IMPACT OF HANDWRITING PROBLEM ON THE ACADEMIC PERFORMANCE OF PUPILS WITH LEARNING DISABILITY IN HOPE CHRISTIAN PRIMARY SCHOOL GINDIRI, MANGU LOCAL GOVERNMENT AREA OF PLATEAU STATE

CHAPTER ONE

INTRODUCTION

• Background to the Study

Handwriting is a form of communication that has been used for thousands of years. It is a way of expressing thoughts, ideas, and emotions through written language. Handwriting involves the use of fine motor skills and cognitive processes, which are required for the formation of letters and words. It is an important skill that is used in education, personal communication, and many other areas of life. Handwriting is not an isolated activity; neither can it be seen solely as a motor activity. It is part of a language activity. There is handwriting that is clear and easy to read, and then there is handwriting that is hard to read. Bad handwriting sometimes includes sentences that are poorly punctuated, misuse of upper and lower case letter for examples writing b in place of d, p in place of q etc., words with incorrect spacing, and sentences that do not make sense. Handwriting problems are complex and varied. This implies that handwriting difficulties are manifested differently. Handwriting difficulties may be manifested in writing slowly, incorrect directionality of letters and numbers, and too much or little pencil grip. It may also be manifested in spacing difficulty, the messiness of the script, inability to keep horizontal line and illegible letter formation. The problem is much more complex however among the pupils with dysgraphia (Berninger, 2018).          

Dysgraphia is a deficiency in the ability to write, primarily handwriting, but also coherence. Dysgraphia is a specific learning disability (SLD) as well as a transcription disability, meaning that it is a writing disorder associated with impaired handwriting, orthographic coding and finger sequencing (the movement of muscles required to write). It often overlaps with other learning disabilities such as speech impairment, attention deficit hyperactivity disorder (ADHD) or developmental coordination disorder (DCD). In the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), dysgraphia is characterized as a learning disability in the category of written expression when one’s writing skills are below those expected given person’s age measured through intelligence and age- appropriate education. This is because the victims are required to balance deficiencies in the brain, visual, linguistic and perceptional with deficiencies in motor control simultaneously). Both the neuron typical and pupils with learning disabilities suffer from handwriting difficulties. Meanwhile, over 60% of the pupils exhibiting handwriting difficulties suffer from a learning disability (Bara and Gentaz, 2011). Ideally, writing and letter formation pattern differs across the learning stage and the task beforehand. This variation suggests a high cm-relation between cognitive and motor functions.

Handwriting difficulties cause the work of a learner to be difficult to understand leading to misinterpretation of their communication which may result in failure, underachievement and lack of motivation in academic activities. A poorly developed handwriting impacts a learner in multiple ways. First and foremost, it negatively impacts on self-esteem and worthiness of a learner. Second, it affects the physical behavior like lessons attendance, sitting position in the class, completion and submission of the assignment and planning strategies of pupils. Finally, it impacts on the overall academic performance of an individual learner, through both’ quality and quantity of persuasive and cognitive writing: both neuron typical (without a learning disability) and neuron diverse (those with a learning disability) experience Handwriting problem.

Pupils experiencing Learning disabilities are confronted with extraordinary barriers when it comes to the complex question of mastering writing skills especially pupils with writing difficulty or dysgraphia. These pupils use more energy on motor functions adversely affecting their cognitive functions. It’s been observed that most pupils with learning disabilities, specifically those attending Hope Christian Primary School in Gindiri, Mangu Local Government Area are facing challenges with their academic performance due to handwriting problems. These pupils are struggling to write legibly, which makes it difficult for them to complete their assignments, take notes during lectures, and even read their own handwriting. As a result, their grades are suffering, and they are falling behind their peers. This issue is affecting not only their academic performance but also their self-esteem and confidence, which can have long-term consequences. It is crucial to understand the impact of handwriting problems on the academic performance of pupils with learning disabilities and find effective strategies to help them overcome this challenge.

• Statement of the Problem

The impact of handwriting problems on the academic performance of pupils with learning disability at Hope Christian Primary School Gindiri is a significant concern. Handwriting difficulties can have a detrimental effect on a child’s ability to express themselves through writing, which is a crucial aspect of academic performance. Additionally, poor handwriting can affect a student’s ability to comprehend written material and complete written assignments accurately and in a timely manner. This can lead to frustration and reduced self-esteem, which can further exacerbate the learning disability. Therefore, it is essential to investigate the extent of the impact of handwriting problems on the academic performance of pupils with learning disability and identify strategies to mitigate these challenges.

1.3       Purpose of the Study

The purpose of this study is on the impact of Handwriting problem on the academic performance of pupils with learning disability in Hope Christian Primary School Gindiri, Mangu Local Government Area of Plateau State. The study is guided by the following main objectives:

1. To identify the different handwriting problems among pupils with learning disability in Hope Christian Primary School, Gindiri, Mangu Local Government Area of Plateau State.
2. To examine how handwriting problems affects the academic performance of pupils with learning disability in Hope Christian Primary School, Gindiri, Mangu Local Government Area.
3. To outline possible interventions for tackling handwriting problems among pupils with learning disability in Hope Christian Primary School, Gindiri, Mangu Local Government Area.

1.4     Research Questions

1. What are the characteristics of handwriting problems seen among pupils with learning disability in Hope Christian Primary School, Gindiri, Mangu Local Government Area?
2. To what extent has handwriting problems affected the academic performance of pupils with learning disability in Hope Christian Primary School, Gindiri, Mangu Local Government Area?
3. How can handwriting problems among pupils with learning disability in Hope Christian Primary School, Gindiri, Mangu Local Government Area be tackled?

1.5       Research Hypothesis

The following null hypotheses will be tested in this study to establish the significance of field findings.

Ha: There is a significant relationship between handwriting problems and the academic performance of pupils with learning disability

1.7       Significance of the Study

The study on the impact of handwriting problems on the academic performance of pupils with learning disability will benefit the following stakeholders: teachers, pupils, curriculum developers, and researchers

The study will shed light and provide information that may enable curriculum developers within education sectors as they struggle with handwriting problems. Knowledge of the effects of poorly developed handwriting is important in designing corrective measures without the possibility of interfering with creativity and the potential of the learner.

The study will help equip teachers with the necessary skills required in aiding pupils who have handwriting problems. Such facts include environmental factors, sitting position, poor instructions, age of pupils, lack of motivation, perception, motor problems, visual memory and tools and the equipment used for writing.

The objective of the activities undertaken to address handwriting difficulties will document vital good practices undertaken by teachers to help pupils overcome handwriting problems. The document successful practices may ‘be shared with teachers and pupils in similar situations.

1.8       Operational Definition of Terms

Writing: The activity or skill of marking coherent words on paper and composing text.

Handwriting: Writing by hand which varies from person to person which average must be acceptable and worth rewarding.

Inclusive education: Is when all pupils, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive quality instruction, interventions, and supports that enable them to meet success in the core curriculum.

Learning disability: A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken, or written.

Academic performance: Educational success, fulfillment, growth, achievement, curriculum performance as per the syllabus of pupils with writing difficulty.

Handwriting development: Activity of writing by hand which improves with maturation or the developmental milestones,

Disgraphia or Handwriting difficulties: Challenges encountered by pupils who express themselves by use of hand or by the activity of writing by hand.