Factors Affecting Students Performance in Shorthand (A Case Study of IMT Enugu)
Chapter One
PURPOSE OF STUDY
Many students who opt do either secretarial studies or business education (secretarial option) finds the mastery of shorthand an obstacle to the realization of their education ambition.
This research will focus on identifying the factor that influence students’ performance in shorthand. It will also find out the factor responsible for student believe that shorthand is a very difficult course, highlight some of these factors and also suggest some possible solutions.
This approach will remove some fear that shorthand is for the never-do –wells. To also cushion the ideas that shorthand is a very difficult Subject. To encourage the students of the values gained after the completion of the Course. And also to find solutions to some fault in the teaching methods etc.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter highlights related literature on the problems, prospects and studying shorthand. The chapter is organized under the following sub-headings:
Theoretical Framework
Three psychological and educational theorists whose works provide the foundation for any discussion on the strategies of learning skills acquisition which are considered necessary to this work are; (a) Gagne’s conditions of learning theory, (b) Vygotsky’s Theory of social cognitive Development. These theories are discussed one after another as follows:
Gagne’s Condition of Learning Theory:
This theory of learning is propounded by Gagne, which is called Gagne’s theoretical framework. “The focus of the theory is on intellectual skills” (Kearsley, 1994). In this theory, five (5) major types of learning levels are identified:
Verbal or Oral Communication: This is the spoken form of communication, words and utterances that are produced by using our vocal words. This can be in the form of commands, requests, questions, exclamation, assertion, meeting etc.
Cognitive Strategies: According to Bloom (1990), the cognitive domain includes objectives relating to recall or recognition of knowledge and the development of intellectual abilities and skills. The cognitive domain is comprised of six major categories of objectives such as: knowledge, comprehension, application, analysis, synthesis and evaluation.
Affective Strategies: The affective domain deals with values and beliefs, attitudes and appreciation, interest, social relation, emotional adjustments, habits, life style. According to Kralhwohl (1994), affective domain involves the learning outcomes that emphasize the processes and products relating to the learners; feelings, emotions degrees of acceptance or rejection. The domain is considered as containing behaviours and objectives that have emotional overtone as it encompasses likes and dislikes attitudes, values, beliefs. This has been classified into five (5) levels or categories; receiving, responding, valuing, organization and characterization.
Psychomotor Skills: The objectives in the psychomotor domain are concerned with manipulation skills which the students have naturally or have developed or acquired. The domain also deals with body movements. According to Orlosky and Smith (2000), psychomotor objectives, include: muscular and motor skills or manipulation of materials or objects or some activity that requires neuro-muscular co-ordination. Performance skills are usually the focus of this domain and objectives in this domain are common to science subjects, commercial subjects, physical education, art and music, etc. Harrow (2001) gave six categories of objectives under the psychomotor domain such as: reflect movements, basic fundamental movements, perceptual abilities, physical abilities, skilled movements and non-discursive communication.
Attitudes: Stern (1983) “observes that teacher’s attitudes are significant for students’ learning. This means that when teachers demonstrate positive attitude towards a subject, students will perform well but when the attitudes of teachers are negative toward particular subjects, there is every likelihood that students will not do well in the course. Aliyu (2006) “said that teaching is an act, a good teacher should be able to create his act in the classroom, and should be a keen observer to his students. The five learning levels of the theory above are very significant to this current study because the spoken form of communication using vocal words, skills development, the interest of the learners, which is being encouraged through the attitudes of a teacher in his demonstration towards a subject will help in good performance of students. This is so important in the study of shorthand because it is a skill that has to do with the vocal words spoken and the manipulation through the use of pen/paper in the hand of the learner with the right attitudes for better performance.
Vygotsky’s Theory of Social Cognitive Development: Vygotsky’s theory of social cognitive development is complementary to Bandura’s social learning theory. Its major thematic thrust is that “social interaction plays a fundamental role in the development of cognition” (Kearsley, 1994). Most of the original work of this theory was done in the context of language learning in children. An important concept in Vygotsky’s theory is that “the potential for cognitive development is limited to a certain time span which he calls the “zone of proximal development” (Kearsley, 1994). He defines the “zone of proximal development” as having four (4) learning stages. These stages ‘range between the lower limit of that the student knows and the upper limits of what the student has the potential of accomplishing” (Gillani and Relan 1997: 231).
Another notable aspect of Vygotsky’s theory is that it claims “that instruction is most efficient when students engage in activities within a supportive learning environment and when they receive appropriate guidance that is mediated by tool” (Vygotsky 1978, as cited in Gillani and Relan 1997:231). These instructional tools can be defined as “cognitive strategies, a mentor, peers, computers, printed materials, or any instrument that organizes and provides information for the learner”. Their role is “to organize dynamic support to help learners complete a task near the upper end of their zone of proximal development and then to systematically withdraw this supports as the (learner) move to higher levels of confidence”. This theory of social cognitive development has to do with language learning in the learner and this brings about social interaction which plays a fundamental role in the development of cognition.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
The chapter presents the design and methodology that will be adopted for this study under the following sub-headings:
Research Design
Survey research design was used for this study. Survey research design according to Nworgu (2006) is a way in which a group of people or items is studied by collecting and analyzing data from only a few people or items considered to be representative of the entire group. Also, Ary, Jacobs and Razavieh (2002) opined that survey design permits the gathering of information from a large sample of people relatively quickly and inexpensively. Corroborating this view, Olayiwola (2007) noted that survey design is an effective way of gathering data from different sources within short time at a relatively cheaper cost.
Population of the study
A study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description (Prince Udoyen: 2019). In this study the study population constitute of all the students in IMT Enugu.
Sample Size and Sampling Procedure
A sample of three hundred and thirty seven (337) students was selected from the total population of secretarial option students in IMT Enugu, Nigeria. The sample size is statistically determined using Yaro Yamane formula for a finite population. This is in line with the view of Uzoagulu (1998) who stated that sample size computed statistically is more tolerable than determining the size by mere approximation of percentage. Uzoagulu (1998) stated further that sample size should always be determined statistically except in a causal study where accuracy and appropriate procedure are not too important.
In selecting the sample, proportional random sampling technique was used to select the three hundred and thirty seven (337) students. This was done using ‘hat drawn’ technique. Pieces of paper containing ‘Yes’ and ‘No’ were wrapped and put in a container. Papers containing ‘Yes’ were three hundred and thirty seven (337) and ‘No’ were two thousand one hundred and eight (2,108). Students who picked ‘Yes’ formed the sample size for the study. This procedure was used to select students from each school.
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
The research work was on the problems and prospects of studying shorthand in IMT Enugu. This chapter gives the report of the research findings based on data collection from Business Education Students.
The first sets of data were presented in table of frequencies and percentages as they concern demographic characteristics of the respondents. The second set of data were meant to answer the research questions, each of the research questions was presented in tables of frequencies and percentages with relevant items and the last set of data were to test research hypotheses in order to further probe into research questions.
In analyzing the data, the respondents were treated separately, but the results obtained were discussed in answering the research questions and the test of research hypotheses. The data collected were summarized into agreed and disagreed. This was done in order to allow for good analysis of items, better judgments and conclusion. All the computations aspects of the analysis of Bio data were based on the four point rating scale format as shown in subsequent paragraphs. The mean score for the minimum level of agreement is 2.5, based on the four point scale used in the study. A mean at this level or higher would therefore constitute agreement on the scale. This fixed mean was used as the constants for the test of the hypotheses. The details of responses to research questions are shown in appendices II to III but the summary of responses is shown in the analysis of each research question.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
This chapter presents the summary, conclusion and recommendations of the study based on the result of the investigation. The study was carried out to examine the problems and prospects of studying shorthand in IMT Enugu. In order to achieve this purpose, four specific objectives were set for the study among which include to identify the problems faced by students and teachers of shorthand. Four research questions were raised in line with the specific objectives which include; what are the problems faced by students of shorthand. Null hypotheses were also raised which include; there is no significant difference in the mean score of students on the problems faced by students of shorthand. The study of shorthand has been hindered by a lot of problems which include: awkward outlines, misinterpretation of words, lack of punctuation, lack of interest from students and others. These problems are caused by factors like, improper method of teaching by the teacher, lack of government commitment, low societal value. The prospects of shorthand were discussed in this study and the effects of shorthand on office management. Theories related to this work were also discussed as well as empirical studies which include: Barnes (1982), Adeboye (2000), Agomou (2002) and Aminu, (2006). The gap noticed from the studies identified the problems students faced in studying shorthand. This study is designed to tackle the problems faced by students studying shorthand. Survey design was used for the study. The population of the study was 2,108 students. Questionnaire was used to collect data from the respondents. The data collected were analyzed using frequencies, percentages and mean. The findings of the study are that:
- That inability to differentiate between heavy and light strokes, lack of punctuation, dictation in shorthand and misinterpretation of words are the major problems faced by students of shorthand.
- Lack of constant practice, lack of government commitment to secretarial education, inappropriate method of teaching shorthand and invention of new technologies are the major causes of the problems faced by students of shorthand.
3.It was found that shorthand has great prospect to provide skills in a way of capturing quotes and notes, vital for court reporters, essential for journalists and enables secretarial students to have good command of English.
- It was found that shorthand skills are relevant in modern office management in recording minutes of meetings, helps secretaries to communicate well in modern office management.
Conclusion
Based on the major finding of the study, it could be concluded that the problems of shorthand writing as identified in this study have led to poor students enrolment in the subject which may in future affect the employment of shorthand teachers. The implication of such that is, poor students enrolment in shorthand can only be imagined economically. This is because if there are no students to be taught, certainly there will be no teacher to teach and that might lead to the closure of that subject It could also be concluded especially based on the last finding, that the role of shorthand in modern office management is indispensable irrespective of the level reached by the 21st century technology.
Recommendations
Based on the findings and conclusion of the study, the following recommendations are made by the researcher:
- There is the need for students of shorthand to constantly practice through drilling in order to overcome the problems of shorthand identified in this study.
- There is the need for government at all levels and stakeholders to show commitment to secretarial education by funding and provision of facilities (e.g. shorthand textbooks, dictation machine dictation tape recorders) to secretarial education Department in the IMT Enugu. This will go a long way in reducing the causes of the problems faced by shorthand students as identified in this study.
- Students of shorthand should embrace shorthand by devoting their time to its study because of its prospects which are vital for court reporters, minutes of the proceedings in the court, essential for journalist, enables secretarial students to have good command of English language.
REFERENCES
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- Adeboye, J..O. (2002) Issues in the implementation of Continuation Assessment of Business Education Studies in Lagos State Secondary Schools. Business Education Journal. 104-105
- Adeboye, R.I. (2000). Effect of Mastery Learning and Teaching Shorthand in Junior Secondary School. Ibadan.
- Ademilugi, L.I. and Bamidele, A.A. (1989). Entry Qualifications and Performance in Shorthand Examinations: Case Study of Federal Polytechnic, Bauchi. A Seminar Paper presented in course B.E. 309, Ahmadu Bello University, Zaria.
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- Advance Learner’s Dictionary (1994). The Contemporary Supplementary Dictionary. Pub. Co., Enugu.
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- Agbobu, S.(1998).Resource management in Business Education with Reference to Colleges of Education Agbo. Unpublished Conference presentation NASE, National Conference, Benin-City, 8th – 10th October.
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