THE EFFECT OF THE TIME OF DAY OF LEARNING SHORTHAND ON STUDENTS' PERFORMANCE IN AKWA IBOM STATE POLYTECHNIC

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dc.contributor.authorAKPAN, EZEKIEL OKON
dc.date.accessioned2014-02-26T09:03:12Z
dc.date.available2014-02-26T09:03:12Z
dc.date.issued1996
dc.descriptionA THESIS SUBMITTED TO THE POSTGRADUATE SCHOOL, AHMADU BELLO UNIVERSITY, ZARIA, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY (Ph.D) DEGREE IN BUSINESS EDUCATION DEPARTMENT OF VOCATIONAL AND TECHNICAL EDUCATION FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY ZARIA 1996en_US
dc.description.abstractTeaching and learning of Shorthand pose problems to both teachers and students in the school system. Good performance in the subject is usually rare. It appears that out of the numerous problems encouraged in teaching and learning the subject, varied teaching periods seem to be too pronounced. It was therefore thought necessary to determine empirically their effects on Students' performance in the subject. The study was then undertaken with the following purposes in mind: (1) to determine whether there are differences in performances in Shorthand Speed Writing and Transcription of two groups of students exposed to two different teaching periods; (2) to determine the difference in Shorthand Theory performances between the two groups so exposed; and (3) to determine the relationship between Understanding Theory and Speed Writing in Shorthand learning. Eighty 1994/95 first-year Ordinary National Diploma students of Secretarial Studies from Akwa Ibom State, formed the population for this study. The sample for the study was the 80 students since the population was not too larage. An experimental study was carried out in three weeks' internal and was spread over fifteen weeks. Analysis of Variance, Pearson's Product Correlation, t-test and Mean were the statistical instruments used for analysis of data. The results showed that: (1) Morning periods were more conducive than afternoon periods for learning and teaching Shorthand; (2) Morning and Afternoon students performed better in Theory- Tests than Speed Tests; and (3) Morning students performed better than afternoon students both in Speed and Theory Tests. Based on these findings, it was concluded that morning periods are more conducive than the afternoon periods for the learning and teaching of Shorthand. Based on the findings and conclusions drawn, it was recommended that: Teachers and students alike should be made by school authorities to make good use of the morning periods in learning and teaching Shorthand. This should be done by reflecting the subject for the morning periods in the school on departmental time-table. Teachers should look into the causes of students' poor performance in Shorthand Speed Tests, and also design appropriate teaching strategies to get rid of such causes. There is need to find out other causes apart from conducive period for students' good performance in Theory Tests in order to improve upon the students' level of performance and the teachers' teaching inputsen_US
dc.identifier.urihttp://hdl.handle.net/123456789/2712
dc.language.isoenen_US
dc.subjectDAY,en_US
dc.subjectLEARNING,en_US
dc.subjectSHORTHAND,en_US
dc.subjectSTUDENTS',en_US
dc.subjectPERFORMANCE,en_US
dc.subjectSTATE POLYTECHNICen_US
dc.titleTHE EFFECT OF THE TIME OF DAY OF LEARNING SHORTHAND ON STUDENTS' PERFORMANCE IN AKWA IBOM STATE POLYTECHNICen_US
dc.typeThesisen_US
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