Graduate Thesis Or Dissertation
 

The effectiveness of audio-monaural equipment in skill-building in typewriting

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/sx61dq59h

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  • This thesis is based on an experiment in typewriting which utilized specially designed audio-monaural equipment for skill-building. The experiment was conducted with students taking typewriting instruction at the intermediate level at Oregon State University during the Fall quarter, 1960. Three control and three experimental classes participated and were compared on speed improvement, consistency, production, class tests and final examinations. One hundred forty six students, selected by a random sampling technique, participated in the study. This experiment, as designed, suggested the provision of instructional assistance to each student in the experimental group and that the following might be observed by using audio-monaural equipment in the typewriting classroom: increased attention span, increased production of materials, improved skills in recognition-response patterns, improved techniques, superior instructional procedures, individual differences handled more effectively, loss of "make-up" time at a minimum, more effective use of classroom time, students challenged at their own levels and yet able to achieve basic learnings of the curriculum. The hypothesis stated that with the use of predictated material and an audio contact by headsets, students having access to specially designed audiomonaural equipment, will type at a skill level better than those students without the aid of this equipment. Improved results will be seen in speed improvement, consistency (accuracy), and total production of copy. The teaching methods used in the experiment were: 1. The control group was taught in the traditional classroom style with the instructor in complete control giving all instructions orally. 2. The experimental group utilized specially constructed audio-monaural equipment, for skill-building, on Tuesday and Thursday of each week for one-half hour. 3. Class presentations--to control and experimental groups--were identical, with one exception. The three experimental groups wore headsets throughout each classroom hour and were guided through an electronic auditory contact, with the instructor giving the directions and dictation orally with the assistance of a microphone. At other times they received the directions and dictation through Dictaphone input transcribers. 4. The same visual copy was used by both groups. The significance of differences between the control and experimental groups was determined through the use of the F-test (analysis of variance). The achievements of the control and experimental groups were compared on speed improvement, consistency (accuracy), production, class tests, and final examinations. The statistical results showed no significant difference between the control and experimental groups on all tests measured. A significant difference was noted for the experimental group at the five percent level among sections on the speed improvement analysis. The results further indicated a favorable difference for the experimental group significant at the one percent level among sections on the consistency tests. On the basis of the data gathered and analyzed, there was little evidence that the audio-monaural method was superior to conventional methods for teaching typewriting. In all cases of measurement on speed improvement, consistency, production, class tests and final examinations, the evidence was the same--no significant difference.
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