Factors Affecting Students Performance In Shorthand
(A Case Study Of Imt Enugu)
The performance of students in shorthand, a vital skill for transcription and efficient note-taking, is influenced by several key factors. Firstly, the efficacy of teaching methodologies and materials plays a significant role, as engaging instructional techniques and comprehensive learning resources enhance understanding and retention. Additionally, individual student characteristics such as aptitude, motivation, and prior experience with language and motor skills significantly impact performance. Furthermore, environmental factors like class size, peer interactions, and access to practice opportunities can either bolster or hinder skill development. Moreover, the integration of technology, such as shorthand software and online resources, can augment learning outcomes by providing interactive practice and real-time feedback. Understanding and addressing these diverse influences are crucial for optimizing students’ shorthand proficiency and fostering their success in transcription tasks and professional settings.
This study investigated the factors affecting students’ performance in shorthand, a case study of institute of management and technology (IMT) Enugu. To give direction to this work, the researcher chronicled this work into five chapters with each deliberating on a specific part of a work. Chapter one concentrated on the introduction involving background and need for the study: statement of the problem, objectives of the study etc.
Chapter two dealt on the review of literature work of eminent scholars in the area of study.
Chapter three concentrated on the design and methodology of the study involving population and sampling size of the study, method of data collection and data analysis.
In chapter four, data collection through the use of questionnaire were analyzed. Chapter five highlight on the findings, five research questions were posited with twenty-five questionnaire items. The major findings include:
(i) Students generally believe that shorthand is difficult.
(ii) Poor background of students in English language affect their performance
In shorthand students have no interest in the subject.
Human and material resources required for the teaching of shorthand are grossly inadequate. While the major recommendations include
(i) Provision of adequate equipment for the teaching of shorthand.
(ii) Recruitment of qualified teachers for the teaching of the subject.
(iii) Enough time should be created for the teaching of shorthand.
TITLE PAGE
APPROVAL PAGE
DEDICATION
ACKNOWLEDGEMENT
TABLE OF CONTENT
ABSTRACT.
CHAPTER ONE;
1.0 INTRODUCTION
1.1 BACKGROUND OF STUDY
1.2 STATEMENT OF PROBLEM
1.3 PURPOSE OF STUDY
1.4 SIGNIFICANCE OF STUDY
1.5 SCOPE OF STUDY
1.6 RESEARCH PROPOSITION
1.7 DEFINITION OF TERMS.
CHAPTER TWO
2.0 REVIEW OF RELATED LITERATURE
2.1 INTRODUCTION
2.2 FACTORS AFFECTING STUDENTS PERFORMANCE IN SHORTHAND
2.2.1 THE ROLE OF LECTURERS
2.2.2 STUDENTS ATTITUDE
2.2.3 POOR BACKGROUND OF ENGLISH LANGUAGE
2.2.4 POOR OUTLINE REPRESENTATION AND RECOGNITION
2.2.5 LACK OF SPEED
2.2.6 FEAR OF UNKNOWN
2.2.7 INSTRUCTIONAL EQUIPMENT AND FACILITIES
2.2.8 LACK OF INTEREST
2.2.9 SUMMARY OF THE LITERATURE REVIEW.
CHAPTER THREE
3.0 RESEARCH METHODOLOGY
3.1 INTRODUCTION
3.2 THE METHOD AND SOURCE OF DATA
3.3 RESEARCH INSTRUMENT
3.4 POPULATION OF THE STUDY
3.5 SAMPLE AND SAMPLING TECHNIQUE
3.6 VALIDITY AND RELIABILITY OF RESEARCH INSTRUMENT
3.7 ADMINISTRATIONS AND COLLECTION OF QUESTIONNAIRE
3.8 METHOD OF DATA ANALYSIS
CHAPTER FOUR
4.0 PRESENTATION OF ANALYSIS
4.1 INTRODUCTION
4.2 RESEARCH QUESTION 1
4.3 RESEARCH QUESTION 2
4.4 RESEARCH QUESTION 3
4.5 RESEARCH QUESTION 4
4.6 RESEARCH QUESTION 5
4.7 LECTURERS’ RESPONSE.
CHAPTER FIVE
FINDINGS, CONCLUSION AND RECOMMENDATION
SUMMARY OF THE MAJOR FINDINGS
CONCLUSION.
RECOMMENDATION.
AREAS FOR FURTHER RESEARCH.
1.0 INTRODUCTION
1.1 BACKGROUND OF STUDY
Prior to the emergence of industrial revolution, man’s choice of occupation was influential by such forces as heredity, culture and traditions. Then little consideration was giving to such factors as aptitude, interest and ability. Today, things have changed. One needs to choose an occupation, which will enable him to move forward for full development. This development was followed by the recognition of mechanical skill as being important role in business offices. Business executives and professionals were eager to use this devices in order to enhance business transaction. As such, shorthand had been invented in the past ages as a system of recording spoken language. Since it can be written rapidly, millions of people have used this system as a means of earning a livelihood, and today throughout the world, whenever accurate and immediate legible recording of spoken sound is required in particular and congresses, in business sector, court of justice and again in offices of every size and sort. This technical innovation later on led the invention of pitman’s shorthand by sir Isaac pitman in 1873and this has been the widely acceptable system of shorthand and happened to be his first edition followed by the second edition which appeared in 1840.also there was an invention of the viable typewriter in 1813 by Christopher Lethan soles and as these, this two skills were combined later and become useful in business world. In Nigeria, the uses of shorthand during the colonial period were run mainly by private schools. However, from 1960’s federal and state government began to establish staff training centers where among other business courses shorthand was thought. According to pitman, shorthand is an act of represent spoken sound with written signs while chamber dictionaries defined it as a method of swift writing using strokes and dots to show sound. The essence of its study or learning is to be able to write at a faster rate far beyond the maximum speed at which longhand (English language) can be written. It is by this means that proceeding; address and other information are recorded. Due to the importance of shorthand, most teachers of shorthand spend more time in teaching their students. The students are taught to grasp the rudiments of shorthand, which the principles are stated simply and briefly completed in sequence similar to their presentation. The consonants, the vowel, diphthong, trip hones, etc. The practice gives the students better foundation in their study of shorthand.
On the other hand, the teachers in public commercial schools. Many times they rush the shorthand lesson without allowing the students to grasp the rudiment of it. This practice is not encouraging because it affected student’s performance in shorthand.
The Nigeria society has a lot to gain and nothing to regret of by a full development of the knowledge in shorthand as course. A good system of education according to Sir Alex clergy (1963) “auris at admitting all children of an area and exposing them to a variety of practical, social intellectual experience and offering the greater possibility of adjusting educationally to meet the needs of individual.
1.2 STATEMENT OF PROBLEM
The general notion has been that shorthand is a difficult subject. Its difficult nature can only be compared with that of mathematics according to students’ belief.
A good number of students believed that shorthand is beyond human comprehension and as a result of this attitude; many of them have lost interest in the studying of the course.
Some student due to the previous fear they have for shorthand even before the dictation start, begin to shiver thereby putting their outlines wrongly and find it difficult to be able to transcribe well
Taking cognizance of this negative attitude developed by students in this topic as a solution to his problem of poor performance in shorthand.
1.3 PURPOSE OF STUDY
Many students who opt do either secretarial studies or business education (secretarial option) finds the mastery of shorthand an obstacle to the realization of their education ambition.
This research will focus on identifying the factor that influence students’ performance in shorthand. It will also find out the factor responsible for student believe that shorthand is a very difficult course, highlight some of these factors and also suggest some possible solutions.
This approach will remove some fear that shorthand is for the never-do –wells. To also cushion the ideas that shorthand is a very difficult Subject. To encourage the students of the values gained after the completion of the Course. And also to find solutions to some fault in the teaching methods etc.
1.4 SIGNIFICANCE OF THE STUDY.
This research work will be of a great advantage to the entire students of secretarial
Studies to be aware of the factors that affect them in learning shorthand and produce adequate solution to these problems.
It helps them to develop good attitude towards shorthand that help them in increasing their knowledge of the course in order to meet up.
The result will be of benefit to business establishments especially those businesses that require the service of confidential secretaries.
The researcher believes also that the study will help as an extra curriculum for planners, teachers and institutions of learning as well as examining bodies in future. Also teachers will benefit by adopting methods that will provide facilities to improve students’ performance.
Furthermore, it will help shorthand writers mostly the beginners who are venturing into the unknown to get the basic principles and techniques behind this course.
Finally, it is hoped that the society at large will enlightened the more of the importance of learning shorthand.
1.5 SCOPE OF THE STUDY
This study is limited to one of the institutions of learning in Enugu metropolis- this institution of management and technology IMT Enugu and it emphasis on the negative factors affecting the student’s performance in shorthand.
This investigation will also be limited to students of the department of Secretarial Administration IMT Enugu.
1.6 RESEARCH PROPOSITION
In order to conduct this study, the following research question are formulate
1. Why is shorthand a problem course offered by secretarial studies?
2. Does background knowledge of English language contribute any quota to the learning of shorthand?
3. Does student attitude, belief, interest orientation have any influence in the mastery of the subject.
4. Does the method of teaching influence the understanding of shorthand?
5. What measurers can be adopted to improve student mastery of shorthand?
1.7 DEFINITION OF TERMS
SHORTHAND: This is the art of representing spoken words by character or signs.
VOWELS: These are sounds produced when the mouth passage is left so open as not to course audible friction. When the mouth is left so open as not to cause audible friction. We have twelve (12) simple vowels
DIPHTHONGS: These are two consecutive vowels pronounced in separate syllabus or separately pronounced.
TRIPTHONGS: This refers to a small tick attached to a diphthong representing any vowel immediately following the diphthong.
PERFORMANCE: This refers to the level of attainment of students in the art of learning shorthand.
RATE: It refers to a value measured by its relation to some other amount.
Factors Affecting Students Performance In Shorthand:
A student’s performance in shorthand can be influenced by various factors, both internal and external. Shorthand is a skill-based subject that requires practice, focus, and dedication. Here are some factors that can affect students’ performance in shorthand:
- Interest and Motivation: A student’s interest in shorthand and their motivation to learn it can significantly impact their performance. Students who are genuinely interested in the subject are more likely to put in the effort required to excel.
- Practice: Shorthand is a skill that improves with practice. Students who regularly practice and dedicate time to honing their shorthand skills are more likely to perform well.
- Teacher Quality: The quality of the shorthand teacher can have a substantial influence on student performance. A skilled and experienced teacher can provide effective instruction, feedback, and guidance, which can enhance learning.
- Teaching Methods: The teaching methods used by the instructor can affect how well students grasp shorthand. Engaging, interactive, and varied teaching methods are often more effective in helping students learn and retain the material.
- Study Environment: A conducive study environment is essential for learning shorthand. Students need a quiet place to practice and study without distractions.
- Learning Materials: The availability of quality learning materials, such as textbooks, workbooks, and online resources, can impact a student’s ability to understand and practice shorthand effectively.
- Prior Knowledge: Students with prior experience in similar skills or subjects, such as typing or keyboarding, may find it easier to adapt to shorthand.
- Personal Dedication: Students who are committed to their studies and set realistic goals for themselves are more likely to succeed in shorthand.
- Hand-Eye Coordination: Shorthand involves writing quickly and accurately. Good hand-eye coordination is essential for producing clear shorthand symbols.
- Time Management: Effective time management skills are crucial for students to allocate enough time for practice and study.
- Stress and Anxiety: High levels of stress or anxiety can negatively impact a student’s performance in shorthand. Learning to manage stress and stay calm during shorthand exercises is important.
- Feedback and Assessment: Regular feedback and assessment of a student’s shorthand work can help identify areas for improvement and motivate them to continue working on their skills.
- Support System: Having a supportive network of family and friends can boost a student’s confidence and provide encouragement during their shorthand learning journey.
- Usefulness and Application: Students who see the practical value and real-world applications of shorthand may be more motivated to learn and perform well.
- Class Size: The size of the class can affect the individualized attention that students receive from the teacher. Smaller class sizes may allow for more personalized instruction.
It’s important to note that students may have different strengths and weaknesses, and their performance in shorthand can vary based on these factors. Teachers, students, and their support systems should work together to create an environment that fosters effective shorthand learning and practice.