The problem of this study was to determine the effects of typewriting practice with selected auditory stimulation on student achievement in typewriting. It included the following sub-problems: 1. Determining the extent to which typewriting practice with selected auditory stimulation affected ability to compose at the typewriter. 2. Determining the extent to which typewriting practice with selected auditory stimulation affected ability to typewrite from dictation. 3. Determining the extent to which typewriting practice with selected auditory stimulation affected ability to typewrite from copy.

The problem of this study was to determine the effectiveness of the use of a mechanical pacing device in improving the typewriting skills of students in intermediate and advanced typewriting classes at the college level.

M.Ed. (Education) / Please refer to full text to view abstract

M.Ed. (Subject Didactics) / Technological renewal, which facilitates the effortless correction of errors, has raised the relevance of accuracy in typing. By means of sophisticated equipment correction can now be done very swiftly. This raises the question if accuracy as focal skill of the typist still has any relevance. If corrections are done quickly and effectively by the various functions of the typewriter, should the emphasis in the teaching of Typing not be shifted from accuracy to speed? Error identification is precipitated by the spellchecker. This, however, does not eliminate the process of proofreading as not all errors can be identified in this way. Technological renewal thus makes a greater demand on the typist's proofreading skills as these functions are heavily depended on. Irrespective of the skill of the typist, error identification, correction, and/or retyping a document take time, thus reducing the level of productivity at which the typist functions. correcting is time-consuming and costly.· Therefore accuracy is essential, as the time-consuming correction of errors is detrimental to the productivity of the typist. The business world demands a high level of productivity. This implies that producing a document should be planned, bearing the impact on productivity in mind. Due to these standards and expectations set by the business community, it is crucial that Typing students reach the highest possible level of skill and accuracy. Thus , despite sophisticated equipment, the quality of typing remains of the utmost importance. Improved modern equipment will not make a noticable difference to the efficiency of a typist.It is imperative that the teacher keeps abreast of technological improvements and include these in teaching. At the end of their training, pupils should be suitably equipped to play a meaningful role in the technologically structured society they are meant to serve. If technological development is taken into consideration, it is evident that the typist should be able to use the available equipment to produce even more accurate work. The empirical investigation undertaken in this study has in fact proved that the level of accuracy of Typing pupils is not of exceptional quality. Errors in 106 papers were grouped, analysed and processed. The study particularly focussed on the types of errors, their frequency and distribution according to finger use. These results have mainly led to the conclusion that technology has not yet inherently improved the accuracy of the typist, but has merely improved the speed with which corrections are done. Recommendations in this regard are done.

The purpose of this study is to determine whether there is a need for a special manual for teaching a keyboard procedure to one-handed typists and in the light of the findings to make recommendations for a special manual if such appears to be needed.

D.Ed. (Education) / Please refer to full text to view abstract

No description available.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 181-186).

The problem of this study was to compare the effects of Prose practice, Left-hand/right-hand Equal practice, and Left-hand/right-hand Prescribed practice on the development of stroking skills of students enrolled in beginning typewriting classes. In addition, the effects of the practices were examined for subjects with high and low initial straight-copy abilities. The 260 subjects in the study represented 12 classes from three high schools in rural, southeastern Minnesota during first semester, 1982-1983. Pretest and posttest measures of straight-copy, left-hand, and right-hand stroking skills were obtained by the administration of two different three-minute straight-copy, three different one-minute left-hand, and three different one-minute right-hand timed writings on each occasion. Following the pretest, subjects within each class were randomly assigned to the three treatments. The practice sessions involved five minutes of practice per day for fifteen days. Subjects in the Prose group practiced ordinary prose copy containing no special features or contrived words. Subjects in the Left-hand/right-hand Equal group practiced equal amounts of left-hand and right-hand lines. Subjects in the Prescribed group practiced a proportional number of left-hand and right-hand lines, depending on hand-weaknesses exhibited on the pretest. The statistical hypotheses were tested using analysis of covariance. Respective pretest measures of the dependent variable criteria were used as covariates. The findings of the study support the following conclusions: (1) practice using prose copy is more effective than practice using equal amounts of left-hand/right-hand copy in the development of straight-copy speed for students with initial straight-copy ability of 21.0. gwpm or higher, (2) left-hand/right-hand practice in equal or prescribed amounts is more effective than prose practice in the development of left-hand speed, (3) left-hand/right-hand practice in equal or prescribed amounts is more effective than prose practice in the development of right-hand speed, (4) left-hand/right-hand practice in prescribed amounts results in more errors per minute on right-hand copy than does practice using prose copy, and (5) significantly improving one-handed keystroking skill does not improve straight-copy stroking skill.

No description available.