Teacher Education, Educational Leadership & Policy ETDs

Publication Date

5-15-1969

Abstract

It was the purpose of the study to compare test data collected from students before and after touch typewriting was taught to a group of 36 first grade students and 50 third grade students, and to determine whether the test data contained statistically pertinent evidence which would indicate that for elementary school students, learning to touch typewrite could effect their learning in the language arts skills. Four groups, one experimental and one control group from each grade, were given an intelligence test at the beginning of the study, and a reading test and a specially constructed test on spelling, punctuation, and capitalization before and after the study. The analysis of covariance was used for comparison of data so that matching of students for control of variables would not be necessary. It was felt that matching could destroy part of the variance and could make the groups heterogeneous rather than homogeneous since such small groups were used, The F ratios obtained in the analysis of covariance were not significant at or beyond the .10 level of confidence except for the spelling test taken by the first grade students. This F ratio was significant at the .10 level of confidence.

Document Type

Thesis

Language

English

Degree Name

Secondary Education

Level of Degree

Masters

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

John Allen Rider

Second Committee Member

Alvin Wendell Howard

Third Committee Member

Tom Wiley

Fourth Committee Member

Illegible

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