Effectiveness of Sponge-based Art Activities on Fine Motor Skills Development in Grade 2 Pupils

Abstract

This study examined the effectiveness of sponge-based art activities in enhancing fine motor skills among Grade 2 pupils at San Rafael Integrated School. Fine motor development plays a crucial role in a child's academic performance and independence, yet many young learners experience delays in this area. Grounded in Schmidt's Schema Theory, which emphasizes learning through practice and feedback, the researchers employed a quasi-experimental design comprising a control group and an experimental group. A total of 60 pupils participated in the study, which was conducted over a two-week intervention period which scheduled every Tuesday and Thursday. The control group used traditional art materials, while the experimental group engaged in sponge printmaking activities. Both groups were assessed before and after the intervention using a validated fine motor skills rubric. The results indicated that the experimental group made significant improvements in hand strength, grip control, coordination, and wrist-arm movement, with a large effect size (Cohen's d = 1.598), indicating a strong intervention impact. In contrast, the control group showed only minor gains. These findings suggest that sponge-based art tasks are effective in developing essential motor skills in early learners. The study emphasizes the importance of incorporating simple, sensory-rich, and engaging materials, such as sponges, into classroom instruction to support the physical and academic development of young children.