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 twenty-nine typewriting texts which form the basis for this study are a sample of those currently used in the field of typewriting instruction. The purpose of this study is to see how they agree or where they disagree in the material offered and the way in which it is presented.

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.

The problem in this study was to determine whether students enrolled in beginning typewriting who typed between fifteen and fifty-five words a minute would learn economic facts incidentally and intentionally through the typing of timed writings on the topic of economics.

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.

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Three major principles of learning a chord keyboarding task were investigated. Five subjects were taught 18 characters on a chord keyboard, then practiced improving their keying speed for about 60 hours. The first objective of the study was to observe long-term learning on a keyboarding task. The performance, in characters typed per minute, was recorded over the entire range of the experiment. Typing skill improved quickly in the beginning and then slowed, but performance had not reached a stable peak by the end of the experiment. The second objective of this study was to determine a function that describes performance progress from initial training to a high keying speed. Five functions were evaluated; a function which predicts the logarithm of the dependent variable (characters per minute) from the logarithm of the regressor variable provided a good fit to the actual data. The final form of the equation was CPM; = e^B₀T_i^B₁ where CPM_i; = performance in characters per minute on the i-th interval, T_i = the i-th interval of practice, and B₀ and B₁ are fitted coefficients. The second objective also considered the form that T_i (from the above equation) should take. Performance can be predicted from number of repetitions such as trials, or from amount of practice such as hours. Both trials and time were used as predictor variables and both provided equally accurate predictions of typing speed. Both also provided excellent fits in conjunction with the Log-Log equation. Thus, it appears the Log-Log function is fairly robust in predicting performance from different variables. The third objective was to investigate how many trials of performance are needed before the entire learning function can be reasonably determined. In this experiment, subjects practiced for an extended period of time (about 60 hours) so a fairly complete progression of performance could be gathered. Yet, it would be more convenient to collect data for only a few hours and deduce the ensuing performance of the subject. The coefficients of the Log-Log function were determined using only the first 25, 50, 100, 150, and 200 of the initial performance points (out of about 550 total actual data points). The mean squared error (MSE) was calculated for each of these fits and compared to the MSE of the fit using all points. It appears that at least 50 performance data points are required to reduce the error to a reasonably acceptable level. / Master of Science

The problem of this study was to make a comparative analysis of the methods and factors employed in grading students in physical education, typing, and English in fifty Class "A" high schools of Texas for the school year of 1949-59. This analysis was of two pars. One phase gave consideration to various methods used in grading pupils. The other considered factors that go to make the whole of student grades and the percentage attached to each factor. The two phases were so interrelated that it was felt that this study would not be complete without the inclusion of both.