I will Stroke: Fine Motor Related Interventions and Hand Exercises in Enhancing Pencil Handling, Grip and Attitude of First Grade Schoolers
DOI:
https://doi.org/10.5281/zenodo.21641105Keywords:
Pencil Handling, Pencil Grip, Fine Motor Skills, First Grade Schoolers, Manual Dexterity, Intervention, HandwritingAbstract
Nurturing fine motor skills and handwriting abilities unlocks young learners' potential. Each stroke they make is a step towards future success. Handwriting is a crucial skill that significantly impacts students' overall abilities. This study aimed to assess the effectiveness of interventions focused on pencil handling, grip, and fine motor skills in improving handwriting among first-grade learners at San Lorenzo Ruiz Educational Institute Inc. The study utilized a mixed-method research design. The quantitative part employed a one-shot case without a comparison group, while the descriptive-qualitative part analysed and interpreted pupils’ responses and written outputs after the intervention. The study included 13 grade 1 learners who received Fine Motor Activities (FMA) and Hand Exercises (HE) interventions alternately over a two-week period, followed by writing activities with Instructed Proper Pencil Handling and Grip (IPPHG). The intervention stage involved pre-test and post-test assessments of Motor Coordination using the Beery‐Buktenica Developmental Test of Motor Coordination (Beery‐MC), as well as pre-test and post-test attitude assessments towards handwriting. The results revealed that the intervention had a positive impact on the pupils' attitudes towards handwriting and improved their post-motor coordination scores. The quantitative findings suggest that utilizing FMA and HE with instructed PPHG can enhance learners' attitudes towards handwriting, pencil handling and grip, and motor skills, particularly fine motor skills, with a large effect size. Based on the progress marks, it indicates limited progress initially, followed by moderate progress, and eventually excellent progress towards the end of the ten-day period of intervention. Similarly, the qualitative results along thematic analysis showed that improved pencil grip, enhanced writing skills, enjoyment and engagement, and positive attitude towards writing and coloring emerged. In like manner, based on the qualitative analysis of pupils’ writing outputs, the learners have improvements in their handwriting skills, specifically in the areas of letter spacing, speed, and reducing errors in stroke formation. These improvements indicate progress and development in their overall writing abilities. Therefore, the use of IPPGH, FMA, and HE can effectively develop the handwriting skills and attitudes of learners. This study serves as a guide for the implementation of new policies aimed at improving writing readiness among first graders.
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