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Survey Of The Causes Of Poor Performance Of Students In Shorthand

(Case Study Of Department Of Secretarial Studies, I.M.T, Enugu)

5 Chapters
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55 Pages
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4,761 Words
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Office System Management | Office Technology and Management (OTM) | Secretarial Administration

Table of Content

Chapter One

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The inadequate performance of students in shorthand can stem from various factors, including insufficient practice, ineffective teaching methods, lack of motivation, and inadequate comprehension of shorthand principles. Students may struggle due to a dearth of resources or guidance in mastering shorthand symbols and techniques, leading to frustration and disengagement. Additionally, distractions, such as technological devices, may divert attention away from dedicated shorthand practice sessions. Furthermore, individual learning styles and aptitudes play a role, with some students requiring more time and personalized instruction to grasp shorthand concepts. Addressing these challenges necessitates implementing tailored teaching strategies, providing ample practice opportunities, fostering a conducive learning environment, and offering ongoing support and encouragement to enhance student proficiency in shorthand.

TABLE OF CONTENT

 

i Cover Page
ii Title Page
iii Approval Page
iv Dedication
v Acknowledgement
vi Table Of Contents
vii 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 of the study
1.5 Research questions
1.6 Hypothesis or limitation of the study
1.7 Significance of the study

CHAPTER TWO
2.0 REVIEW OF LITERATURE

CHAPTER THREE
3.0 METHODOLOGY
3.1 Research design
3.2 Area of study
3.3 Population of the study
3.4 Sample and sampling size
3.5 Instrument for data collection
3.6 Validation of the research instrument
3.7 Method of data analysis

CHAPTER FOUR
4.0 DATA PRESENTATION AND RESULTS
4.1 Summary of Result/findings

CHAPTER FIVE
5.0 DISCUSSION IMPLICATION RECOMMENDATIONS
5.1 Discussion of Result of Findings
5.2 Conclusions
5.3 Implication of the Results
5.4 Recommendations
5.5 Suggestions for further Research
References
Appendix

 

The ‘Table of Content” of “Survey Of The Causes Of Poor Performance Of Students In Shorthand” ends here. Scroll down to read Chapter One of this Survey Of The Causes Of Poor Performance Of Students In Shorthand work.

CHAPTER ONE

INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Sir, Isaac Pitman (1937) defined shorthand as the art of writing by sound. According to him “Shorthand is the art of representing spoken sounds by character.” There is much difference between shorthand characters or outlines and English Language characters (Longhand). The shorthand outlines consists of 25 single consonants, 24 double consonants and 16 vowel sounds, Related Sounds are represented by similar outlines strokes, outlines are differentiated by light and thick similar outlines. The simplest outlines are used to represent single consonant outlines popularly known as short forms.
For students to make a headway in shorthand writing, they must observe the rules guiding shorthand writing known as linearly; facility and legibility outlines are written in three different positions: 1st place, 2nd place and 3rd place. Also the usersin those days are professionally addressed as “stenographers” because their course is related to art, hence the suffix, shorthand writing is the core subject of the secretarial course, among which are typewriting and other clerical duties. All these attribute to what is being referred to as oil in the hub that more the wheel. No wonder why typewriting and shorthand has been made compulsory for the secretarial course.
The English Language (Longhand) is the pivot upon which shorthand course rotated therefore, for any student or shorthand writer, ‘stenographer’ to be efficient in this course he/she must have a good command of English and the ability to spell and punctuate correctly. Mastering of outlines contributes a lot to the efficiency of the course. There is nothing so inappropriate as a piece of shorthand transcription with meaningless English words due to wrong spelling, punctuation and usage of English Language tenses like have has etc.
Students should understand that the motive for introducing shorthand writing by Sir, Isaac Pitman was to save time, stationary and to enhance accuracy in document production. For these aims to be achieved students should put more interest in shorthand rather than being frightened of it and thking negatively about the course. They should in line with acquiring shorthand knowledge also acquire speed accuracy, mastery of outlines and grammatical skills, because all these qualities go hand-in-hand with shorthand course. Attentive listening and concentration is the key word of practical shorthand writing.|
If secretarial students in Polytechnic and schools of Technology with special reference to Institute of Management and Technology, Enugu are ignorant of all almost all the above mentioned points concerning the shorthand course, then the deplorable state of affairs of mass failure in shorthand should be blamed on the students, because of their low ambition Lukewarm attitude and negative thoughts about shorthand.
This motivated the researcher into investigating and ascertaining how true these statements are, with respect to students poor performance and failure in shorthand. Her findings will also enable her to make meaningful suggestions are to know how to rectify some of the problems contributing to students failure in shorthand.

1.2 STATEMENT OF THE PROBLEM:
Shorthand is one of the major obstacles to the success of students in secretarial programs. The problem of high failure rate in shorthand is due to the fact that students treat shorthand like any other subject. Most students feel that shorthand is no more in practice in most offices, thereby, not taking it serious.
Majority of students fail shorthand due to lack of understanding of the rules of shorthand writing, shorthand which is a phonetic subject needs much attentive listening and concentration. Lack of mastery of shorthand outlines and poor command of English Language contribute to much failure in shorthand. Most students fail to appreciate shorthand as a subject hereby lacking interest. The student inability to use the shorthand dictionary for drilling and transcribing contribute to mass failure in shorthand.
Most students who choose to study shorthand come in with the notion that shorthand is difficulty and this notion of psychological damage to their understanding of shorthand. It had given rise to many real and imagined problems which hinder the much desired progress in shorthand, while there are experts and specialist in this subject. The failure rate has been attributed to different causes militating against the learning of shorthand.
Some students take delight in enumerating the difficulties they encounter with shorthand instead of making out time to study the subject. They become nervous and never get settled to do what is required of them in order to succeed. Infact schools admit more students than they can actually provide accommodation language laboratory which facilitates the learning of the course shorthand is hardly accessibly to students. Lack of sufficient period for the course in a week, and also unconducive atmosphere contribute to non-concentration.
It is on realization of these problems that the researcher decided to find out the problems militating against students success in shorthand.

1.2 OBJECTIVE OF THE STUDY
The purpose of the study is:
(a) To investigate into some problems that causes students failure in shorthand.

1.3 SCOPE OF THE STUDY
This research work is specifically limited to institute of management and Technology, Enugu. In Enugu state where shorthand is being taught. It looks into the causes of poor performance of students from 2001 to 2004.

1.4 LIMITATIONS OF THE STUDY
This research was hindered by many setbacks limiting her from carrying out her research extensively to other institutions.

1.5 RESEARCH QUESTIONS.
QUESTIONNAIRES ON RESEARCH STUDY OF STUDENTS AND LECTURERS OPINION ON WHY STUDENTS FAIL SHORTHAND
Please read carefully the following questions and on your own tick
in the box (s) provided, for the answer as each appears to you.

1.5 SIGNIFICANCE OF THE STUDY
The study will be beneficial to students in the sense that it aims at pointing out some of the problems militating against the learning, and students failure in shorthand in I.M.T, Enugu with a view of finding solution to them.
In the same way it will also guide the lecturers to know whether students accurate outlines and transcriptions influenced by the knowledge of shorthand theory. This will enable the lecturers to know how to introduce shorthand theory to students so as to over come these difficulties, also to increase the ability to form or write neat and accurate outlines. With this, students will identify their weakness, and at the same time pay great attention to shorthand theory.

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Causes Of Poor Performance Of Students In Shorthand:

Several factors can contribute to poor performance of students in shorthand, including:

  1. Lack of Practice: Shorthand, like any other skill, requires regular practice to master. Students who do not practice consistently may struggle to retain the symbols and shorthand rules.
  2. Inadequate Instruction: Poor teaching methods or inadequate instruction can hinder students’ understanding and mastery of shorthand. If the teaching materials are unclear or if instructors are not skilled in explaining shorthand concepts, students may struggle to grasp the material.
  3. Difficulty with Symbol Recognition: Some students may find it challenging to quickly recognize and write shorthand symbols accurately. This difficulty can stem from various factors such as visual perception issues or insufficient exposure to shorthand symbols.
  4. Limited Vocabulary: Shorthand often requires knowledge of a broad vocabulary to accurately transcribe spoken words. Students with limited vocabulary may struggle to transcribe unfamiliar words or phrases accurately.
  5. Lack of Motivation: Students who are not motivated to learn shorthand may not put in the necessary effort to succeed. Motivation can be influenced by factors such as perceived relevance of shorthand skills, personal interest, or external pressures.
  6. Language Barriers: For students whose native language is not the language in which shorthand is taught, language barriers can pose significant challenges. Difficulty understanding instructions or vocabulary can impede learning and performance.
  7. Poor Time Management: Shorthand transcription requires quick thinking and writing skills. Students who struggle with time management may not be able to keep up with the pace required in shorthand dictation exercises or exams.
  8. Learning Disabilities or Challenges: Students with learning disabilities, such as dyslexia or attention deficit hyperactivity disorder (ADHD), may find it particularly challenging to learn shorthand due to difficulties with processing information quickly or accurately.
  9. Test Anxiety: Some students may experience test anxiety when faced with shorthand exams or assessments, leading to poor performance despite adequate knowledge of the material.

Addressing these issues typically involves a combination of targeted instruction, practice opportunities, support services for students with learning challenges, and strategies to enhance motivation and engagement.