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THE IMPACT OF MODERN TECHNOLOGY TO PENMANSHIP OF THE

JUNIOR HIGH SCHOOL LEARNERS

An undergraduate Thesis Presented to the Faculty of

Basic Education Department
St. Michael’s College
Iligan City

In Partial Fulfilment of the Requirements for

English 10
Academic Year 2023-2024

Presented by

CABAHUG, JOSEPH BENEDICT B.

DATUMULOK, ATIYA GHAYDA D.
GOMOGAO, NORLAILAH L.
MAGLANGIT, RONAN C.
NARANDAN, NESSA L.
PAGAYAWAN, HANAN M.
SANSARONA, PRINCE KEANN R.

APRIL 2024
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APPROVAL SHEET
This thesis entitled “The Impact of Modern Technology to the
Penmanship of the Junior High School Learners" prepared and submitted by
HANAN M. PAGAYAWAN, NESSA L. NARANDAN, NORLAILAH L.
GOMOGAO, ATIYA GHAYDA D. DATUMULOK, RONAN C. MAGLANGIT,
JOSEPH BENIDICT B. CABAHUG, PRINCE KEANN R. SANSARONA in partial
fulfillment of the requirements for Secondary Education has been examined and is
recommended for oral examination, acceptance, and approval.

MRS. MARY ANALYN SABELLANO MRS. TABETA V. EGARGO

RESEARCH ADVISER ENGLISH TEACHER

PANEL OF EXAMINERS
APPROVED by the thesis committee on oral examination with a grade of
___________.

MRS. MARY ANALYN SABELLANO MRS. TABETA V. EGARGO

Member Member

MRS. TABETA V. EGARGO

Chairwoman

ACCEPTED and approved in partial fulfillment of the requirements for

English 10.
MARITES D. PALOS, MAED
Principal, SMC – Bed
April 20, 2024
Date of Defense
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ABSTRACT
This study examines the impact of modern technology to the penmanship of junior
high school learners at St. Michael’s College - Basic Education Department.
Penmanship is a crucial ability that is essential for academic success. As modern
technology becomes more thoroughly integrated into education, the penmanship
among Junior High School learners may face significant challenges. It is important to
examine the factors that affect the penmanship of Junior High School learners, as
this can inform learning methods to improve these skills. This study investigates the
influence of modern technology on the penmanship of Junior High School learners.
The researchers used the quantitative or survey research design and collected data
from 220 respondents coming from the Junior High School learners. Simple random
sampling was used in selecting participants or respondents of the study to collect
the said data. In general, the study finds that the respondents' response from their
interest, handwriting skills, gadgets and environment differ greatly to their response
from their teacher's teaching style. In the general result of the study, it was
determined that the students know that penmanship and handwriting skills are
helpful in their academic life and the more they practice their handwriting skills, the
more they are confident about their penmanship.

205 Words

Keywords: Penmanship, Modern Technology, Handwriting Proficiency, Devices,

penmanship improvement, Technology usage, Academic, Junior High School
learners
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ACKNOWLEDGEMENT

We, the researchers express our sincere gratitude to the Almighty for
bestowing upon us the strength, knowledge, and determination necessary to carry
out this study project. We were able to complete our research through His guidance.
We, the researchers, would like to express our heartfelt thanks to everyone who
journeyed with us throughout every step of the planning and formulation of our
research:

First and foremost, we would like to thank Mrs. Tabeta V. Egargo, our class
adviser and English teacher, for her guidance and lectures during the research. Her
efforts, ideas, and recommendations were incredibly beneficial to us in completing
our study.

To Mrs. Mary Analyn Sabellano for the time and her outstanding guidance
and direction throughout the duration of our research project which enabled us to
overcome several obstacles we faced as we worked to complete it.

To Mrs. Marites D. Palos, the principal of our school, who deserves

appreciation for her assistance while letting us conduct our research.

To Mr. John Rico P. Maglinte, our Math teacher, for giving us his full support
during our research in helping us to calculate our statistics in order for us to collect
the data that we needed.

To our loved ones and families who patiently allowed us to finish our studies.
We were able to strengthen our body and mind to finish our research because of the
love, care, and support we got while we were doing research. Their kind and
encouraging words inspired us to keep going and not give up.
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Table of Contents
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CHAPTER 1
THE PROBLEM AND ITS SETTING
Introduction
The use of modern technology has been very common in the lives of learners

at St. Michael’s College. With the widespread use of computers, tablets, and

smartphones, learners are spending less time practicing traditional handwriting

skills affecting the penmanship of most of them, to the point where they do not even

bring notebooks and pens when coming to school because they have their

smartphones with them. As the researchers have noticed, a large number of learners

are relying on their smartphones in coming to school. Learners from junior high

school are more likely to use their smartphones and capture lessons than to take

down handwritten notes which makes them forget the essence of pen and paper.

Technology's negative impact on handwriting has resulted in a decrease of

the importance of having readable handwriting and a reduction in proficiency with

traditional writing instruments. People no longer need to write letters and notes by

hand since they frequently use digital text, for instance. According to a 2012 survey,

33% of participants had trouble reading their handwriting. (no resource)

According to Anne-Marie, Hinrichs, Uta, Quigley, and Aaron(2015), despite

the increasing use of digital technologies in classrooms and learning contexts,

handwriting is still mostly taught using a pencil and paper. Writing is regarded as a

key skill that forms the foundation of education. As a result, the early years of

education are dominated by acquiring the pencil grip as well as letter and word

formation.
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The goal of this study is to voice concerns about how learners' handwriting is

affected by their usage of modern technologies. By utilizing a pen and paper and

writing by hand, students should emphasize the value of their handwriting.

Learners should be aware of the consequences of making use of modern technology

and assume accountability for their usage of it. They should make efficient use of

modern technology as it may greatly boost their academic performance.

The researchers conducted the study at the Basic Education Department of St.

Michaels College, St. Mary Street, Iligan City school year 2023 - 2024.

Conceptual Framework

Writing well and having neat penmanship are valuable skills for a variety

of situations in life and school. Writing is a fundamental skill in education that is

used in many courses. It is essential for taking notes, finishing homework,

composing essays, and passing tests. Academic achievement and success can be a

strong impact of one's capacity for clear and concise writing.

The conceptual framework for this study is shown below, with categories for

independent, dependent, and outcome variables. The factors that are manipulable or

that fluctuate in line with the respondents’ profile are known as independent

variables. In contrast, the dependent variable is the result or response variable,

similar to the variables influencing Junior High School learner's penmanship.

Results that are obtained right away following the implementation of an activity are

known as output.
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INDEPENDENT DEPENDENT
VARIABLE VARIABLE OUTPUT

Profile Technology usage and Writing Programs In

Enhancing The Penmanship
Handwriting Proficiency
a. Age Legibility and Penmanship
b. Sex of Junior High School Neatness of The Junior High
c. Grade Level School Learners
Learners
d. Section

Statement of the Problem

This study aims to evaluate the penmanship of St. Michael’s College

Junior High School Learners. It particularly tries to respond to the following

questions:

1. What are some advantages of using modern technology to the

penmanship of Junior High School learners?

2. How do modern technological devices affect the penmanship of the

respondents?

3. How do the Junior High School learners improve their penmanship

despite the overuse of modern technology?

Significance of the Study

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The significance of how modern technology impacts junior high school

learners' penmanship could easily be overshadowed by the increasing usage of

digital devices by learners in the classroom. Instead of making notes on paper in

modern times, learners would rather take notes on their smartphones. They are

unwilling to write, and they are rather easy to reach for their phones. Having

smartphones and valuing it more than your pen and paper can cause learners to lose

the habit of writing, and since they are not writing, their penmanship becomes

illegible. Not only that their penmanship becomes illegible but it has also a major

effect on the learner’s academic performance. Technology's effect on students'

handwriting is significant because excessive use of digital devices can impair fine

motor skills, which can result in students' handwriting becoming less legible. For

this reason, it is important to balance digital device usage with activities that

promote good handwriting.

To The Learners: To understand how their penmanship could impact

their academic performance if they use modern technology, and how to use

technology wisely.

To The Teachers: To determine which of their learners struggles with

handwriting, and to offer skillful academic solutions when utilizing modern

technology in the classroom.

To The School: It will be a tool for improving the learners' handwriting

abilities. It is also necessary for the school to understand how to reduce students'
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use of modern technology, and come up with academic programs that can enhance

students handwriting skills.

Scope and Delimitation

This study focuses on the penmanship only of the junior high school

learners of St. Michael’s College Basic Education Department S.Y. 2023 - 2024 in

grades seven to ten, allowing twenty (20) participants each grade level and a total of

two hundred twenty (220) male and female students. The parameters are from

obtaining significant and complete data, analyzing, synthesizing and interpreting

them.

Operational Definition of Terms

(each definition should have a resource)

(how each definition is used in your study)

Academic. Used to discuss topics about work done in educational institutions,

particularly work involving study and reasoning as opposed to practical or technical

capabilities (Lim, 2024).

Devices. Systems or items with a clear objective, such as cell phones and other

electronic communication equipment.

Modern Technology. Describes how technology tools are created, and used, and

how they interact with the environment, society, and other spheres of human

endeavor.
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Note-taking. process of gathering data from many platforms and sources. It aids in

the acquisition, retention, and recall of knowledge by students, making it an

essential component of the learning process. It's a crucial step in the study process as

well. While notes made during an interview might give content for an essay, article,

or book, notes collected during class lectures or debates can be used as study tools.

Penmanship. The capacity to write text that is readable and clear. Penmanship

comes in various forms: D'Nealian penmanship, cursive penmanship, and print

penmanship (manuscript or print script).

Writing Skill. The skills necessary to express concepts in writing clearly and

concisely. Writing skills also include a technical understanding of style manuals,

formatting guidelines, and conventions for various contexts. (____, 2021)

Legibility

Fluency
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter presents the related literature and studies on the penmanship

of junior high school learners. Those that were included in this chapter helped in

familiarizing and providing information in the conceptualization of the study.

Related Literature

Writing is the most productive skill that a learner should practice and master

the most out of the four primary skills of language acquisition (Jaashan, et al., 2023).

Even with the widespread use of computers, handwriting is still a necessary daily

learning skill. Its significance stems from the fact that it serves as the benchmark for

assessing and evaluating the language proficiency of EFL students. Some English

teachers believe that teaching handwriting is no longer worthwhile since it is no

longer necessary. However, handwriting is still a difficult and necessary ability for

EFL learners despite this disregard for the educational process (Gholaminejad et al.,

2013; Jabali, 2018; Du, 2020). It is also a necessary ability in the context of schooling.

Since spoken and written forms do not always coincide, writing well can be difficult,

even for native English speakers. When writing, several brain processes and skills

are activated at the same time, including perceptual-motor, visual-motor, motor

planning, and cognitive processes (Abbott & et al., 2010; Childress, 2011; Bosga & et

al., 2015). In order to use writing instruments, one must also possess kinesthetic and

tactile senses (Ahirwal1 & Etal, 2021; Clark, 2011). Writing is therefore a teachable or

learnable ability rather than a talent, as many believe. With consistent, intense
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practice and unwavering, unconditional encouragement, anyone can become

proficient at it (Kroll, 2003). The beneficial effects of handwriting on performance in

all academic learning tasks, including reading and writing, are further supported by

studies (Graham & Weintraub, 1996; Berninger et al., 1992;ames & Engelhardt, 2012;

Cameron et al., 2012; McHale & Cermak, 1992).

Furthermore, this study highlights the importance of writing as a

fundamental skill in language acquisition and education. It discusses how despite

the prevalence of computers, handwriting remains crucial for learners, especially in

the assessment of language proficiency. This asserts that writing is a teachable skill

that can be mastered through consistent practice and encouragement. It also cites

various studies supporting the benefits of handwriting on academic performance,

including reading and writing skills. By discussing the cognitive processes involved

in writing and the benefits associated with handwriting practice, the passage implies

that reliance on digital tools alone may not fully develop these cognitive skills. This

suggests that excessive use of technology might potentially delay the development

of penmanship among students.

Based on an analysis of the literature on hand, Tamara McEachern (2014)

concluded that handwriting is a significant, if not essential, talent for people of all

ages and in a variety of contexts. According to the researcher's findings, learning to

write and read is causally tied to handwriting. Researchers research has indicated

that handwriting positively impacts compositional fluency and quality for novice

and experienced writers and that for younger students, automatic letter writing is
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the most reliable indicator of composition length and quality (Graham et al., 1997;

Graham et al., 2000). The idea that handwriting and reading are intimately related is

supported by data from both applied and brain-based research (James, 2009; Levy et

al., 2006; Richey, 2008; Vander Hart et al., 2010). Therefore, educators and therapists

must avoid making assumptions while working with individuals who are having

difficulty becoming proficient in their reading abilities. In this sense, it is important

to remember that handwriting education is just as important as reading and writing

teaching and should not be discounted (Medwell et al., 2009). Studies also have

shown that handwriting instruction may result in significant improvements in a

variety of academic domains, even when it is given directly to students in a short

amount of time with no expense or additional work on the part of the teacher.

Students must be prepared in school to write more neatly by hand. The growing

body of research indicates that one must take into account handwriting's role in both

academic and professional success.

In this matter, this study highlights the importance of handwriting skills in

education and its impact on various aspects of learning particularly reading and

writing. It discusses that handwriting is not just a basic skill but a significant one

that influences learning to read and also write. The article draws attention to the

connection between reading and handwriting proficiency, citing that handwriting

skills affect writing quality. The article advocates for the recognition and

prioritization of handwriting skills in education, citing their crucial role in literacy

development, academic achievement, and overall success.

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According to a survey conducted in 2013 by Kristenn Purcell, Judy Buchanan,

and Linda Freedrich, 2,462 teachers of the National Writing Project (NWP) and

Advanced Placement (AP) discovered that digital technologies are influencing

student writing in a variety of ways and have also developed into useful teaching

tools for middle and high school students. Teachers perceive the internet and digital

technologies, including social networking sites, cell phones, and texting, as generally

promoting teens' creativity and self-expression, expanding the audience for their

written works, and motivating them to write more frequently in a variety of formats

than perhaps in previous generations. Simultaneously, they outline the distinct

difficulties associated with instructing writing in the digital era, such as the

"infiltration" of casual language into formal writing tasks and the requirement for

enhanced student education concerning matters like plagiarism and fair use.

This study highlights how digital technology impact students’ writing

practices, and how teachers become conscious of the role of these technologies in the

classroom and adapt it to teachers’ teaching methods to incorporate these tools

effectively. Teachers think that digital technology and social media might help the

students to be more creative but they also worry that the students might use

informal language too much.

Related Studies
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The study "Poor Handwriting and Its Knock-On Effects On EFL Learners'

Academic Performance" by Haassan Mohammad Jaashan (2023) et al. found that

writing is given priority over other abilities since it shows how language is actually

acquired by the learners. As a result of the learners' extensive practice over an

extended period of time, their handwriting becomes tidy. It provides teachers with a

positive psychological view of their students. As a result, the teachers find it easy to

read the well-written and concise responses when reviewing the exam papers.

Students have this edge to do well on tests. However, because they are unable to

express their thoughts in legible and clear handwriting, pupils who pay less

attention to their handwriting receive zero points. The researchers' study provides

concrete evidence for this phenomenon. Exam performance and grade point

averages are typically high for EFL students who prioritize legibility of handwriting,

letter formation, uniformity of letter size, spelling correction, spacing between

words and letters, and line alignment. The opposite is true for their counterparts.

That is to say, EFL students with messy handwriting typically receive low grades,

especially on subjective test questions.

Based on the research of Jaashan (2023), handwriting is an essential and

indispensable skill in learning a language. Its importance lies in its being the product

upon which the EFL learners' linguistic performance can be judged and evaluated.

Students' poor handwriting negatively affects their overall academic achievement.

Furthermore, while technology has undoubtedly improved and become a

crucial part of modern life, Amani M. Alhusban (2016) claims that several
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detrimental impacts harm students' writing in the classroom. Students benefit from

the speed and simplicity of technology, but it has also created an attitude in them

that anything they write does not require much work. In this review, the

consequences of the interaction between modern technology and writing are

discussed. A review is conducted on a case study and the body of research

regarding how electronic and communicative gadgets affect high

school learners' English writing. The study finds that students are finding it harder

to tell the difference between formal and casual writing because they are constantly

exposed to abbreviated word patterns and programs that perform the work for

them. As a result, teachers have observed an abrupt increase in non-formal language

that is "seeping" into formal compositions, leading to a drastic decline in student’s

overall writing. A failure to master this skill could mean that these individuals will

struggle against other more skilled applicants when applying for a job. Therefore,

students must learn writing skills to graduate from college and university and

succeed in today's highly competitive global economy (Alhusban, 2016). Due to

technology, students do not often benefit from learning English language and

grammatically correct written speech. Students' capacity to articulate their full

thoughts is deteriorating, and they cannot think for themselves. Technology

generally hides students' misunderstandings and interferes with their

learning (Alhusban, 2016).

Dr. Katie Wagner Friedman (2022) asserts that everyone uses technology in

their daily lives today. This also applies in the classroom. The link between

technology and education has expanded significantly during the past fifteen years.
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Examining the effects of contemporary technology in education, such as LMS, 1:1

programs, and other computer-assisted teaching techniques, is the goal of this

article. Research has indicated that there are advantages like heightened

involvement and customized education, in addition to drawbacks including

heightened instances of dishonesty and security risks. According to the data, there is

a constant need to closely monitor how technology is implemented and used in

schools. This is necessary to ensure that factors like the cost of technology programs

and the training of students and teachers who must use and facilitate the use of

various technological tools are regularly adjusted and taken into consideration.

Concerns regarding writing learning are common in elementary schools all

over the world, according to Xue Wen (2022). This is because many learners in these

classrooms were not given enough writing training. The growth of pupils' writing

has been hampered by the absence of specialized instructional practices and

adaptations. The importance of early writing and the evolving nature of literacy

made the integration of technology and writing in high school classes a viable

solution to this issue. This study conducted a meta-analysis of 20 empirical studies

that were published between 1990 and 2020 to assess the effect of technology on

primary children's writing abilities. The meta-analysis's findings demonstrated that,

for high school learners, technology had a moderate impact on writing quality and a

significant impact on writing quantity. The authors next examined the effect sizes of

moderating variables by taking into account research characteristics like writing

genres, demographics, and methodological traits, along with different forms of

technological integration. The authors have discovered that two significant factors
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influencing the informal association between technology and writing performances

for high school learners are the sort of technology integration and writing genres.

Previous literature has not considered this aspect. To develop visions for curriculum

and instruction at the classroom, school, and policy levels, the novel findings

showed how educators can address writing issues and improve writing practices in

classrooms worldwide by raising public awareness of the significance of elementary

school and high school writing. There was a discussion on recommendations for

research for advanced technology and writing in elementary schools and high

schools (Wen, 2022).

A study conducted by Adel Al-Bataineh, Mohamed Bataineh, Jamie M.

Mallon, Kaite J. Carstens, and Mohamed Bataineh (2021), classrooms are acquiring

more technology and having to incorporate it into student learning due to the

rapidly evolving technology landscape. Technology has the potential to enhance

student learning, but it can also have negative effects on the educational process.

While technology makes learning more convenient and improves many learning

possibilities, it may also be a tool that is overused, which may have negative effects

on student's ability to develop their fine motor skills and problem-solving abilities.

Additionally, some studies showed that although students are more proficient with

technology and engaged, they can still cause management problems. The youth of

today are growing up with technology always at their fingertips. The expanding

realm of social media apps and online platforms stimulates children's curiosity. In

addition, modern society is obsessed with gaming consoles, computers, tablets,

gaming phones, free Wi-Fi, and electronic toys. The technology that students are
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growing up with is a competitive trend. "Every day, many students are spending

countless hours immersed in popular technologies—such as Facebook, MySpace,

World of Warcraft, or Sim City," claim Klopfer et al. (2009) (p. 1). Technology is

starting to play a bigger role in education these days. Teachers strive to integrate

technology into their regular lessons to help students connect their enthusiasm for

learning with the rapidly evolving field of technology.

Benedetto Vertecchi, Antonella Poce, Francesco Agrusti, and Maria Rosaria

Re (2016) stated that there is a connection between writing proficiency and digital

technologies in a variety of scientific domains, including sociology, neuroscience,

and education. Everyone, but especially teens, is accustomed to texting brief

messages to one another via cellphones, tablets, or PCs. Even if they are exercised

daily, writing skills are not developed in these situations effectively and

productively. Research and studies conducted worldwide showed that those who

use texting excessively drastically reduce their ability to argue in the act of writing.

According to a 2012 study by Penn State University's Drew Cingle and Shyam

Sundar, high school students' language proficiency and grammatical precision are

jeopardized by their overuse of brief text messages. According to Jennifer Myers

(2012) of Calgary University, writing using traditional tools and reading on paper

encourages more creative use of language, whereas writing on a computer does not

foster this kind of creativity. Writing abilities have been ranked as the biggest issue

facing university students, according to a Cambridge Assessment research (Suto,

2012) that involved 633 university teachers.

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Adnan Omar, Muhammad Miah, and Rachid Belmasrour (2014) stated that

multimedia technology has advanced quickly in the past several years and is now

widely used, particularly in educational settings. Though it is frequently used in

conjunction with conventional approaches to teaching English, its suitability for the

job is debatable.

Furthermore, a recent study on the effects of information technology on

writing was carried out at a public four-year university. Sixty-two percent of

teaching members and fifty-seven percent of students said that writing abilities were

negatively impacted by modern digital technology. Information is now easily

accessible thanks to the internet, but this convenience also promotes a lack of critical

thinking skills and a looser adherence to linguistic norms. Additionally, the data is

typically unfiltered, making it possible for students working independently to

obtain both accurate and inaccurate information. These elements can therefore result

in false information and a lack of critical thinking, which can have a significant effect

on a person's conduct and capacity for making decisions (Omar et al., 2014).

Susanne Bjurestig (2022) added that to investigate the subject, a word-

learning test was performed after a recall and recognition test. Lastly, two group

interviews were conducted to see whether the study's findings and the student's

perception of the most effective ways for them to learn—by handwriting or by

typing—agreed. The study deviates from the assumption that students learn new

language more quickly when they write by hand because handwriting involves

increased brain activity, which may help students retain what they have written.
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Furthermore, the examined hypothesis showed that youth who have grown up

surrounded by technology are better at typing than handwriting. Moreover, it was

also found out that typing on a computer as opposed to handwriting helps foreign

language learners in secondary school in Sweden acquire vocabulary more quickly.

Although this does not align with the opinions of the students, it does align with

their preferences.

Tanzina Halim, Shanjida Halim, Hasan Mohammed Ja, and Mohammed

Ahmed Hasan Alward (2023) asserted that handwriting is a crucial and vital

language-learning skill. It is significant because it serves as the benchmark for

assessing and evaluating the language proficiency of EFL students. Students' overall

academic achievement is significantly impacted by their handwriting. It was also

viewed into how students' poor handwriting affects their performance on academic

course assessment forms. It was also sought to understand how teachers feel about

their pupils' messy handwriting and how that relates to their subpar academic

standing. In addition, the findings of confirm Smith JC (2010) that students with

poor handwriting had low exam scores, while students with excellent handwriting

received high scores.

Theoretical Literature

Two theories that can be related to handwriting are the motor learning theory

and the connection theory (Sinclair & Szabo, 2015). The link theory, which was

introduced by Rose (2004), examines the relationship between handwriting legibility

and writing and reading fluency. This lends credence to the theory that penmanship
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legibility affects academic performance and self-worth (Kushki et al., 2011). "A set of

processes associated with practice or experience leading to permanent changes in

the capability for movement" is the definition of motor learning, according to

Schmidt and Lee (2005) on page 302. According to the motor learning theory,

students must practice writing to enhance their fine motor abilities, which is

necessary for them to write better (Hoy, Egan, & Feder, 2011).

Furthermore, Zubrzycki (2012) suggests that handwriting instruction benefits

students' cognitive development as well as their motor functioning. In this matter,

researchers can explore whether the reduced emphasis on handwriting practice

associated with increased technology usage affects students' cognitive and motor

development.

Since most classroom assignments require handwriting, it is an integral part

of the educational experience (Graham & Santangelo, 2012). Additionally, according

to the Hanover Report (2012), "handwriting involves cognitive, kinesthetic, and

perceptual-motor components." As a result, according to Zubrzycki (2012),

"handwriting instruction benefits students' cognitive development as well as their

motor functioning." Moreover, handwriting is the fundamental ability required for

success in reading since it develops pupils' ability to recognize letter structures

fluently (Berninger, 2012). Furthermore, research has demonstrated that writing

down recently learned words significantly improves word recognition (Adams,

1990). The good news is that handwriting instruction can help students improve

their handwriting skills as it is a taught ability (Graham, 2009–2010). Research has

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shown that assignments with neat handwriting score higher than those with messy

handwriting (Chase, 1986). More significantly, though, writing training enhances

"both the quantity and quality of writing, as well as its legibility" (Graham, 2009-

2010, p. 20). According to Handwriting Summit (2012), there is an estimate that

between 25% and 33% of elementary school pupils do not acquire the handwriting

abilities required to write legibly and fluently, which puts them at a disadvantage.

Since this is the "most effective method for facilitating handwriting fluency,"

teachers should design a lot of writing assignments (Graham, 2009-2010, p 26).

Digital handwriting had previously been characterized as the tactile skill and

knowledge (learned through the digits) that emerges and develops through

interactions with touch-sensitive digital devices, according to Isabel Froes' book

"Young Children's Play Practices with Digital Tablets" (2019). Children use their

bodies to communicate with digital devices. Exploration tools are the hands. In line

with this, hands communicate intents and gather information about reactions

through a variety of motions and unique feelings. The child learns about the digital

nuances that are grasped by the fingers through this hand-eye-device process. This

procedure grows in a continuum of use and is personally coded into hands-on

knowledge. Building on existing concepts about how technology is entwined with

tactile sensations, digital handwriting (Dourish, 2006; McCarthy & Wright, 2004;

Papert & Harel, 1991; Pink et al., 2015). When manipulated, digital gadgets serve as

artifacts that enable the formation of embodied user knowledge. The artifact has

been manipulated to produce this information and its experience. The topic of

digital handwriting pertains to how early experiences and physical engagement

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shape young children's digital literacy. It draws attention to how the body serves as

the primary means of expression and composition in digital play. This penmanship

is learned and refined via hands-on experience, evolving into an embodied

knowledge gained from the actual engagement with the artifact (Dourish, 2016; Pink

et al., 2016). Children participate in this artifact manipulation as they play with

tablets, understanding and testing its affordances "at their fingertips." The proposed

concept closes this gap by addressing embodied learning as an essential component

of young children's digital literacy practices, as recent relevant research have not

always focused on the significant role of the hands in children's digital play. A

portion of the learning taking place on tablets and other touch-sensitive devices is

performed and informed by the hands.

In addition, ten to thirty percent of kids struggle with writing, and these

issues are more prevalent in kids with ADHD, learning disabilities (LDs), and

speech and language impairments, among other conditions (Graham & Harris,

2005). Some professionals refer to this condition of written expression as dysgraphia,

which encompasses several factors such as spelling and handwriting (which covers

both cursive and printing/manuscript writing) (Nicolson & Fawcett, 2011). Children

with dysgraphia often do not make progress in handwriting acquisition, even when

given sufficient training and practice (Smits-Engelsman & Van Galen, 1997).

Dysgraphic handwriting varies in size, form, and orientation over multiple trials

and lacks consistency. Extensive research by Nicolson and Fawcett (2011) has shown

that dysgraphia is a reflection of a deficit in cognitive automaticity.

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Several American scholars have studied the function of handwriting in the

writing process for the past fifteen to twenty years (Berninger et al, 1997; Graham,

Harris & Fink, 2000). Interestingly, they have proven that handwriting is "language

by hand" rather than just a motor act (Berninger et al., 2006). These researchers

investigated how language interacts with sensory and motor systems to produce

and receive language through cross-sectional, longitudinal, and instructional

investigations (Berninger, 1999; Berninger & Abbott, 2010; Berninger, Abbott,

Abbott, Graham, & Richards, 2002). The four distinct and interdependent functional

language systems have been studied for a long time:

• auditory language (hearing comprehension),

• verbal communication (oral expression),

• reading comprehension through language by sight, and

• handwritten language (written expression).

Richards et al. (2011), who assert that handwriting is a "brain-based skill that

facilitates meaning-making as writers externalize their cognitions through letter

forms, the building blocks of written words and text," further support the idea that

handwriting is more than just a mechanical or motor skill (p. 512). In a similar vein,

Christensen (2005) contends that handwriting requires coordination between

memory and orthographic processes to automatically transform letter shapes onto

paper. Handwriting is not merely about honing motor skills. It has been

demonstrated that this ability, known as orthographic-motor integration, contributes

more to handwriting than it does to motor abilities (Berninger & Amtmann, 2003).
 1

Accordingly, handwriting is more than just a motor act employed to record writing

—it is a language act that is integral to writing (Medwell, Strand & Wray, 2009).

The research conducted by Jaashan et al., (2023) titled "Poor Handwriting

and Its Knock-On Effects On EFL Learners' Academic Performance" found that

humans generate text in this technological age through a variety of methods,

including typing (using a keyboard), digital writing (using an electronic writing

device), and speech-to-text software. Handwritten writing is gradually being

replaced by digital gadgets. The majority of individuals use a computer and

keyboard to write. (Kiefer et al., 2015; Longcamp et al., 2005, 2006). The amount of

time spent writing by hand has therefore decreased as learning activities depend

more and more on digital technologies. (Vinci-Booher and colleagues, 2016; Mueller

and Oppenheimer, 2014).

Also the study conducted by Jaashan et al., (2023) shows the change from

handwriting and writing to the digital method of text generation. The majority of

students today are now dependent on computers, cell phones and other digital

technologies. The transition of students from handwriting led to a decrease in the

amount of time spent writing by hand and an increase in reliance on. It provides a

broader understanding of how digital handwriting is evolving and its implications

for traditional writing practices. This suggests that exploring the effects of digital

technology on penmanship and considering the role of hands-on interaction with

digital devices will be relevant to understanding the changing landscape of

penmanship skills to junior high school students.

1
 1

CHAPTER 3
METHODOLOGY

Research Design

This study employed quantitative method in investigating the impact of

modern technology to the penmanship of junior high school learners of St. Michael’s

College - Basic Education Department. This method of research is also characterized

by finding facts, describing and interpreting data to gather meaningful information.

Moreover, this design was utilized to look into the relationship between dependent

variable (Technology usage and Handwriting Proficiency of Junior High School

Learners) and the independent variable (Profile: age, sex, and grade level).

Data Locale

The research was carried out on the St. Michael's College - Basic Education

Department campus. It is a Catholic institution led by the RVM Sisters. PAASCU

Level III accreditation has been granted to the school. The institution provides

education at three different levels: pre-school, secondary, and tertiary.

 1

Figure 3.1: Map of St. Michael’s College – Basic Education Department

Figure 3.2: Map of Iligan City, Lanao del Norte, Philippines

Respondents

The respondents consisted of 220 learners from Grade 7, 8, 9, and 10 learners of the

Junior High School Department of the Saint Michael’s College – Basic Education

Department.

Junior High Learners Number of Respondents

 1

Courtesy 20
Competence 20
Creativity 20
Fidelity 20
Fortitude 20
Humility 20
Honesty 20
Happiness 20
Prudence 20
Passion 20
Prosperity 20
Total 220
Table 1.1 Respondents of the Study

Sampling Procedure

Basic random sampling was used in the research project to choose

respondents. This procedure made sure that every respondent had an equal chance

of being selected to respond to the survey.

Data Gathering Procedure

The researchers wrote three letters before starting the survey: one to the

respondents, one to the principal, and one to the teachers. The researchers were

granted permission by the principal, who also provided them with a note of

approval. The researchers visited Grades 7, 8, 9, and 10 to gather the necessary data

after obtaining the necessary signatures. After greeting the respondents and their

subject instructor, the researchers read the letters with signatures to them.
 1

When the researchers handed the questionnaires to the present respondents,

they read the survey instructions to them. In order to guarantee that all questions

have been understood by the respondents, the researchers made sure that if a

respondent has any questions, he or she will ask questions. The respondents'

honesty in answering the questionnaire is guaranteed by the researchers. The

researchers visited with the respondents again after they had finished the survey,

and they also thanked their subject instructor for allocating time for the study.

Instruments Used

A survey questionnaire was employed in the research to get precise

information from the participants. The name, age, sex, and (optional) mobile number

of the respondents are included in the questionnaire that the researchers employed.

Other questions on technological devices, note-taking, handwriting proficiency, and

penmanship improvements are also included.

A. Handwriting Proficiency Screening Questionnaire for Children (HPSQ–C)

- write what is this questionnaire all about . For example, this questionnaire

was made by,,,,…. and used to measure……… with a validity of …….

B. (questionnaire)

Scoring System

RATING SCALE DESCRIPTION

5 STRONGLY AGREE
4 AGREE
3 FAIR
 1

2 DISAGREE
1 STRONGLY DISAGREE
Table 1.2 Scoring System of the Survey

QUESTION DESCRIPTION
1. How often does a. Not at all
discomfort/fatig b. Occasionally
ue occur with c. Frequently
handwriting

2. Preferred Note- a. Handwriting

taking Methods b. Computer/Typing
c. Audio Recordings

3. A belief that a. Agree

handwriting is b. Strongly Agree
no longer c. Disagree
necessary d. Strongly Disagree

4. The belief they

retain a. Agree
information b. Strongly Agree
more accurately c. Disagree
when writing it d. Strongly Disagree
down

A. Technological a. Tablet/Ipad
Devices Used
b. Desktop Computer
c. Laptop
d. Smartphone
B. A belief that a. Tablet/Ipad
note-taking is
b. Pen and paper,
more accurate
handwriting
with
c. Laptop
d. Smartphone
C. A belief that a. Tablet/Ipad
more notes can
b. Pen and paper,
be recorded with
handwriting
c. Laptop
 1

d. Smartphone
Table 1.3 Scoring System of the Survey

Validity of Instruments

The instrument used to gather the data needed for the study was

validated by the researchers’ research adviser and English teacher.

Statistical Treatment Data

With the data collected, it is to be tallied and analyzed using the

following formula. The data will be in proportion to the rest of the population.

Percentage: % = 𝑥 (100)

Where:

x = the number of respondents who answered

y = the total number of respondents

100 = constant; used to turn the quotient into a percent

Where:

= sum of the products formed by multiplying each number by its

assigned weight.

= sum of all weights

1
 1

CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the gathered data, analysis, and interpretation of the

research based on the answers of the respondents.

The purpose of this study was to look at how students usage of modern

technology has affected their penmanship. It also studied if demographic

characteristics such as age, gender, grade level, belief in handwriting, technological

gadgets utilized, handwriting ability, and handwritten experiences influence the

learners' penmanship.

Profile of the Respondents in terms of Sex

Sex Frequency Percentage
Male 98 44.55%
Female 122 55.45%
TOTAL 220 100.0%
Profile of the Respondents in terms of Age
12-13 62 23.18%
14-15 95 43.18%
16-17 63 28.64%
TOTAL 220 100.0%
Table 1.3
The table shows the number of respondents which corresponds to their age

and percentage. The total number of respondents is 220, consists of 12-13 years old,

14-15 years old, and 16-17 years old. The table shows that the majority of the

respondents are 14-15 years old, which is 43.18% of the total population. This is

followed by the respondents who are 16-17 years old or 28.64% of the respondents.
 1

Sixty-two (62) of the respondents are 12-13 years old, which comprises 28.18% of the

total population.

The results showed the majority of the respondents, from the Junior High School

learners are 14-15 years old. It is necessary to figure out the state of handwriting training in

any junior high school. The learners should keep practicing handwriting because it's a skill

topic until they can write neatly and appropriately.

As a result, teens make up the majority of these junior high school learners who

responded, which was ideal for the study's goal. Teenagers who utilize modern technology

are also the ones that frequently have penmanship challenges. It was ideal for the study's

goal, which was to determine how junior high school learners' handwriting was affected by

modern technology.

According to Pedretti, E., Mayer-Smith, J., & Woodrow, J. (1998), the state of

technology is changing quickly right now. In accordance with the views and experiences of

the students, integrating technology into secondary schools improves teaching and learning.

The table shows that forty-three (98) or 44.55% of the respondents are male

while 55.45% or one hundred and twenty-two (122) are female. These results shows

that majority of respondents are female. Female make up the great majority of those

surveyed. Having legible and fluid handwriting is linked to lengthier texts and

improved text quality, making it a crucial curricular objective for high schools.

Although females tend to write more neatly than boys, little is known about possible

variations in the early handwriting correlations of girls and boys (Michelle N.

Maurer's study findings, 2023)

 1

Coutney Spencer (2015) studied that young adults' responds revealed that the majority

of respondents were female students between the ages of 18 and 22, who favored writing in a

blended style. The study included 212 participants, 170 of whom were female and 42 of

whom were male. In addition, the study found that 72 (72.7%) of the participants used

handwriting 75–100% of the time in the classroom, whereas 24 (48.0%) utilized

computer/typing notes 0–24% of the time.

Problem 1 What are some advantages of using modern technology to the penmanship of the
Junior High School learners?

QUESTION F PE
R RC
E EN
Q TA
U GE
E (%
N )
C
Y
How often does discomfort/fatigue occur with 67 30.
handwriting 120 45
d. Not at all %
33
e. Occasionally 54.
f. Frequently 55
%
15.
00
%
Preferred Note-taking Methods 165 75.
d. Handwriting 47 00
e. Computer/Typing %
8
f. Audio Recordings 21.
36
%
3.6
4%
A belief that handwriting is no longer necessary 20 9.09%
e. Agree 6 2.7
 1

f. Strongly Agree 109 2%

g. Disagree
85 49.
h. Strongly Disagree 55
%
38.
64
%
The belief they retain information more 149 67.
accurately when writing it down 73
47
a. Agree %
b. Strongly Agree 21
21.
c. Disagree 3 36
d. Strongly Disagree %
9.5
5%
1.3
6%
Technological Devices Used 17 7.7
e. Tablet/Ipad 3%
41
f. Desktop Computer
29 18.
g. Laptop
64
h. Smartphone 133 %
13.
18
%
60.
45
%
A belief that note-taking is more accurate 14 6.3
with 6%
21
e. Tablet/Ipad 9.5
156
f. Pen and paper, handwriting 5%
29
g. Laptop 70.
91
h. Smartphone
%
13.
18
%
A belief that more notes can be recorded with 20 9.0
a. Tablet/Ipad 33 9%
80 15.
b. Pen and paper, handwriting
00
 1

c. Laptop 87 %
d. Smartphone 36.
36
%
39.
5%
Table 2.1. Results on _________
The table shows that sixty-seven (67) or 30.54% of the respondents do not at

all experience discomfort/fatigue when handwriting. One hundred and twenty

(120) or 54.55%of the respondents occasionally experience discomfort/fatigue when

handwriting. Thirty-three (33) or 15.00%of the respondents frequently experience

discomfort/fatigue when handwriting. These results showed that the majority of

the respondents occasionally experience discomfort and fatigue when handwriting.

Writing is very important when it comes to school, if experiencing

discomfort and fatigue when handwriting, the learners might not just write which

will affect their grades. Experiencing this affects the learners' academic

performance. In line with this, Gina Rich (2023) stated that, writing by hand may be

challenging for many students since most of them participated in fewer fine motor

skills and rely on technology more. Technology has altered the way students’ use

their hands. Furthermore, the more time students spend on gadgets, the more likely

it is that they may experience hand and wrist issues such as discomfort, weakness,

and nerve alterations. "It's like going to the gym," said Mellissa Prunty, an

occupational therapist at Brunel University London and chair of the National

Handwriting Association of the United Kingdom. "When you write for long periods

but you don't do it often, you are going to feel tired and fatigued."

The table shows that one hundred and sixty-five (165) or 75.00% of the
 1

respondents prefer handwriting as their note-taking method. Forty-seven (47) or

21.26%of the respondents prefer computer/tying as their note-taking method. Eight

(8) or 3.64 %of the respondents prefer audio recordings as their note-taking

methods.

These results showed that majority of the respondents prefer handwriting

note-taking method. Effective comprehension and retention of information are

facilitated by the various benefits that handwriting offers. Learners can alter their

note-taking style by handwriting. To illustrate ideas, they can include drawings,

diagrams, and symbols, which enhances the visual appeal and memorability of the

notes. Additionally, handwritten notes provide formatting versatility, enabling

people to annotate, underline, or highlight as desired. Handwriting is much easier

and more accessible for the learners. Even in this modern day, the usage of

technology is continuously increasing. However, it is much more convenient to use

pen and paper when note-taking.

According to Courtney N. Spencer's (2015) survey results, the data gathered

indicated that young adult post-secondary participants continued to write their

notes for school. The use of handwriting for note-taking was reported by

participants of both genders, all handwriting grasps (mature and immature), student

status (enrollment status), and degree level (year of study). 47% of participants

typed or used a computer to take notes in class, compared to 93% of participants

who wrote by hand. Moreover, 72 (72.7%) of the participants said that 75–100% of

their note-taking experiences involved handwriting. It seems that students still find

value in conventional pen-and-paper note-taking over other ways, as seen by the

 1

post-secondary participants' preference for handwriting over technological choices

when taking notes in the classroom. According to earlier studies, post-secondary

students who used laptops performed worse in class and did not completely

comprehend the topic (Fried, 2008). The advantage of post-secondary participants'

preferences for handwritten note-taking is supported by this research since it will

increase support for academic performance. Students will be less likely to participate

in activities other than taking notes and will not need to share cognitive resources to

multitask if they do not utilize laptops in the classroom (Fried, 2008; Sana et al.,

2013).

The table shows that twenty (20) or 9.09%% of the respondents agree that

handwriting is no longer necessary. Six (6) or 2.72% of the respondents strongly

agree that handwriting is no longer necessary. One hundred nine (109) or 49.55% of

the respondents disagree that handwriting is no longer necessary. Eighty-five (85) or

38.64% of the respondents strongly disagree that handwriting is no longer necessary.

These results show that the majority of the respondents disagree and strongly

disagree that handwriting is no longer necessary. Because handwritten notes and

papers do not require energy or technology, they may be accessed in a variety of

contexts. Without worrying about file compatibility, data loss, or technical

breakdown, they may be shared, stored, and kept for future reference with ease.

Handwriting plays an important role in the life of the learners. Writing by

hand is very necessary in education. Learners learn a lot more in handwriting in

terms of other note-taking methods. Handwriting is not something that can easily be

replaced, it has been forever part of the learner.

 1

According to Courtney Spencer's (2015) findings, 46 (64.8%) and 25 (71.4%)

students, respectively, from groups 1 and 2 strongly disagreed that handwriting is

no longer required in the 21st century. Additionally, only 36 (50.7%) and 14 (40.0%)

of the participants in groups 1 and 2 reported using handwritten notes in the

classroom, compared to 66 (93.0%) and 33 (94.3%) of the individuals in groups 1 and

2.

The table showed that one hundred and forty-nine (149) or 67.73% of the

respondents agreed that they retain information more accurately when writing it

down. Forty-seven (47) or 21.36% of the respondents strongly agree that they retain

information more accurately when writing it down. Twenty-one (21) or 9.55% of the

respondents disagree that they retain information more accurately when writing it

down. Three (3) or 1.36% of the respondents strongly disagree that they retain

information more accurately when writing it down.

These results showed that the majority of the respondents believed that they

can retain information more accurately when writing it down. Writing things down

instead of typing them on a computer may improve your memory of the material.

Researcher Chen Ly (2024) has shown that writing improves communication

between several brain regions.Writing promotes learning and memory because

writing by hand can help learners recall and absorb information more accurately

and effectively.

According to a study conducted on recent graduates and university students

in Japan (2021), writing on paper might increase brain activity when it comes to

recalling knowledge an hour later. The findings of researchers, writing by hand on

 1

actual paper provides distinct, intricate, tactile, and spatial information that is

probably what improves memory. "Paper contains more unique information for

stronger memory recall than electronic documents, making it more advanced and

useful," stated Professor Kuniyoshi L. Sakai, a neuroscientist at the University of

Tokyo and corresponding author of the research that was recently published in

Frontiers in Behavioral Neuroscience.

The table showed that seventeen (17) or 7.73% of the respondents use the

technological device tablet/Ipad. Forty-one (41) or 18.64% of the respondents use the

technological device laptop. Twenty-nine (29) or 13.18% of the respondents use the

technological device desktop computer. One hundred and thirty-three (133) or

60.45% of the respondents use the technological device smartphone.

These results showed that majority of the respondents are using smartphones.

For learners, desktop and laptop computers are necessary equipment. They give

access to communication tools, research resources, online learning platforms, and

productivity applications. With these gadgets, students may work together on

papers, study projects, do tasks, and communicate with one another. Smartphones

can be used for note-taking, research, and maintaining relationships with teachers

and other learners. When integrating smartphones into the classroom, it is essential

to control distractions and encourage safe use.

While there are many advantages to using technology, it is important for

learners to use it appropriately and find a balance between screen time and other

activities. Learners should use their smartphones responsibly and with moderation.
 1

Based on participant replies about overall technology use, almost all

participants (95% and 94%, respectively) reported using a laptop and smartphone,

while over half (45%) reported using a tablet or iPad and a quarter (26%) reported

using a desktop computer, according to Courtney Spencer's (2015) study. The poll

did not specify the precise kind of usage. One possible explanation for the high

percentages of laptop and smartphone usage among East Carolina University

students is their generally well-off backgrounds. In addition, school resources make

it possible for students without a laptop to borrow one for brief periods, and

computer laboratories are widely available to students at no additional cost. In

recent years, there have been notable shifts in the way colleges are developing. One

of the survey's startling conclusions is that 17% of smartphone users said they used

their devices for nine or more hours a day, which is probably longer than some

students slept for a whole night.

The table showed that fourteen (14) or 6.36% of the respondents believe that

note-taking is more accurate with a tablet/Ipad. Twenty-one (21) or 9.55% of the

respondents believe that note-taking is more accurate with a laptop. One hundred

and fifty-six (156) or 70.91% of the respondents believe that note-taking is more

accurate with pen and paper, and handwriting. Twenty-nine (29) or 13.18% of the

respondents believe that note-taking is more accurate with a smartphone.

These results showed that majority of the respondents believed that note-

taking is more accurate with pen and paper, and handwriting. Without the

distractions that sometimes come with technological devices, learners are usually

more attentive during lectures or discussions when they are utilizing pen and paper.
 1

Disabling notifications, internet access, and other applications can help learners stay

focused and pay attention, which will help them take notes that are more accurate.

In order to enhance attention and concentration, believers of taking notes

with a pen and paper may try to create distraction-free situations. To avoid

distractions and encourage writing accuracy, learners are able to limit using digital

devices during note-taking sessions.

Even though many secondary schools have adopted new teaching methods,

Dan Sun and Yan Li's (2019) study found techniques, such as mobile learning and

flipped classrooms, there are still a lot of secondary schools that persist in employing

conventional techniques. Therefore, it should come as no surprise that note-taking is

still an important part of the official teaching and learning process in schools today.

Regardless of Bui's study indicating notwithstanding assertions to the contrary,

many students still take their notes on paper using pens and paper. Note-taking has

been recognized as being important for education globally. Anderson and

Armbruster, Tatsukawa, Ward and Kobayashi found that taking notes helps pupils

retain and understand new material. When they are taking notes, their ability to

recall certain information is improved. Afterward Bui et al., also described this

phenomenon as a way of processing more information; taking notes has a greater

beneficial impact on their learning. Crawford found out in 1925 what Forchelli and

Boyle ultimately supported by a more recent study—students' learning and

understanding of the subject matter better when they take excellent notes.

The table showed that twenty (20) or 9.09% of the respondents believe that

more notes can be recorded with a tablet/Ipad. Thirty-three (33) or 15.00% of the
 1

respondents believed that more notes can be recorded with a laptop. Eighty (80) or

36.36% of the respondents believed that more notes can be recorded with pen and

paper, handwriting. Also, eighty-seven (87) or 39.5% of the respondents believed

that more notes can be recorded with a smartphone.

These results implied that majority of the respondents believed that more

notes can be recorded with smartphone, pen and paper and handwriting. In general,

smartphones are more convenient and have more storage capacity than pen and

paper when it comes to taking notes. Due to their small size and portability,

smartphones may be carried anywhere without the need for extra supplies like pens

or notebooks. Taking notes when attending lectures, meetings, or performing

research is made simple by this convenience. Pen and paper, on the other hand,

need physical items that might be heavier to transport and may need extra supplies

if more notes need to be taken.

In contrast to a laptop, tablet, or iPad, as well as pen and paper, learners find

that having a smartphone is much more convenient, especially since it makes it

simple to record lectures and classes. It is considerably more convenient for students

to take notes using a smartphone than it is for them to write quickly or carry a pen

and paper.

According to Wiwiet Eva Savitri, Nur Chakim, and Asrori's (2019) research,

students have often used pencil and paper for longhand note-taking. Technological

developments, nevertheless, have seen a rise in the number of pupils enrolled in

using a laptop to take notes during lectures (Fried 2008; Lauricella and Kay 2010) to

the extent that about one-third of university Students use computers to take notes
 1

during class (Aguilar-Roca et al. 2012). The pupils' responses differ greatly from

their earlier responses pertaining to laptop use. As opposed to the utilization of

computers and laptops, the majority of students report using smartphones to assist

them in gathering data for creating observations. There is a discrepancy in the

responses.

Consequently, researchers are unable to firmly assert that the majority of kids

do not utilize gadgets in the note-taking procedure. Still, it is conclusible. The

majority appear at ease employing the conventional method rather than using a

pencil or pen and paper to take notes using a keypad since most people use

smartphones for gathering data exclusively. The pupils are still open to rewrite or

summarize the data in documents instead of laptops.

Problem 2: How do modern technological devices affect the penmanship of the respondents?
1 = Strongly Disagree 2 = Disagree 3 = Fair
4 = Agree 5 = Strongly Agree

QUESTION 1 2 3 4 5 Weighted
DESCRIPTION
SD D F A SA Mean
Is your writing 39 53 73 33 22 FAIR
unreadable?

2.75
Are you 66 76 54 17 7 FAIR
unsuccessful
in reading 2.19
your
handwriting?

Do you not have 21 29 10 44 24 AGREE 3.09

enough time to 2
copy tasks from the
 1

blackboard?

Do you often 15 28 76 71 30 AGREE 3.33

erase while
writing?

Do you often feel 14 2 83 5 3 AGREE 3.35

not want to write? 9 5 9

Do you not do your 61 7 59 1 1 FAIR 2.30

homework? 2 5 3

Do you 26 3 58 5 4 AGREE 3.27

complain 6 3 7
about pain
while writing?

Do you feel 11 2 75 6 4 AGREE 3.49

tired while 6 1 7
writing?

Do you need 6 1 48 8 7 AGREE 3.90

to look at the 3 2 1
page/blackboa
rd often when
copying?

Are you not 25 4 51 5 5 AGREE 3.28

satisfied with 1 3 0
your
handwriting?

Table 2.2

The table showed that twenty (22) or 10.00% of the respondents always find

that their handwriting is unreadable. Thirty-three (33) or 15.00% of the respondents

often find that their handwriting is unreadable. Seventy-three (73) or 33.18% of the

respondents are undecided that their handwriting is unreadable. Fifty-three (53) or

24.09% of the respondents rarely find their writing unreadable. Thirty-nine (39) or

17.73% of the respondents never find their writing unreadable.

 1

These results showed that most of the respondents were either undecided or

unsure that their handwriting was unreadable. It was followed by the respondents

who disagreed that their handwriting was unreadable.

This suggested that while a majority of respondents expressed concerns about

the readability of their handwriting, there are opportunities for improvement and

deeper exploration of the underlying factors contributing to this issue.

The study "Poor Handwriting and Its Knock-On Effects On EFL Learners'

Academic Performance" by Hassan Mohammad Jaashan (2023) et al., found that

writing is given priority over other abilities since it shows how language is acquired

by the learners. As a result of the learners' extensive practice over an extended

period, their handwriting becomes tidy. It provides teachers with a positive

psychological view of their students. As a result, the teachers find it easy to read the

well-written and concise responses when reviewing the exam papers. Students who

have this edge do well on tests. However, because they are unable to express their

thoughts in legible and clear handwriting, pupils who pay less attention to their

handwriting receive zero points. The researchers' study provides concrete evidence

for this phenomenon. Exam performance and grade point averages are typically

high for EFL students who prioritize legibility of handwriting, letter formation,

uniformity of letter size, spelling correction, spacing between words and letters, and

line alignment. The opposite is true for their counterparts. That is to say, EFL

students with messy handwriting typically receive low grades, especially on

subjective test questions.

 1

The table shows that seven (7) or 3.17% of the respondents always find that

their handwriting was always unsuccessful in reading their handwriting. Seventeen

(17) or 7.73% of the respondents often found that their handwriting was always

unsuccessful in reading. Fifty-four (54) or 24.55% of the respondents were

undecided if their handwriting was always unsuccessful in reading. Seventy-six (76)

or 34.55% of the respondents rarely found their handwriting unsuccessful in

reading. Sixty-six (66) or 30.00% of the respondents have never found their

handwriting unsuccessful in reading.

These results showed that most of the respondents disagreed that they were

unsuccessful in reading their handwriting. The feedback indicated a diverse range of

perspectives regarding the success of reading one's handwriting, with opportunities

for further investigation and improvement in addressing concerns about legibility.

Furthermore, penmanship neatness is very important for the learners to

understand and be able to read their own handwriting. Being unsuccessful in

reading own penmanship implies that practice is needed. While penmanship is also

given an importance, elligibility is also important.

Mustapha Sharafa Bamidele (2017) indicates that children with learning

disabilities struggle academically due to their handwriting, which is related to their

inability to express themselves clearly in writing. Handwriting is discourse by hand,

according to Berninger (2008), which serves as a helpful reminder of its context and

intent. According to Oche (2014), handwriting cannot be seen as a solitary activity or

as a purely muscular endeavor. It is a component of a linguistic exercise. There are

two types of handwriting: legible and easy to read, and difficult to read. Inadequate
 1

handwriting might involve mishandling punctuation and capital and lowercase

letter use. As a result, children with learning disabilities may find it difficult to

understand their written work due to bad handwriting, which might skew

communication. Failure, underachievement, and a decrease in interest for academic

pursuits may follow from this. Richards (2009) said that kids with learning

difficulties may not succeed in school if they have bad handwriting. Numerous

children with learning difficulties who have bad handwriting struggle to write

symbols, organize their thoughts logically, or write well on tests, which negatively

impacts their exam performance as a whole.

The table showed that twenty-four (24) or 10.91% of the respondents always

found that they did not have enough time to copy the tasks from the blackboard.

Forty-four (44) or 20.00% of the respondents often indicated that they did not have

enough time to copy the tasks from the blackboard. One-hundred two (102) or

46.36% of the respondents were undecided if they did not have enough time to copy

the tasks from the blackboard. Twenty-nine (29) or 13.18% of the respondents rarely

find that they do have not enough time to copy the tasks from the blackboard.

Twenty-one or 9.55% of the respondents never find that they do have not enough

time to copy the tasks from the blackboard.

These results show that most of the respondents are either undecided or

unsure that the learners do not have enough time to copy tasks from the blackboard.

The feedback indicates a mixture of perspectives regarding time constraints in

copying tasks from the blackboard, underscoring the need for further investigation

and potential interventions to address concerns raised by some respondents.

 1

Being able to have enough time to copy tasks from blackboard implies that

the learners are not struggling in copying and have no problems in penmanship.

Being unable to have enough time to copy tasks from the blackboard means you

have issues related to your penmanship. Having not enough time may result to an

illegible penmanship.

Vincent Connelly, Julie Dockrell, and Jo Barnett (2005). A study carried out

looked at how undergraduate writing in both pressured and unpressurized tasks

was affected by low-level handwriting processes. In addition to completing a

handwriting fluency test, students also submitted formative class essays and writing

samples under exam circumstances. The findings showed that the low level writing

skill of handwriting fluency limited exam writing in contrast to a class essay. It was

discovered, rather surprisingly, that the undergraduates wrote at a very slow pace

speed, comparable to published fluency results on eleven-year-old students.

The table shows that Thirty (30) or 13.63% of the respondents always find that

they often erase while writing. Seventy-one (71) or 32.27% of the respondents often

find that they often erase while writing. Seventy-six (76) or 34.55% of the

respondents are undecided if they often erase while writing. Twenty-eight (28) or

12.73% of the respondents rarely find that they erase while writing. Fifteen (15) or

6.82% of the respondents never find that they often erase while writing.

These results show that most of the respondents are either undecided or

unsure if the respondents often erase while writing. The table provides valuable

insights into the frequency of erasing while writing among respondents,

highlighting both common challenges and areas where erasing is less of a concern.
 1

Erasing often indicates that students struggle with grammar, spelling, and

handwriting. Having unreadable handwriting might cause students to erase

frequently, which would result in disorganized handwriting.

Joseph Mcclintock. (2015). In his study, "Erasure Analyses: Reducing the

Number of False Positives," the author examined the pattern or volume of erasures

on multiple-choice paper-and-pencil tests to ascertain whether the erasures were

made after the test to unfairly raise students' scores. Over 600,000 students took over

1.4 million examinations, and the erased data from those exams was analyzed in this

study. Two techniques for erasure analysis and three distinct approaches for

calculating erasures were investigated. The dataset used in this study showed a

positively skewed distribution of the mean number of erasures, and larger

percentages of erasures were linked to student ability and student race.

The table shows that Thirty-nine (39) or 17.73% of the respondents

always find that they often do not want to write. Fifty-five (55) or 25.00% of the

respondents often find that they do not want to write. Eighty-three (83) or 37.73% of

the respondents are undecided if they often feel not want to write. Twenty-nine (29)

or 13.18% of the respondents rarely find that they often do not want to write.

Fourteen (14) or 6.36% of the respondents never find that they often do not want to

write.

These results show that most of the respondents are either undecided or

unsure that they often not want to write. The table provides valuable insights into
 1

the frequency of not wanting to write among respondents, highlighting both

common challenges and areas where reluctance to write is less prevalent.

One of the keys to succeeding academically is writing and taking notes.

Writing down lectures enables students to obtain a copy and review the material.

Failure to take notes and keep up with assignments may result in academic failure

for students who frequently find writing difficult.

Following Xue Wen and Shauna M. Walters' investigation

(2022), Students are expected to be competent writers since writing is an essential

skill. Early writing proficiency is a powerful indicator of future academic and

professional success for students. But learning to write has its own set of difficulties.

Students face several challenges while writing, ranging from letter formation to

concept organization to proper syntax, punctuation, and spelling. Students with

learning disabilities (LD) often struggle with expressiveness, transcribing, focus, and

working memory, which negatively impacts their writing ability. Writing is one of

the most difficult assignments in literacy training because of its complexity

The table shows that Thirteen (13) or 5.90% of the respondents always find

that they don’t do homework. Fifteen (15) or 6.82% of the respondents often find

that they don’t do homework. Fifty-nine (59) or 26.82% of the respondents were

undecided if they don’t do homework. Seventy-two (72) or 32.73 of the respondents

rarely find that they don’t do homework. Sixty-one (61) or 27.73 of the respondents

never find that they don’t do homework.

 1

These results show that most of the respondents disagree and strongly

disagree that learners are not doing homework. The table provides valuable insights

into the frequency of not doing homework among respondents, highlighting both

common habits and areas where uncertainty exists regarding homework

completion.

Completing homework is a crucial aspect of each learners academic journey.

Since written assignments are scored, failing a homework assignment will result in a

lower grade.

According to Sean Willem Geron (2022), homework may be beneficial as it

gives you additional material to study about the subject at hand, but it shouldn't be

anything that makes kids hate it. Because it helps you hone your abilities, homework

might help you learn more about subjects you are unsure of. There might be too

much homework to accomplish at once, which is one of its challenges. A student's

workload might occasionally become overwhelming and stressful. A mountain of

unfinished schoolwork might hinder students' progress and possibly deter them

from beginning at all. The student loses the satisfying sensation of finishing their

assignment since they now have to get ready to start another one straight away.

The table shows Forty-seven (47) or 21.36% of the respondents always find

that they complain about pain while writing. Fifty-three (53) or 24.09% of the

respondents often find that they complain about pain while writing. Fifty-eight (58)

or 26.36% of the respondents are undecided if they complaining about pain while

writing. Thirty-six (36) or 16.36% of the respondents rarely find that they complain

about pain while writing. Twenty-six (26) or 11.83% of the respondents never find
 1

that they complain about pain while writing.

These results show that most of the respondents are either undecided or

unsure that they complain about pain while writing.The table provides valuable

insights into the frequency of complaints about pain while writing among

respondents, highlighting both common challenges and areas where pain is less

frequently reported.

When writing by hand, students who are in pain will not write; if the pain

continues, they may choose to stop writing entirely and disregard the importance of

handwriting. Learners must be sure to see a doctor if it becomes severe.

According to a Sanika Khutale (2022) survey, 93% of pupils report feeling

uncomfortable when writing. Participants also shown a lack of understanding of the

appropriate seating posture for writing. The subjects reported either tingling or

cramping discomfort, albeit there were differences in the participants' descriptions

about the location and level of pain. It was discovered that writing speed and pain

were correlated. The exam results indicate that pupils don't know a lot about good

writing approaches. This, when recognized, can lower the likelihood of developing

cumulative hand injuries in the future. Using the right writing approaches would

increase writing quality and lessen discomfort and the need for ongoing changes.

The table shows Forty-seven (47) or 21.36% of the respondents always find

that they feel tired while writing. Sixty-one (61) or 27.73% of the respondents often

find that they feel tired while writing. Seventy-five (75) or 34.09% of the respondents
 1

are undecided if they feel tired while writing. Twenty-six (26) or 11.82% of the

respondents rarely find that they feel tired while writing. Eleven (11) or 5.00% of the

respondents never find that they feel tired while writing.

These results show that most of the respondents are either undecided or

unsure that they complain about pain while writing.The table provides valuable

insights into the frequency of feeling tired while writing among respondents,

highlighting both common challenges and areas where fatigue is less frequently

reported.

After writing for a while, learners could experience fatigue. This might be a

result of the hand pain that the students are experiencing, which makes them feel

tired when writing. But, in order to prevent fatigue, students must do things slowly

and not neglect their studies.

According to Gemma Amor (2024), Writer's burnout is a condition of extreme

tiredness that prevents you from doing what you love most and might cause you to

doubt your identity as a creative person in the first place. This is not the same as the

inability to write which is known as writer's block. More severe forms of writer or

creative burnout show themselves as the inability of a writer to complete even the

most basic of chores or projects on a mental, emotional, and physical level. If you

find writing too tough, consider scheduling some administrative tasks or conducting

insightful writer research. Respond to a few emails, particularly if you have a full

inbox. Take out a notebook and start lightly outlining your thoughts or making

plans. Maintain simplicity and make an effort to follow a framework. Even if you're
 1

not writing, you'll still be productive and making progress. Above all, remember to

make room for plenty of breaks.

The table shows Seventy-one (71) or 32.37% of the respondents always find

that they need to look at the page/blackboard often when copying. Eighty-two (82)

or 37.27% of the respondents are often that their students need to look at the

page/blackboard often when copying. Forty-eight (48) or 21.82% of the respondents

are undecided if find they need to look at the page/blackboard often when copying.

Thirteen (13) or 5.91% of the respondents rarely find that they need to look at the

page/blackboard often when copying. Six (6) or 2.73% of the respondents never find

that they need to look at the page/blackboard often when copying.

These results show that most of the respondents agree and strongly agree that

they need to look at the page/blackboard often when copying.The table provides

valuable insights into the prevalence of having to look at the page/blackboard often

when copying.

It is sometimes necessary for the students to look at the page or board they

are copying from in order for them to copy correctly and neatly. It is essential for

learners to ensure that they are accurately copying words and spelling them

correctly.

The observation titled "Difficulty in copying from the blackboard" by Sudha

Ganesh (2020) states that although copying from the board appears to be fairly

simple and straightforward, a young individual has to have several pre-writing

abilities to be able to write. When we copy from the blackboard, we typically read a
 1

phrase or a sentence, start writing what we have read, and then automatically go

back to where we left off. These specific factors are important to ensure writing

readiness: Attention, including sitting tolerance; Gross motor coordination, the

movement of bigger muscles; Fine motor coordination, the movement of fingers and

eye-hand coordination; and Reading, the ability to decode and read fluently.

The table shows Fifty (50) or 22.73% of the respondents were always not

satisfied with their handwriting. Fifty-three (53) or 24.09% of the respondents were

often not satisfied with their handwriting. Fifty-one (51) or 23.18% of the

respondents were undecided if they were not satisfied with their handwriting.

Forty-one (41) or 18.64% of the respondents were rarely not satisfied with their

handwriting. Twenty-five (25) or 11.36% of the respondents were never not satisfied

with their handwriting.

These results show that most of the respondents agree and strongly agree that

they are not satisfied with their handwriting. The table provides valuable insights

into the prevalence of learners to value and embrace their handwriting in order for

them to improve.

Encouraging learners to feel good about their handwriting is important

because it will help them identify areas that need improvement before they can feel

good about it. It's also essential that students have confidence in their handwriting.

According to research by the National Handwriting Association (2024),

numerous youths struggle to learn handwriting since it's such a challenging skill.
 1

This might make a youngster feel frustrated and distressed and less inclined to

write. Even though children are often the ones who have trouble with handwriting,

many adults still struggle with it. Some people discover that they are uncomfortable

writing, that their handwriting is not legible or fast enough, or that they are

unhappy with the way it appears. These issues may have been untreated since

childhood and continue to be upsetting or embarrassing.

Problem 3 How do the Junior High School learners improve their penmanship despite
the overuse of modern technology
1 = Strongly Disagree 2 = Disagree 3 = Fair
4 = Agree 5 = Strongly Agree

QUESTION 1 2 3 4 5 Weighted
DESCRIPTI
SD D F A SA ON Mean
Use a nice pen 6 12 2 64 11 FAIR
that works and 7 1
more
2.
comfortable to
7
you 5
Does your hand 7 15 6 65 65 AGREE
feel tense or 8 3.
flexed when 7
writing? 5

Maintain a relaxed 4 17 8 72 46 AGREE 3.63

grip while writing? 1

Is your hand 25 44 6 61 27 AGREE 3.09

achy and shaky 3
after writing?

Warm up and do 16 40 8 58 2 AGREE 3.14

simple drills when 4 2
you are planning to
write clear and
 1

confident characters

Do you keep at a 3 25 6 77 5 AGREE 3.67

certain angle while 4 1
writing?

Experiment 19 34 6 69 3 AGREE 3.29

with different 5 3
paper rotations

Practice with 17 42 7 59 3 AGREE 3.19

worksheets that 2 0
takes you
through drills,
capital and
lowercase
letters, words,
and sentences?

Use good habits 9 18 7 80 3 AGREE 3.53

and implement 7 6
styles for your
handwriting?

Write on a lined 7 16 5 81 6 AGREE 3.78

paper or use a 6 0
template to nice
and balanced
words

Embrace your 5 12 4 94 6 AGREE 3.92

Personal Style 4 5
of handwriting

Identify the 7 21 7 81 3 AGREE 3.53

primary shapes 6 5
of your letters.

Look for a slant 9 18 7 76 4 AGREE 3.56

to your letters. 5 2
The angle at
which you write
your letters can
change the look
of your
 1

handwriting

Check the 8 13 4 98 5 AGREE 3.79

alignment of 9 2
your words on
the lines of your
paper

Look at the 6 11 5 94 5 AGREE 3.82

spacing 4 5
between your
words and
letters

Pay attention to 5 14 4 79 7 AGREE 3.94

the size of your 6 6
letters on your
paper

Analyze the 7 26 4 78 6 AGREE 3.77

pressure you 3 6
use when you
write

Determine the 13 8 4 74 7 AGREE 3.90

areas you want 6 9
to improve on
handwriting

Table 2.3

The table shows that one hundred eleven (111) or 50.45% of the respondents always

use a nice pen that works and is more comfortable for them. Sixty-four (64) or

29.10% of the respondents often use a nice pen that works and is more comfortable

for them. Twenty-seven (27) or 12.27% of the respondents were undecided about

using a nice pen that works and is more comfortable for them. Twelve (12) or 5.45%

of the respondents rarely use a nice pen that works and is more comfortable for
 1

them. Six (6) or 2.73% of the respondents never use a nice pen that works and is

more comfortable for them.

Most of the respondents in the study on the impact of modern technology to

the penmanship of junior high school learners at St. Michael's College admitted that

most of them either agree or strongly agree with its appropriateness suggesting that

the pen effectively fulfills their requirements. This favorable feedback underscores

the importance of providing students with writing instruments that match their

preferences to improve their learning environment's comfort.

Ravinda S. Goonetilleke (2008) and Kao's investigation (1976, 1977, 1979)

Ballpoint pens require the highest amount of writing pressure compared to other

writing instruments like felt-tip pens. This implies that different instruments may

require varying levels of pressure to achieve optimal handwriting quality.

According to Ravindra S. Goonetilleke (2008), handwriting instrument design has

been based mostly on muscular effort, touch, feel, and appearance (Kao, 1977, 2004),

and has primarily dealt with literature. Instruments that can be purchased

commercially. Kao (1976) examined how lead pencils affected the quality of

handwriting, fountain pens, and ballpoint pens. Two additional investigations by

Kao (1977, 1979) looked into how writing pressure and time were affected and the

writing effectiveness of pencils, felt pens, ball-point pens, fountain pens, and

different pen-point shapes. The primary conclusions of these studies were that: (1)

Fountain pens produce the slowest and ball-point pens the fastest writing velocity,
 1

(2) Ball-point pens require maximum writing pressure while utilizing felt-tip writing

instruments, (3) Regarding the shape of the tip, the pen contact time.

The table shows that Sixty-five (65) or 29.55% of the respondents always feel

tense or flexed when writing. Sixty-five (65) or 29.55% of the respondents often feel

tense or flexed when writing. Sixty-eight (68) or 30.90% of the respondents are

undecided if they feel tense or flexed when writing. Fifteen (15) or 6.82% of the

respondents rarely feel tense or flexed when writing. Seven (7) or 3.18% of the

respondents never feel tense or flexed when writing.

Most of the respondents in the study on the impact of modern technology to

the penmanship of junior high school learners at St. Michael’s College admitted that

they think that hand flexion or tension is rather common among all pupils, although

not necessarily severe. These results suggest that while a huge percentage of

students do, to varying degrees, deal with this problem, a minority either do not, or

do not consider it to be relevant. Addressing hand flexion or tension may have a

significant impact on how comfortable and productive writing experiences are for

kids, as well as their overall well-being.

Gina Rich (2023) Writing is considered a fine motor skill that requires

instructions and practice. This implies that handwriting is not an innate ability, and

individuals need to actively develop and refine their writing skills through

instruction and regular practice.

Many of us may find it challenging to write by hand as we use electronics

more and participate in less fine motor activity. According to Gina Rich (2023),
 1

writing is a fine motor skill that must be taught and practiced because it is not a

natural ability. Additionally, writing by hand helps us retain information better,

according to study. However, for many of us, handwriting may be challenging since

we use smartphones, other technologies, and even robots to complete many of our

manual duties. Not only the fact that we're practicing less is the issue. How we

utilize our hands has altered as a result of technology. Additionally, the probability

of issues with our hands and wrists, such as discomfort, weakness, and nerve

changes, increases with the amount of time we spend using our gadgets.

This table shows that Forty-six (46) or 20.90% of the respondents always

maintain a relaxed grip while writing. Seventy-two (72) or 32.73% of the

respondents often maintain a relaxed grip while writing. Eighty-one (81) or 36.82%

of the respondents are undecided if they maintain a relaxed grip while writing.

Seventeen (17) or 7.73% of the respondents rarely maintain a relaxed grip while

writing. Four (4) or 1.82% of the respondents never maintain a relaxed grip while

writing.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michaels

College shows that most of the student experience is fair, showing that they think

they can write with a decently relaxed grasp. A significant amount of students

believe they are able to write with a relaxed grasp, which improves the need of

using good grip technique. Methods and ergonomics that stimulate comfort and
 1

relaxation during writing assignments could be of great use to educators and

students alike, with the potential to improve well-being and success.

Ravindra S. Goonetilleke (2008) the degree to which fingers are bent while

writing, appears to have an impact on handwriting performance. As children

mature, they tend to write with less flexion on their index finger. This suggests that

the development and refinement of fine motor skills, including finger control, can

influence handwriting abilities.

According to Ravindra S. Goonetilleke (2008) However, handwriting

performance seems to be directly influenced by the writing instrument's finger

pressure, the writing instrument's pressure on the writing surface, and the

application of hand pressure to the writing surface (Bailey, 1988). Elevated High grip

pressures are correlated with point pressure (Herrick and Otto, 1961) even though

the pressure and degree of finger flexion When writing, children tend to write less

on the index finger maturing (Ziviani, 1982). It is commonly established that force,

frequency, and posture are risk factors for repetitive stress injuries. (Drury, 1987;

Putz-Anderson, 2006).

The table shows that Twenty-seven (27) or 12.27% of the respondent's hands

are always achy and shaky after writing. Sixty-one (61) or 27.73% of the respondent's

hands are often achy and shaky after writing. Sixty-three (63) or 28.64% of the

respondents are undecided if their hands are achy and shaky after writing. Forty-

four (44) or 20.00% of the respondent's hands are rarely achy and shaky after
 1

writing. Twenty-five (25) or 11.36% of the respondent's hands are never achy and

shaky while writing.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michaels

College shows that most of the students experience hand pain after writing.

Although some people suffer achiness and shakiness, a significant minority either

do not experience these symptoms. In order to improve students' comfort during

writing activities it is crucial to examine ergonomic options and writing strategies to

reduce hand discomfort.

Beth Axtell (2017) Holding a pen or pencil too tightly for an extended period

during writing can lead to finger or forearm spasms. This indicates that overuse and

excessive muscle tension in the hand and forearm muscles can contribute to the

development of spasms, which can be painful.

A study by Beth Axtell (2017), a particular kind of focal dystonia that affects

your fingers, hand, or forearm is called writer's cramp. The hands' focal dystonia is a

neuronal movement condition. Excessive, uncontrollably contracted muscles are the

result of the brain giving the muscles the wrong information. Your hands may twist

into strange positions in response to these cues. After writing for an extended time

in one sitting, you may occasionally get finger or forearm spasms due to gripping a

pen or pencil too firmly. This overuse issue would be excruciating. However,

coordination issues are more likely to result from writer's cramp.

 1

The table shows that Twenty-two (22) or 10.00% of the respondents always

warm up and do simple drills when planning to write clear and confident

characters. Fifty-eight (58) or 26.36% of the respondents often warm up and do

simple drills when planning to write clear and confident characters. Eighty-four (84)

or 38.18% of the respondents are undecided if they warm up and do simple drills

when planning to write clear and confident characters. Forty (40) or 18.18% of the

respondents rarely warm up and do simple drills when planning to write clear and

confident characters. Sixteen (16) or 7.28% of the respondents never warm up and do

simple drills when planning to write clear and confident characters.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michaels

College shows that most of the students rank their experience as fair, meaning that

while they don't feel strongly agreed, they do feel achiness and shakiness after

writing. The difficulty of students' experiences with post-writing symptoms are

highlighted in this study. Although many feel some discomfort, everyone

experiences discomfort in many ways. Addressing these is essential for encouraging

students' comfort and well-being during writing activities.

Lendsay Bugbee (2023) Warming up before writing can improve the

attractiveness of both printed and cursive letters. This suggests that engaging in

preparatory exercises can help improve the overall quality and clarity of one's

handwriting.
 1

According to Lendsay Bugbee (2023) without warming up, it might be

challenging to make attractive letters whether you plan to write in text or cursive. By

doing a few easy exercises, you may write characters that are confident and clear.

You can draw a few "telephone wires" or other similar forms, or you can use the

Drills part of the Improve Your Cursive Worksheet. Simple yet effective

handwriting exercises can make a big difference; the more you practice them, the

more of a change you'll see.

The table shows that Fifty-one (51) or 23.18% of the respondents always keep

a certain angle while writing. Seventy-seven (77) or 35.00% of the respondents often

keep a certain angle while writing. Sixty-four (64) or 29.10% of the respondents are

undecided if they keep a certain angle while writing. Twenty-five (25) or 11.36%

rarely keep a certain angle while writing. Three (3) or 1.36% of the respondents

never keep a certain angle while writing.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michaels

College shows that most of the students understand the significance of maintaining

good posture and hand placement when writing. The degree to which respondents

agreed that maintaining a particular angle is important highlights the possibility that

ergonomic practices are recognized in educational environments. Educators and

students can take advantage of this study and help students develop more

productive writing habits.

 1

By placing the writing hand in a comfortable place on the table, there is less

strain on the hand and arm muscles. This suggests that optimizing paper placement

can reduce the risk of fatigue, and discomfort while writing.

Teach Handwriting (2010) points out that an individual's comfort level when

writing by hand may be greatly impacted by the position and tilt of the paper on the

desk, which applies to both right- and left-handed writers. Despite this, this is a

factor that is sometimes overlooked. The non-writing hand pushes the paper

diagonally up the table (while keeping an adequate paper tilt angle) while the

writing hand remains in one comfortable place on the table thanks to proper

positioning and tilting of the paper. Because the writing line remains in the same

location as the non-writing hand moves the paper up the table, there are fewer eye

movements when writing, which reduces fatigue and tension.

The table shows that Thirty-three (33) or 15.00% of the respondents always

experiment with different paper rotations. Sixty-nine (69) or 31.36% of the

respondents often experiment with different paper rotations. Sixty-five (65) or

29.55% of the respondents were undecided about experimenting with different

paper rotations. Thirty-four (34) or 15.45% of the respondents rarely experiment

with different paper rotations. Nineteen (19) or 8.64% of the respondents never

experiment with different paper rotations.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michaels

College shows that most of the students experiment with different paper rotations.
 1

Others may participate in this practice, other people might not think it's necessary or

prioritize it. By allowing students to experiment with alternative paper orientations

during writing assignments, educators can take advantage of this and encourage

students' creativity, problem-solving ability. In order to encourage pupils to write

more effectively, teachers should also offer advice on the possible advantages of

experimenting with paper rotations.

Lendsay Bugbee (2023) The traditional teaching of holding paper vertically in

front of us may not work for everyone. This suggests that individual differences in

handwriting comfort and technique should be taken into account, and alternative

paper rotations may be explored.

According to Lendsay Bugbee (2023) When we are young, we are typically

instructed to hold our paper up in front of us vertically. Great if that works for you!

If not, feel free to try out various rotations of the paper. You may greatly enhance

your handwriting by maintaining the paper at a specific angle. I'm not one of the

many right-handed folks who find comfort in the usual vertical paper position. I've

always noticed that writing in cursive is made easier for me when my paper is

severely rotated counterclockwise. Try flipping your paper clockwise if you're a

lefty.

The table shows that Thirty (30) or 13.63% of the respondents always practice

with worksheets. Fifty-nine (59) or 26.82% of the respondents often practice with

worksheets. Seventy-two (72) or 32.73% of the respondents are unsure whether they

practice with worksheets. Forty-two (42) or 19.9% of the respondents disagreed with
 1

the statement that they practice with worksheets. Seventeen (17) or 7.72% of the

respondents strongly disagreed that they practice with worksheets.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michaels

College shows a huge amount of students admitting that they practice with

worksheets. Some may not focus on experimentation, even while others actively

support it. By allowing every student to experiment with various paper rotations

and highlighting the potential advantages such as increased comfort, readable

handwriting. To help students maximize their writing experiences and results,

educators can also advise the students with different writing routines to practice

their writing.

Abdul Hassan Saragih (2017) Writing skill is considered an important part of

language ability. This suggests that being able to communicate effectively through

writing is essential for individuals to demonstrate their language proficiency.

According to Abdul Hasan Saragih (2017), Writing skill is an essential

component of language competence. Tarigan believes that writing skills are essential

in today's world. It is not exaggerated to suggest that writing ability is a

distinguishing feature of educated individuals. In keeping with this, Pawitra tells us

that there is a phrase that says, "To know the world, read, and to be known by the

world, write." One type of writing talent is the capacity to compose descriptive

material. This type of talent is very significant for students to have because it is
 1

required for writing any academic subjects that are popular in university, such as

thesis, book reports, scientific papers, and so on.

The table shows that Thirty-six (36) or 16.36% of the respondents strongly

agree that they utilize good habits and implement handwriting styles. Eighty (80) or

36.36% of the respondents agree that they utilize good habits and implement

handwriting styles. Seventy-seven (77) or 35.00% of the respondents are unsure

whether they use appropriate handwriting habits and styles. Eighteen (18) or 8.18%

of the respondents disagreed with the statement that they utilize good habits and

implement styles for their handwriting. Nine (9) or 4.09% of the respondents

strongly disagreed that they utilize good habits and implement styles for their

handwriting.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michael's

College shows that they employ proper handwriting practices and habits. The

majority of learners admitted that they are unsure to adopt appropriate behaviors

and handwriting styles resulting in their penmanship becoming illegible affecting

their academic performance. Despite the overuse of modern technology, a few

respondents mentioned strategies for improving penmanship such as doing good

habits and implementing styles for their handwriting.

Abdul Rahiman (2013) The art of handwriting seems to have been forgotten

in the digital age, it holds significant value. This suggests that despite the prevalence
 1

of digital communication, the act of physically writing with pen and paper has

unique benefits that should not be overlooked.

According to Abdul Rahiman (2013), The art of handwriting may appear to

be a forgotten ability. However, the act of putting pen to paper is extremely valuable

for both personal development and cognitive enhancement. Cultivating excellent

habits and employing varied handwriting styles increases readability, creativity,

memory retention, and overall well-being.

The table shows that Sixty (60) or 27. 27% of the respondents strongly agree

that they write on lined paper or use a template for nice and balanced words.

Eighty-one (81) or 36.82% of the respondents agree that they write on lined paper or

use a template for nice and balanced words. Fifty-six (56) or 25.45% of the

respondents are unsure if they write on a lined paper or use a template. Twenty-six

(26) or 7.27% of the respondents disagreed with the statement. that they write on

lined paper or utilize templates. Seven (7) or 3.19% of the respondents strongly

disagree that they write on lined paper or use a template.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michael’s

College shows that they write on a lined paper to balance the writing on their paper

and to ensure their writing is neat. A small majority of students rated as fair

suggesting they are fair towards writing on lined paper or using a template. Despite

having modern technology nowadays, a few respondents still write using lined

paper to balance their writing.

 1

Geoff Lindsay (2011) Despite the potential decrease in the demand for writing

due to technological advances, schools continue to prioritize and devote significant

time to writing activities. This indicates that writing skills remain highly valued and

relevant in educational settings, regardless of technological advances.

According to Geoff Lindsay (2011), Writing is one of the most crucial abilities

for children to develop to succeed in school. Although many will not utilize the

talent after leaving school, all students, except the most severely handicapped, will

be expected to write from the time they are in infant school. Despite the introduction

of new technology that will further diminish the necessity for writing, children in

schools continue to devote a significant amount of time to this activity. Handwriting

is a difficult skill that requires precise control of fine motor movements. For older

students, the component of speed is quite important, but for small children in their

early years of school, the primary factors to examine are accuracy and inventiveness.

The table shows that sixty-five (65) or 29.55% of the respondents strongly

agree that they embrace personal handwriting styles. Ninety-four (94) or 42.73% of

the respondents agree that they embrace personal handwriting styles. Forty-four

(44) or 20.00% of the respondents are unsure whether they embrace personal

handwriting styles. Twelve (12) or 5.45% of the respondents disagreed with the

statement that they embrace personal handwriting styles. Five (5) or 2.27% of the

respondents strongly disagreed that they embrace personal handwriting styles.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michael’s
 1

College shows that they embrace personal styles of handwriting. Many students

express themselves through writing and embracing personal styles of writing

makes each one of us unique and others also see it as an important aspect of their

personal identity. However, a small proportion of students rated it as fair indicating

an unbiased feeling towards embracing personal styles or maybe they don't see

significant benefits to embracing personal styles of handwriting.

Katrin Lohrm (2012) The handwriting of each of us is different from their

fingerprints. This implies that handwriting possesses individual characteristics that

differentiate one person from another, making it a personal and identifiable

characteristic.

According to Katrin Lohrm (2012) Handwriting is more than just a tool of

communication; it is also a form of personal expression. Each person's handwriting

is as distinct as their fingerprints, indicating personality, mood, and identity. In a

world dominated by digital text, embracing your unique handwriting style allows

you to stand out and make your imprint.

The table shows that Thirty-five (35) or 15.19% of the respondents strongly

agree that they can identify the primary shapes of their letters. Eighty-one (81) or

36.82% of the respondents agree that they can identify the primary shapes of their

letters. Seventy-six (76) or 34.55% of the respondents are unsure whether they can

identify the primary shapes of their letters. Twenty-one (21) or 9.55% of the

respondents disagreed with the statement that they can identify the primary shapes
 1

of their letters. Seven (7) or 3.18% of the respondents strongly disagreed that they

could identify the primary shapes of their letters.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michael’s

College shows that they identify the primary shapes of their letters. They likely see

value in understanding the important elements of letter formation which can

improve their handwriting skills. However, a significant percentage of students may

not view it as relevant but they still recognize its relevance. A small portion of

students might not see the importance of identifying primary shapes of letters which

can lead to illegible handwriting.

Khaleed Mohammed bin Abdl and Zaiton Mohd Hashim (2009) Handwriting

has unique character shapes and writing styles that are visually distinct from each

other. This suggests that individuals have unique patterns and characteristics in

their handwriting that can be used for identification purposes.

According to Khaled Mohammed bin Abdl and Siti Zaiton Mohd Hashim

(2009) The character shapes and writing styles differ visually from one another.

Handwriting identification is the process of identifying or verifying the authorship

of a handwritten document. Asserting authorship identity based on handwritten

text involves three steps: data collecting and preprocessing, feature extraction, and

classification.

The table shows that Forty-two (42) or 7.95% of the respondents strongly

agree that they look for a slant to their letters. Eighty-one (76) or 55% of the
 1

respondents agree that they look for a slant to their letters. Seventy-five (75) or

17.05% of the respondents are unsure whether they look for a slant to their letters.

Eighteen (18) or 25.00% of the respondents disagreed with the statement that they

look for a slant to their letters. Nine (9) or 45.45% of the respondents strongly

disagree that they look for a slant to their letters.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michael’s

College admitted that they look for a slant to their letters, following one direction of

slant can lead to having a more neat and clean looking paper. However, a small

percentage of students don't prioritize the slant of their letters when writing which

can lead to a not presentable handwriting.

Khan M. (2007) The slant of letters in penmanship is a common aspect that

many students pay attention to in their handwriting. This suggests that individuals,

consciously or intuitively, recognize the effect of the angle of letters on the overall

appearance of their handwriting.

According to Khan M. (2007), One common aspect many students pay

attention to is the slant of their letters. Whether consciously or intuitively, the angle

at which letters lean on the page can have a significant impact on both the

appearance of handwriting and the writer's personality. Let's delve into why

students look for a slant in their letters and how it influences their writing journey.

The table shows that fifty-two (52) or 23.64% of the respondents strongly

agree that they are checking the alignment of words on lines of paper. Ninety-either
 1

(98) or 44.55% of the respondents agree that they are checking the alignment of

words on lines of paper. Forty-nine (49) or 22.27% of the respondents are unsure

whether to check the alignment. Thirteen (13) or 5.90% of the respondents disagreed

with the statement that they check the alignment of words on lines of paper. Eighty

(8) or 3.16% of the respondents strongly disagreed that they check the alignment of

words on lines of paper.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michael’s

College admitted that they check the alignment of words on the lines of the paper.

The alignment of words is important because it can lead to tidy and legible

handwriting and it also shows dedication in precision. However, a significant

percentage of students consider it somewhat important. Only a small portion of

students find it less important.

Venera Ulker (2017) Students often prioritize putting their words on paper

lines in their search for neat and legible handwriting. This suggests that individuals

recognize the importance of proper alignment as an important aspect of producing

well-read and readable written content.

According to Venera Ulker (2017) In their pursuit of tidy and legible

handwriting, pupils frequently pay particular attention to the placement of their

words on the lines of paper. Proper alignment not only improves the appearance

and attractiveness of written content but also helps with readability and overall
 1

presentation. Students who practice checking and changing the alignment of their

words on paper show a dedication to precision and clarity in their writing.

The table shows that fifty-five (55) or 25.00% of the respondents strongly

agree that they look at the spacing between words and letters. Ninety-four (94) or

42.73% of the respondents agree that they look at the spacing between words and

letters. Fifty-four (54) or 24.55% of the respondents are unsure whether they look at

the spacing between words and letters. Eleven (11) or 5.00% of the respondents

disagreed with the statement that they looked at the spacing between words and

letters. Six (6) or 2.72% of the respondents strongly disagreed that they looked at the

spacing between words and letters.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michael’s

College looks at the spacing between words and letters. It's important to look at the

spacing because spacing can modify the influence of word frequency on the number

and duration of fixations on target words. However, a significant amount of

students consider spacing to be somewhat important. Only a small portion of

students finds it less important and this can lead to confusion while reading.

Kevin B. Paterson and Timothy R. Jordan (2010) Spacing between letters in

words can influence the reading process. This suggests that the physical

arrangement of letters within a word can affect how readers understand and process

the word.
 1

According to Kevin B. Paterson and Timothy R. Jordan (2010), The distance

between letters in words was studied under various word-spacing situations.

Participants read phrases containing a high- or low-frequency target word, letters

shown normally or with an extra space between adjacent letters, and one, two, or

three spaces between words. The spacing changes were discovered to modify the

influence of word frequency on the number and duration of fixations on target

words. Specifically indicating that letter.

The table shows that fifty-five (76) or 34.55% of the respondents strongly

agree that they pay attention to the size of letters on paper. Seventy-nine (79) or

35.90% of the respondents agree that they pay attention to the size of letters on

paper. Fifty-six (46) or 20.90% of the respondents are unsure whether they pay

attention to the size of letters on paper. Fourteen (14) or 6.37% of the respondents

disagreed with the statement that they pay attention to the size of letters on paper.

Five (5) or 2.28% of the respondents strongly disagreed that they pay attention to the

size of letters on paper.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michael’s

College admitted that paying attention to the size of letters on papers is important.

The size and spacing among the elements affect legibility, letter size is also an

important aspect of handwriting. However, a significant number of students

consider paying attention to the size of letters somewhat important but not as crucial

as those in higher votes. Only a small portion of students find it not important to

pay attention to the size of letters.

 1

Hassan Soleimani (2012) Typeface, size, and spacing are important factors

that affect readability. This suggests that the choice of font style, the size of the text,

and the spacing between letters and words can greatly influence how easy the text is

to read and understand.

According to Hassan Soleimani (2012), the typeface, size, and spacing are

among the elements that affect legibility (Lee, 2003). The way that typeface

characters alter readers' ability to distinguish words and letters has an impact on

readability. Consequently, improved readability contributes to improved

discernment, which in turn improves reading comprehension. McCarty and

Mothersbaugh (2002). When addressing readability, reading speed is a crucial issue

to take into account. A text must be quick and simple to read to be considered

readable (Hughes & Wilkins, 2000). The ability to recognize letters and words and to

read a text quickly, fluently, and comprehensibly is connected to legibility. When

typographical elements such as font size and leading work together to provide a

quick, simple reading that also allows for understanding, optimal readability is

reached (Tinker, 1963).

The table shows that sixty-six (66) or 22.73% of the respondents strongly

agree that they analyze the pressure used when writing. Seventy-eight (78) or

35.45% of the respondents agree that they analyze the pressure used when writing.

forty-three (43) or 19.55% of the respondents are unsure if they analyze the pressure

used when writing. Twenty-six (26) or 11.82% of the respondents disagree that they
 1

analyze the pressure used when writing. Seven (7) or 3.18% of the respondents

strongly disagree that they analyze the pressure used when writing.

These results show that most of the respondents in the study on the impact of

modern technology to the penmanship of junior high school learners at St. Michael’s

College admitted that they analyze the pressure when writing. Analyzing the

pressure used when writing is an essential part of helping kids improve their

penmanship since it helps them achieve clarity, consistency, and a unique writing

style. However, a small portion of students do not consider analyzing the pressure

important.

Rebecca knoph (2012) Writing pressure control helps achieve legibility in

handwriting. This suggests that the ability to control the pressure applied to the

writing instrument helps produce clear and legible letters and words.

According to Rebecca Knoph (2012), It incorporates a subtle interaction

between emotion, movement, and pressure. Analyzing the pressure used when

writing is an essential part of helping kids improve their penmanship since it helps

them achieve clarity, consistency, and a unique writing style. Students who

comprehend and perfect pressure control take their handwriting to the level of an

art form, whether it be by using light pressure for delicate strokes or hard pressure

for bold lines.

The table shows that Seventy-nine (79) or 35.90% of the respondents strongly

agree that they identify the areas in which they want to improve their handwriting.

Seventy-four (74) or 33.65% of the respondents agree that they identify the areas in
 1

which they want to improve their handwriting. Forty-six (46) or 20.90% of the

respondents are unsure if they have identified the handwriting areas they would

like to improve. Eight (8) or 3.65% of the respondents disagreed with the statement

that they have identified their areas of handwriting improvement. Thirteen (13) or

5.90% of the respondents strongly disagreed that they identified the areas of

handwriting improvement.

These results show that most of the respondents in the study on the impact

of modern technology to the penmanship of junior high school learners at St.

Michael’s College admitted that they highly prioritize determining the areas they

want to improve. Despite the increasing use of technology, handwriting is still a

necessary ability for academic achievement. However, a small portion of students

consider and do not consider it to be somewhat important. It may be difficult since

their fine motor abilities can develop at various rates but educators can help by

practicing and encouraging them strategically.

Janelle Cox (2024) Strategic training and motivation of elementary students

can help improve their writing fluency. This suggests that targeted and deliberate

practice, along with supportive guidance, can contribute to improving the clarity

and legibility of students' handwriting.

Despite the increasing use of technology in the classroom, handwriting is still

a necessary ability for academic achievement, according to Janelle Cox's (2024)

research. It might be difficult to help primary pupils achieve good handwriting since

their fine motor abilities can develop at various rates. However, you may help your
 1

pupils write more legibly by practicing and encouraging them strategically. pupils

must comprehend why they write to develop clean handwriting abilities. Students

must understand who their audience is and why clarity in communication is

important to achieve excellent handwriting. It will be easier for them to

communicate more clearly if they get this.

 1

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter represents the summary of the findings of the research work

undertaken. The conclusions were drawn and the corresponding

recommendations were made as an outgrowth of the study.

SUMMARY OF THE FINDINGS

a. The survey conducted has a total of 220 respondents. The majority of the

respondents were 14 and 15 years old. From ages 12-13, 14-15, and 16-17,

the majority were female. In terms of grade, most of the respondents are

coming from the Grade 7, 9, and 10.

b. Most of the respondents occasionally experience discomfort/fatigue when

handwriting. Most of the respondents prefer handwriting as their note-taking

method. Most of the respondents disagree that handwriting is no longer

necessary. Most of the respondents agree that they retain information more

accurately when writing it down. Most of the respondents use smartphones

as their technology devices. Most of the respondents believe that note-taking

is more accurate with pen and paper and handwriting. Most of the

respondents believe that more notes can be recorded with pen and paper, and

handwriting.

c. Most of the respondents are unsure if their handwriting is unreadable. Most

of the respondents find their handwriting illegible. Most of the respondents

believe that they don't have enough time to copy tasks from the blackboard.

Most of the respondents often erase while writing. Most of the respondents
 1

are unsure if they want to write. Most of the respondents fail to agree to do

their homework. Most of the respondents are unsure if they complain about

pain while writing. Most of the respondents believe that they feel tired while

writing. Most of the respondents prefer to look at the page/blackboard often

when copying. Most of the respondents believe that they are not satisfied

with their handwriting.

d. Most of the respondents concur that they use a nice pen that works and is

more comfortable for them. Most of the respondents are undecided if they

feel tense or flexed when writing. Most of the respondents are unsure if they

can maintain a relaxed grip while writing. Most of the respondents are

undecided that their hands are achy and shaky after writing. Most of the

respondents are unsure if they warm up and do simple drills when planning

to write clear and confident characters. Most of the respondents believe that

they keep a certain angle while writing. Most of the respondents concur that

they experiment with different paper rotations. Most of the respondents are

unsure whether they practice with worksheets. Most of the respondents

concur that they use good habits and implement styles for their handwriting.

Most of the respondents prefer to write on lined paper or use a template for

nice and balanced words. Most of the respondents assent to embrace personal

styles of handwriting. Most of the respondents agree that they can identify

the primary shapes of their letters. Most of the respondents prefer to look for

a slant to their letters which can change the look of their handwriting. Most of

the respondents agree that they check the alignment of words on the lines of
 1

paper. Most of the respondents concur that they look at the spacing between

words and letters. Most of the respondents tend to pay attention to the size of

letters on paper. Most of the respondents agree that they analyze the pressure

used when writing. Most of the respondents concur that they determine the

areas they want to improve on handwriting.

e. Most of the respondents in the study on the impact of modern technology on

the penmanship of junior high school learners at St. Michael's College

displayed a heavy reliance on smartphones, resulting in decreased practice of

traditional handwriting skills. The majority of learners admitted to neglecting

the use of notebooks and pens in favor of their smartphones for capturing

lessons. Consequently, their penmanship suffered, becoming illegible and

affecting their academic performance. However, there were varied responses

regarding the advantages of using modern technology to penmanship

improvement. Some respondents acknowledged that technology could

enhance penmanship through digital tools, while others expressed concerns

about the negative effects of excessive device usage on their handwriting.

Despite the overuse of modern technology, a few respondents mentioned

strategies for improving penmanship, such as dedicating specific time for

handwriting practice. Overall, the findings highlight the need to find a

balance between incorporating technology in education and promoting the

development of good penmanship skills among junior high school learners.

 1

Conclusion

This study revealed that many students rely heavily on smartphones for

learning, although penmanship remains the most important. However, this neglect

of pen and paper has led to poorer penmanship skills and academic struggles for

some. On the other hand, other people see potential in technology for improving

penmanship. Therefore, it is crucial to balance the usage of technology and

maintaining the penmanship skills of Junior High School learners, especially 7 th

graders.

Recommendation

The researchers would recommend the following:

To the Teachers The researchers recommend that the teachers will integrating new

technology into the teaching and learning process without negatively impacting

learners.

To the Parents The researchers recommend as technology becomes more and more

ingrained in daily life, parents and other caregivers must acknowledge these

potentially harmful effects and encourage ways to protect their kids' interests.

To the Students The researchers recommend that the learners will improve their

penmanship skills for a legible and neat handwriting which will also help the

learners for their academic growth.

To the Future Researchers The researchers recommend that the future researchers

will dig deeper on why learners are using technological devices such as Tablet/Ipad,
 1

Laptop, and Smartphone in writing rather than writing by hand using pen and

paper.

Proposed Action Plan

Rationale

This study will help the learners improve their Penmanship and Penmanship skills.

AREA OF PROGRAM DATE/ PERSON/S

CONCERN/ TASK ACTIVITY/ TIMELINE INVOLVED
PLAN

ENHANCING THE EVERYDAY

PENMANSHIP PROVIDE
LEGIBILITY AND HANDWRITING ALL LEARNERS
PENMANSHIP
WORKSHEETS
NEATNESS OF THE
TO THE JHS
JUNIOR HIGH
LEARNERS
SCHOOL
LEARNERS
12:30 PM ADMINISTRATORS
TO
1:00 PM

ALL JHS LEARNERS

ONCE A
WEEK ENGLISH
TEACHERS
 1

REFERENCE LIST

About handwriting difficulties. (n.d.-b).

https://nha-handwriting.org.uk/handwriting/about-handwriting-difficulties/
Axtell, B. (2018, September 18). What causes writer’s cramp and how is it treated? Healthline.
https://www.healthline.com/health/writers-cramp
Bamidele, M. S. (2018, June 9). POOR HANDWRITING PROBLEMS AND ITS NEGATIVE
IMPACT ON THE ACADEMIC ACHIEVEMENT OF CHILDREN WITH LEARNING
DISABILITIES. Medium. https://medium.com/@mustaphasharafabamidele/poor-
handwriting-problems-and-its-negative-impact-on-the-academic-achievement-of-children-
with-deac9e8c7e79
Bugbee, L. (2023, February 17). 8 tips to improve your handwriting (Plus a free worksheet).
The Postman’s Knock. https://thepostmansknock.com/8-tips-improve-your-handwriting/

Connelly, V., Dockrell, J., & Barnett, J. (2005b). The slow handwriting of undergraduate
students constrains overall performance in exam essays. Educational Psychology (Dorchester-
on-Thames. Print), 25(1), 99–107. https://doi.org/10.1080/0144341042000294912

Chicu, S. O., Ţicău, A., & Şoitu, L. (2014). Training for New Technologies. Handwriting with
New Technologies. Procedia: Social & Behavioral Sciences, 142, 781–785.
https://doi.org/10.1016/j.sbspro.2014.07.616

Giron, S. W. A. (2022, October 27). Why students struggle with homework. The Pinion.
https://mhspinion.com/opinion/2022/10/27/why-students-struggle-with-homework/

Ganesh, S. (2020, October 12). Difficulty in copying from the black board? It could be dyslexia.
https://www.linkedin.com/pulse/difficulty-copying-from-black-board-could-dyslexia-
sudha-ganesh#:~:text=Fine%20motor%20coordination%20%2D%20movement%20of
%20fingers,mandatory%20for%20reading%20and%20definitely%20for%20copying

Jaashan, H. M., Halim, T., Halim, S., & Alward, M. a. H. (2023). POOR HANDWRITING
AND ITS KNOCK-ON EFFECTS ON EFL LEARNERS’ ACADEMIC PERFORMANCE.
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ResearchGate.
https://www.researchgate.net/publication/369926091_POOR_HANDWRITING_AND_ITS_
KNOCK-ON_EFFECTS_ON_EFL_LEARNERSa'_ACADEMIC_PERFORMANCE

Jackson, S., & Jackson, S. (2022, October 4). Writing and burnout: How to get through it.
Jericho Writers. https://jerichowriters.com/writing-and-burnout/

Khutale, S., & Malawade, M. (2022). Prevalence of pain while writing in students and its
correlation with writing speed. International Journal of Allied Medical Sciences and Clinical
Research - DrSriram Publications. https://doi.org/10.61096/ijamscr.v10.iss2.2022.209-213

LDAOeng. (2017, September 18). Strategies to Develop Handwriting and Improve Literacy
Skills - LD@school. LD@School. https://www.ldatschool.ca/literacy-skills-handwriting/

Ltd, T. C. (n.d.). Positioning the paper correctly for handwriting.

https://teachhandwriting.co.uk/paper-position-for-comfortable-handwriting.html

Otr/L, V. M. P. M. (2023, October 5). Teaching handwriting to young kids: Important or

outdated? Understood. https://www.understood.org/en/articles/teaching-handwriting-to-
young-kids-important-or-outdated

Rich, G. (2023, October 26). Handwriting muscles may feel weaker with less practice, device
overuse. Washington Post.
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tunnel-device-overuse/

Sumner, E., Nightingale, R., Gurney, K., Prunty, M., & Barnett, A. (2023). Doing the ‘write’
thing: handwriting and typing support in secondary schools in England. Literacy (Oxford.
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The impact of modern technological tools on students writing skills in English as a second
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id=27697.html&fbclid=IwAR0nnQePUhm6YEYF4kkQ4ohsMSYlJMyikipkQtBZxV0p3lL2r92H
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 1

The Use of Technological Devices: A descriptive study of students in university. (2022,

February 3). IEEE Conference Publication | IEEE Xplore.
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Wen, X., & Walters, S. M. (2022). The Impact of Technology on Students’ writing
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 1

APPENDICES
 1

March 12, 2024

Dear Ma’am,
Praised be Jesus and Mary!

The Group 4 Researchers of the Grade 10 Prosperity:

CABAHUG, JOSEPH BENEDICT B.
DATUMULOK, ATIYA GHAYDA D.
GOMOGAO, NORLAILAH L.
MAGLANGIT, RONAN C.
NARANDAN, NESSA L.
PAGAYAWAN, HANAN M.
SANSARONA, PRINCE KEANN R.

Are conducting a study about the “THE IMPACT OF MODERN TECHNOLOGY TO THE
PENMANSHIP OF THE JUNIOR HIGHSCHOOL LEARNERS”. We would like to ask
permission to allow us to conduct our survey. In connection with this, allow them to have
please their survey during class. Rest assured that the data we will gather will remain
confidential and to be used for academic purposes only.

Your approval to conduct this survey will be greatly appreciated.

Respectfully yours,
The Researchers

Approved by:

MRS. MARITES D. PALOS

School Principal
 1

March 12, 2024

Dear Respondents,
Praised be Jesus and Mary!

The Group 4 Researchers of the Grade 10 Prosperity:

CABAHUG, JOSEPH BENEDICT B.

DATUMULOK, ATIYA GHAYDA D.
GOMOGAO, NORLAILAH L.
MAGLANGIT, RONAN C.
NARANDAN, NESSA L.
PAGAYAWAN, HANAN M.
SANSARONA, PRINCE KEANN R.

We are conducting a study entitled “THE IMPACT OF MODERN TECHNOLOGY TO THE

PENMANSHIP OF THE JUNIOR HIGHSCHOOL LEARNERS”. In this regard, we are
asking for your precious time, and effort to answer all the questions in the questionnaire that
are important and helpful for the completion of the study. Rest assured that all data gathered
from you will be kept at the highest level of confidentiality.

Your positive response to this request will be a valuable contribution to the success of the

study and will be highly appreciated.

Thank you very much for your cooperation.

Respectfully yours,
The Researchers
 1

March 12, 2024

Dear Ma’am / Sir,
Praised be Jesus and Mary!

The Group 4 Researchers of the Grade 10 Prosperity:

CABAHUG, JOSEPH BENEDICT B.
DATUMULOK, ATIYA GHAYDA D.
GOMOGAO, NORLAILAH L.
MAGLANGIT, RONAN C.
NARANDAN, NESSA L.
PAGAYAWAN, HANAN M.
SANSARONA, PRINCE KEANN R.

Are conducting a study about the “THE IMPACT OF MODERN TECHNOLOGY TO THE
PENMANSHIP OF THE JUNIOR HIGHSCHOOL LEARNERS”. We would like to ask
permission to allow us to conduct our survey. In connection with this, allow us to have please
their survey during your class. Rest assured that the data we will gather will remain
confidential and to be used for academic purposes only.

Your approval to conduct this survey will be greatly appreciated.

Respectfully yours,
The Researchers
 1

APPENDIX D
SAMPLE QUESTIONNAIRE
Name: Sex: Male / Female
Grade and Section: Age:
Mobile Number:

Instruction: Encircle the letter that corresponds to your answer.

1. How often does discomfort/fatigue occur with handwriting
g. Not at all
h. Occasionally
i. Frequently

2. Preferred Note-taking Methods

g. Handwriting
h. Computer/Typing
i. Audio Recordings

3. A belief that handwriting is no longer necessary

j. Agree: c. Disagree
k. Strongly Agree d. Strongly Disagree

4. The belief they retain information more accurately when writing it down
a. Agree: c. Disagree
b. Strongly Agree d. Strongly Disagree

5. Technological Devices Used

a. Tablet/Ipad c. Desktop Computer
b. Laptop d. Smartphone

6. A belief that note-taking is more accurate with

a. Tablet/Ipad c. Pen and paper, handwriting
b. Laptop d. Smartphone

7. A belief that more notes can be recorded with

a. Tablet/Ipad c. Pen and paper, handwriting
b. Laptop d. Smartphone

Instruction: Please indicate your chosen answer by putting a checkmark (✓) in the box (☐)
that corresponds to your answer.
Handwriting Proficiency
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1
4 5
Strongly 2 3
Agre Strongly
Disagre Disagree Fair
e Agree
e
Is your writing unreadable?

Are you unsuccessful in reading your

handwriting?
Do you not have enough time to copy tasks
from the blackboard?
Do you often erase while writing?

Do you often feel not want to write?

Do you not do your homework?

Do you complain about pain while writing?

Do you feel tired while writing?

Do you need to look at the page/blackboard

often when copying?
Are you not satisfied with your
handwriting?

Penmanship Improvement

1 2 3 4 5
Strongly Disagree Fair Agree Strongly
Disagree Agree
Use a nice pen that works and more
comfortable to you
Does your hand feel tense or flexed
when writing?
Maintain a relaxed grip while
writing?
Is your hand achy and shaky after
writing?
Warm up and do simple drills when
you are planning to write clear and
confident characters
Do you keep at a certain angle while
writing?
 1

Experiment with different paper

rotations
Practice with worksheets that takes
you through drills, capital and
lowercase letters, words, and
sentences?
Use good habits and implement
styles for your handwriting?
Write on a lined paper or use a
template to nice and balanced words
Embrace your Personal Style of
handwriting
Identify the primary shapes of your
letters.
Look for a slant to your letters. The
angle at which you write your letters
can change the look of your
handwriting
Check the alignment of your words
on the lines of your paper
Look at the spacing between your
words and letters
Pay attention to the size of your
letters on your paper
Analyze the pressure you use when
you write
Determine the areas you want to
improve on handwriting
 1

APPENDIX E
DOCUMENTATION
 1

DURING THE SURVEY

DURING THE TALLYING OF THE DATA

1
 1

DURING THE FINAL ORAL DEFENSE

 1

CURRICULUM VITAE
 1

Personal Profile
Full Name: Joseph Benedict Buca Cabahug
Home Address: Purok Hinaplanon, Iligan City
Grade Level: Grade 10
Sex: Male
Age: 18
Birthdate: May 22, 2005
Religion: Roman Catholic
Dialect: Cebuano
Email: jcabahug072@gmail.com

Educational Background

Elementary: Tambo Central School

Secondary: St. Michael’s College – Basic Education Department

Family Background Occupation

Father’s Name: Sherwin Kim Cabahug City Mayor’s driver

Mother’s Name: Maricel Cabahug OFW

Special Skills: Singing and Dancing

Personal Profile
 1

Full Name: Atiya Ghayda Dimaporo Datumulok

Home Address: Blk 18 Lot 23, Brgy.
Sta Elena, Steeltown, Iligan City
Grade Level: Grade 10
Sex: Female
Age: 16
Birthdate: September 4, 2007
Religion: Islam
Dialect: Maranao
Email: atiyaghayda@gmail.com

Educational Background

Elementary: St. Michael’s College – Basic Education Department

Secondary: St. Michael’s College – Basic Education Department

Family Background Occupation

Father’s Name: Moh’d Cosary B. Datumulok Government Employee

Mother’s Name: Asliah D. Datumulok Government Employee

Special Skills: Dancing and Singing

Personal Profile
Full Name: Norlailah Liwalug Gomogao
Home Address: Tambacan Purok 6-A, Iligan City
 1

Grade Level: Grade 10

Sex: Female
Age: 15
Birthdate: July 23, 2008
Religion: Islam
Dialect: Maranao
Email: norlailahgomogao@gmail.com

Educational Background

Elementary: Iligan City Central School

Secondary: St. Michael’s College – Basic Education Department

Family Background Occupation

Father’s Name: Acmad D. Gomogao Buy and Sell

Mother’s Name: Johairah L. Gomogao Housewife

Special Skills: Dancing

Personal Profile
Full Name: Ronan Cerujales Maglangit
Home Address: Luinab Purok 1 Iligan city
Grade Level: Grade 10
 1

Sex: Male
Age: 16
Birthdate: October 27, 2007
Religion: Roman Catholic
Dialect: Cebuano
Email: rcmaglangit1027@gmail.com

Educational Background

Elementary: Abecedarian developmental school

Secondary: St. Michael’s College – Basic Education Department

Family Background Occupation

Father’s Name: Ronnie T. Maglangit Businessman

Mother’s Name: Evelyn C. Maglangit Businesswoman

Special Skills: Active listener

Personal Profile
Full Name: Nessa Librado Narandan
Home Address: Purok 5-A, Santiago, Iligan City
Grade Level: Grade 10
Sex: Female
 1

Age: 15
Birthdate: July 7, 2008
Religion: Roman Catholic
Dialect: Cebuano
Email: nessa.narandan0@gmail.com

Educational Background

Elementary: Cabili Village Elementary School

Secondary: St. Michael’s College – Basic Education Department

Family Background Occupation

Father’s Name: Nelson E. Narandan Business owner

Mother’s Name: Marie Love C. Narandan Housewife

Special Skills: Dancing

Personal Profile
Full Name: Hanan Maruhom Pagayawan
Home Address: Purok Merila 1-A, Ubaldo Laya,
Iligan City
Grade Level: Grade 10
Sex: Female
 1

Age: 15
Birthdate: August 21, 2008
Religion: Islam
Dialect: Maranao
Email: hananpagayawan@gmail.com

Educational Background

Elementary: Iligan Capitol College

Secondary: St. Michael’s College – Basic Education Department

Family Background Occupation

Father’s Name: Muhiddin G. Pagayawan Policeman

Mother’s Name: Sagera M. Pagayawan Teacher

Special Skills: Designing

Personal Profile
Full Name: Prince Keann Ramos Sansarona
Home Address: Zone 7 Del Carmen, Iligan City
Grade Level: Grade 10
Sex: Male
Age: 16
Birthdate: May 17, 2007
 1

Religion: Islam
Dialect: Maranao
Email: sansaronakeann@gmail.com

Educational Background

Elementary: Living Spring Academy

Secondary: St. Michael’s College – Basic Education Department

Family Background Occupation

Father’s Name: Nestor J. Alcazar Retired ARMY

Mother’s Name: Sanprecy M. Alcazar Businesswoman

Special Skills: Singing