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ERIC Number: ED269710
Record Type: RIE
Publication Date: 1986-Jun
Pages: 89
Abstractor: N/A
Reference Count: 0
The Effect of Timed Relaxation on Keyboarding Achievement. Research Bulletin No. 46-B.
Matthews, Doris B.
Research has shown that relaxation exercises produce physical changes in students. After relaxation exercises, students appear calmer, have reduced levels of anxiety, and are more responsive to instruction. In order to determine if relaxation exercises would improve the rate at which students learn keyboarding, a study was conducted in a South Carolina high school computer laboratory. Volunteer students (N=27) from three high schools completed the project. Subjects were divided into three groups which participated in ten 1-hour keyboarding lessons after school using a computerized instructional delivery system: (1) a control group which had 15 minutes of classroom discussion but no relaxation exercises; (2) a short treatment group which received 10 minutes of relaxation exercises prior to each keyboarding lesson; and (3) a long treatment group which received 20 minutes of relaxation exercises. Students wore finger temperature indicators, took eight tests of keyboarding achievement, and completed a Questionnaire for Keyboarding Instruction at the end of the study. Treatment groups also completed a Questionnaire for Relaxation Training. The results revealed that the relaxation exercises raised finger temperature, indicating the elicitation of the relaxation response. Although the temperatures in the experimental groups increased more than those in the control group, there were no significant differences between temperatures of students in the two experimental groups. Similarly, the two treatment groups significantly outperformed the control group in keyboarding achievement but did not differ significantly from each other, suggesting that 10 minutes is sufficient time to produce a measurable change in the relaxation state. ( A five-page list of references, questionnaires, and examples of relaxation exercises are appended.) (NB)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: Cooperative State Research Service (USDA), Washington, DC.
Authoring Institution: South Carolina State Coll., Orangeburg.