Rostata, Madelyn D. and Salandanan, Donna Lou M. and Vale, Maria Merexe C. (2010) The relationship of handwriting to intelligence and academic performance among grade three students. Undergraduate thesis, De La Salle University-Dasmarinas.

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Abstract

The objective of the study is to determine the Relationship of Handwriting, Academic Performance, and Intelligence. Specifically, the study will focus on identifying whether there is relationship among handwriting, academic performance, and intelligence. Since most of the past researchers were not able to use a standardized test as their tool in data gathering. The respondents were composed of Grade three students form Elizabeth Seton School in Anabu Coastal Imus, Cavite. Their age ranges from 8 - 10 years old. The respondents belong from Grade three Baltazar, Longfellow, Shakespeare and Vil la. Data were collected through random sampling. The primary source of data will come from two standardized tests namely: Denver Handwriting Analysis and Raven Progressive Matrices test and the respondent’s Grade Point Average (GPA). Academic performance w as measured from the average GPA of the respondents during their first and second grading period The results showed that the student’s adequate performance in Denver Handwriting Analysis with a mean of 286.86 is due to the extensive handwriting instructio ns provided by the Elizabeth Seton School. Furthermore, their high intelligence quotient with a mean of 41.48 and academic performance of 91.73 can also be related with the entry and maintaining grade required by the school. The calculated significance be tween handwriting and intelligence is .883 and handwriting and academic performance is .455 only manifest that handwriting is not significantly related to intelligence and academic performance. FINDINGS 1. At 0.05 level of significance handwriting is not correlated with intelligence were significance is .883.With this, handwriting does not have the ability to measure one’s intellectual capacity. 2. It is also noted that handwriting and academic performance obtained a significance .455 thus, poor handwrit ing doesn’t mean low academic performance. Moreover, educa tors should not use handwriting as the basis in evaluating a person’s intellectual and academic ability. CONCLUSIONS Armed with the findings acquired, the following conclusions were drawn: 1. Handwr iting cannot be correlated with intelligence. Educators and parents should not evaluate their children and students intellectual capacity in handwriting alone. 2. Moreover, academic performance is not purely based on good handwriting, neatly written papers from students should be evaluated carefully in order to know its thought content. 3. There seemed to be no significance with regard to any of those factors. With that, this study was not consistent with previous research that holds evidence for handwritin g. RECOMMENDATIONS In line with the preceding conclusions, the following recommendations were made: 1. Utilizing the results of the study, future researchers should select a heterogeneous class in order to thoroughly examine the differences between the scores of the students with high and low intelligence scores and grade point average. 2. This study is meant for the future researchers who want to delve more on the topic by conducting the same study but different instrument (E.g. by using another standar dized handwriting exam like Evaluation Tool for Children or a handwriting writing test that has a norm). 3. Inspite of the results obtained showing that handwriting cannot be related with intell igence and academic performance, this study will be useful for parents, school teachers and administrator to educate them regarding the benefits of handwriting in eye and motor coordination and memory. 4. Future researchers of this study can consult to a handwriting analyst for additional information regarding handwr iting analysis.

Item Type:	Thesis (Undergraduate)
Additional Information:	PSY 1130 2010
Keywords:	Subjects : Handwriting; Intelligence; Academic achievement.
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Depositing User:	Users 4 not found.
Date Deposited:	29 Jul 2015 03:48
Last Modified:	02 Jun 2021 03:12
URI:	https://thesis.dlsud.edu.ph/id/eprint/1127

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