FROM SCRIBBLES TO SKILLS: AN ACTION RESEARCH ON EFFECTIVE METHODS FOR IMPROVING CALLIGRAPHY AND HANDWRITING PERFORMANCE AMONG ELEMENTARY SCHOOL STUDENTS IN DIBRUGARH DISTRICT, ASSAM

Abstract

Handwriting remains a foundational skill in primary education, yet many students struggle with legibility, alignment, size consistency, and letter formation. This action research study examined the effectiveness of a structured, four-week intervention combining calligraphy practice, sensory-motor coordination patterns, Brain Gym exercises, and correct writing apparatus to improve calligraphy handwriting performance among 25 Class 3 students (aged approximately 8–9 years) at Dikom Vidyapith L.P. School, Block Panitola, Dibrugarh District, Assam, India. Using a pre-test/post-test design with a rubric (maximum score = 20; passing ≥13), students’ performances before and after the intervention were assessed. Findings showed a statistically significant improvement: pre-test mean score = 11.2 (SD = 2.3), post-test = 16.4 (SD = 1.9), t(24) = -12.87, p < .001. The proportion of students passing increased from 28% to 88%. Improvements were greatest in letter formation, legibility, and baseline alignment. The study suggests that systematic practice, correct tools, and perceptual-motor training can substantially improve handwriting performance within a short time. Implications for teachers, parents, and school policy are discussed, with recommendations for further research.