Prevalence of pain while writing in students and its correlation with writing speed.
Corresponding Author(s) : Sanika Khutale
sanikakhutale.sk@gmail.com
International Journal of Allied Medical Sciences and Clinical Research,
Vol. 10 No. 2 (2022): 2022 Volume - 10 Issue - 2
Abstract
Background:
This research addresses the issues faced by students during writing which negatively affects their performance. Existing researches focuses on the consequences of using unorthodox grips1 leaving behind the pain which is experienced while writing by orthodox as well as unorthodox grips.
Thus, this research aims to draw attention toward an overlooked subject and create awareness among students to not to ignore pain and thereby avoid further injuries which can arise from cumulative traumas.
Methods:
The purpose and nature of study was explained to the participants and consent form was filled by the participants. Willing participants were given a 5-minute writing test. Participants were regular writers between 17 to 22 ages. Based upon the inclusion and exclusion criteria a total of 88 students were included in study. The test results were recorded and statistical analysis was done.
Results:
The study shows that 93% of students experience pain while writing. At the same time participants showed poor knowledge of proper sitting position during writing. The pain described by the participants was either tingling or cramping, the site of pain and the intensity of pain however varied among them. The speed of writing was found to be proportionate with pain.
Conclusion:
Based upon the test results, there is scarcity of knowledge about proper writing techniques among students. Awareness of which can reduce the risks of cumulative traumas of hand which can arise later on. Proper writing techniques would reduce pain and the need for constant adjustments made and improve quality of writing.
Keywords:
Writing speed, students, cramping pain, tingling pain
This research addresses the issues faced by students during writing which negatively affects their performance. Existing researches focuses on the consequences of using unorthodox grips1 leaving behind the pain which is experienced while writing by orthodox as well as unorthodox grips.
Thus, this research aims to draw attention toward an overlooked subject and create awareness among students to not to ignore pain and thereby avoid further injuries which can arise from cumulative traumas.
Methods:
The purpose and nature of study was explained to the participants and consent form was filled by the participants. Willing participants were given a 5-minute writing test. Participants were regular writers between 17 to 22 ages. Based upon the inclusion and exclusion criteria a total of 88 students were included in study. The test results were recorded and statistical analysis was done.
Results:
The study shows that 93% of students experience pain while writing. At the same time participants showed poor knowledge of proper sitting position during writing. The pain described by the participants was either tingling or cramping, the site of pain and the intensity of pain however varied among them. The speed of writing was found to be proportionate with pain.
Conclusion:
Based upon the test results, there is scarcity of knowledge about proper writing techniques among students. Awareness of which can reduce the risks of cumulative traumas of hand which can arise later on. Proper writing techniques would reduce pain and the need for constant adjustments made and improve quality of writing.
Keywords:
Writing speed, students, cramping pain, tingling pain
Keywords
Writing speed, students, cramping pain, tingling pain
1.
Khutale S, Malawade M. Prevalence of pain while writing in students and its correlation with writing speed. Int. J. of Allied Med. Sci. and Clin. Res. [Internet]. 2022 Jun. 12 [cited 2025 Oct. 30];10(2):209-13. Available from: https://ijamscr.com/ijamscr/article/view/1190
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References
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1. Bladon E. An investigation into the prevalence of non-tripod pengrip and its implications for secondary school writers (Doctoral dissertation, Middlesex University).
2. Rosenblum S, Aloni T, Josman N. Relationships between handwriting performance and organizational abilities among children with and without dysgraphia: A preliminary study. Research in developmental disabilities. 2010 Mar 1;31(2):502-9.
3. Jones D, Christensen CA. Relationship between automaticity in handwriting and students' ability to generate written text. Journal of educational psychology. 1999 Mar;91(1):44.
4. National Handwriting Association. Why is Handwriting Important? [2013 [accessed 16 December 2013]. Available from: http://www.nha-handwriting.org.uk/handwriting/why-is-handwriting-important. [ Links ]
5. Summers J, Catarro F. Assessment of handwriting speed and factors influencing written output of university students in examinations. Australian Occupational Therapy Journal. 2003 Sep;50(3):148-57.
6. Graham S, Miller L. Handwriting research and practice: A unified approach. Focus on exceptional Children. 1980 Oct 1;13(2).
7. vii Addy P, Wylie RE. The “right” way to write. Childhood Education. 1973 Feb 1;49(5):253-4.
8. viii Andersen DW. What makes writing legible?. The Elementary School Journal. 1969 Apr 1;69(7):365-9.
9. ix Groff P. New speeds of handwriting. Elementary English. 1961;38:564-5.
10. x Rosenblum S, Weiss PL, Parush S. Product and process evaluation of handwriting difficulties. Educational psychology review. 2003 Mar;15(1):41-81.
11. xi Hildreth G. Comparative speed of joined and unjoined writing strokes. Journal of Educational Psychology. 1945 Feb;36(2):91.
12. xii Jackson AD. A comparison of speed and legibility of manuscript and cursive handwriting of intermediate grade pupils. The University of Arizona; 1970.
13. xiii Kaplan HK. A study of relationships between handwriting legibility and perception adjustment and personality factors. University of Wisconsin--Madison; 1957.
14. xiv Peverly ST. The importance of handwriting speed in adult writing. Developmental Neuropsychology. 2006 Feb 1;29(1):197-216.
15. xv Stowitschek CE, Stowitschek JJ. Evaluating handwriting performance: The student helps the teacher. Journal of Learning Disabilities. 1979 Mar;12(3):203-6.
16. xvi Sawyer CE, Francis ME, Knight E. Handwriting speed, specific learning difficulties and the GCSE. Educational Psychology in Practice. 1992 Jul 1;8(2):77-81.
17. xvii Dutton KP. Writing under examination conditions: Establishing a baseline. Handwriting Review. 1992;2:80-101.
18. xviii Henderson S, Sen R, Brown B. Writing quickly-Do we teach it? and if so how? A pilot study. Handwriting Review. 1989;1989:46-50.
19. xix Parr P. Unspeeded Examinations: An Equitable and Practical Method of Assessment.
20. xx Wallen M, Bonney MA, Lennox L. Interrater reliability of the handwriting speed test. The Occupational Therapy Journal of Research. 1997 Oct;17(4):280-7.
References
1. Bladon E. An investigation into the prevalence of non-tripod pengrip and its implications for secondary school writers (Doctoral dissertation, Middlesex University).
2. Rosenblum S, Aloni T, Josman N. Relationships between handwriting performance and organizational abilities among children with and without dysgraphia: A preliminary study. Research in developmental disabilities. 2010 Mar 1;31(2):502-9.
3. Jones D, Christensen CA. Relationship between automaticity in handwriting and students' ability to generate written text. Journal of educational psychology. 1999 Mar;91(1):44.
4. National Handwriting Association. Why is Handwriting Important? [2013 [accessed 16 December 2013]. Available from: http://www.nha-handwriting.org.uk/handwriting/why-is-handwriting-important. [ Links ]
5. Summers J, Catarro F. Assessment of handwriting speed and factors influencing written output of university students in examinations. Australian Occupational Therapy Journal. 2003 Sep;50(3):148-57.
6. Graham S, Miller L. Handwriting research and practice: A unified approach. Focus on exceptional Children. 1980 Oct 1;13(2).
7. vii Addy P, Wylie RE. The “right” way to write. Childhood Education. 1973 Feb 1;49(5):253-4.
8. viii Andersen DW. What makes writing legible?. The Elementary School Journal. 1969 Apr 1;69(7):365-9.
9. ix Groff P. New speeds of handwriting. Elementary English. 1961;38:564-5.
10. x Rosenblum S, Weiss PL, Parush S. Product and process evaluation of handwriting difficulties. Educational psychology review. 2003 Mar;15(1):41-81.
11. xi Hildreth G. Comparative speed of joined and unjoined writing strokes. Journal of Educational Psychology. 1945 Feb;36(2):91.
12. xii Jackson AD. A comparison of speed and legibility of manuscript and cursive handwriting of intermediate grade pupils. The University of Arizona; 1970.
13. xiii Kaplan HK. A study of relationships between handwriting legibility and perception adjustment and personality factors. University of Wisconsin--Madison; 1957.
14. xiv Peverly ST. The importance of handwriting speed in adult writing. Developmental Neuropsychology. 2006 Feb 1;29(1):197-216.
15. xv Stowitschek CE, Stowitschek JJ. Evaluating handwriting performance: The student helps the teacher. Journal of Learning Disabilities. 1979 Mar;12(3):203-6.
16. xvi Sawyer CE, Francis ME, Knight E. Handwriting speed, specific learning difficulties and the GCSE. Educational Psychology in Practice. 1992 Jul 1;8(2):77-81.
17. xvii Dutton KP. Writing under examination conditions: Establishing a baseline. Handwriting Review. 1992;2:80-101.
18. xviii Henderson S, Sen R, Brown B. Writing quickly-Do we teach it? and if so how? A pilot study. Handwriting Review. 1989;1989:46-50.
19. xix Parr P. Unspeeded Examinations: An Equitable and Practical Method of Assessment.
20. xx Wallen M, Bonney MA, Lennox L. Interrater reliability of the handwriting speed test. The Occupational Therapy Journal of Research. 1997 Oct;17(4):280-7.
2. Rosenblum S, Aloni T, Josman N. Relationships between handwriting performance and organizational abilities among children with and without dysgraphia: A preliminary study. Research in developmental disabilities. 2010 Mar 1;31(2):502-9.
3. Jones D, Christensen CA. Relationship between automaticity in handwriting and students' ability to generate written text. Journal of educational psychology. 1999 Mar;91(1):44.
4. National Handwriting Association. Why is Handwriting Important? [2013 [accessed 16 December 2013]. Available from: http://www.nha-handwriting.org.uk/handwriting/why-is-handwriting-important. [ Links ]
5. Summers J, Catarro F. Assessment of handwriting speed and factors influencing written output of university students in examinations. Australian Occupational Therapy Journal. 2003 Sep;50(3):148-57.
6. Graham S, Miller L. Handwriting research and practice: A unified approach. Focus on exceptional Children. 1980 Oct 1;13(2).
7. vii Addy P, Wylie RE. The “right” way to write. Childhood Education. 1973 Feb 1;49(5):253-4.
8. viii Andersen DW. What makes writing legible?. The Elementary School Journal. 1969 Apr 1;69(7):365-9.
9. ix Groff P. New speeds of handwriting. Elementary English. 1961;38:564-5.
10. x Rosenblum S, Weiss PL, Parush S. Product and process evaluation of handwriting difficulties. Educational psychology review. 2003 Mar;15(1):41-81.
11. xi Hildreth G. Comparative speed of joined and unjoined writing strokes. Journal of Educational Psychology. 1945 Feb;36(2):91.
12. xii Jackson AD. A comparison of speed and legibility of manuscript and cursive handwriting of intermediate grade pupils. The University of Arizona; 1970.
13. xiii Kaplan HK. A study of relationships between handwriting legibility and perception adjustment and personality factors. University of Wisconsin--Madison; 1957.
14. xiv Peverly ST. The importance of handwriting speed in adult writing. Developmental Neuropsychology. 2006 Feb 1;29(1):197-216.
15. xv Stowitschek CE, Stowitschek JJ. Evaluating handwriting performance: The student helps the teacher. Journal of Learning Disabilities. 1979 Mar;12(3):203-6.
16. xvi Sawyer CE, Francis ME, Knight E. Handwriting speed, specific learning difficulties and the GCSE. Educational Psychology in Practice. 1992 Jul 1;8(2):77-81.
17. xvii Dutton KP. Writing under examination conditions: Establishing a baseline. Handwriting Review. 1992;2:80-101.
18. xviii Henderson S, Sen R, Brown B. Writing quickly-Do we teach it? and if so how? A pilot study. Handwriting Review. 1989;1989:46-50.
19. xix Parr P. Unspeeded Examinations: An Equitable and Practical Method of Assessment.
20. xx Wallen M, Bonney MA, Lennox L. Interrater reliability of the handwriting speed test. The Occupational Therapy Journal of Research. 1997 Oct;17(4):280-7.