Instructional Experiences of Fifth Grade Students with Keyboarding Instruction
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Authors
Bullock, Thomas
Issue Date
2005-12
Type
Thesis
Language
en_US
Keywords
keyboarding instruction , handwriting speed , keyboarding speed , Type to Learn
Alternative Title
Abstract
The purpose of my study was to investigate the instructional experiences of fifth grade
students in regard to keyboarding instruction and to examine student handwriting speed in
relation to keyboarding speed. Forty-three fifth graders in two classes participated in this
study. The intervention consisted of 19 days of keyboarding instruction via the Type to Learn
software program. Data collection included pre and post measurements of handwriting and
keyboarding speed, observation checklists, student perception surveys, and student
interviews. Results from the study indicated that students, even after 19 days of keyboarding
instruction, possess faster handwriting speeds than keyboarding speeds. Results also
indicated limited improvement in keyboarding speed after keyboarding instruction, but
indicated positive student experience with keyboarding instruction and high levels of
motivation toward continuing instruction. Negligible differences were noted between
students who used keyboard masks and those who did not. Findings suggest that a longer
instruction period is necessary to produce keyboarding speeds that match handwriting speeds
and that keyboarding instruction can be a positive experience for elementary students when
planned in a developmentally appropriate manner.
Description
Citation
Publisher
Valdosta State University
License
Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.