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ERIC Number: ED055420
Record Type: RIE
Publication Date: 1971-Sep
Pages: 137
Abstractor: N/A
Reference Count: 0
Effects of Programed vs. Conventional Instruction on Proficiency at Office-Typing Tasks.
West, Leonard J.
Proficiency at vocational typing tasks after conventional or programed instruction was compared. The subjects were low-ability students in first- and second-year typing classes. The programed instruction featured: little practice at ordinary stroking skills, early introduction of vocational typing tasks, explicit instruction in making decisions about attractive placement of materials on the page, and in-class practice on the typewriter in making these decisions. Tests showed that faster typing was produced by conventional instruction. However, for the most consequential criterion of proficiency, form errors, programed instruction was by far the more effective. Also, the level of work quality after one year of programed instruction was far higher than after two years of conventional instruction. Although teachers reported much "live" reteaching of programed placement concepts, its contribution appears modest, judging by comparison of the performances of frequently absent and infrequently absent students. Teachers also estimated student attitudes towards the program as negative and the program not well suited to low-ability traniees. (Author/JK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: New York City Board of Education, Bronx, NY.
Authoring Institution: City Univ. of New York, NY. Office of Teacher Education.