ATTITUDE OF BUSINESS EDUCATION STUDENTS TOWARDS TYPING AND SHORTHAND COURSES
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ATTITUDE OF BUSINESS EDUCATION STUDENTS TOWARDS TYPING AND SHORTHAND COURSES
Introduction
Chapter One
1.1 Background of the Study
Since education covers some of the processes people go through to help them develop and harness their potential, it is generally acknowledged that it is one of the most effective tools for encouraging economic development (Adeyemi and Adu, 2010).
Additionally, according to Okeke (2007), education helps people develop the knowledge, abilities, and mindset needed for successful living.
Numerous variables have been cited as the cause of the declining educational standards where they are viewed and established in an effort to have good education globally.
One of these aspects is the “attitude” of the students. Adebayo (quoted in Kassim, Abisola, and Adeyanju, 2011) asserts that students’ attitudes are one of the personality traits that influence academic achievement.
Every aspect of a student’s education is influenced by his attitude. According to Odufuye (in Kassim et al., 2011), a learner’s attitude towards typing and shorthand will determine how attractive or repellent they are to these skills. This will always have an impact on the student’s decision and, eventually, their performance in that subject.
Courses in business administration, marketing, purchasing and supply, accounting, business studies, secretarial studies, and other subjects are included in the business education curriculum.
Accounting Education, Distributive Marketing Education, and Office/Secretarial Education are the three curriculum categories at the teacher education level (Aliyu, 1995).
In the field of office education, business education courses include typing and shorthand. Pitman (1974) defined it as the technique of using written signs to represent spoken sounds. In the corporate world, shorthand is quite useful.
Secretaries in both public and commercial organisations use it to record meeting minutes, phone messages and spell check, which helps them expand their vocabulary. Prior to learning any component of shorthand, pupils must first master the twenty-four (24) consonants, also referred to as strokes.
Both strong and light strokes are used to write these sounds. When these strokes are to be recorded on paper, they sound different. The way a teacher pronounces words like “D” and “T” reveals the heavy sounds.
While the letter “T” sounds light, the letter “D” sounds hefty. Students will learn where dots or dashes should be placed—above, centre, or through the line—by listening to the vowel sounds. For simple identification, these dots and dashes match the matching heavy and light strokes.
From business studies in junior secondary schools in Nigeria to higher institutions including polytechnics, colleges of education, and some universities, typing and shorthand are taught. A qualified secretary gains relevance in the business world by learning typing and shorthand.
A well-trained secretary is a vital component of any organisation that wants to carry out secretarial tasks as efficiently as possible (Arukwe, 1999). Since shorthand is important in practically every profession, a successful learner has a greater future.
Shorthand notes, for instance, are legal papers that may be used in court. Since cameras and recorders are typically prohibited in court during sessions, court reporters need to be proficient in shorthand. It is difficult to obtain additional transcripts from court authorities, and it takes time for the media to obtain them.
Even while typing and shorthand are useful and a qualified secretary is necessary, there are issues with them at the NCE and university levels. Many students have fled the course as a result of these issues, developing a negative attitude towards the classes.
Awkward outlines, mispronounced words, poor punctuation, a low regard for typing and shorthand in society, a shortage of trained shorthand teachers, and the development of new technology are a few examples of these issues (Adeboye, 2002).
Typing and shorthand lessons are taught at some secondary schools, education institutions, polytechnics, and universities in the same way as other topics or courses.
Nigerian students’ performance and success in learning typing and shorthand remain unsatisfactory despite the combined efforts of educators, parents, school administrators, and other stakeholders in education to improve students’ learning of these skills.
According to Udo (2014), inadequate learning of the subjects and the attitudes that students develop towards them, along with inappropriate teaching strategies and a lack of resources, are the main causes of poor performance on typing and shorthand exams.
1.2 Statement of the Problem
A student’s attitudes during typing and shorthand instruction tend to stick with them for a long time, and they may even improve their learning. If the sentiments were positive, this would be the case. However, this could not always be true.
Additionally, when learning shorthand and typing in secondary school, students develop negative views. According to Eddy and Akpan’s (2007) research, secretarial studies students who have very favourable views about studying shorthand and typing are more likely to want to pursue these tasks in the future.
The majority of students have good attitudes when they first enrol in college, but they eventually change their minds about learning shorthand and typing.
According to the KNEC Report (2007), pupils’ ignorance of basic procedures and basic algorithms and processes is the most obvious shortcoming in their typing and shorthand proficiency. This can have happened as a result of pupils not understanding these methods, procedures, and algorithms during class instruction.
Failure to learn typing and shorthand courses is a sign that other problems, like ineffective teaching strategies, a lack of resources, and students’ unfavourable attitudes, may be impeding the students’ ability to master these skills.
In light of this, the purpose of this study is to critically evaluate how Lagos State University business education students feel about typing and shorthand classes.
1.3 The Objectives of the Study
This study’s main goal is to investigate how business education students feel about taking typing and shorthand classes.
Additional particular goals are:
to investigate how business education students’ attitudes affect their learning of shorthand and typing.
Determine whether the attitudes that business school students develop lead to improper typing and shorthand learning and, as a result, subpar performance in the disciplines.
to determine the elements that affect how students at Lagos State University develop their attitudes towards taking typing and shorthand courses.
1.4 Research Questions
The following research questions served as the basis for this investigation:
Is there a connection between business education students’ attitudes and their proficiency in shorthand and typing?
What impact does one’s attitude towards learning shorthand and typing have on academic performance?
What elements affect how Lagos State University Business Education students develop their attitudes towards taking typing and shorthand courses?
1.5 Research Hypotheses
The following theories were to be tested by the study:
Ho1: The attitudes of business education students at Lagos State University and their knowledge of typing and shorthand courses do not significantly correlate.
Ho2: Students’ success in the topics is unaffected by their approach towards learning shorthand and typing at Lagos State University.
Ho3: Among students studying business education at Lagos State University, there are no factors that substantially affect the development of unfavourable attitudes towards learning typing and shorthand.
1.6 Significance of the Research
This study will help determine how university students feel about learning and their performance in shorthand and typing. The results will inform educators, parents, and students about the relationship between students’ attitudes towards learning and their typing and shorthand performance. Teachers in particular will receive information about how pupils’ attitudes affect their performance on typing and shorthand tests.
Following the study’s conclusion, conclusions, and recommendations, secondary school and university teachers should receive training on how to help students develop positive attitudes towards studying and shorthand and typing skills.
The necessity of creating an atmosphere that supports learning shorthand and typing will be explained to parents and all other education stakeholders, including the Board of Governors (BOG), Parent Teacher Association (PTA), and others.
University students, such as those at Lagos State University, will also benefit from the study’s findings, particularly academics working in the field of educational management. Policymakers and implementers in general would find the study important since they would utilise the conclusions and suggestions.
1.7 The Study’s Scope
The report includes how Lagos State University business education students feel about typing and shorthand classes. Because the sample was taken from Lagos State University, the study is therefore restricted to that institution.
1.8 Restrictions on the Research
The study has a number of issues that could hinder its ability to conduct research effectively. The lack of sufficient funding to do this research, the time needed to visit the field and libraries, prepare the report, and submit it on time are some of the difficulties the researcher faces.
1.9 Operational Definition of Terms
The following terms are operationally defined as used in the context of this study:
The study uses attitude to refer to students’ inclinations, sentiments, or preferences for typing and shorthand classes, which can be either favourable or negative depending on their beliefs about the courses.
Business Studies: One of the foundational disciplines taught in junior secondary schools, business studies helps students develop the abilities and information that are essential to commercial operations.
The purpose of the typing course is to help students learn how to use computer keyboards and typewriters.
Shorthand courses are any method of writing swiftly that uses symbols or shortcuts that may be quickly created to represent words, phrases, or alphabetic letters.
… CHAPTER TWO
2.0 Literature Review
2.1 Introduction
This chapter’s primary focus is the review of pertinent literature. A literature review discusses the level of knowledge at the time of writing as well as theoretical and methodological contributions to a particular topic.
It gives you details about the current state of the art regarding the topic of your essay. It looks at the corpus of research on the selected topic.
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