Sponsor
Portland State University. School of Business Administration
First Advisor
Leonard F. Robertson
Term of Graduation
Spring 1980
Date of Publication
4-28-1980
Document Type
Thesis
Degree Name
Master of Science in Teaching (M.S.T.)
Department
Business Administration
Language
English
Subjects
Typewriting -- Study and teaching (Higher)
DOI
10.15760/etd.5381
Physical Description
1 online resource (52 pages)
Abstract
The problem of this study was to determine the effects of progressive practice skill building procedures and paced practice skill building procedures upon the straight-copy typewriting achievement of students enrolled in first-term collegiate typewriting. The procedures were compared on the bases of the dependent variables: 1) straight-copy stroking speed, and 2) straight-copy accuracy. The following null hypotheses were tested:
1. There will be no significant differences in the straight-copy stroking speeds achieved by students participating in progressive practice skill building procedures and students participating in paced practice skill building procedures.
2. There will be no significant differences in the straight-copy accuracy achieved by students participating in progressive practice skill building procedures and students participating in paced practice skill building procedures.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
https://archives.pdx.edu/ds/psu/19650
Recommended Citation
Shannon, Bonnie Sue, "A Comparison of the Effects of Paced Practice and Progressive Practice Skillbuilding Procedures on the Development of Straight-Copy Speed and Accuracy in Beginning Collegiate Typewriting" (1980). Dissertations and Theses. Paper 3498.
https://doi.org/10.15760/etd.5381
Comments
Professional paper submitted in partial fulfillment of the requirements for the MST Degree in Business Education.
If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to pdxscholar@pdx.edu and include clear identification of the work, preferably with URL.