Study Of Public And Private Schools Student Performance In Shorthand
(A Case Study Of Enugu South Local Government Area)
The comparative analysis of student performance in shorthand between public and private schools reveals significant disparities in skill acquisition and proficiency levels. While both sectors aim to impart shorthand proficiency, private schools often exhibit a more robust curriculum, tailored resources, and smaller class sizes, fostering personalized attention conducive to skill refinement. Conversely, public schools, constrained by budgetary limitations and larger class sizes, may face challenges in providing individualized support and specialized instruction, impacting shorthand mastery. Factors such as teacher qualifications, institutional resources, and socio-economic backgrounds further contribute to the observed variations in student performance between public and private school settings. Consequently, enhancing shorthand education across diverse educational landscapes necessitates targeted interventions to address disparities and promote equitable learning opportunities.
The purpose of this project is to study the public and private schools student performance in shorthand in Enugu South Local Government Area of Enugu state. In eight selected schools in Enugu Educational Zone.
The following schools were studied public schools
i. Command Secondary school Enugu
ii. Girl’s High school Awkunanaw, Enugu
iii. Idaw River Girl’s secondary school, Enugu
iv. Union secondary school, Awkunanaw Enugu
PRIVATE SCHOOL
a. Queens Comprehensive Secondary School, Enugu
b. Salvation vocational college Enugu
c. Immaculate commercial college, Enugu
d. Niger school of commerce, Enugu
The students of two different schools were given a test on shorthand at speed rate of 60 words per minute to determine their performance.
In addition, teachers at the selected schools were interviewed on the factor’s responsible for either better or poor performance of students in the subject.
From the data collected, the researcher was able to assess the performance of both schools in the study. These were treated in details in chapter four but some of them are that constant practicing, dedication to studying the subject and having interest on the subject enhances performance while poor performance emanate as a result of lack of interest, irregular attendance to classes etc. it was established that student’s in private schools performed better in the subject.
Again, the populations of the student’s offering the subject in both schools are poor. Among the recommendations are that preference shorthand theory should be incorporated in the production work from beginning to the end of student’s graduation and adequate facilities should be provided in relating to lecturers.
In addition, business English should be effectively integrated into the day-to-day teaching of shorthand.
Title Page
Certificate Of Approval Page
Dedication
Acknowledgement
Table Of Contents
List Of Table
Abstract
CHAPTER ONE
1.0 Introduction
1.1 Background Of The Study
1.2 Statement Of The Problem
1.3 Objective Of The Study
1.4 Scope/Limitation Of The Study
1.5 Research Questions
1.6 Importance/Significance Of The Study
CHAPTER TWO
2.0 Literature Review
2.1 Introduction
2.1.1 The Use Of Shorthand In The Dark Ages
2.1.2 Early Modern Use Of Shorthand
2.1.3 Early Use In American Colonies
2.1.4 European System Of Shorthand
2.2 Isaac Pitman’s Shorthand System And Invention
2.3 Machine Shorthand And Invention
2.4 Modern Shorthand Requirement (Thomas Survey System)
2.4.1 Uses And Requirement Of Modern Shorthand Pitman
2.4.2 Present Modern Uses Of Shorthand
2.4.3 Uses Of Shorthand In An Office
2.5 The Constraints Of Shorthand
2.5.1 Description Of Previous Research Work Base On General Constraints Of Short Performance
2.5.2 Mastery In Transcribing Of Shorthand
2.5.3 Acquisition Of Basic Skill
2.5.4 Extensive And Intensive Reading
2.5.5 Effective Communication Skill
2.5.6 Intelligence
2.5.7 Aptitude Development
2.5.8 Persistence
2.5.9 Poor Educational Foundations
2.5.10 Motivation
2.6 Private Schools Objective And Obstacle Militating Against Its Academic Excellence In Shorthand
2.6.1 Objectives
2.6.2 Public Secondary Schools
2.7 Process Of Achieving The Aims Of Shorthand
2.7.1 Wider Aims
2.8 Method Of Teaching Shorthand
2.8.1 The Need For Intensive Training
2.8.2 The First Lesson
2.8.3 Word Frequency
2.8.4 Teaching By Introduction And Deductions
2.9 Programme To Enhancing Programme Of Students In Shorthand
2.9.1 The Rational Of Shorthand
2.9.2 The Importance Of Basic Principles
2.9.3 Enhancing Student’s Performance In Shorthand By Correlation Within The Commercial Courses
2.9.4 Correlation In Shorthand
2.10 Teaching Transcription
2.10.1 Strategies In Typed Transcription
2.10.2 Style Writing
2.10.3 Repetition Dictation
2.10.4 A More Elaborated Speed Forcing Technique Speed Up Speed Method
2.10.5 Condition Determining Transcription Rate
2.10.6 The Use Of Sound Tape
2.10.7 Audio Class Organization
2.10.8 Advantages Of Audio Manual
2.11 Marketing Student Work
2.11.1 Progress Records
2.11.2 Summary Of Literature Review
CHAPTER THREE
3.0 Design/Methodology For Study
3.1 Research Design
3.2 Area Of Study
3.3 Population Of Study
3.4 Instrument For Data Collection
3.5 Validation Of Research
3.6 Reliability Of The Study
3.7 Method Of Data Collection
3.8 Administration Of Research
3.9 Method Of Data Analysis
CHAPTER FOUR
4.1 Presentation And Analysis Of Data
4.2 Summary Of Results And Findings
CHAPTER FIVE
5.0 Discussion/Implication Recommendation
5.1 Discussion Of Result
5.2 Conclusion
5.3 Implementation Of Results
5.4 Recommendations
5.4.1 Government
5.4.2 Institution
5.4.3 Lecturers
5.4.4 Students
5.5 Suggestion For Further Research
5.6 Limitation of study
Bibliography
Appendix
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The parameter or yardstick in the measurement or determine into of one’s achievement, success or failure on an as signed duty, specific task, education and or, in a business endeavour is by their various subjects of study in Nigeria is a thing of long time origin. And the appraisal of student’s performance in shorthand is not an exemption. The importance of shorthand as a subject taught in secondary school in Nigeria cannot be over-emphasized. This is because a secretary arising trained without equipping him/her with the rudiments, basic principles and a well led down foundation of shorthand would be compared to a soldier without “shooting knowledge”. It is this vain that many researchers have studied our school system to identify the various means, channel and on procedure of impacting this knowledge to our students especially secretaries.
Along the same line, too a lot of them in the recent past have tried to compare the performance of students in shorthand in our private and public schools without any specification of the particular level of education. Today, it has become of vital importance that a study be carried out critically taking the public and private secondary and commercial schools into consideration to draw a comparison at their different students performance in shorthand.
This performance of student is a far cry based on the expected success of institutions of these kinds or nature. A lot of reasons have been adduced for this in spite of the preparedness of teachers of those schools to deliver. Some of the students absent themselves from school for a long time. This effects their performance because they have lost touch of the essence of regular practice and continuity in shorthand studies.
Secondly, students do not avail themselves with the use of books, which suppose to enhance their performance. This is further caused by poor reading habit of some of them and loads of domestic work, which their parents engaged them in.
The educational background that effect the public and private schools students in shorthand, it effect public schools students performance in shorthand very poor in the instance that public cannot know how to read and write shorthand faster because they are not interested on the shorthand and some of their teacher’s do not know it and in a work place you can see that for advertisement of secretary’s, many of them are required commercial schools students rather than secondary schools students, but in private schools students performance they perform very well in shorthand and work is very easy for them to get, example, institutions of higher learning and university some are not doing shorthand because it is very expensive to learn.
1.2 STATEMENT OF THE PROBLEM
The subject, shorthand is one of the major subjects taught in comprehensive secondary and commercial secondary schools in both public and private institutions. As a result, it constitutes a big obstacle to the success of the students. There is the persistent problem of high failure rate and attrition in shorthand classes.
Like mathematics, it is expected to have particular method and special problem among other things. It is on realization of this problem that the researcher compared the performance of the students in the school system in the subject.
1.3 OBJECTIVE OF THE STUDY
The researcher’s primary purpose of embarking on the study,
1. To investigate into the student’s performance in shorthand of private and public secondary schools.
2. To compare their degree of academic excellence in the subject.
3. To make recommendation for future improvement in the teaching and learning of shorthand.
1.4 SCOPE/LIMITATION OF THE STUDY
The scope of this project study covers only the comparison of public and private schools students’ performance in shorthand in Enugu South Local Government Area.
The following schools were studied.
1. Public schools
i. Command Secondary school Enugu
ii. Girl’s High school Awkunanaw, Enugu
iii. Idaw River Girl’s secondary school, Enugu
iv. Union secondary school, Awkunanaw Enugu
2. PRIVATE SCHOOL
i. Queens Comprehensive Secondary School, Enugu
ii. Salvation vocational college Enugu
iii. Immaculate commercial college, Enugu
iv. Niger school of commerce, Enugu
1.5 RESEARCH QUESTIONS
1. Do private schools students perform better than public school students in shorthand?
2. What are the factors responsible for either better or poor performance of students in shorthand?
3. What impact has shorthand created in our public and private schools?
4. To what extent do public students lack interest in shorthand?
1.6 IMPORTANCE/SIGNIFICANCE OF THE STUDY
The study is significant in the sense that is aims at comparing the academic performance in shorthand of both private and public secondary schools students in Enugu educational zone, Enugu State of Nigeria.
The study may also enable educational planners to find out problems hindering excellent academic performance in shorthand and also, help to find lasting solutions to the problems that contribute to the student’s failure in shorthand and in secondary school’s. it will also, help to improve performance in the subject and create more positive attitude to it, on the side of students and populace.
The study also will be of help to subsequent researchers that may be interested in doing more work in this area of study with aim of improving any performance in the subject. And again, it will help to disabuse the mind of male folks in studying the subject by comprehending that more of the founders of shorthand are woman and therefore the subject is not for a particular sex.
Public And Private Schools Student Performance In Shorthand:
As of my last update in January 2022, there isn’t specific or recent data available on the performance of public versus private school students specifically in shorthand. Shorthand itself has become less emphasized in education due to the prevalence of digital technologies and changes in business practices. However, I can provide some general insights into factors that might affect student performance in shorthand in different types of schools:
- Curriculum Emphasis: Private schools often have more flexibility in designing their curricula and may choose to include shorthand as part of business or secretarial courses. Public schools, on the other hand, might prioritize other subjects in their curriculum due to various constraints.
- Resources: Private schools may have more resources to allocate towards specialized subjects like shorthand, including hiring experienced teachers or providing access to relevant materials and technology. Public schools may face budget limitations that affect their ability to offer such resources.
- Class Size: Smaller class sizes, often found in private schools, can allow for more personalized instruction and attention, potentially benefiting students learning shorthand.
- Student Demographics: Student demographics can vary between public and private schools, which may influence the level of interest and motivation towards learning shorthand.
- Teacher Qualifications: Teacher qualifications and experience can significantly impact student learning outcomes. Private schools may have more leeway in hiring teachers with specific expertise in shorthand or related fields.
- Parental Involvement: Parental involvement in education can also differ between public and private schools, potentially affecting students’ study habits and support systems for learning shorthand.
To determine specific performance differences, one would need access to data comparing the performance of students in public and private schools on shorthand assessments. Conducting studies or surveys within specific regions or educational systems could provide insights into any existing disparities. However, without such data, it’s challenging to make conclusive statements about how students in these different types of schools perform in shorthand.