UNIVERSITY FOR DEVELOPMENT STUDIES

DAMBAI COLLEGE OF EDUCATION

DEPARTMENT OF PRIMARY EDUCATION

TOPIC

IMPROVING THE WRITING SKILLS AMONG LEARNERS OF KRASEC

PRIMARY TWO (2), USING EARLY PREPARATORY WRITING ACTIVITIES.

ASANTEWAA RITA

DACE/PRI/0075/19

A project work was presented to the Department of Primary Education, Dambai

College of Education, in partial fulfilment of the requirements for the Bachelor of

Education in Primary Education award.

OCTOBER, 2023
 DECLARATION

CANDIDATE’S DECLARATION

I, Asantewaa Rita, declare that this project results from my original research. Except for quotations

and references contained in published works (which have all been identified and acknowledged),

the entire project work is my original work, and it has not been submitted, either in part or whole,

for another degree elsewhere.

Signature……………………………………… Date……………………...…………………

SUPERVISOR’S DECLARATION

I, Mr Donkor Ebenezer, declare that the Faculty of Education, University for Development Studies

guidelines supervised this project.

Signature………………………………………... Date…………………………...………….

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 ABSTRACT

The study was conducted on how the use of early preparatory writing activities, including tracing

activities, and the adoption of copying simple, easy actions in writing can help motivate and sustain

learners' writing skills and help minimise learners handwriting difficulty among Krasec Primary

(two) learners of Krasec M/A Basic School. The study was action research aimed at improving the

handwriting skills of the sampled learners. The use of tracing activities, early preparatory writing

activities and the adoption of simple, easy activities in writing to help motivate and sustain learners'

writing skills and help minimise learners' handwriting difficulty were used during the research

period. Information was obtained through observation and teacher teacher-made. The population

for the study were all the 40 learners in the Primary Two Class. The researcher used purposeful

sampling to select the sampling size of thirty (30). Descriptive analyses were used for the research

findings. Based on the results, tracing activities, the use of oratory writing activities and the

adoption of simple, easy activities in writing to help motivate and sustain learners' writing skills

and help minimise learners' handwriting difficulty were used. It was recommended that the use of

tracing activities, the use of early preparatory writing activities and the adoption of copying of

simple, easy exercises to help improve handwriting skills should be used to help minimise the

handwriting problem affecting the Primary two (P2) learners of Krasec M/A Basic School. Also,

a positive attitude towards writing should be taught to learners. Lastly, mini library facilities

containing handwriting practice books should be available in Basic Schools to enhance learners’

writing skills.

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 ACKNOWLEDGEMENTS

My heartfelt thanks to God for helping me complete this research work. I want to acknowledge

my supervisor, especially Mr. Ebenezer Donkor, for his constructive criticisms, guidance,

suggestions and encouragement to make the completion of this project work possible. I am most

grateful for having the opportunity to be under his supervision. I acknowledge my family for their

immense support during the study.

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 DEDICATION
This research work is dedicated to my Father (Mr. Opoku Thomas) and Mother (Mrs. Vida Tiwaa)

as well as my siblings (Amo Bismarck, Opoku Emmanuel, Ameyaw Evans and Elizabeth

Kyeremaa) for their prayers and words of encouragement during this study.

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 Table Content

CHAPTER ONE ......................................................................................................................... 1

INTRODUCTION ....................................................................................................................... 1
1.0 Overview ................................................................................................................................... 1
1.1 Background of the study ........................................................................................................... 1
1.1.1 How the Problem Was Identified ........................................................................................... 2
1.1.3 Diagnosis of the Problem ....................................................................................................... 4
1.2 Description of the study area .................................................................................................... 4
1.3 Statement of the Problem .......................................................................................................... 4
1.4 Purpose of study........................................................................................................................ 4
1.5 Research Questions ................................................................................................................... 5
1.6 Significance............................................................................................................................... 5
1.7 Delimitation .............................................................................................................................. 6
1.8 Limitation .................................................................................................................................. 6
CHAPTER TWO......................................................................................................................... 7
LITERATURE REVIEW ............................................................................................................ 7
2.0 Overview ................................................................................................................................... 7
2.1 Theoretical Review ................................................................................................................... 7
2.2 Conceptual Review ................................................................................................................... 8
2.2.1 The concept of writing difficulty in learners. ........................................................................ 8
2.2.2 Causes of Writing Difficulty in Learners............................................................................. 10
2.2.3 Importance of having good and legible handwriting. .......................................................... 10
2.2.4 Measure of improving learners’ handwriting skills. ............................................................ 11
2.3.0 Empirical Review................................................................................................................. 12
2.3.1 Effect of tracing activities on learners’ writing skills. ......................................................... 12
2.3.2 Impact of early preparatory writing activities on learners’ handwriting skills .................... 13
2.3.3 Effect of copying simple, easy activities on learners' writing skills. ................................... 15
2.4 Summary ................................................................................................................................. 15
CHAPTER THREE ................................................................................................................... 17
METHODOLOGY .................................................................................................................... 17
3.0 Overview ................................................................................................................................. 17
3.1 Design of the Study................................................................................................................. 17

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3.2 Population of the Study........................................................................................................... 17
3.3 Sample Size and Sample Technique ....................................................................................... 18
3.4 Data Collection Instruments ................................................................................................... 18
3.4.1 Teacher made Test ............................................................................................................... 18
3.5.0 First Intervention. ................................................................................................................. 19
3.5.1 Description of the Intervention ............................................................................................ 19
3.5.2 Description of the period and step-by-step implementation of the intervention ................. 19
3.6.0 Second Intervention ............................................................................................................. 23
3.6.1 Description of the Intervention ............................................................................................ 23
3.6.2 Description of the period and step-by-step implementation of the intervention ................. 23
3.7.0 Third Intervention ................................................................................................................ 27
3.7.1 Description of the Intervention ............................................................................................ 27
3.7.2 Description of the period and step-by-step implementation of the intervention ................. 28
3.8.0 Post Intervention .................................................................................................................. 30
3.8.1 Description of post-intervention data collection .................................................................. 30
3.8.2 Analysis and Discussion of post-intervention data .............................................................. 30
3.9.0 Comparative Analysis .......................................................................................................... 31
3.9.1 Comparison of pre-intervention and post-intervention results and their interpretation ....... 32
CHAPTER FOUR ..................................................................................................................... 33
RESULTS AND DISCUSSION ............................................................................................... 33
4.0 Overview ................................................................................................................................. 33
4.1 Findings of the Study .............................................................................................................. 33
4.1.2 Discussion of Result ............................................................................................................ 35
4.2 Conclusion .............................................................................................................................. 40
4.3 Recommendations ................................................................................................................... 40
REFERENCES .......................................................................................................................... 42
APPENDICES ........................................................................................................................... 45
APPENDIX (A) ............................................................................................................................ 45
APPENDIX (B) ............................................................................................................................ 46

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 CHAPTER ONE

INTRODUCTION

1.0 Overview
The background to this study comprises the set to the study, Description of the study area,

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

delimitations of the study, and limitations.

1.1 Background of the study

Writing is a global phenomenon; for that matter, Africa and Ghana are particularly affected

regarding education.

Globally, scholars like Al-Mansour (2015), Hayland (2002), and Defazio et al. (2010) wrote

about academic writing and the difficulties learners encounter. “Academic writing differs from

other genres. Al-Mansour (2015) describes it as “a host of references, information, and evidence

to support it” (p.95). Therefore, competency in academic writing necessitates cognitive skills in

understanding, application, and synthesis of knowledge (Defazio et al. (2010).”

Some African studies were conducted on writing difficulties among learners/students in

various academic arenas. These publications include the “International Journal of Higher

Education” on the topic, “The Academic Writing Challenges of Undergraduate Students: A South

African Case Study,” which was conducted at the University of Cape Peninsula University of

Technology (CPUT), South Africa. Scholars whose literature was reviewed in this publication

included Reda (2011), Jacobs (2007), Layer (2006), Bailey (2008): 2, Archer (2010):496; Pineteh

(2012), and Jacobs (2007), among others. Publication date: July 3rd, 201,8 (www.iiste.org).

Again, more importantly, in the Ghanaian context, some studies were conducted on writing

difficulties among learners/students in various academic areas. These publications include

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“Research on Humanities and Social Sciences” on the topic, “An Analysis of the Writing Problems

of Ghanaian ESL Students: A Focus on Textual Dimension,” from the Department of Arts

Education, University of Cape Coast, Cape Coast, Ghana. Scholars whose literature was reviewed

in this publication included Adas & Bakir, 201; Amua-Sekyi, (2010); Adika (2012); Amua-Sekyi,

(2010); Afful (2007), among others. Publication date: October 31st 2019 (www.iiste.org)

Therefore, this action research is intended to be a plea for writing and explores issues

regarding instruction and evaluation of learners' writing skills in Krasec Primary Two (2). It

examines learners' expectations in Krasec Primary Two (2) writing quality and performance on

writing proficiency exams. It also seeks to ring a bell about this skill that has been neglected despite

its importance in foreign language acquisition, such as the English Language.

There is no doubt that, after a few contacts with the learners in Krasec Primary Two (2), it

was perceived through a class observation by the researcher that learners in the said school show

difficulty in writing. Hence, to ascertain that the learners' problem in the paper exists, research

surged on to conduct a class test to verify the learner’s writing skills and legibility.

Fast forward, the researcher marked the previously mentioned class test, proving that writing

difficulty exists among the school learners above.

1.1.1 How the problem was identified

During the Teaching Practice at Krasec Primary School, it was realised that learners could not

write simple sentences. This prompted the researcher to interview the learners to identify the

research problem.

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Table 1: Pre-intervention scores of students

Scores(x) No. of students (f) (fx) Percentages (%)

0 11 0 40
1 8 8 25
2 5 10 16
3 4 12 12
4 2 8 7
5 0 0 0
6 0 0 0
7 0 0 0
8 0 0 0
9 0 0 0
10 0 0 0
TOTAL Σ(f)₌ 30 Σ(fx)₌ 38 100

Mean = Σ(fx) = 38 =1.3

Σ(f) 30
Discussion: By inspection from Table 1 above, the mean mark of the learners is 1.3, which is

approximately 2-5 marks out of the total ten effects. Only two (2) could score marks from 5-10

out of thirty learners, representing 8% of the sample. This gives a clear indication that most of the

learners have writing difficulties.

This writing difficulty is mostly caused or a result of dysgraphia. Dysgraphia is a common

term used to describe individuals with writing disabilities. This term means "difficulty with making

letter forms", and the reasons for these difficulties are varied. Students with writing challenges

may struggle from visual processing difficulties, challenges with working memory, lagging

executive functioning skills, or difficulties with the physical motor skills necessary for forming

letters and lack of regular practice as a result of not having the writing tools such as pencil/pen,

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books among others. Adult Learning Disabilities | Dr. Liz Angoff. https://drlizangoff.com/help-

for-adults/learning-disabilities-adults/

1.1.3 Diagnosis of the problem

The researcher observed that the learners of Krasec Primary Two (2) struggle with writing.

To give particular attention to this problem, the researcher conducted a class test and market d as

evidence. This shows that writing difficulties exist in the selected school. This problem is called

Dysgraphia. Dysgraphia is a common term used to describe individuals with writing disabilities.

This term means "difficulty with making letter forms", and the reasons for these difficulties are

varied.

1.2 Description of the study area

Krasec M/A Primary Model School is located in the township of Kete–Krachi, under the

municipality of Krachi West in the Oti Region of Ghana. The school is situated near Krachi Senior

High School. The inhabitants of Kete–Krachi are mostly farmers and petty traders, with a

population of over 11,788 (2013) (Wikipedia).

1.3 Statement of the problem

The following points seek to elaborate on the statement of the research problem:

 Learners have writing difficulty in terms of clarity.

 Learners have problems with writing neatly in books.

 Learners have difficulty in making letters or forming letters (dysgraphia).

 Learners have intermittent spacing difficulty in writing.

1.4 Purpose of the study

The study addresses the writing difficulties among learners of Krasec Primary Two (2).

Specifically, the study seeks to achieve the following objectives;

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 1. To use tracing activities of writing to enhance learners writing difficulty.

2. To use early preparatory writing activities of learners to address and improve learners'

handwriting skills.

3. To adopt copying of simple, easy activities in writing to help motivate and sustain learners'

writing skills.

1.5 Research questions

This study seeks to answer the following research questions:

1. How can tracing activities in writing help enhance learners writing difficulty?

2. How can early preparatory writing activities of learners address and improve learners'

handwriting skills?

3. Can the adoption of copying simple, easy activities in writing help motivate and sustain

learners' writing skills?

1.6 Significance
The outcome of this study would benefit the learners of Krasec Primary Two (2) in a way that

is expected to raise the general performance of learners in both internal and external examinations.

It could also be a source of valuable information for teachers and schools in the study area to

improve teaching and learning of writing, especially in the English Language. Again, it would

serve as reference material for other researchers who wish to research similar areas of study. This

research could also enable educators, curriculum designers, and implementers to realise the impact

of using early preparatory writing activities to improve the writing skills of learners who are

victims.

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1.7 Delimitation
The study was carried out in the municipality of Krachi West in one public Primary School

(Krasec M/A Primary Model School) out of all the public Primary Schools in Krachi West

Municipal. The study was limited to learners in Krasec Primary Two (2). These learners show

difficulty in writing. This may be a result of dysgraphia , which is a common term used to describe

individuals with writing disabilities.

1.8 Limitation
There were many setbacks throughout the research, which made the researcher's work more

cumbersome. These setbacks include a lack of technology, biased or personal opinion of people,

inadequate detailed information, and time constraints, among others.

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 CHAPTER TWO

LITERATURE REVIEW

2.0 Overview
This study was based on the following theoretical propounds under the following sub-headings:

Theoretical review

Conceptual review

Empirical review

Summary of the chapter

2.1 Theoretical Review

This study adopted theories on writing difficulty in learners.

The WWC model (Graham, 2018a) provided the theoretical framework for the current

study. The model proposes that writing is a consequence of both the context in which it occurs and

the cognitive capabilities and resources of those who produce it. The WWC model, like other

writing models (e.g., Berninger, 1992), was based on the assumption that writing is a demanding

task and that limitations in cognitive architecture constrain the process of composing. Because the

handwriting fluency of students in the primary grades is slow and still developing (Graham et

al., 1998), it requires cognitive resources and effort that tax young writers’ processing capacity,

resulting in interference and cognitive overload, influencing the quality of what children write.

Again, in the 1960s, as scholars began focusing once again on rhetoric, a new approach

centring on the writing process and difficulty emerged. Through writing process approaches,

researchers focused on how writers draft, revise, and edit texts. Irwin and Doyle (1992) comment

on the shift in research conducted by educators to that conducted by psychologists, as the cognitive

7
approach became the popular mode of inquiry in the early 1970s and into the 1990s. 32 Allison L.

Harl Scholars such as Janet Emig (1971), Maxine Hairston (1982), Linda Flower, and John Hayes

(1981/2003) investigated the recursive process of writing and its difficulty in learners, suggesting

that these practices are largely non-linear. Flower (1990) argues that “the process of writing guides

the way readers interact with a text, forcing them to ‘manipulate . . . and transform’ the information

for their own needs” (p. 6). Just as thinking and writing processes involve jumping around with

stops and starts, so does the reading process (Jackson, 2009, p. 149). Tierney and Leys (1986)

acknowledge research that addresses the theoretical links between writing and its difficult

processes, particularly how writing influences revision, how readers use writing during studying,

and how writers use writing in preparing a critical essay. They question the benefits of learning

outcomes that arise from writing difficulty in the classroom.

2.2 Conceptual Review

Conceptual review framework

Writing
What difficulty
is meant by
in learners.
writing? What is

Causes of writing meant by writing Measure of improving

difficulty in learners. learners handwriting
difficulty in skills.

learners?

How writing difficulty in Importance of having

difficulty
learners affects teaching good
in and eligible
and learning negatively. handwriting.
learners?

2.2.1 The concept of writing difficulty in learners.

Delving into the concept of writing difficulty, it would be more prudent for the researcher

to break the ice about what the term writing means. When we say writing, in the Blackwell

8
Encyclopedia, Florian Coulmas defines writing as a set of visible or tactile signs used to represent

units of language systematically with the purpose of recording messages which can be retrieved

by everyone who knows the language in question and the rules by which its units are encoded in

the writing system. More so, writing is a cognitive activity involving neuropsychological and

physical processes and the use of writing systems to structure and translate human thoughts into

persistent representations of human language. Wikipedia. In addition, writing may be defined as

any conventional system of marks or signs that represents the utterances of a language. Writing

renders language visible. https://www.britannica.com/

Now, moving on to what is meant by writing difficulty in learners, a writing test is the

inability for a learner to write in a clearer, more legible, and boldly manner for someone other than

the learner who wrote, to see and read to get the understanding of the learner’s write up.

Some studies were conducted in Africa on writing difficulties among learners/students in

various academic areas. These publications include the “International Journal of Higher

Education” on the topic, “The Academic Writing Challenges of Undergraduate Students: A South

African Case Study,” which was conducted at the University of Cape Peninsula University of

Technology (CPUT), South Africa. Scholars reviewing this publication's literature included Reda,

2011; Jacobs, 2007; Layer, 2006 Bailey 2008: 2 Archer 2010:496 Pineteh, 2012; Jacobs, 2007

Again, some studies were conducted in Ghana on writing difficulties among

learners/students in various academic arenas. These publications include “Research on Humanities

and Social Sciences” on the topic, “An Analysis of the Writing Problems of Ghanaian ESL

Students: A Focus on Textual Dimension,” from the Department of Arts Education, University of

Cape Coast, Cape Coast, Ghana. Scholars reviewing this publication literature included Adas &

9
Bakir, 201; Amua-Sekyi, 2010; Adika, 2012; Amua-Sekyi, 2010; Afful, 2007. Publication date:

October 31, 2019 (www.iiste.org).

2.2.2 Causes of Writing Difficulty in Learners.

Writing difficulty is mostly caused by dysgraphia. Dysgraphia is a common term used to

describe individuals with writing disabilities. This term means "difficulty with making letter

forms", and the reasons for these difficulties are varied. Students with writing challenges may

struggle with visual processing difficulties, challenges with working memory, lagging executive

functioning skills, or difficulties with the physical motor skills necessary for forming letters.

How does writing difficulty in learners affect teaching and learning negatively? Learners

with writing problems have difficulties in writing to communicate their ideas. They may present

challenges in making sentences, using punctuation in sentences, and using grammatically accepted

vocabulary and paragraph organisation. It may be difficult for someone to read their handwriting

as some write letters upside down or mirror writing. Most of them have many spelling mistakes in

their writing. With these problems, they always face poor academic achievement (Payne and

Turner, 1999 & Strickland et al, 2002).

2.2.3 Importance of having good and legible handwriting.

Handwriting is an important functional task used frequently in every grade, beginning right

from kindergarten. Children are expected to gain skills gradually in handwriting legibility as

formal instruction is introduced in the kindergarten and first–grade curriculum. Marr D. And

Cermak, S (2002). Children in elementary school spend 31% to 60% of each academic day on fine

motor tasks, including handwriting. Handwriting is the primary way for these students to

communicate with and display what has been learned to the teacher. In the classroom environment,

10
elementary school students use handwriting in almost all subject areas and are graded on their

written output. Past studies showed that when teachers were given papers to evaluate, varying only

in their legibility degree, the better handwriting documents received better grades. Hammer

Schmidt, S. L. Sudsawas, P. (2004).

2.2.4 Measure of improving learners’ handwriting skills.

According to Goodwall Team (2022), learners can improve their handwriting skills by

adopting the strategies below;

Assess Your Current Handwriting: Before improving your handwriting, let us see where your

current autography stands.

Look at Handwriting Styles and Calligraphy: You can take handwriting inspiration from people

with better form. You can watch them while they write and emulate what they do to improve your

writing form.

Use a High-Quality Pen for Good Handwriting: No one pen works for everybody, and no

writing instrument specifically causes bad handwriting. You generally want a cell that is easy to

grip and manipulate with your fingertips.

Write on a Stable Surface: To improve handwriting, you must enhance your desk. If it wobbles,

you should prop it against a wall or fix the legs so the desk stays sturdy and should be smooth on

the surface.

Improve Your Posture to Improve Your Handwriting: Learning to get better handwriting

involves learning to hold your writing instrument properly. Moreover, that means you should start

by sitting with a good posture.

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Grip Your Writing Utensils Well: There is no one pencil grip or writing grasp that everyone

with nice handwriting has. However, if you learned a handwriting grasp in school, you probably

learned the dynamic tripod grasp.

Practice Basic Shapes: Start by making waves, loops, semi-circles, and circles with your pen.

You can trace lines or a basic shape or draw on a blank sheet of paper. Look closely at your figures

and individual strokes; start from scratch if they are too close together or crooked.

Write Different Texts: Once you have basic shapes down, you can start practising with words.

Write your favourite quote multiple times on a sheet of blank paper. Write each line directly

beneath the previous line so you can use a magnifying glass to compare how the two lines differ.

Challenge Yourself: Take every opportunity you can to practice handwriting tips. When taking

notes, use writing utensils and paper instead of your computer. Incorporate note-taking tips into

your handwriting tips, like using different colours to designate other subjects.

2.3.0 Empirical Review

2.3.1 Effect of tracing activities on learners’ writing skills.

The research study carried out by Erin Smith (Special education teacher in Northern

California), T. F. Mclaughlin(Ph. D., Professor, Department of Special Education, Gonzaga

University, Spokane), Jennifer Neyman (Lecturer, Department of Special Education, Gonzaga

University, Spokane) and Lisa Rinaldi (M.Ed, Spokane Public Schools, Gonzaga University) on

the "effects of, lined paper, prompting, tracing, rewards, and fading to increase handwriting

performance and legibility with two preschool special education students diagnosed with

developmental delays, and fine motor deficits” in the book (i-manager’s Journal on Educational

Psychology, Vol. 6, No. 4, February – April 2013), indicate that tracing letters and then fading the

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prompts for those traceable letters was developmentally appropriate. Each participant improved in

their ability to write his or her name. Providing students with and without disabilities with starting

dots and the opportunity to trace letters to learn size, slant, and formation and then to fade those

prompts appropriately was supported by previous research (Park et al., 2007).

The study was designed to examine the effects of tracing and fading prompts to improve

the handwriting of two preschoolers diagnosed as Developmentally Delayed (DD) and one with

fine motor goals. The study occurred in a self-contained special education public preschool

classroom in the Pacific Northwest. The results showed an increase in legibility of writing for both

participants as well as an increase in independence when writing their letters. This report suggests

that providing traceable prompts and methodically fading those prompts based on student

performance was effective and applicable when teaching preschool children diagnosed with

Developmental Delays to write their names.

2.3.2 Impact of early preparatory writing activities on learners’ handwriting skills

“Every Child is a Writer: Understanding the Importance of Writing in Early Childhood”

by Anna H. Hall, Associate Professor of Early Childhood Education, Clemson University,

published in August 2019, revealed that early preparatory writing activities: Limited research

exists on the development of handwriting and handwriting practices in preschool. In a recent

review of experimental studies investigating preschool writing instruction, Hall and colleagues

(2015) found that only three studies focused on handwriting. Other researchers have found that

preschool children participating in a particular program, Handwriting Without Tears, scored

significantly higher on instruments measuring prewriting skills, kindergarten readiness, and fine

motor skills than children who did not participate in the handwriting program. One study has found

13
that children engaged in a handwriting intervention program outperformed children involved in a

similar type of intervention regarding letter recognition skills. However, conclusions from these

studies warrant caution due to the small number of participants included in these samples. A similar

systematic review on handwriting concluded that handwriting development and practices had been

generally neglected in early childhood literature due to an emphasis on the emergent literacy

perspective and the increasing use of technology in our society. However, the current literature

does point to fine motor skills as a key variable in handwriting readiness. Fine motor skills involve

small muscles in the body that enable such functions as lacing, stacking, and writing. Young

children need to develop adequate strength and agility in their hands through daily fine motor

experiences (e.g., putting clothes on a doll, rolling play dough into a ball) before moving on to the

more complex task of handwriting. Before children learn to control their fingers to hold, grip, and

manoeuvre pencils, they must gain control of their arms, hands, and wrists. When children are

ready to begin handwriting instruction (typically during the kindergarten year), the following skills

should be introduced first: pencil grasp and letter formation. These skills should be modelling

authentic literacy activities such as a morning message. Children should be given frequent daily

opportunities to practice writing letters independently (such as during interactive writing or in the

dramatic play-centred paper is constraining to early writers and should only be introduced when a

child has mastered the alphabet and is able letters that are the same size as the lines on the page

(typically toward the middle of the kindergarten year).

Over the past twenty years, writing instruction has received increased emphasis in the

United States. In 2002, the National Commission on Writing in America’s Families, Schools, and

Colleges was established to focus national attention on the importance of writing for all students

in the 21st century. This commission argued that writing was not a skill for the few but essential

14
for all students planning to enter the workforce. The first report issued by this commission, The

Neglected “R”: The Need for a Writing Revolution,3 recommended doubling writing time in

classrooms and providing resources for teachers to make increased instructional time possible.

This brief addresses the importance of fostering early writing skills in early childhood.

2.3.3 Effect of copying simple, easy activities on learners' writing skills.

It is not always about writing more; it is always about writing better! Returning to

Hemmingway, he said of his work (1964/2009). Copying a text quickly and accurately is important

in school and daily life. However, this skill has never been systematically studied in children with

typical development (TD) or specific learning disabilities (SLD). This research aimed to

investigate the features of a copy task and its relationship with other writing tasks. For this purpose,

674 children with TD and 65 children with SLD from Grades 6 through 8 were tested with a copy

task and other writing assessment tasks, measuring three aspects of writing: handwriting speed,

spelling, and expressive writing. Children with SLD performed worse on the copy task regarding

speed and accuracy than children with TD. Copy speed was predicted by grade level and all three

major writing skills for children with TD but only by handwriting speed and spelling for children

with SLD. Copy accuracy was predicted by gender and the three major writing skills for children

with TD but only by spelling for children with SLD. These results suggest that children with SLD

also have difficulty copying a text and benefit less than children with TD from their other writing

skills.

2.4 Summary

This research throws light on writing difficulties faced by learners across the globe and

with special reference to Krasec Basic Two (2) learners in the Krachi West, Oti Region of Ghana.

15
This study has brought the need to determine the factors contributing to writing difficulty among

learners of the said school. This country has failed to address the fact that educational reforms and

policies are dying because we have painstakingly looked at the writing skills among learners in

basic schools to enhance the academic performance of the basic schools in Ghana. This research

is purposed to discover the factors contributing to writing difficulty, the importance of legible

handwriting, and how to improve learners’ handwriting abilities, thereby eliminating or

minimising learners’ writing difficulty.

16
 CHAPTER THREE

METHODOLOGY

3.0 Overview

This section of the study deals with the methods of the analysis. It describes the various

strategies the researcher used in the study; this chapter addresses issues such as research design,

population and sampling, data collection instruments, pre-intervention, intervention and post-

intervention results, and interpretation.

3.1 Design of the Study

The research design used in conducting this study is “action research”. Action research

may be a work in which the researcher works collaboratively with other people to solve an

identified problem. More so, Action research is an extended form of a case study in that, it studies

a particular problem associated with a peculiar populace in the quest to improve or solve the

problem with an appropriate intervention. In this study, the performance of some learners was

studied and identified to be poor when it comes to writing. Hence, the researcher designed an

intervention using early writing preparatory activities to assist the learners in improving their

performance in writing at Krasec M/A Primary Two (2).

3.2 Population of the Study

The population used for the study were all learners at Krasec M/A Primary Two (2). This

number comprises 13 boys and 17 girls in the class. Their average ages range between six to nine

years.

17
 3.3 Sample Size and Sample Technique

The sample size used for the study was 30 learners. This number comprises 13 boys and

17 girls in the class. Their average ages range between six to nine years.

The sampling technique used is a purposive sampling technique. The researcher adopted

this sampling technique because the researcher was assigned to handle that class. Purposive

sampling refers to a group of non-probability sampling techniques in which units are selected

because they have characteristics that you need in your sample. Since action research focused on

designing an intervention to solve problems in specific situations, the learners in the basic two

classes were deemed appropriate for the study. It became imperative for the researcher to stick to

these learners in the basic two class for this study because these learners showed serious difficulty

in writing after the researcher conducted a class test to ascertain that the said problem existed so

that, the researcher could design an appropriate intervention to assist learners to improve on their

performance in writing.

3.4 Data Collection Instruments

Gay (1992) states that Data Collection Instrumentations are a variety of strategies used for

collecting data and information from the field. Interviews, sew, and observation were the main

instruments for gathering the necessary information for the study. The importance of the data was

to help the researcher arrive at possible solutions to help pupils develop writing skills to improve

their academic performance.

3.4.1 Teacher-Made Test

A test can be considered an observation or experiment that determines one or more

characteristics of a given sample, product, process, or service. Testing involves a prior

18
determination of expected observation and comparing that expectation to what one observes

(Wikipedia). A pre-test and post-test were organised for learners to assess their performance and

the evidence and causes of learners’ problems in writing. It consisted of a sentence which had

some uppercase lowercase. The verdict was written boldly and legibly on the chalkboard for the

learners to write in their writing books ten times. Thirty minutes were given for its completion.

After the books were collected, it was marked and scored to a maximum point of ten. The purpose

of the post-test was to determine the effectiveness of the intervention employed by the researcher.

3.5.0 First Intervention

After marking the learners’ class test, the researcher realised they wrote their words closely

together without spacing them. Also, the letters and terms were not legible and bold enough, and

some were turned upside down. In addition, the researcher noticed every problem mentioned

previously in the pre-intervention. As a result of these revelations, the researcher designed an

intervention based on tracing activities of writing that needed to be carried out to improve learners'

handwriting skills.

3.5.1 Description of the Intervention

With this intervention process, the researcher made use of 30 minutes in three consecutive

lessons to carry out the tracing activities of writing intervention needed to be carried out to improve

learners' handwriting skills.

3.5.2 Description of the period and step-by-step implementation of the intervention

Lesson one:

19
 The researcher emphasised improving the quality and speed of learners’ writing. The chief

aims of the researcher teaching writing at this stage included the following:

a. To cultivate a growing interest and pride in achieving good quality writing of the upper cases of

the alphabet.

b. To develop the attitude and skills required for writing legibly and at a reasonable speed of the

upper cases of the alphabet.

c. To discover the reasons for an individual’s failure to make satisfactory progress in writing and

to apply the necessary correctives of the upper cases of the alphabet.

Apparatus: Soft lead pencil, tracing worksheet

At this point, the researcher introduced the learners to the upper alphabet cases. The researcher

gave the learners a tracing worksheet of the upper cases of the alphabet. The researcher made them

trace and write the upper cases of the alphabet in their worksheets. The researcher emphasised

quality writing. He went around to observe and offered help to those finding it difficult. The

researcher saw that there had been an improvement at the end of the activity. Kindly peruse the

sample below.

20
Lesson Two:

The researcher emphasised improving the quality and speed of learners’ writing. The chief

aims of the researcher teaching writing at this stage included the following:

a. To cultivate a growing interest and pride in achieving good quality writing in the lower cases of

the alphabet.

b. To develop the attitude and skills required for writing legibly and reasonably fast in lower

alphabet cases.

c. To discover the reasons for an individual’s failure to make satisfactory progress in writing and

to apply the necessary correctives of the lower cases of the alphabet.

Apparatus: Soft lead pencil, tracing worksheet

At this point, the researcher introduced the learners to the lowercase of the alphabet. The researcher

gave the learners a tracing worksheet of the lower cases of the alphabet. The researcher made them

trace and write the lower points of the alphabet on their worksheet. Kindly peruse the sample

below.

21
Lesson Three:

At this stage, as soon as learners had acquired sufficient motor control, they were

introduced to learning the simple form of writing in both the upper and lower cases. The aim here

involved the following:

a. To deepen interest in writing

b. To promote the orderly development of the required attitudes and skills.

c. To encourage learners in the use of writing for meeting needs and as an aid of learning and a

means of self-expression.

Apparatus: Soft lead pencil, tracing worksheet

The researcher gave the learners a tracing worksheet, which had the upper and lower cases in it.

The researcher made them trace and write those letters in their worksheets. Kindly peruse the

sample below.

22
3.6.0 Second Intervention

To intensify the intervention process, the researcher again adopted early preparatory

writing activities to address learners' writing difficulties.

3.6.1 Description of the Intervention

Three lessons elapsed in the researcher’s intervention process in three weeks. The

researcher met the learners once a week for forty-five minutes of instructional contact. During this

period, the researcher designed some intervention activities to take the learners through. These

activities were based on the early preparatory writing activities of learners.

3.6.2 Description of the period and step-by-step implementation of the intervention

Week One: Lesson One

The chief purpose here was to stimulate keen interest among learners in learning to write

and prepare them to acquire the requisite technique at reasonable ease. What was essential for this

stage was sensory-motor control.

Apparatus: Soft head pencil, drawing book ‘G’.

Step 1

The researcher gave their drawing books to them and drew a pattern on the board for learners to

draw in their drawing books. The researcher went around to ensure that their sitting posture and

grip on the pencil were right.

The researcher ensured that the right pattern was drawn. The researcher emphasised their sitting

posture and grip on the pencil. The researcher offered help to those who were not able to do it.

23
Below is the pattern for the practice.

Step 2

The researcher introduced a new pattern for learners to practice. This time, the researcher

allowed the learners to do it without offering help while the researcher went around to observe.

Below is the pattern for the practice.

Later, the researcher collected their books and checked if they had finished the work. He offered

help to those who could not do it by assisting them to do it. He gave them their books to take home

and practice.

Week Two: Lesson Two

At this stage, as soon as learners had acquired sufficient motor control, they were

introduced to learning the simple form of writing. The aim here involved the following:

a. To deepen interest in writing

b. To promote the orderly development of the required attitudes and skills.

24
c. To encourage learners in the use of writing for meeting needs and as an aid of learning and a

means of self-expression.

Apparatus: Soft lead pencil, drawing book, and writing books A1.

Step 1

The researcher became the model and wrote boldly and legibly on the chalkboard in the

style the learners were to learn to write. The researcher supplied them with their writing books.

The researcher took learners through the writing of the small letters, especially those that end on

the baseline, such as ‘m’, ‘n’, ‘o’, and ‘c’, which are easier to learn. The researcher demonstrated

clearly how the letters are written. Kindly peruse the sample below.

Step 2

Here, the researcher turned his attention to letters with extended tails, such as ‘b, ‘d’, ‘p’,

‘g’, and ‘y’. The researcher ensured that letters with extended tails going upwards were written to

touch the upper red border lines while those that extended downwards were written to connect the

red border lines below. The researcher went round to ensure that the right letters were produced at

the appropriate place. He offered help to those who were not able to do it. He also observed how

the learners extended their tails to touch the red border lines below and above. Below is a sample.

25
Step 3

The researcher collected the assignment, went through it, and saw that there had been an

improvement. The researcher later introduced them to the writing of capital letters. The researcher

wrote some notes on the chalkboard bodily and legibly, the assigned numbers to arrows to indicate

the direction in which the learners would begin writing the letters.

Below are the letters:

Week Three: Lesson Three

The researcher emphasised improving the quality and speed of learners’ writing. The chief

aims of the researcher teaching writing at this stage included the following:

a. To cultivate a growing interest and pride in achieving good writing

b. To develop the attitude and skills required for writing legibly and reasonably fast.

c. To discover the reasons for an individual’s failure to make satisfactory progress in writing and

to apply the necessary correctives.

Apparatus: Soft lead pencil, writing book A1, coloured chalk

Step 1

At this point, the researcher introduced the learners to simple sentences which displayed

what they observed. The researcher wrote the ruling on the board. The researcher made them write

the sentence ten times in their writing books. The researcher emphasised quality writing. He went

26
around to observe and offered help to those finding it difficult. He saw that there had been an

improvement. Kindly peruse the sample below.

Step 2

The researcher emphasised improving the quality and speed of learners’ writing. The

researcher wrote a sentence on the chalkboard, for example;

The researcher told them to write the sentence boldly and legibly in their writing books while the

researcher went around to observe and help those who were finding it difficult. The researcher

later collected the books and marked them. The researcher gave out their books to them for the

learners to try their hands on in the house. From the marks the learners had, the researcher saw a

massive improvement in the learner’s writing.

3.7.0 Third Intervention

To ensure the sustainability of learners' writing skills gained from the above two

intervention processes, the researcher again adopted copying of simple, easy activities to attend to

learners writing difficulty.

3.7.1 Description of the Intervention

With this intervention process, the researcher made use of 45 minutes in two consecutive

lessons to carry out the simple, easy copying activities of the writing intervention needed to be

carried out to improve and sustain learners' handwriting skills.

27
3.7.2 Description of the period and step-by-step implementation of the intervention
First Lesson:

At this stage, there was a massive improvement in the learners' handwriting. However, the

researcher wanted to see that learners have more speed and accuracy in writing simple passages

and essays. This is;

a. To deepen interest in writing

b. To promote the orderly development of the required attitudes and skills.

c. To encourage learners in the use of writing for meeting needs and as an aid of learning and a

means of self-expression.

Apparatus: Soft lead pencil, note 1 book

Kindly study the sample essay below.

28
The learners were asked to copy this essay into their books. The needed assistance was offered to

the learners by the researchers to enable them to complete the task with flaws. The researcher later

gave the learners a similar work to carry home and try hands-on.

Second lesson:

At this stage, the learners had gained mastery over their writing skills. Again, the researcher

wanted to see that learners have more speed, legibility and accuracy in writing simple passages

and essays. This is;

a. To deepen interest and love in writing.

b. To help learners use their writing skills to express themselves where possible.

Apparatus: Soft lead pencil, note 1 book

Kindly study the sample essay below.

29
In this regard, the learners were asked to copy the above essay into the spaces below it. The needed

assistance is a guide to enable them to complete the task with flaws and inaccuracies. The

researcher collected all the papers and marked them. The class recorded a very significant

improvement and mastery over their handwriting skills per the marking done. The researcher later

gave the learners a similar work to carry home and try hands-on.

3.8.0 Post Intervention

The post-intervention was conducted after the researcher had taken the learners through the

designed intervention activities. To test the fruitfulness of the intervention activities to help

learners resolve their writing difficulties, the researcher conducted a post-test to see if the

perceived problem at the pre-intervention stage still existed or improved after the intervention

activities with the learners.

3.8.1 Description of post-intervention data collection

After the intervention, the researcher conducted a post-test for all the learners in the primary two

classes. The same pre-test question was written boldly, legibly, and neatly on the chalkboard, and

the learners were instructed to copy the sentence in their writing books. Forty minutes was allowed.

The post-test was to find out whether the intervention put in place had helped to improve the

learners’ handwriting or not.

3.8.2 Analysis and Discussion of post-intervention data

The post-intervention test was scored over 10. After marking and collating the learners' marks, the

researcher saw a massive improvement in the learner’s writing skills. This significant improvement

is empirically elaborated in Table 2 below.

30
Table 2: Post-intervention scores of students

Scores(x) No. of students (f) (fx) percentages (%)

1 0 0 0

2 0 0 0

3 0 0 0

4 0 0 0

5 0 0 0

6 2 12 6

7 4 28 14

8 6 48 20

9 8 72 24

10 12 120 38

TOTAL Σ(f)₌ 30 Σ(fx)₌ 280 100

Mean = Σ(fx) =280 =9.3

Σ(f) 30

3.9.0 Comparative analysis

By inspection from Table 2 above, the mean mark of the learners is 9.3, which is

approximately 5-8 marks out of the total ten effects. Out of thirty learners, only two (2) could score

marks autographs-5, representing 8% of the sample. Statistically, the learners in Krasec Primary

Two (2) have significantly improved their writing skills after successfully implementing well-

designed intervention activities carried out by the researcher with the learners.

31
3.9.1 Comparison of pre-intervention and post-intervention results and their interpretation

In comparison from Table 1 and Table 2, it can be seen that there has been a remarkable

improvement in the learners’ performance when it comes to writing as a result of the successful

implementation of the designed intervention activities by the researcher. Drawing facts from Table

1, it can be seen that the mean mark of the learners is 1.3, which is approximately 2-5 marks out

of the total ten marks. Only two (2) could score marks from 5-10 out of thirty learners, representing

8% of the sample. Statistically, Krasec Primary Two (2) learners struggle with writing.

That notwithstanding, after the intervention process, the researcher has recorded a massive

improvement in learners writing ability. Justifying this from Table 2, it can be perceived that the

mean mark of the learners is 9.3, which is approximately 5-8 marks out of the total ten effects.

Only two (2) could score marks from 0-5 out of thirty learners, representing 8% of the sample.

Statistically, it is clear that the learners in Krasec Primary Two (2) have significantly improved

their writing, and this positive result can be attributed to the timely intervention of the researcher.

32
 CHAPTER FOUR

RESULTS AND DISCUSSION

4.0 Overview

This chapter is about data presentation, analysis and discussion of the findings. The data

are presented in the form of tables and described. The data shows the distribution of marks obtained

by the learners at the pre-test and post-test stages.

4.1 Findings of the Study

The researcher’s quest to gather evidence on the writing difficulty among learners in

Krasec M/A Primary School, Basic Two (2), started with a pre-test. The focus of the pre-test was

to help the researcher obtain valid and reliable possible data on subject entry behaviour after the

problem was identified. The data that was obtained was provided in writing tests and exercises.

After completing the pre-test as the second major test, the post-test was conducted immediately

after the intervention. Like the pre-test, the post-test scores were recorded and tabulated, as shown

in Tables 1 and 2. A distribution that presents data clearly and effectively and is satisfactory for

this study's purposes is the frequent distribution tables used for the analysis

33
Table 1: Pre-intervention scores of students

Scores(x) No. of students (f) (fx) Percentages (%)

0 11 0 40
1 8 8 25
2 5 10 16
3 4 12 12
4 2 8 7
5 0 0 0
6 0 0 0
7 0 0 0
8 0 0 0
9 0 0 0
10 0 0 0
TOTAL Σ(f)₌ 30 Σ(fx)₌ 38 100

Mean = Σ(fx) = 38 =1.3

Σ(f) 30
Table 1 represents the pre-test from the frequency counts, percentage scores and mean

perspective. The table gives a vivid picture of the learners’ performance in the pre-test. From Table

1 above, it is clear that the pre-test result regarding the learners’ writing skills leaves much to be

desired. Learners’ performance in writing was below the average mark.

34
Table 2: Post-intervention scores of students
Scores(x) No. of students (f) (fx) percentages (%)
1 0 0 0
2 0 0 0
3 0 0 0
4 0 0 0
5 0 0 0
6 2 12 6
7 4 28 14
8 6 48 20
9 8 72 24
10 12 120 38
TOTAL Σ(f)₌ 30 Σ(fx)₌ 280 100

Mean = Σ(fx) =280 =9.3

Σ(f) 30

Table 2 represents the post-test from the perspective of frequency counts, percentage scores

and mean. The result from the above table, i.e. mean of 9.3, is obvious that learners’ performance

as far as writing skills are concerned saw a remarkable improvement.

4.1.2 Discussion of Results

Judging from the pre-test scores, thirty (30) learners representing 75% of the total class

size of forty (40) used for the study scored below average mark of 5. (See table 1).

Using data on post-test scores shown in 2, all the thirty (30) learners representing 75% of the total

class size of forty (40) used for the study scored above the average mark of 5.

To find out whether the post-test achievement was outstanding, the means of the two tests, the pre-

test and the post-test, were worked out, and this yielded means scores of 1.3 and 9.3, respectively,

35
using percentages and the means of the two tests in the presentation and analysis of data as stated

above, it was evident that the intervention adopted by the researcher helped greatly in improving

the writing skills of the learners as 75% had scores above the average mark of 5 in the post-test.

The intervention design did work well.

In carrying out the study, research questions were formulated. These were;

1. How can tracing activities in writing help enhance learners writing difficulty?

2. How can early preparatory writing activities of learners address and improve learners'

handwriting skills?

3. Can the adoption of simple, easy activities in writing help motivate and sustain learners'

writing skills?

Regarding the research questions, the researcher believes that all the research questions

generated during this study were answered. This was partly due to providing learners with

appropriate and varied writing and instructional materials.

As a result of the intervention, learners’ performance in writing skills shot up, and the researcher

realised that the development of the study supported all research questions generated.

Research question one

1. How can tracing activities in writing help enhance learners writing difficulty?

The result of the post-intervention test revealed that learners' writing skills had improved

tremendously to about eighty per cent (85%). These outstanding and commendable performances

attest to the need to use and develop lessons in English writing using tracing activities. This makes

viable the research study carried out by Erin Smith (Special education teacher in Northern

California), T. F. Mclaughlin(Ph. D., Professor, Department of Special Education, Gonzaga

University, Spokane), Jennifer Neyman (Lecturer, Department of Special Education, Gonzaga

36
University, Spokane) and Lisa Rinaldi (M.Ed et al. Schools, Gonzaga University) on the "effects

of, lined paper, prompting, tracing, rewards, and fading to increase handwriting performance and

legibility with two preschool special education students diagnosed with developmental delays, and

fine motor deficits” in the book (i-manager’s Journal on Educational Psychology, Vol. 6, No. 4,

February – April 2013), indicate that tracing letters and then fading the prompts for those traceable

letters was developmentally appropriate. Each participant improved in their ability to write their

name. Providing students with and without disabilities with starting dots and the opportunity to

trace letters to learn size, slant, and formation and then to fade those prompts appropriately was

supported by previous research (Park et al., 2007).

The study was designed to examine the effects of tracing and fading prompts to improve

the handwriting of two preschoolers diagnosed as Developmentally Delayed (DD) and one with

fine motor goals. The study occurred in a self-contained special education public preschool

classroom in the Pacific Northwest. The results showed an increase in legibility of writing for both

participants as well as an increase in independence when writing their letters. This report suggests

that providing traceable prompts and methodically fading those prompts based on student

performance was effective and applicable when teaching preschool children diagnosed with

Developmental Delays to write their names.

Research question two

2. How can early preparatory writing activities of learners address and improve learners'

handwriting skills?

The result of the post-intervention test revealed that learners’ writing skills had improved

tremendously to about eighty per cent (85%). This outstanding and commendable performance

attests to the need to use and develop lessons in English writing using early preparatory writing

37
activities. The finding conforms with Anna H. Hall, Associate Professor of Early Childhood

Education, Clemson University, published in August 2019, asserts that “Every Child is a Writer:

Understanding the Importance of Writing in Early Childhoo.d” Other researchers have found that

preschool children participating in a particular program, Handwriting Without Tears, scored

significantly higher on instruments measuring prewriting skills, kindergarten readiness, and fine

motor skills than children not participating in the handwriting program. One study has found that

children engaged in a handwriting intervention program outperformed children in a similar type

of intervention regarding letter recognition skills. However, conclusions from these studies warrant

caution due to the small number of participants included in these samples. A similar systematic

review on handwriting concluded that handwriting development and practices had been generally

neglected in early childhood literature due to an emphasis on the emergent literacy perspective and

the increasing use of technology in our society. However, the current literature does point to fine

motor skills as a key variable in handwriting readiness. Fine motor skills involve small muscles in

the body that enable such functions as lacing, stacking, and writing. Young children need to

develop adequate strength and agility in their hands through daily fine motor experiences (e.g.,

putting clothes on a doll, rolling play dough into a ball) before moving on to the more complex

task of handwriting.

Over the past twenty years, writing instruction has received increased emphasis in the

United States. In 2002, the National Commission on Writing in America’s Families, Schools, and

Colleges was established to focus national attention on the importance of writing for all students

in the 21st century. This commission argued that writing was not a skill for the few but essential

for all students planning to enter the workforce. The first report issued by this commission, The

Neglected “R”: The Need for a Writing Revolution,3 recommended doubling writing time in

38
classrooms and providing resources for teachers to make increased instructional time possible.

This brief addresses the importance of fostering early writing skills in early childhood.

Research question three

3. Can the adoption of simple, easy activities in writing help motivate and sustain learners'

writing skills?

After the intervention, learners’ ability in writing increased to about eighty per cent (85%).

This outstanding performance attests to adopting simple, easy writing activities to help motivate

and sustain learners' writing skills. The finding is consistent with Hemmingway; he said of his

work (1964/2009), “It’s not always about writing more, but it’s always about writing better!”

Copying a text quickly and accurately is important in school and daily life. However, this skill has

never been systematically studied in children with typical development (TD) or specific learning

disabilities (SLD). This research aimed to investigate the features of a copy task and its relationship

with other writing tasks. For this purpose, 674 children with TD and 65 children with SLD from

Grades 6 through 8 were tested with a copy task and other writing assessment tasks, measuring

three aspects of writing: handwriting speed, spelling, and expressive writing. Children with SLD

performed worse on the copy task regarding speed and accuracy than children with TD. Copy

speed was predicted by grade level and all three major writing skills for children with TD but only

by handwriting speed and spelling for children with SLD. Copy accuracy was predicted by gender

and the three major writing skills for children with TD but only by spelling for children with SLD.

These results suggest that children with SLD also have difficulty copying a text and benefit less

than children with TD from their other writing skills.

39
4.2 Conclusion

The results have shown clearly that there was an overall low performance of learners

regarding their handwriting skills, as proven by the pre-test score in Table 1. The researcher found

out that the use of tracing activities in writing, early preparatory writing activities and copying of

simple, easy activities in writing will help remediate the identified problems of the learners under

study. Truly, the researcher painstakingly adopted the above procedures and techniques as

intervention procedures and successfully, the researcher has been able to help learners improve

their handwriting skills and capabilities.

4.3 Recommendations

The researcher wishes to recommend that NaCCA incorporate tracing activities in writing,

early preparatory writing activities and copying of simple, easy activities in writing to help other

learners around the nation benefit from it.

More so, it is highly recommended by the researcher that prolific writers imbibe in their

literature the research work of the researcher for more scholars to read and review the literature

for generations unborn and enjoy its Effect in the academic arena.

Again, the researcher recommends that GES organise in-service training for all English

Language teachers to enable them to ascribe to modern teaching techniques such as tracing

activities in writing, early preparatory writing activities and copying of simple, easy activities in

writing. With this, the teachers will create a learning climate where learners will effectively

participate in the lessons. This would eventually help maximise learners’ handwriting skills and

performance.

40
Finally, it is to be noted that learners are the direct beneficiaries of the research work. Therefore,

the researcher recommends that learners should be ready to join heads with their teachers in the

implementation of the use of tracing activities in writing, early preparatory writing activities and

copying of simple, easy activities in writing technique to enhance their handwriting skills as well

as teaching and learning in their respective schools to heighten academic performance.

41
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 APPENDICES

APPENDIX (A)
PRE-INTERVENTION HANDWRITING TEST SAMPLES

45
 APPENDIX (B)
POST-INTERVENTION HANDWRITING TEST SAMPLES

46