June 29, 2022
Problems and Expectations of Shorthand at Federal Colleges of Education in Northwest region, Nigeria

This page will simply discuss about the problems facing the students in the study of shorthand in Nigeria college of education located at North-west region.

Summary of this discussion


This study was conducted to assess the problems and prospects for studying shorthand at the Federal Colleges of Education in northwestern Nigeria. To achieve this, four specific objectives were set, including identifying the problems faced by shorthand students at the Federal College of Education in the North West Zone of Nigeria. As a guide for the researcher, four research questions and four null hypotheses were formulated.

The survey design was used for this study. The population of this study amounted to 2,108 students, of which 337 students were selected using proportional random sampling technique. Questionnaires were used to collect data from respondents. The collected data were analyzed using the distribution of frequency, percentage and average value. The sample t-test was used to test all null hypotheses at the 0.05 level of significance.

Among other things, this study found that poor punctuation, word misinterpretation, and the inability to distinguish between heavy and light strokes were the main problems faced by students in learning shorthand. It has also been found that shorthand is indispensable in modern office management. Based on these results, it was concluded that poor student participation in these subjects could eventually lead to the dismissal of the shorthand teacher.

If the student does not enroll for Shorthand, there may be no Shorthand teacher and this may result in the course being suspended. Based on these findings and conclusions, it is recommended that; There is a need for shorthand students to constantly practice consonants to master heavy and light shorthand stroke and reduce academic problems in learning shorthand.

TABLE OF CONTENTS

Cover Page– — — — — — — — — — i
Title Page– — — — — — — — — — ii
Declaration– — — — — — — — — — iii
Certification– — — — — — — — — – iv
Dedication– — — — — — — — — — v
Acknowledgements– — — — — — — — — vi
Abstract– — — — — — — — — — viii
Table of Contents– — — — — — — — — ix
List of Tables– — — — — — — — — – xii
List of Appendix — — — — — — — — xiii
Definition of Terms– — — — — — — — – xiv

CHAPTER ONE: INTRODUCTION

1.1 Background to the Study – – – – – – – 1
1.2 Statement of the Problem- – – – – – – 3
1.3 Objectives of the Study- – – – – – – 5
1.4 Research Questions- – – – – – – – 5
1.5 Research Hypotheses- – – – – – – – 6
1.6 Significance of the Study- – – – – – – 7
1.7 Basic Assumptions of the Study – – – – – 8
1.8 Delimitation of the Study- – – – – – – 8

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Theoretical Framework – – – – – – 9
2.2 Concept and History of Shorthand – – – – – 14
2.3 Fundamentals of Shorthand Skills – – – – – – 19
2.4 Students’ Academic Performance – – – – – – 24
2.5 Problem of Studying Shorthand – – – – – 24
2.6 Internal problems of shorthand mastery – – – – 26
2.7 Causes of the Problems of Studying Shorthand- – – – 28
2.8 Prospects of Studying Shorthand- – – – – – 31
2.9 Shorthand Curriculum and Modern Office- – – – 32
2.10 Review of Empirical Studies – – – – – – 34
2.11 Summary of the Chapter – – – – – – – 39

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

3.1 Research Design – – – – – – – – 41
3.2 Population for the Study – – – – – – – 42
3.3 Sample Size and Sampling Procedure – – – – 42
3.4 Instruments for Data Collection – – – – – – 43
3.4.1 Validity of the Instruments – – – – – – – 44
3.4.2 Pilot Study- – – – – – – – 44
3.4.3 Reliability of the Instrument- – – – – – – 45
3.5 Procedure for Data Collection- – – – – – 45
3.6 Procedure for Data Analysis – – – – – – – 45

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA

4.1 Analysis of Demographic Variables of Respondents- — – 48
4.2 Analysis of Data to Answer the Research Questions- – – 49
4.2.1 Research Question One- – – — – – – 49
4.2.2 Research Question Two- – – – – – – 53
4.2.3 Research Question Three – – – – – – 56
4.2.4 Research Question Four– – – – – – – 59
4.3 Test of Hypotheses- – – – – – – – 62
4.3.1 Null Hypothesis One- – – – – – – – 62
4.3.2 Null Hypothesis Two- – – – – – – – 63
4.3.3 Null Hypothesis Three – – – – – – 64
4.3.4 Null Hypothesis Four – – – – – – – 64
4.4 Major Findings – – – – – – – – 65
4.5 Discussion of Major Findings– – – – – – 66

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary- – – – – – – – – 68
5.2 Conclusion- – – – – – – – – 69
5.3 Recommendations- – – – – – – – 70
5.4 Limitations of the Study – – – – – – – 70
5.5 Suggestions for Further Study- – – – – – 71
References- – – – – – – – 72
Appendices – – – – – – – – – 80

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