Action research on Improving Students handwriting

1.         Topic: “Action research on Improving Students handwriting”

2.         Background of the problem.

Bhadrapur higher Secondary School was established in 2002 B.S. It is located at Bhadrapur-5, Nayabazar, near the bank of Mechi river. There are not primary classes in the school.

There are only lower secondary level classes and high school level classes. Most of the students who study in this school are from marginalized group of people. 

Their parents are not aware of their children’s education. They don’t take care of their children whether they go to the school or not. So, the students are not good at English language specially their handwriting is bad. 

Most of the student’s handwriting cannot be read and understood. If the students handwriting is bad, they feel that they are weak in the target language (English). 

That’s why it is necessary to develop their handwriting. On the other hand, if their handwriting is splendid, they are self-motivated to learn English language. 

So, the researchers have researched how to develop class six student’s handwriting at Bhadrapur Secondary School, Bhadrapur-5.

3.         Effect of the Problem:

Student’s bad handwriting is the main problem of their English Language learning. It causes bad impact upon the student’s English Language learning. 

Due to the bad handwriting, the following negative effects of the problem can be seen in student’s learning.

a.          Bad handwriting has made their learning slow.

b.          The students have felt psychologically weak.

c.           They are not motivated in learning.

d.          They feel that they are weaker than the others.

e.          They are not satisfied with their own work.

f.            Bad handwriting has decreased learning curiosity.

4.         Causes of the problem:

There is not any problem without some causes. There are some causes hidden behind this problem. 

The researchers have tried to find some causes of bad handwriting of the students of class six in Bhadrapur Secondary School. He has found amongthe following major causes of the problem.

a.          There is no primary level (1-5) in Bhadrapur Secondary School, that’s why the teachers have not enough time to improve his student’s handwriting at the beginning stage.

b.          The students were not practiced to write alphabetical letters.

c.           They were not practiced to write on the four time copy in their various classes.

d.          The English teachers in the feeder schools were careless about their student’s handwriting.

e.          The parents don’t care about their children’s handwriting at home.

5.         Methodologies:

The researchers have adopted the following methodology.

a.         Collection of Data:

The researchers have selected the students of class six at Bhadrapur Secondary School. He has taken the permission with the principal to clear about his researchers and objectives. 

He has collected information from the students’ by making them write handwriting in the paragraph.

b.         Presentation:

After the data collection, the researcher has presented the information at the following table.

	Legible	Illegible	Nice
No. of students	26	40	5

 

 

 

c.          Analysis and interpretation of the Data:

 After the collection of data, the researchers have presented the information at the table above. There are seventy-one students at class six. The resources have found that are twenty-six students whose handwriting is legible i.e. their handwriting is clear and can be read and understood. 

On the other hand, there are forty students whose handwriting is Illegible. Their handwriting can’t be read and understood. There are only five students whose handwriting is nice and splendid. 

The table clearly shows that most of the students can not write good handwriting. This is the miserable condition of the students. 

The students who can’t write nice handwriting will be unable to develop their language skills. So, this is the primary task of the teacher to improve their student’s handwriting.

6.         Plan:

To improve the handwriting of the students of class six at Bhadrapur Secondary school. The researcher has provided four lines copy to every student from the school. 

First, he has divided the students into four groups in the classroom. He has chosen a leader from each group. The student who has a nice handwriting has been chosen as a leader by the researcher. 

The leader will help those students who have bad handwriting in each group. The researcher has the following plans to improve the grade six student’s handwriting:

(i)         At first the researcher will draw four lines on the white board.

(ii)       Then he will teach the students how to write giraffe letters, tortoise letters and monkey letters.

(iii)    After that, he will distribute the students four-line copy.

(iv)     And he will ask them to write the English alphabet letters on the four lines copy.

(v)       The researchers will go around each group and he will check them either they are following the proper way of writing the letter or not.

(vi)     Then he will ask the group leader to help his friends to write the English alphabet letters properly.

(vii)  The researcher will repeat how to write English alphabet letters again on the white board.

(viii)                        After that he will ask the students to write them and copy the short paragraph on the four lines copy.

(ix)     At last, he will ask them to handwriting time and again on the four line copy.

7.         Action:

After making the plan, the researcher has drawn four lines on the white board and taught the students to write giraffe, monkey and tortoise letters.

Then he has distributed each student four-line copy and asked them to write English alphabet letters on their four-line copy. After that he has gone around each group and checked their activities. 

He has asked the group leader to help his friends who have bad handwriting. The researcher has repeated many times to write English alphabet letters and he has asked the students to write and copy short paragraph on the four line copy the students have been asked to repeat this activity time and again.

8.         Observation:

   There is only one class at grade six. There are 71 students all together. The researcher has divided the class into four groups. The student who has good handwriting has been selected as a group leader. 

The researcher has walked round all the groups and observed all the student’s activities. He has found that all the students have actively involved to write handwriting. 

The researcher has asked the student to write handwriting on four-line paper. After that he has observed all the students’ handwriting. He has found most of the students have improved their handwriting. 

Out of 71 students 50 students have been able to write clearly. 15 students have been able to write nice handwriting. Only 6 students’ handwriting is still bad they have not improved their handwriting yet.

9.         Reflection:

After the observation of the students’ handwriting, the researcher has found that almost 91 percent of the students have improved their handwriting. This data shows that there is a good result of the research. 

Positive result has been seen from the research. It is clear that the research can help the students develop their handwriting. 

It is essential to research if there is some problem in learning process. So, it has been fruitful to develop handwriting for the students.

10.   Re- Planning:

Out of 71 students, there are six students who are still weak in handwriting. They can’t write clearly. Their handwriting is still bad and illegible. So, the researcher has re-planned to improve the remaining student’s English handwriting.