2. What is the transition effect when students taught on the IBM PC change to typing on an IBM Selectric
typewriter?
Methodology

Nine sections of skillbuilding students with equal abilities in speed and accuracy were utilized in the
experiment. Seven sections were designated as control sections, and two sections were designated as
computer sections. Tests for homogeneity of variance were conducted using the Bartlett-Box F test, and no
significant differences in entry level typing speed and accuracy existed between the sections.

A teaching guide was developed to standardize the classroom procedures and included daily lesson plans

that were followed by teachers in all sections. During the first week of each term, students in all sections
were given a series of pre-tests to determine the students’ entry level typing speed and accuracy rates.
Students then used a pre-determined scale to set speed and accuracy goals for the term.
__ A major difference between the control sections and the computer sections was the learning instrument.
The control sections were taught on IBM personal computers. Another difference was the development of a
"Timed Type" software package for use by the computer sections. The software was adjusted by the
student for a specified number of minutes or seconds. The student was taught to activate the timer by
hitting a series of keys. At the conclusion of the specified time, the package played a musical sound and
locked the keyboard. Immediately the student's typing speed flashed on the screen.

The control sections did not have the benefit of instant feedback on speed. In the control sections the
instructor used a stop watch to tell the students when to begin and stop typing. At the conclusion of all
timed writings, the students calculated their speed manually.

Results

The findings of the study are based on the analysis of five variables related to the treatment groups: (1)
goal words per minute, (2) 10-week post-test speed, (3) 10-week post-test error, (4) percent of speed goal
achievement, and (5) percent of accuracy goal achievement. In addition, students in the computer test group
were given further measures to determine the transitional effect of moving from the computer keyboard to a
traditional typewriter keyboard.

At the conclusion of the study, an analysis of the data showed no significant difference between the two
test groups in typewriting speed achievement on three-minute timed writings. The computer-taught test
classes, however, were more nearly accurate. In addition, when students in the computer test group were
moved from typing on IBM PC’s to typing on IBM Selectric typewriters, they were able to maintain their
speed and accuracy scores.

Implications

The research design of this study was developed to answer some very specific questions for the faculty in
the Office Education Department at Utah Valley Community College. We were facing some substantial
equipment purchase decisions and did not want to make a short-sighted decision. As is often the case, the
Office Education faculty did not all "line up on the same side of the fence" on this issue. Some faculty
members felt very strongly about continuing to teach typewriting on traditional typewriters, while other
members of the faculty were willing to "risk" and to consider new teaching methodologies.

The use of experimental research, particularly conducted on-site, aided the decision-making process
considerably. Faculty were willing to re-evaluate their decisions and became less resistant to changing
traditional teaching methods when it was found that students performed as well on traditional typewriters as
on IBM personal computers and that they could change from one teaching instrument to the other without
loss of typing speed and accuracy. At that point, the decision was easy—purchase computers.

Nancy Smith
Office Education Instructor

For further information, contact the author at Utah Valley Community College, 800 West 1200 South, Orem,
UT 84058.

 

Suanne D. Roueche, Editor
January 29, 1988, Vol. X, No. 2

INNOVATION ABSTRACTS Is a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of
Jexas at Austin, Austin, Texas 78712, (512)471-7545. Subscriptions are available to nonconsortlum members for $35 per year. Funding In
part by the W. K. Kellogg Foundation and Sid W. Richardson Foundation. Issued weekly when classes are In session during fall and spring
terms and once during the summer.

© The University of Texas at Austin, 1988

Further duplication Is permitted only by MEMBER Institutions for their own personnel. ISSN 0199-106X