The purpose of this paper is to make an analysis of typing errors in a second-year class in typewriting to determine types of errors and causes for errors common to each student and to the class. / Typescript. / "August, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaves 49-51).

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

No description available.

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.

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

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.

no abstract provided by author / Master of Science

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.

This investigation compares the effectiveness of two methods of teaching production work in beginning typewriting. One method is defined as the traditional approach, which adheres to suggestions and materials for teaching found in current typewriting textbooks. Students are paced, drilled, and timed on straight copy to build speed and accuracy, but not on production work; they usually type from perfectly arranged copy; and they circle their errors for at least half the course. The other method, developed at North Texas State University by Payne and Anderson, is defined as the teacher-directed approach. Students are intensively paced, drilled, and timed by the teacher on short, simple jobs or parts of jobs; they usually type from unarranged copy; they learn to erase errors on production work during the first production unit; and they are evaluated on the basis of the number of mailable items produced during a specific time period.