Effectiveness of Cursive Writing in Developing Grade 3 Pupils Fine Motor Skills in the Face-To-Face Class in Doña Rosario Elementary School.

Abstract

This study examined the effectiveness of cursive writing instruction in enhancing the fine motor skills of Grade 3 pupils in face-to-face classes at Doña Rosario Elementary School. Using a mixed-method experimental design, two groups were compared: a control group that continued with regular handwriting practice and an experimental group that received structured cursive writing instruction. Pre-test and post-test tasks assessed sentence writing, paragraph writing, and narrative writing. Results revealed that the experimental group achieved significantly greater improvements (gains of +5.80 to +6.25) compared to the control group (+1.55 to +1.90). A t-test indicated a statistically significant difference between groups (p < 0.001), confirming that cursive writing positively enhances writing fluency, hand coordination, and stroke control. Qualitative feedback from teachers supported these findings, highlighting increased confidence and smoother writing performance among pupils exposed to cursive instruction. The study concludes that cursive writing is an effective tool for improving fine motor development and writing proficiency in Grade 3 learners.