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Factors Influencing Students Performance In Shorthand
[A CASE STUDY OF MODERN IDEAL COLLEGE CMIC ABAKPA NIKE ENUGU]
CHAPTER ONE -- [Total Page(s) 4]
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SIGNIFICANCE OF THE STUDY
The
importance of this study is to enable both students and the lecturers
as well as the general public to be aware that shorthand is not
difficult to comprehend, learn and teach. It is a skill that is easy to
acquire if some adverse (unfavourable) factors are identified and well
handled and treated.
Consequently, the project work will help the
students to identify their areas of weakness in the course and try to
make immediate remediation, that is those lacking behind to cheer up. It
will be helpful to all those who aspire closing desire) to attain high
speed in the “wizard art†of pitman shorthand. This study will be
helpful for all those who wish to work in all areas of human endeavour
like:
- Law offices, assembly offices, government offices and business offices
The question here is to whom would the result of this study be useful?
Of
what value would the outcome (the result of an action) of the study be
to the students, lecturers, institutions and the education system.
It
is hoped that the result of the study would enable the learner and
those concerned with secretarial education, to know the various factor
that flight against the good performance of students in shorthand. The
result will also show the performance spread of model ideal college,
Abakpa – Nike Enugu.
The study will help the educational planners or
educational administrators and secretarial lecturers to identify those
factors that cause the problems that are falling shorthand students and
as a result, equip them with the skills required to remedy it.
RESEARCH QUESTIONS
For the purpose of this study, the following questions were used:-
1. Could poor background knowledge of English have any effect in the learning of shorthand?
2. Could lack of training materials contribute to the problem of learning of shorthand?
3. Why is shorthand the most problematic subject for these students?
4. Do lecturers contribute to the problems of these students?
5. are students performance being influenced by some factors
6. Why are there mass failure in shorthand?
7.
What are the acceptable performance level expected of students of pre –
ND, ND, HND, B.SC; and B.ED at the end of their course?
8. Is shorthand really beyond human comprehension?
9. How long does it take one to get mastery of shorthand?
10. What are the most effective methods in the teaching of shorthand?
11.
What efforts have lecturers of shorthand in the institutions made to
alleviate (to ease) students poor performance in shorthand?
CHAPTER ONE -- [Total Page(s) 4]
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