THE EFFECT OF DEFERRED TRANSCRIPTION UPON STUDENT ACHIEVEMENT IN SHORTHAND DICTATION
THE EFFECT OF DEFERRED TRANSCRIPTION UPON STUDENT ACHIEVEMENT IN SHORTHAND DICTATION
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Date
1988
Authors
ABUBAKAR, YAHAYA ERIC
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Abstract
The study was to determine the effect of
deferred transcription upon students' achievement in
shorthand dictation as compared to transcription of the
same shorthand notes immediately they were written.
Specifically the study was aimed at finding out if
variables such as correctness of shorthand outlines
i.e. dictionary correct written outlines had any effect
on the ability of the student to transcribe accurate
notes on the day written and a week after. Also factors
such as, transcription skills, correct English grammer,
spellings, proofreading and typing skills were looked
into. Two polytechnics were sampled for the study.
All students in the National Diploma II (ND II) class
of each of the polytechnics were respondents. The two
classes were made up of fifty-six (56) students. Two
pre-recorded passages of shorthand dictation were
used. The first passage was a warm-up passage which
was dictated at 90 words a minute for two minutes. The
students were not expected to transcribe this passage;
It was used to familiarise the students with the the
dictator's voice. The second pre-recorded dictation
passage was the actual test material which was marked
and analysed. It was dictated 80 words a minute for a
period of three minutes with a standard syllabic
intensity of 1.4. Accuracy of the transcription was
expected at 95% with a 5% error margin allowance.Forty-five minutes was allowed for the transcription
of both the non-deeferred and deferred transcription.
Shorthand notes of the students at the first transcription
(non-deferred) and the transcript were collected.
The same notes were returned to the students a week
later under their coded numbers for deferred transcription.
In older to test the proposed null hypothesis,
the Chi Square (X2) test was conducted. The null
hypothesis were either accepted or rejected at the 0.05
level of significant. Results of the study showed that:
(a) there was no significant difference in student
achievement when students trancscribe shorthand
dictation prior to a week later.
(b) the students' English knowledge and typing
errors actually affected their achievement in
the transcription of shorthand notes.
(c) students who tended to formulate their own
shortrhand outlines instead of the commonly
acceptable phrases and dictionary correct
outlines got them more wrongly transcribed in
non-deferred.This inability was also linked
with memory and retention.
(d) local Nigerian names were either wrongly
written or transcribed or both.
Description
THESIS
BY
ABUBAKAR, YAHAYA ERIC
MARCH, 1988
DEPARTMENT Of VOCATIONAL AND
TECHNICAL EDUCATION
AHMADU BELLO UNIVERSITY
ZARIA.
Keywords
DEFERRED,, TRANSCRIPTION,, ACHIEVEMENT,, SHORTHAND DICTATION