Relationship Between Fine Motor Proficiency and Letter Formation Among Pre-Primary 1 Learners in Kakamega East Sub-County, Kakamega County, Kenya.
- August 24, 2021
- Posted by: rsispostadmin
- Categories: IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VII, July 2021 | ISSN 2454–6186
Khaseyi Gillian, Atieno Rose Opiyo
Masinde Muliro University of Science and Technology, Kakamega, Kenya
Abstract: There is a strong link between the physical domains under which there is development of fine motor skills that influence writing outcomes of preschool children. This has probed the need to look at the association between fine motor proficiency and writing outcomes. The purpose of this study was to establish the link between fine motor proficiency as a predictor of writing outcomes among pre-primary 1 learners. The study aimed at establishing the effect of fine motor proficiency on pen-handling, the influence of fine motor proficiency on writing legibility, as well as identification of the relationship between fine motor proficiency and letter formation among pre-primary 1 learners in Kakamega East sub-county, Kakamega County, Kenya. The theoretical framework incorporated two theories; the sociocultural theory of writing and Kepharts theory of visual motor development due to inadequacy of one theory to outline both fine motor proficiency and writing outcomes. The study adopted a survey research design as a means of establishing the relationship between the independent and the dependent variables and the study instruments used were preschool learners’ questionnaires which were filled with the help of their parents, teachers-in-charge interview schedules, observation checklists, and document analysis guide. The target population included 6 public pre-schools with 6 ECDE teachers-in-charge who were purposively sampled and 385 pre-primary 1 learners who were sampled using the proportionate sampling method. There was piloting of the study instruments to test for the research protocol. Validity was tested using the content validity method while reliability of the study instruments was tested using the test-retest method. Quantitative and qualitative data was analysed using descriptive statistics, frequencies and their percentages and means from the Statistical Package for Social Sciences (SSPS). Linear regression was used to determine the relationship between the dependent (pen-handling, legible writing, and letter forming) and independent (fine motor proficiency) variables. Data gathered from the research instruments was presented in form of scatter graphs and tables. The findings of the study involved the importance of fine motor proficiency in learners letter formation hence recommendations of the study were the need for teachers and caregivers to ensure learners fine motor proficiency for better handwriting through provision of appropriate materials promoting fine motor skills. The findings and recommendations may be used by education policy makers and the Ministry of Education to come up with appropriate curriculum that will cater for the fine motor skill needs of pre-school children so as to enhance their writing outcomes.
Key words: Fine motor proficiency, pre-primary 1, letter formation.
I. BACKGROUND
Fine motor proficiency refers to the coordination of small muscles, in movements usually involving the synchronisation of hands and fingers with the eyes thus the complex levels of manual dexterity that humans exhibit can be attributed to and demonstrated in tasks controlled by the nervous system. According to Venetsanou & Kambas (2016), it is well documented that children’s participation in physical activity is associated with many health aspects (Binkley & Specker, 2004; Livonen, Saakslahti & Nissinen, 2011). However, recent research findings have revealed that today’s children, even the younger ones, seem to be sedentary and present low physical activity (PA) levels (Hinkle et al, 2008). This evidence makes the need for the enhancement of young children’s PA apparent, if public health is to be protected. Among the most important factors contributing to PA participation is thought to be children’s motor proficiency (Kambas et al 2012) hence, fine motor proficiency is determined by qualitatively different aspects of both gross and fine motor development and serves as an index of children’s motor development (Bruinninks, 1978). Thus, if children’s optimal motor proficiency is to be achieved and movement programmes are to be planned on the individual needs of each child, the first step for teachers is to be aware of factors affecting motor development and resulting in performance differences. Potential differences among age groups as well as possible gender differences are among the first to be examined (Goodway & Branta, 2003).
