An analysis of the legiblity of handwriting among grade 5 learners in the selected primary schools of Mongu district, Zambia.
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Date
2023
Authors
Sishwashwa, Kapamba
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
Handwriting has been neglected in the Zambia’s literacy education system. Despite its importance, it gained minimal consideration from educators, policy makers or researchers into mainstreaming educational processes (Sedita, 2022). Therefore, the study sought to analyze the legibility of handwriting among Grade five learners in selected public primary schools of Mongu district of Western province. The study utilized qualitative research methods, including interviews and document analysis, to examine the Grade five learners’ handwriting legibility in depth. Thematic analysis was employed to organize and
reduce data into meaningful themes through the coding process. The study focused on Grade five learners in six selected public primary schools. It involved interviewing eleven teachers (1 male and 10 females), and analyzing sixty learners’ books to assess handwriting legibility. The study revealed that fifth graders’ handwriting was generally poor, with issues related to letter formation, alignment, case combination, spelling, spacing, and messiness, mirror and reversal letter writing. It also identified several factors influencing poor handwriting among fifth graders such as: school factors: overcrowded classrooms and insufficient desks, lack of teaching resources for handwriting, curriculum constraints with limited time for handwriting instruction, inadequate teacher training and orientation on handwriting and absence of proper assessment and remediation policies. Teacher factors: Insufficient teacher knowledge in teaching handwriting skills, teachers’ own poor handwriting and negative attitudes toward teaching handwriting. Learner factors: Age and developmental levels, learning disabilities,
limited background knowledge in handwriting, absenteeism and lack of interest and motivation in writing. While home-based factors included scarcity of literacy materials at home, insufficient support from family members and some family members’ illiteracy. Addressing these factors is crucial for improving handwriting quality in educational settings. Hence, the study recommended that, the MoE through policymakers, curriculum developers, educators should prioritize investing in the appropriate space design in terms of providing conducive learning environment for handwriting instruction, timetabling handwriting as a separate subject, introduction of handwriting assessment and remediation, and enhanced monitoring of handwriting instruction. In conclusion, conducting research across various districts to explore handwriting legibility can offer valuable insights for enhancing instruction
and practice.
Description
Thesis of Master of Education in Literacy, Language and Applied Linguistics.