents
themselves.

(b) Interview guide

Interview schedules were set to suit the level and age of the learners. They were administered
to the pupils, orally. The purpose of using interviews was that they would provide detailed in-
depth responses.

3.5. Procedure for data collection

The researcher first obtained an introductory letter from Kyambogo University which she
used to obtain permission from the respective head teachers of the sample schools.

Questionnaires were hand delivered to the head teachers and then to teachers. The filled
questionnaire forms were collected afterwards.

Interviews were held with the selected pupils and the data was collected, compiled and
analysed.

3.6. Data analysis

The researcher used both qualitative and quantitative approaches in the data analysis.
Quantitatively, data was computed to frequencies and then to percentages. Qualitatively, data
was discussed.
 CHAPTER FOUR

DATA REPRESENTATION, ANALYSIS AND INTERPRETATION

4.0. Introduction
The researcher carried out this study to find out whether handwriting had a significant effect
on the pupils’ academic performance in inclusive primary schools in Kyengera Town
Council, Wakiso District. It was carried out in five sample primary schools. Head teachers,
teachers and pupils were used as respondents in data collection. The study was carried out
basing on the following objectives;

(i) To find out whether handwriting greatly affect pupils’ reading skills in inclusive
primary schools in Kyengera Town Council.
(ii) To examine whether handwriting significantly affects pupils’ level of understanding
in classroom.

4.1. Handwriting and Reading skills

The data in tables 1,2 and 3 below shows head teachers, teachers and pupils’ responses on
whether handwriting greatly affect the reading skills among learners in inclusive primary
schools.

4.1.1. Table 1: Showing Head teachers’ Responses on Handwriting and Reading skills

Response Frequency Percentages

Yes 3 60
No 2 40
Total 5 100

Table.1 indicates that 3(60%) of the head teachers accepted that pupils’ handwriting had a
significant effect on their reading skills. Only 2(40%) disagreed. This implies that
handwriting greatly affected the pupils’ reading skills.

4.1.2. Table.2: Teachers’ Responses on Handwriting and Reading skills

Response Frequency Percentage

Yes 31 62
No 19 38
Total 50 100
The largest number of teachers 3(62%) were of the view that pupils’ handwriting
significantly affected their reading skills and that handwriting was closely related to reading.
On the other hand 19(38%) of the teachers did not agree.

4.1.3. Table.3: Pupils’ Response on Handwriting and Reading skills

Response Frequency Percentage

Yes 6 60
No 4 40
Total 10 100

Out of the 10 pupils6(60%)agreed that poor handwriting significantly affected their reading
skills and hence their performance. Only 4(40%) of the pupils disagreed. This implies that
poor handwriting greatly affected the pupils’ reading skills.

4.2. Handwriting and Speaking

When the researcher asked respondents to give their views on whether handwriting greatly
affected the pupils’ speaking skills, they responded as presented below;

4.2.1. Table.4: Responses from Head teachers on the pupils’ Handwriting and Speaking
skills

Responses Frequency Percentage

Yes 4 80
No 1 20
Total 5 100
Out of the 5 head teachers, 4(80%) agreed that pupils’ handwriting greatly affected the
speaking skills because handwriting is closely related to speaking. On the other hand, 1(20%)
of the head teachers did not agree. This means that poor handwriting greatly affected the
pupils’ speaking skills.

4.2.2. Table.5: Responses from Teachers on pupils’ Handwriting and Speaking skills

Responses Frequencies Percentage

Yes 35 70
No 15 30
Total 50 100
In table 5, 35(70%) of the teachers agreed that handwriting had a significant effect on the
speaking skills and the pupils’ academic performance as well. On the other hand, 15(30%) of
the teachers disagreed.

4.2.3. Table.6: Responses from pupils on Handwriting and Speaking skills

Responses Frequencies Percentage

Yes 7 70
No 3 30
Total 10 100

The greatest number of pupils reported that handwriting greatly affected their speaking skills
whereas 3(30%) disagreed. This implies that handwriting largely affected the pupils’
speaking skills.

4.3. Handwriting and pupils’ Levels of handwriting

The researcher asked respondents whether pupils’ handwriting greatly affected the pupils’
level of understanding of the subject content in class. The following were their responses.

4.3.1. Figure.1: Responses from Head teachers on Handwriting and Pupils’ Level
of understanding

90
80
70
60
50
40
30
20
10
0
Yes No

In figure 1, 4(80%) of the head teachers were of the view that when pupils failed to
master the handwriting skill, they could not even read and understand their own notes
and hence leading to poor academic performance. Only 1(20%) disagreed.
4.3.2. Figure 2: Teachers’ views on Handwriting and Pupils’ Level of
understanding

70

60

50

40

30

20

10

0
Yes No

According to figure 2, 33(66%) of the teachers agreed that pupils’ handwriting greatly
affected their levels of understanding of the content. On the other hand, 17(34%)
disagreed. This means that pupils’ handwriting significantly affected their levels of
understanding in class.

4.3.3. Figure 3: Pupils’ Responses on the Handwriting and Levels of

understanding

70

60

50

40

30

20

10

0
Yes No

The largest number of pupils 6(60%) reported that poor handwriting greatly affected
their levels of understanding in class whereas 4(40%) disagreed. This implies that
handwriting had a significant effect on pupils’ levels of understanding.
 CHAPTER FIVE

DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS

5.0. Introduction
This chapter consists of the discussions, conclusions and recommendation. All these are
based on the research objectives below;

(i) To find out whether pupils’ handwriting greatly affects pupils’ reading skills.
(ii) To establish whether pupils’ handwriting largely affect the speaking skills among
pupils.
(iii) To examine whether pupils’ handwriting significantly affects their levels of
understanding.

5.1. Discussions
5.1.1.Headwriting and pupils’ reading skills

According the respondents, pupils’ handwriting greatly affected their reading skills.
According to the findings presented in table 1, 2 and 3, the biggest number of respondents:
60% , 62% and 60% of the head teachers, teachers and pupils accepted that poor handwriting
significantly affected the rate at which they mastered the reading skills.

Respondents explained that reading and writing were closely related and they moved hand in
hand such that failure in one could lead to failure in the other. When a pupil could not write
readable words, he himself could not read what he had written and hence failing to master the
reading skill. This implies that the pupils’ handwriting has a significant effect on their
reading skills.

Respondents reported that pupils’ who had poor hand writing also reflected hardship in
reading which was on indication that poor hand writing had a close relationship with the
pupils’ reading skills and hence on their academic performance as well. These findings are
closely related to Robertson’s (2014) arguments that writing and reading are interrelated and
failure to master one leads to failure in the other.

In the same way, Forran (2012) argues that in teaching / learning process, the teacher ought to
emphasise the writing skill for this can have a significant impact on the learners’ mastery of
the reading skill.
5.1.2. Handwriting and the Pupils’ speaking skill

The findings in tables 4, 5 and 6 skill indicates that had writing greatly affected the speaking
skills among pupils: in the findings collected, 80%, 70% at the head teachers that pupils’
failure to master the hand writing skill greatly affected their speaking skills and hence failure
in English language at large.

In their explanation, respondents argued that handwriting was interrelated to speaking

because it was after mastering the writing skill that the learners could learn speaking. When
the failed to write correct and readable words, their speaking was highly hampered, because it
was from the words written that the learners could speak.

Respondents reported that it was not easy for learners to learn proper pronunciation of words
if they could not write them. This implied that handwriting greatly influenced the pupils’
mastery of the speaking skill and hence mastery of English language at large.

In support, Web (2011) explains that hand writing is an influential aspect that has an impact
on the other language skills like speaking. Perrot (2010) says that the four language skills that
is writing, speaking, reading and listening are interrelated and one influences the other.

5.1.3. Hand writing and Pupils’ Understanding of the contents.

In figure 1,2 and 3, 80% , 66% and 60% of the head teachers, teachers and pupils respectively
agreedthat the pupils’ hand writing greatly affected the pupils’ level of understanding of the
subject content. Respondents agreed that writing had a significant influence on the rate at
which pupils’ grasped the content.

Respondents explained that poor handwriting made it difficult for the pupils to read and
understand what they had written. The pupils who could not write propery could also fail to
read and understand what he had written. During revision of their notes, learners could get
stuck on the way and therefore failing to understand the content. This could lead to poor
academic performances.

In support Jessie (2016) states that writing is closely related to the pupils’ level of understand.
Martez (2014) also supports the view that poor hand writing is partly responsible for the low
levels of pupils’ understanding of the subject matter.
5.2. Conclusions
Based on the findings, the following conclusions are made:

i) Hand writing greatly affects the pupils’ reading skills since the two concepts are
interrelated.

This also leads to poor academic performance.

ii) Hand writing significantly affects the pupils’ speaking skills and hence their mastery
of English language. This is because writing and speaking are interrelated
iii) Hand writing greatly affects the pupils’ levels of understanding of the subject content
and hence their academic performance as well.

5.3. Recommendations
The recommendations of this study are as follows

i) Teacher Training colleges should put much emphasis on the head writing in primary
schools.
ii) Head writing in their respective primary schools to improve the pupils’ mastery of the
skill.
iii) Coordinating centre Tutors (C.C.Ts) should organise seminars for teachers in their
areas to equip them with better methods of teaching handwriting.

5.4. Area for Further Research

The researcher suggests further research on;

First Language and pupils’ Learning of English Language

 REFERENCES
Dean.P, (2014), Learning and instruction: Theory into practice. New Jersey; Prentice Hall.

Forran N.L, (2012), Childrens’motivation for writing. London: Longman

Lawn. S, (2010), Steps of Teaching Handwriting, Newyork; SAGE Publishers.

Klob.F, (2011) Teachers’Rolein Teaching Handwriting.London: Longman.

Lescot.E.L, (2011), Principles of effective Teaching. London: Macmillan.

Meyer.H, (2015), What Effective Communication means in learning, California van chalk
Publishers

Perrot. B, (2010), Emerging Strategies of Competent Teaching. Newyork: Harper Collins

College Publishers

Robertson.T, (2014), Understanding the context of Handwriting. London: Longman.

Smith.A, (2014), Principles of Communication. London: Longman.

Web.E.C, (2010), Identifying Areas of Need in learning. London: SAGE Publishers.

 APPENDICES

APPENDIX A
QUESTIONNAIRE FOR HEADTEACHERS

Dear respondent, I am NamuwamuWinnie a student of Kyambogo University pursuing a

Diploma in Education. I am conducting research on handwriting and pupils’ academic
performance in inclusive schools. You are kindly requested to answer the following
questions;

Section A: Background Information

1. Name of school…………………………………………………………………………
2. Type of school? Government Government aided Private
3. How old are you? 20 – 24 25 – 29 30 – 34 35 – 39 40+
4. Gender. Male Female
5. What is your highest professional qualification?...............................................................

Section B: Handwriting and Reading skills

6. How do pupils in this school perform in the reading assignment?....................................

7. Give reasons for your answer……………………………………………………………..
8. How often do teachers in lower primary teaching handwriting to the learners?................
9. Which methods and techniques do they use in teaching handwriting?..............................
10. In your view, does handwriting greatly affect the pupils’ reading skills? Yes No
11. If yes, how?............................................................................................................................
12. If no, why?..............................................................................................................................

Section C: Handwriting and spelling skills

13. How do pupils in this school perform in English speaking activities?..........................

14. Give reasons for your answer?.......................................................................................
15. In your view, does handwriting significantly affects the pupils’ mastery of the speaking
skills. Yes No
16. If yes, how?....................................................................................................................
17. If No, why?.....................................................................................................................
Section D: Handwriting and Levels of understanding

18. In your view does handwriting greatly affects the pupil’s rate of understanding of the
content? Yes No
19. If yes, how?.....................................................................................................................
20. If no, why?......................................................................................................................
21. Suggest possible measures of improving pupils’ handwriting in inclusive schools.
Thank you!
 APPENDIX B
QUESTIONNAIRE FOR TEACHERS

Dear respondent, I am NamuwamuWinnie a student of Kyambogo University, pursuing a

Diploma in Education. I am conducting research on handwriting and pupils’ academic
performance. You are kindly requested to answer the following questions.

Section A: Background Information

1. Name of school?.................................................................................................................
2. Type of school? Government Government Aided Private
3. Which classes do you teach?.............................................................................................
4. Which subjects do you teach?...........................................................................................
5. How old are you?...............................................................................................................
6. Gender, Male Female

Section B: Handwriting and Reading skills

7. How often do you teach handwriting to the pupils in your class?.......................................

8. Which methods and techniques do you use in teaching handwriting?................................
9. How do pupils perform in reading assignments?................................................................
10. How pupils perform in handwriting assignment?...............................................................
11. In your view, does handwriting largely affect pupils’ reading skills Yes No
12. If yes, how?.........................................................................................................................
13. If no, why?..........................................................................................................................

Section C: Handwriting and Speaking

14. How do pupils in your class perform in the speaking assignments?.................................

15. Give reasons for your answer.
16. In your opinion, does handwriting largely affect the pupils’ spelling skills Yes No
17. If yes, how?..........................................................................................................................
18. If no, why?...........................................................................................................................

Section D: Handwriting and Levels of understanding

19. How is the pupils’ rate of understanding of the content during lessons?...........................
20. Give reasons for your answer…………………………………………………………….
21. In your opinion, does handwriting largely affect the pupils’ rate of understanding of the
content Yes No
22. If yes how?.........................................................................................................................
23. If no, why?.........................................................................................................................
Thank you!
 APPENDIX C
INTERVIEW GUIDE FOR PUPILS

Section A: Background Information

1. In which school do you go to?

2. In which class are you?

3. Sex

4. How old are you?

Section B: Handwriting and Reading skills

5. Do teachers in your school/class teach handwriting?

6. How do you perform in the exercises of handwriting?

7. How do you perform in exercises of Reading?

8. Give reasons for your answer?

9. In your view does handwriting largely affect your ability to read?

10. If yes, how?

11. If no, why?

Section C: Handwriting and Speaking skills

12. Do you speak English at school?

13. Give reason for your answer.
14. In your view does your handwriting greatly affect your ability to speak English?
15. If yes, how?
16. If no, why?

Section D: Handwriting and Rate of understanding

17. In your view, does your handwriting largely affect the speed at which you understand
your notes when reading?
18. If yes, how?
19. If no, why?