Publication Date

1971

Document Type

Dissertation/Thesis

First Advisor

Crank, Floyd L.||Crank, Doris H.

Degree Name

M.S. Ed. (Master of Education)

Department

Department of Business Education

LCSH

Shorthand--Study and teaching||Shorthand--Pitman

Abstract

The purpose of this study was to determine the effect on student achievement when introducing typewritten transcription early in first-year Pitman Shorthand. The study was conducted to test the hypothesis that the early introduction of typewritten transcription in beginning shorthand has no effect on the development of reading rates, transcription rates, theory knowledge, dictation speeds, and mailable letters production. The design used in this study was an experimental design with matched groups enrolled in first-year shorthand at Carl Schurz High School, Chicago, Illinois. The English grade point average, stanine scores obtained on eleventh year tests, and no previous typewriting course were the bases used to match the groups. The experiment was conducted during the school year beginning September 9, 1969, and ending June 26, 1970. Both classes were taught with exactly the same procedures except that the experimental class was given instruction in typewritten transcription beginning the eleventh week of school. During this time, the control class did longhand transcription. For the entire second semester both of the classes were taught in exactly the same manner. At the end of the first semester, the matched groups were compared on the basis of the two highest reading rates and number of errors on a comprehensive mid-term theory test. At the end of the first year the matched groups were compared on the basis of the total number of errors made on a comprehensive theory test, the average of the three best mailable letter scores, the average of the three best transcription rates, and the average of the two highest dictation speeds. On the basis of the data obtained in this study the hypothesis cannot be rejected. The control group did not test significantly above the experimental group. As a result of the evidence indicated from the t-tests for significance, it can be concluded that the early introduction of typewritten transcription neither helps nor hinders student achievement in reading rates on homework notes, theory knowledge, transcription rate, dictation testing, and mailable letters production.

Comments

Includes bibliographical references.

Extent

vii, 49 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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