نوع مقاله : مقاله پژوهشی

عنوان مقاله [English]

Teachers' stories about students' bad handwriting

نویسندگان [English]

Sabikeh Sadat Tavousi Valendani*: Student of Elementary Education, Farhangian University, Fatemeh Al-Zahra Campus, Isfahan.

Iraj Ali Akbari: PhD in Philosophy of Education, affiliated faculty member of Islamic Azad University of Isfahan (Khorasgan).

Detailed Abstract

Introduction: The main objective of the present study is to examine the factors influencing poor handwriting among students and to identify effective strategies to address this issue.

Materials and methods: This is a qualitative study employing a narrative inquiry approach. The study population consists of narratives from elementary school teachers. A few outstanding and inspiring narratives were purposively selected as the sample. Using purposeful sampling, four teacher narratives were collected, reaching data saturation at that point. Data collection was conducted through semi-structured interviews. For data analysis, open coding, axial coding, and selective coding techniques were used.

Results and discussion: The findings indicated that family-related factors, writing framework factors, and the teacher’s role significantly contribute to poor handwriting in students. However, with the help of creative strategies and joint efforts by both teachers and families, handwriting skills can be improved, leading to enhanced teaching quality and learning outcomes. A total of 115 open codes, 10 axial codes, and 4 selective codes were extracted from the data.

The present study aligns with the findings of Abbasi (2021), who emphasized the significant role of psychological factors such as anxiety and stress in students' poor handwriting. Abbasi suggested that addressing emotional issues and providing consistent encouragement could greatly improve students’ handwriting. Similarly, the current study found that student anxiety, in addition to family-related issues, may stem from repeated failures, negative experiences, punishment, and pressure from teachers to succeed. Therefore, teachers must be sensitive to students’ emotional conditions and prioritize reducing classroom stress, which in turn enhances students' focus and attention while writing, significantly contributing to better handwriting. Furthermore, this study is consistent with the research conducted by Karimi Asheni et al. (2023), which highlights the family's critical role in students' handwriting development. The family, as a primary environment for growth, has a profound impact on learning processes. Continuous support and encouragement from the family can boost students' confidence, reduce handwriting-related anxiety, and foster skill development. Families can also provide an appropriate home environment for handwriting practice. On the other hand, the teacher’s role is also crucial. Through creative complementary activities—such as fine motor exercises, eye-hand coordination tasks, teaching correct posture and pen grip, focusing on baseline writing alignment, and offering positive feedback—teachers can substantially improve students’ handwriting. Students, in response to consistent positive feedback, develop self-confidence, follow the teacher’s instructions, and improve their writing framework skills, which ultimately enhances the overall learning experience.

Chenari and Hallaji (2021) also emphasized that students must learn the correct way to write and hold a pencil to overcome handwriting issues—a conclusion that aligns with the current study. Teaching proper grip (using three fingers: thumb, index, and middle finger) and ensuring the pencil is held correctly along the side of the index finger, not too tightly, is essential. This method increases writing speed, improves handwriting aesthetics, reduces fatigue, and prevents joint pain. For students who struggle with grip, pencil grips or supportive tools can be used to train proper holding techniques. Azadnia (2023) also reported that practice, repetition, fine motor exercises, and positive reinforcement significantly improve handwriting, supporting the current study. Activities such as writing on salt or flour, using play dough, drawing with chalk, crumpling paper, coloring, drawing spirals and parallel lines, or playing with sand enhance hand muscle strength, coordination, and overall writing skills. These exercises help students develop fine motor skills necessary for tasks like writing, cutting, and other precise hand movements. Younesi and colleagues (2023) identified poor pen grip, lack of confidence, poor concentration, and lack of proper training as key causes of poor handwriting. Their intervention strategies—muscle-strengthening exercises, proper handwriting instruction, and eye-hand coordination training—were effective in improving a student’s handwriting, aligning closely with the present research findings. The open coding process in this study resulted in 115 initial codes and 101 secondary codes, leading to 10 axial codes and ultimately 4 selective categories: Family influences, Writing framework, Creative complementary activities, Teacher's mandatory and optional actions, All identified factors were found to significantly influence handwriting and its improvement. Through this narrative research, it was concluded that a teacher’s attitude toward individual differences, attention to students' mental and emotional states, avoidance of punishment and discrimination, and use of reward systems, along with effective teaching strategies and creative activities, can greatly contribute to resolving handwriting issues and improving educational quality. Likewise, the role of the family is notable. The family’s financial status, parental attitudes, education level, and occupation all influence the student's handwriting. Additionally, the writing framework—focused on the student’s posture, grip, and technique—has a direct effect on handwriting quality. The researcher also faced some limitations, including a lack of cooperation from teachers in sharing personal narratives and inaccessibility to detailed family background information of students. Based on these findings, the study recommends the following to prevent poor handwriting: Strengthening hand muscles and eye-hand coordination through creative activities, Using appropriate writing tools, Creating a calm environment for writing at home and school These strategies can significantly enhance educational quality and student performance.

Conclusion: The overall conclusion of this research suggests that poor handwriting in elementary students stems from a variety of causes. Therefore, in addition to focusing on educational and pedagogical factors, it is essential to also consider children's physical and psychological aspects.

Keywords: Poor handwriting, narrative inquiry, students.