Publication Date

1966

Document Type

Dissertation/Thesis

First Advisor

Crank, Floyd L.||Maxwell, Lyle

Degree Name

M.S. Ed. (Master of Education)

Department

Department of Business Education

LCSH

Typewriting--Study and teaching

Abstract

Statement of the Problem The purpose of this study was to determine if there was a difference in pupil achievement in the typewriting of numbers when special daily drills on numbers were presented with the aid of the overhead projector and chalkboard as compared with drilling on numbers using the textbook exclusively. The study was designed to answer the following two questions: 1. What is the effect of the two instructional approaches on developing speed on mixed copy and straight number copy material? 2. What is the effect of the two instructional approaches on developing accuracy on mixed copy and straight number copy material? Procedures Two typewriting classes took part in this study; one control class and one experimental class. The control class was drilled on numbers using one of the standard junior high school typewriting textbooks. In the experimental class, the emphasis was on developing number typewriting proficiency using the overhead projector, chalkboard, and other supplementary drills as teaching aids. The control group and experimental group were rotated at the end of the first six-week period of the study. Three one-minute timed writings were given on mixed copy and three one-minute timed writings were given on straight. number copy at the beginning of the study and at the end of each six-week period. The average speed and accuracy scores were determined for each student on both tests. Test results were subjected to statistical analysis to determine the significance of the mean gains or losses within groups and the difference between means of the two groups. A critical ratio, "t" score, was used to test significance at the .05 level of confidence. Findings Comparisons of scores made by the control and experimental groups on Tests I, II, and III gave the following results. 1. Coefficient of correlation between variables for both groups showed only one high correlation. This was between gross speed on mixed copy and gross speed on isolated number' copy. The correlations were ,67 for the control group and .76 for the experimental group. All other correlations between the groups were either moderate, slight, or low. 2. Significant gains were found on mixed copy speed and straight number copy speed from Test I to Test II for both the control and experimental groups. Significant gains in speed scores from Test II to Test III were also found. 3. Straight number copy accuracy yielded a significant gain from Test II to Test III for the experimental group. 4. The differences between the means for mixed copy accuracy and straight number copy accuracy were statistically significant in favor of the experimental group. There was no significant mean differences between mixed copy and straight number copy speed after Test II. 5. The results of Test III for the control group and experimental group disclosed no significant difference between mean speed scores and mean accuracy scores on mixed copy and straight number copy. 6. A significant gain was found within the experimental group from Test II to Test III on straight number copy accuracy. 7. The control group achieved a higher increase in gross words per minute on mixed copy from Test I to Test II and from Test II to Test III. The experimental group increased more gross words per minute on straight number copy from Test I to Test II and from Test II to Test III than did the control group. 8. The experimental group decreased more on errors on both mixed copy and straight number copy for both testing periods than did the control group.

Comments

Includes bibliographical references.

Extent

vi, 67 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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