Keyboarding: Computer-Assisted Method of Instruction Versus the Traditional Method of Instruction

This study was conducted to determine if seventh and eighth grade students could develop keyboarding on the microcomputer using the computer-assisted method of instruction with minimal teacher interaction as effectively as students on electric typewriters using the traditional method of instruction. Specifically, an effort was made to determine the following difference between the computer-assisted method of instruction group and the traditional method of instruction group: gross words typed on straight-copy timed writings per minute, number of errors made on straight-copy timed writings, and technique on straight-copy. The data were made up of gross word per minute and accuracy scores on straight-copy timed writings of one to three minute duration achieved by the experimental group and control group. A rating sheet was used to gather information concerning technique. Based on the data collected, the findings of this study are as follows: There was no significant difference in accuracy between the two groups. There was a significant difference in gross words per minute typed. There was no difference in technique between the two groups. Based on the findings the following conclusions are made: Keyboarding can be taught using the computer-assisted method of instruction. Accuracy can be taught as effectively by the computer-assisted method of instruction as the traditional method of instruction. The computer-assisted method of instruction did not result in as high a speed as the traditional method of instruction. Teacher interaction was minimal with the computer-assisted method of instruction group which may have resulted in lower speed for this group. Technique can be taught as effectively using pictorial demonstration on the microcomputer as well as using teacher demonstration in the traditional method of instruction. Based on the findings and conclusions, the following recommendations are made: Additional research should be conducted to determine the effect of teacher interaction on speed scores. Additional research should be completed with keyboarding software packages to determine if daily lessons should place more emphasis on speed. Additional studies should be conducted concerning the teaching of keyboarding on the microcomputer