Penmanship Program Implemented for Generation Alpha through the Lens of Ochave’s ABCD Model

Despite the prevalence of keyboarding as an essential life skill in the high-tech age of the new millennium, educators persistently argue for the importance of handwriting, citing its proven benefits in boosting brainpower, aiding memory, improving motor skills, and serving as a gateway to reading. This study, employing Ochave's ABCD Model, aims to assess implementation and impact of the Penmanship Program on Generation Alpha by analyzing the students, implementation and operation, effects, and impact components. With 166 primary and 231 intermediate pupils aged 5 to 12 participating, the program aimed to counterbalance their overt exposure to keyboarding and digital platforms, exacerbated by a three-year pandemic. Findings revealed positive shifts in students' perceptions of handwriting legibility, speed, consistency, grip, posture, attention to details, and motivation. However, challenges, including the need for targeted interventions and protected time, were identified. The pupils' penmanship summative evaluation indicated a "Fairly Satisfactory" baseline, emphasizing the importance of tailored interventions.