A comparison of two stenography I classes utilizing a multiple channel stenographic laboratory
Dieter, Rosella Baie
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The purpose of this study was to determine whether one of the traditional methods of teaching stenography, or the additional use of a stenographic laboratory was a superior method of teaching stenography. Two groups were involved in the study. One group was the control group and the other was an experimental group. The experimental group had the use of a stenographic laboratory throughout the entire school year. Each student had a set of earphones from which the dictated tape material was received. The experimental group received the major part of their dictation practice and dictation speed tests from the tape. It was possible for four levels of dictation to be used simultaneously by the students. The four tape decks available seemed adequate for the range of speeds displayed in most instances. The control group received the same material, which was dictated by the teacher. The groups were compared on brief forms, theory, reading rates, and speed test results. The experimental group evidenced a lack of initial learning, which seemed to handicap them throughout the entire year. The students expressed a dislike for the tape as it seemed impersonal to them. Despite these complexities, the experimental group kept pace with the control group and at times, showed a greater degree of achievement. At the end of the school year, however, the control group had a slight advantage over the experimental group on the number of speed tests passed with 95 per cent accuracy at the higher rates of speed such as, 1 to and 120 words per minute. It was discovered that a great deal of motivation vas necessary when using the taped material. The majority of students do not seem to realize the ultimate value of continuous and Intensive practice. It would appear that same type of motivation needs to be provided daily to produce the best results when using taped material.