Handwriting difficulty among Basic school pupils in the Oforikrom Municipality in Ghana

Abstract

Handwriting plays an important role in academic progression and personal development. Handwriting challenges among primary school children are widespread and well-documented. Handwriting instruction has become a relegated phase of the learning process in many Ghanaian basic schools. The study assesses the prevalence of handwriting difficulties among basic school pupils in selected public schools in the Oforikrom Municipality in the Ashanti Region. The study employed a cross-sectional design using a standardized handwriting assessment tool, the pupil's Handwriting Assessment Rubric. Pupils’ handwriting was assessed based on eight handwriting descriptors: letter formation, placement, letter sizing, spacing of letters, legibility, speed, neatness, and spacing of words. Each descriptor was scored on a 5-point scale with 5 representing the highest score. The study found a high prevalence of handwriting difficulties among the pupils; scores indicated that 11 pupils, representing 2.2%, had Very Poor, 89 representing 18.9% had Poor, 242 representing 50.6% had Average, 112 representing 23.6% had Good and 22 pupils representing 4.6% had Very good handwriting. This implies that the pupils' handwriting scores are considered Average. The study also indicated a significant difference in letter formation, legibility, and speed, with girls scoring higher than boys. Considering the high prevalence of handwriting difficulties and their consequences, policymakers must integrate comprehensive handwriting instruction across the curriculum of basic schools. Teachers, parents, clinicians, and other stakeholders should also watch for early signs of difficulties and offer remediation to mitigate its long-term academic and social consequences.