University of Michigan-Dearborn:
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| Abstract
Students are spending more and more time using computers in school. Without training in proper keyboarding techniques, students develop poor keyboarding skills. The "hunt and peck" technique makes it difficult for students to learn the proper keyboarding technique when it is introduced. The purpose of this study was to determine if learning computer applications prior to learning to touch type would affect students' ability to develop proper keyboarding skills and techniques. This study collected data regarding speed, accuracy, and the number of touch typers in a sixth and a seventh grade keyboarding class. The sixth grade class had no formal training in computer applications and the seventh grade class had received instruction in computer applications prior to keyboarding instruction. The results of this study indicate that teaching keyboarding to sixth grade students is more effective. The sixth grade students made fewer errors and a larger percentage had learned to touch type. The seventh grade students were more resistant to learning the proper technique. Their poor techniques and skills lead to increased errors. The results of this study indicate that keyboarding should be taught in the sixth grade prior to computer applications. |
| Method | Method
This six-week study was conducted at a public middle school in a United States metropolitan area. The target population of the study involved a sixth and a seventh grade keyboarding class. A total of forty-nine students participated in the study. This included twenty-four sixth grade students, (ten females and fourteen males) and twenty five seventh grade students (ten females and fifteen males). The seventh grade students received instruction in computer applications prior to the study. The sixth grade students received no formal training in computer applications prior to participating in this study. Instrument
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| Procedure
This study examined a sixth and a seventh grade keyboarding class. Each class was given the identical lesson and students in both classes learned keyboarding skills on the electric typewriter. Both classes received forty-five minutes of instruction, five days a week for six weeks. At the end of six weeks, students were given a three-minute post-test. The test consisted of two paragraphs from the textbook, which contained all the letters of the alphabet. At the beginning of each lesson, students were required to complete a warm-up exercise designed to review keys learned. At the beginning of each new lesson, the teacher demonstrated new keys and drilled the students on proper keyboarding techniques. Students were encouraged to keep their fingers on home keys and their eyes in the book. Emphasis was placed on accuracy rather than speed. |
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| Results
The results of this study can be seen in Table 1. The seventh grade students typed faster than the sixth grade students. Mean number of words-per-minute for seventh grade students was 11.64. Mean number for sixth grade students was 9.00. An assumption for faster speed at the seventh grade level is due to the previous exposure to computers and the age of the students. The sixth grade students had better accuracy than the seventh grade students. Mean accuracy for sixth grade students was 1.33 errors on the three-minute timed post-test, and mean accuracy for seventh grade students was 2.20 errors on the three minute post-test (See Table 1). An assumption for more accurate typing at the sixth-grade level is the introduction to proper keyboarding techniques and skills before formal instructions in computer applications. The sixth grade level had more touch typers (44.83%) than the seventh grade level (24%). An assumption for this is that the seventh grade students developed improper techniques in their computer applications class. |
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Speed | Accuracy | Touch Typers | ||
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| Discussion
of Results
The results of this study indicate that teaching keyboarding to sixth grade students is more effective. Sixth graders made fewer errors and a larger percentage of them learned to touch type. These students did not have a formal computer applications class prior to the keyboarding class. They were instructed in proper keyboarding, and many of them were eager to listen to instruction and develop the proper keyboarding skills and techniques. The touch typers concentrated on training their fingers and brain to work together. They did not develop a "hunt and peck" technique, which is a major factor in increased errors and stagnated speed development. The overall error rate for seventh grade students was higher. In addition, fewer of them learned to touch type. It is hard to break habits. These students had developed improper techniques in computer applications class. They were not as eager to learn proper keyboarding skills and techniques. Many of them were comfortable with the "hunt and peck" technique. The students had little enthusiasm when presented with the correct approach. Poor technique and skill lead to increased errors. The sixth grade students had a lower overall speed than seventh grade students as expected. As the students gain more experience in touch typing, their technique will become better and speed will automatically increase. A possible explanation for the higher overall speed of seventh grade students is their exposure to computer applications class in which they developed improper keyboarding skills and techniques. In both the sixth and seventh grade class, there were students that did not learn to touch type. The factors that contributed to the sixth grade students who did not learn to touch type are unknown. Requiring students to take computer applications prior to keyboarding instruction, is a factor for the large number of seventh grade students that did not learn to touch type. If students receive keyboarding instruction prior to computer applications classes, they will learn to touch type, have fewer typing errors and speed will increase as their skills improve. |
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| Conclusion
The results of this study validate the need for keyboarding instruction at the sixth grade level prior to computer application instruction. This will not only increase the accuracy rate of the typist, but it will also increase the number of touch typers. The effectiveness of this approach is illustrated through higher numbers of students in sixth grade who can touch type than in the seventh grade when keyboarding is taught before computer applications class. The least effective feature of this study was the lack of control over certain variables. These variables include a). not knowing how much informal instruction the students had prior to experiencing the formal instruction in class and b). the prior level of exposure to keyboarding, which could alter the findings. If this study is to be repeated, a questionnaire should be given to the students in the beginning to assess their informal exposure to computers and keyboarding. |
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| Recommendations
It is recommended that sixth grade middle school students have keyboarding instruction prior to computer applications class. This change will assist students in becoming better equipped to utilize computers in their academic and future professional lives. It is also recommended that school systems in general investigate the need for keyboarding instruction to begin in elementary school. Computer usage begins for many students at the preschool age. Waiting for these children to get to middle and high school before learning proper keyboarding techniques will affect their ability to develop proper keyboarding skills and techniques needed to be productive computer users. Many typing software programs are available today that are designed for preschool through adult. With so much instructional material available and society's increasing dependence on computers, steps should be taken for children to develop the proper keyboarding techniques much earlier in their educational experience. |
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| References
Arnold, V., Joyner,R.L. & Schmidt, J. (1993, April). Technology and keyboarding accuracy. Business Education Forum, 16-19. Nichols, L.M. (1995). A comparison of two methods for teaching keyboarding in the elementary school. Computers in the School, 11, (4), 15-25. Sormunen, C. (1993, Winter). Learning style: An analysis of factors affecting keyboarding achievement of elementary school students. Delta Pi Epsilon Journal, 30 (1), 26-37. |
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| Material
Prepared By
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Sandra Wichter
Maureen Haas Sandra Canzoneri Ronika Alexander |
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| University of Michigan-Dearborn
Prof Educ. 518 |
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| Date Last Updated: | August 19, 1997 | |
| Comments to: | Darlene Van Tiem |
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