Dissertation submitted in compliance with the requirements for the Master's Diploma in Technology: Education, Technikon Natal, 1993. / Secretaries form a very important component of the labour market in South Africa, therefore appropriate education and training in this field is essential. It is only in the last decade that young black people have entered this career path. ~ ';4~ ,':'l.!. To meet the needs of employers, Technikon Mangosuthu introduced National secretarial courses in 1982. Of the first twenty students ~ho enrolled, only six were successful in completing the course. They were eagerly snapped up by employers who expressed great satisfaction with their work. It became clear during the course of training the students, that they had numerous problems which hampered their progress. Their English ability was not up to the standard required for this level of study. Students had serious difficulties in adapting to the use of electronic office equipment. Socio-economic problems also contributed to the students' inability to succeed in their studies. The problems seemed insurmountable. It was clear that positive steps needed to be taken to improve the situation. This dissertation is concerned with the education of secretarial students at Technikon Mangosuthu and investigates the backgrounds of students at six technikons in an attempt to identify problems and their causes with the aim of alleviating these problems and providing the labour market with well trained, efficient secretaries. Typing Technology is a major subject in the three year National Secretarial Diploma. This subject, in keeping with the development of modern technology, comprises three components: Typing Techniques, Word Processing and Audio Typing. To pass this subject, a high level of proficiency is required. The students at Technikon Mangosuthu come from a non-technological and socially disadvantaged background and the initial introduction to office technology comes as a cultural shock to them. Lecturers need to assist students in making the transition as quickly and easily as possible by identifying problems and adapting methods of teaching to help students overcome the problems.se of / M

No description available.

Thesis (Ph. D.)--Columbia University, 1926. / Vita. "Reprinted from Archives of psychology. no. 82." "The correlation between speed and accuracy, by Truman L. Kelley": p. 66-70. Bibliography: p. 71-73.

The problem of this study was to determine what effects the experimental manipulation of augmented feedback, remedial practice, and their combination have for the improvement of typewriting accuracy. The problem was generated from the research literature on skill learning which points out the efficacy of supplying additional information to students undertaking improvement in the skill area. The pertinent literature dealing with typewriting fails to take advantage of the psychological principles found useful to skill development. The general hypotheses were that augmented feedback, remedial practice, and their combination would benefit students at specified levels of typewriting skill. Measures of type-writing performance were obtained from one hundred and thirty-five students in two local high schools. The sample represented two schools, four teachers, and eleven typewriting classes. Students were assigned to a skill level on the basis of their demonstrated performance, and then randomly assigned to treatment groups. The obtained criterion measures were analyzed by analysis of variance. The results generally support the hypotheses at the letter level and word level of performance. The hypothesis made for the phrase level of performance was not supported. The results for each experimental hypothesis are given below: Hypothesis 1: The superiority of augmented feedback was predicted for students at the letter level of performance. The measure of repeated errors confirms this prediction, while the measures of test errors and drill errors approach significance. The measure of net words was not significant. Hypothesis 2: The superiority of augmented feedback was predicted for students at the word level of performance. This prediction was not confirmed by any of the criterion measures. Hypothesis 3: The superiority of remedial practice was predicted for students at the letter level of performance. The measures of drill errors, repeated errors, and test errors confirm this, while the measure of net words approached significance. Hypothesis 4: The superiority of remedial practice was predicted for students at the word level of performance. The measure of drill errors was significant. The measures of test errors and net words approached significance, while the measure of repeated errors was not significant. Hypothesis 5: The superiority of remedial practice was predicted for students at the phrase level of performance. This prediction was not confirmed by any of the measures. Hypothesis 6: The superiority of the combination of augmented feedback and remedial practice was predicted for students at the letter level of performance. This prediction was confirmed by measures on drill errors and repeated errors. The measure of test errors approached significance, while the measure of net words was not significant. The predictions for the letter-level students are confirmed. Both augmented feedback, remedial practice, and their combination result in significant gains in typewriting accuracy. The predictions for the word-level students are partially supported. Augmented feedback did not contribute to any significant gains in accuracy, but remedial practice was found superior in two of the four measures used. The prediction for the phrase-level students was not confirmed. Remedial practice did not appear to have any effect on the accuracy of the students at the phrase level. / Education, Faculty of / Graduate

Thesis (Ph. D.)--University of Wisconsin--Madison, 1966. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 128-132).

This study is an experiment to determine the effectiveness of high-speed drill on speed and accuracy achievement in the first semester of beginning typewriting at the high school level.

Thesis (Ed.M.)--Boston University / The purpose of this study was to determine the effect that previewing timed writing material has on speed and accuracy in beginning typewriting. In other words, to what extent does practice on difficult words, frequently used words, or phrases affect the students' typewriting performance.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (Ph. D.)--Clark university, 1920. / "Reprinted from the Pedagogical seminary, June, 1921, vol. xxviii." Type-writing was chosen as the subject of this study. Also available in digital form on the Internet Archive Web site.

Published also as Thesis (Ph. D.)--Columbia University, 1921. / "Columbia university contributions to philosophy and psychology. vol. XXVII, no. 4." "The aim of this investigation is to test out in practice the method of empirical vocational tests and to discover ... significant tests for specific commercial functions. The type of work selected for correlation with the tests is typewriting."--P. 5. Bibliography: p. 45-47.