國立虎尾科技大學 |

Traditional versus Software-Based Keyboarding Instruction with Third-Grade Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Traditional versus Software-Based Keyboarding Instruction with Third-Grade Students./
作者:	Niepert, Elizabeth E.
面頁冊數:	1 online resource (130 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355916362

Traditional versus Software-Based Keyboarding Instruction with Third-Grade Students.
Niepert, Elizabeth E.

Traditional versus Software-Based Keyboarding Instruction with Third-Grade Students. - 1 online resource (130 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--McKendree University, 2018.

Includes bibliographical references

The purpose of this mixed-methods research design was to determine which method was the more effective keyboarding instruction---traditional, teacher-driven instruction or software-based instruction---for third-grade general education students and students with an IEP. Also examined were the perceptions of classroom teachers as to how they used technology in their classrooms and if they felt the keyboarding coursework was beneficial to their students. Participants in this study consisted of 427 third-grade students from two elementary schools and 16 third-grade teachers from the same schools located within the St. Louis Metropolitan area of Southern Illinois. This study included a quantitative portion constructed of two-groups of third-grade students. These two groups were then additionally divided into two additional student groups---general education students and students with an IEP. Timed-writing typing tests were given as pre and posttests and measured speed and accuracy scores of the two methods of instruction. From observation of the means, initial results indicated an increase in speed and accuracy scores for both methods. A two-way analysis of variance (ANOVA) was performed for each of the dependent variables to measure the statistical significance and address the research questions. Software-based instruction was recommended for both education groups. The qualitative portion included open-ended interviews with the classroom teachers. Overall, teachers were positive about technology implementation in their classroom, even though their comfort levels varied. However, teachers indicated that professional development was needed, and more access to technology for students was necessary. Teachers perceived that the keyboarding instruction did help on the online state assessment. Additional research is needed to examine the impact of keyboarding instruction and the effect it may have on computer-based standardized tests.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355916362Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Traditional versus Software-Based Keyboarding Instruction with Third-Grade Students.
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