THE EFFECT OF DEFERRED TRANSCRIPTION UPON STUDENT ACHIEVEMENT IN SHORTHAND DICTATION
THE EFFECT OF DEFERRED TRANSCRIPTION UPON STUDENT ACHIEVEMENT IN SHORTHAND DICTATION
| dc.contributor.author | ABUBAKAR, YAHAYA ERIC | |
| dc.date.accessioned | 2015-04-15T10:31:31Z | |
| dc.date.available | 2015-04-15T10:31:31Z | |
| dc.date.issued | 1988 | |
| dc.description | THESIS BY ABUBAKAR, YAHAYA ERIC MARCH, 1988 DEPARTMENT Of VOCATIONAL AND TECHNICAL EDUCATION AHMADU BELLO UNIVERSITY ZARIA. | en_US |
| dc.description.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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/6384 | |
| dc.language.iso | en | en_US |
| dc.subject | DEFERRED, | en_US |
| dc.subject | TRANSCRIPTION, | en_US |
| dc.subject | ACHIEVEMENT, | en_US |
| dc.subject | SHORTHAND DICTATION | en_US |
| dc.title | THE EFFECT OF DEFERRED TRANSCRIPTION UPON STUDENT ACHIEVEMENT IN SHORTHAND DICTATION | en_US |
| dc.type | Thesis | en_US |
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