no abstract provided by author / Master of Science

A correlation coefficient of -O.2832 was found between syllabic intensity of words and the number of strokes typewritten in a given period. The writer's Null Hypothesis that, "There is no correlation between syllabic intensity of words and the difficulty of typewriting material" was rejected on the 0.1% level. The correlation, however, is high enough only to conclude that syllabic intensity of words is a difficulty factor in typewriting connected paragraph matter. The degree to which this factor affects typewritability is not clearly distinguishable from other factors. / Master of Science

The following general conclusions were drawn from the results of this study which included (1) measurement of speed; control; and a combination of both speed and control; and (2) preferences of the students regarding the two lengths of writings. The five-minute tests were the primary measurements in this study. The last writing in each rotation period and the averages of the daily timed writings served as secondary measurements. / Master of Science

There is a correlation coefficient of 0.237 between per cent of frequently-used words and the amount of copy produced on a typewriter in a given period. / Master of Science

The problem of this study was to determine the effect of short-duration high-speed drill on speed, accuracy and production rate development in the first year of typewriting.

The problem of this study is that of comparing a concurrent approach with the traditional (delayed) approach of presenting the alphabet and number/symbol keys on the typewriter keyboard. Ten experimental classes and ten control classes, of male and female high school beginning typewriting students in Texas, participated in the study. The experimental group was introduced the alphabet and number/symbol keys concurrently with drills coordinated with Century 21 Typewriting. The control group was introduced the alphabet and number/symbol keys according to Century 21 Typewriting. Both groups used three minutes of daily practice on number drills through Lesson 60.

The purpose of this study was to compare the achievement and attitudes of students who experienced two different methods of intermediate typewriting teaching at Utah State University. This experimental research was conducted in the Department of Business Education and Office Administration at Utah State University, Logan, Utah, during the winter quarter of 1973. The statistical population included forty-two control group students and eighteen experimental group students. An instructional model was developed to allow the control group to move through the instructional model as a traditional structured group while the experimental group proceeded through the instructional model on an individualized progress basis. The design of the model included eight learning units, videotaped instruction, individual and group testing, and group administered skill building. Two teachers were used in the study. Each teacher taught a control and experimental group. To evaluate the effectiveness of the model, two major categories of mll hypotheses were tested. They were: (1) hypotheses testing the overall effects of the experiment, and (2) hypotheses testing the effects of each individual learning unit. Teacher-made pretests and posttests were developed to measure the overall achievement in typewriting theory, straight-copy, five-minute timed writing speed, accuracy, and proofreading. Also, pretests and posttests were developed to measure typewriting theory, production speed, and production accuracy for each of the learning units used in the study. Sixteen selected questions from the Illinois Course Evaluation. Form 66, 1965, were used to measure the attitudes of students. A report was made by each teacher stating the number of days it took etch student to complete the course requirements. Two-way regression analysis of covariance was employed to test the hypotheses related to the achievement of students on theory tests, straight copy timed writing tests, and unit production tests. The hypothesis related to the attitudes of students was tested by two-way regression analysis of variance on each of the sixteen questions. The following findings were reported: There were no significant differences with respect to treatment groups, teachers, and method-teacher interaction on all overall achievement measures, 01 four of the six learning units tested, or on twelve of the sixteen attitude questions. There was a significant difference between teachers in favor of Teacher One but not treatment groups nor method-teacher interaction on each of these questions: "The instructor seemed to be interested in students as a person." "The instructor had a thorough knowledge of his subject matter." "The instructor seemed to consider teaching a chore or routine act." There was a significant difference between treatment groups in favor of the control group but not teachers nor method-teacher interaction on the question, "It was a very worthwhile course," although both groups agreed that the course was worthwhile. There was a significant difference between treatment groups in favor of the control group on manuscript production speed. No other significant differences in the manuscript unit were found. There was a significant difference between teachers in favor of Teacher One on simple tables production speed. No other significant differences in the simple tables unit were found. The control group had thirty-nine students who completed the course requirements at the end of the normal quarter and had three students who finished late. The experimental group had eight students who completed the course requirements early, nine students who finished at the end of the normal quarter, and one student who finished later. The major recommendations were: Business educators should consider the individualized progress method of instruction as a viable alternative to the traditional structured-group method of instruction in all areas of intermediate typewriting achievement except on manuscript production speed development. Business educators should consider the individualized progress method of instruction as a viable alternative to the traditional structured-group method of instruction when favorable attitudes toward intermediate typewriting are important. To utilize the current typewriting facilities at Utah State University more efficiently and to accommodate the needs of individual students, a minimum of two sections of intermediate typewriting should be offered in the typewriting curriculum of Utah State University. One of these sections should be a traditional structured-group method of instruction and the other should be an individualized progress method of instruction.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 132-136). Also available via the Internet.

This master thesis design and implement new software which can help children learn and practice "Wubi" Chinese typewriting. The purpose of designing this software is to effectively reduce the phenomenon in China known as "forget how to write while taking pen", so-called character amnesia. First we interviewed two experienced teachers and one class of pupils from an elementary school to collect data. Based on the data we collected, we built a set of prototypes by using PowerPoint on computer and evaluated it by three invited children who belonged to our target user group. After we modified our prototype, we implemented it on a computer using the Java programming language. When the process came to the evaluation part, we invited four students who had background knowledge on the field of HCI and its evaluation methods, to help us finish a cognitive walkthrough evaluation. Although some part of our software, such as certain interfaces and sequences, should be improved in the future work, the opinions of the evaluators were mostly positive.

The purpose of this study was to compare the achievement and attitudes of students who experienced two different methods of intermediate typewriting teaching at Utah State University. This experimental research was conducted in the Department of Business Education and Office Administration at Utah State University, Logan. Utah, during the winter quarter of 1973. The statistical population included forty-two control group students and eighteen experimental group students. An instructional model was developed to allow the control group to move through the instructional model as a traditional structured group while the experimental group proceeded through the instructional model on an individualized progress basis. The design of the model included eight learning units. videotaped instruction. individual and group testing, and group administered skill building. Two teachers were used in the study. Each teacher taught a control and experimental group.To evaluate the effectiveness of the model, two major categories of null hypotheses were tested. They were: (1) hypotheses testing the overall effects of the experiment, and (2) hypotheses testing the effects of each individual learning unit. Teacher-made pretests and posttests were developed to measure the overall achievement in typewriting theory, straight-copy, five-minute timed writing speed, accuracy, and proofreading. Also, pretests and posttests were developed to measure typewriting theory, production speed, and-production accuracy for each of the learning units used in the study. Sixteen selected questions from the nlinois Course Evaluation, Form 66, 1965, were used to measure the attitudes of students. A report was made by each teacher stating the number of days it took each student to complete the course requirements. Two-way regression analysis of covariance was employed to test the hypotheses related to the achievement of students on theory tests, straightcopy timed writing tests, and unit production tests. The hypothesis related to the attitudes of students was tested by two-way regression analysis of variance on each of the sixteen questions. The following findings were reported: There were no significant differences with respect to treatment groups, teachers, and method-teacher interaction on all overall achievement measures, on four of the six learning units tested, or on twelve of the sixteen attitude There was a significant difference between teachers in favor of Teacher One but not treatment groups nor method-teacher interaction on each of these questions: "The instructor seemed to be interested in students as a person." "The lnstructor had a thorough lmowledge of his subject matter. " "The instructor seemed to consider teaching a chore or routine act. " There was a significant difference between treatment groups in favor of the control group but not teachers nor method-teacher interaction on the question, "It was a very worthwhile course," although both groups agreed that the course was worthwhile. There was a significant difference between treatment groups in favor of the control group on manuscript production speed. No other Significant differences in the manuscript unit were found. There was a significant difference between teachers in favor of Teacher One on simple tables production speed. No other significant differences in the simple tables unit were found. The control group had thirty-nine students who completed the course requirements at the end of the normal quarter and had three students who finished late. The experimental group had eight students who completed the questions. course requirements early, nine students who finished at the end of the normal quarter, and one student who finished later. The major recommendations were: 1. Business educators should consider the individualized progress method of instruction as a viable alternative to the traditional structured-group method of instruction in all areas of intermediate typewriting achievement except on manuscript production speed development. 2. Business educators should consider the individualized progress method of instruction as a viable alternative to the traditional structured-group method of instruction when favorable attitudes toward intermediate typewriting are important. 3. To utilize the current typewriting facilities at Utah State University more efficiently and to accommodate the needs of individual students, a minimum of two sections of intermediate typewriting should be offered in the typewriting curriculum of Utah State University. One of these sections should be a traditional structured-group method of instruction and the other should be an individualized progress method of instruction.