Effectiveness of Tracing Activities in Improving Basic Three Pupils’ Writing Skills at Evangelical Presbyterian Primary School in the Tamale Metropolis

Abstract

The purpose of this study was to determine the effectiveness of tracing activities in improving Basic Three (3) pupils’ writing skills at E.P. Primary School in the Tamale Metropolis, Northern Region, Ghana. An experimental research design was used. Pre-intervention, intervention, and post-intervention stages were employed to assess pupils’ handwriting skills. The population was seventy-two (72), and thirty-seven (37) pupils were randomly selected for the study. A pre-intervention test diagnosed the extent of the problem, identifying strengths and weaknesses to inform interventions. A post-test was conducted to evaluate the effectiveness of tracing activities in enhancing writing skills. A simple percentage count was used to analyze the results. Findings revealed that 31 out of 37 pupils failed to score the pass mark of 15 out of 30 in the pre-intervention test. However, after the intervention, 29 pupils achieved 15 or more in the post-test. This demonstrates significant improvement in writing abilities among Basic Three pupils at E.P. Primary School following the implementation of tracing activities. The pupils' performance in the post-test further confirmed the intervention's effectiveness.