Pupil modeling of the legibility of class teachers’ board writing

Abstract

The main aim of this study was to examine the pupil modeling of the legibility of class teachers’ writing on the classroom board. A stylistic quality of writing, legibility is evaluated by criteria such as letter slope, spacing, size, shape and line straightness. The study group included 70 class teachers from 13 primary schools at the city center of Kırşehir. The study was a descriptive situation analysis and data were gathered by the document analysis method. Writing samples were gathered by photographing classroom boards, and then analyzed and evaluated by using legibility criteria. The results showed that while the majority of teachers used cursive and many used manuscript, some teachers used the two types of writing together. Among those who wrote cursive handwriting, almost half had inadequate slope but moderately adequate spacing, size, shape and line straightness. It was also found that writing on a blackboard produced better legible writing than that on a white board.