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There is a definite correlation between syllabic stroke intensity and the amount of copy produced on the typewriter in a given time. The correlation showed that an increase in syllabic stroke intensity produced a corresponding increase in the number of strokes typed, over the range investigated. This range was from 3.hBh strokes per syllable to h.285 strokes per syllable. / Master of Science

It is a common practice for teachers of typewriting to endeavor to increase and measure the typewriting speed and accuracy of students through the administration of timed writings. These timed writings are also used as a measuring device by employment agencies and business organizations in obtaining and promoting employees. Studies have established the fact that manual dexterity, reading ability and intelligence influence the ability of the student to attain the speed and accuracy necessary to operate the machine at maximum efficiency. / Master of Science

This study was undertaken to determine the effects of each of the production typewriting factors of keystroking, planning, and error correction on proficiency at typing business letters at two levels of instruction, at three levels of difficulty, and under three conditions. The conditions were designed to isolate the effect of each of the three factors on proficiency in typing business letters. A secondary purpose was to estimate the relationship between straight copy and letters, between letter conditions, and between speed and accuracy for straight copy and letters. The study involved 107 beginning typewriting students and 84 advanced typewriting students who were enrolled in six suburban high schools in Virginia. The same straight-copy timed writings and business letters were used in both the beginning and the advanced typewriting classes. The two 3- minute timed writings consisted of paragraph materials that had a stroke intensity of 6.0. The nine business letters also had a stroke intensity of 6.0 and consisted of three 150-word letters at low, medium, and high difficulty levels. / Ed. D.

The problem of this study is to compare the effectiveness of two methods of teaching beginning typewriting in the community college. The two methods are an audio-tutorial approach and the traditional textbook approach. Groups taught by the contrasting methods of instruction were compared on the basis of their production performance and their straight-copy skills after thirty-six class periods of instruction. A comparison was also made of the attrition rate of the two groups.

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

The purpose of this study was to compare the relative effectiveness of teaching intermediate typewriting at Utah State University during the Spring and Fall Quarters, 1971, utilizing a system incorporating prepared video tapes with the conventional teacher presentation method. There were 60 experimental and 60 control students used in the experiment. Those students in the experimental group received all their instruction via prepared video tapes while the control group received all their instruction in the conventional teacher presentation. The final measure utilized for comparing learning programs in the two groups was student performance in the following areas: straight copy timed writings gross words per minute and rate of accuracy, manuscript typing total gross words and rate of accuracy , letter typing total gross words and rate of accuracy, and statistical tabulation typing total gross words and rate of accuracy. Error measurement was based upon error rate rather than absolute errors. There were eight null hypotheses tested at the .05 level of significance. Since the study employed two groups of students who did not have pre-experimental sampling equivalence, scores were obtained for every student on pre and posttesting in the four major areas. These test scores were then used in the analysis of covariance technique because the groups available were intact or administratively organized groups within the University. The tests were developed by the author and were correlated with those commonly used to measure achievement in typewriting. A correlation coefficient using the Pearson "r" was used to determine test validity and reliability. The tests contained the same syllable intensity (1. 5) and approximate word length. The pretests were administered at the beginning of each quarter while the posttests were given during each quarter at the end of each unit of instruction. The Experimental group achieved higher than the Control group during the Fall Quarter in letter typing total gross words and during the Combined Quarters in statistical tabulation total gross words. The Experimental group achieved a more significant amount of errors during the Fall and Combined Quarters in straight copy timed writings. However, as the result of confusion with the posttesting in this area, these results may not be a true measurement of the students. In all other areas of testing there was no significant difference. In analyzing the accuracy data further, the error rate ranged from a low of .019 to a high of .036. The difficulty of the test copy had very little effect upon the rate of accuracy. The students in the Experimental group answering an evaluation form pertaining to video instruction, gave high approval to the use of prepared video tapes as a medium of instruction.

The problem of this study was to determine the effects of progressive practice skill building procedures and paced practice skill building procedures upon the straight-copy typewriting achievement of students enrolled in first-term collegiate typewriting. The procedures were compared on the bases of the dependent variables: 1) straight-copy stroking speed, and 2) straight-copy accuracy. The following null hypotheses were tested: 1. There will be no significant differences in the straight-copy stroking speeds achieved by students participating in progressive practice skill building procedures and students participating in paced practice skill building procedures. 2. There will be no significant differences in the straight-copy accuracy achieved by students participating in progressive practice skill building procedures and students participating in paced practice skill building procedures.

Because no attempt is made in this study to determine the degree of difficulty in learning to perform the various areas of clerical typewriting, no definite recommendations for revising the training schedule in the high school second-year typewriting class will be made. / Master of Science