ABSTRACT
The purpose of this study is to draw a comparison of public and private schools students performance in shorthand in Enugu matroplist in Eight selected schools in Enugu Education zone, Enugu state, Nigeria, the following schools were studied.
Public schools
Idaw river girls secondary school, Enugu
Army day secondary schools Enugu
Girls high school, awkunanaw Enugu
Union secondary school, Awkunanaw Enugu
Private schools
Immaculate commercial college Enugu
Niger school of commerce Enugu
Queens comprehensive school Enugu
Salvation vocational college Enugu
The students of the two different schools were given a test on shorthand at it speed rate of 60 words per minute to determine their performances. In addition, teachers at the subject in the selected schools were interviewed on the factors responsible for either better or poor performance of students in the subject.
From the data collected, the researcher was able to assess the performance of both schools in the comparative study. These were treated in details in chapter four, but some of them are; that constant practicing, dedication to studying the subject and having interest on the subject enhances performance, while poor performance emanate as a result of lack of interest, irregular attendance to class etc.
Based in the data, it established that students in private schools are poor. Among the recommendations preferred shorthand theory should in incorporated in the production work from the beginning to the end of students graduation and adequate facilities be provided in relative to lecturers.
In addition, business English should be effectively integrated into the day to day teaching of shorthand.
LIST OF TABLETable 1: Performance of private schools students and public schools students
Table 2: Extant of private schools students better than public schools student
Table 3: Factors responsible for better or proper performance of students in shorthand
Table 4: Responsible for students in shorthand performance in shorthand
Table 5: Impact has shorthand played in our society
Table 6: Shorthand is blind’s man languages that should not be encouraged
Table 7: Technical changes in the country
Table 8: Students lack interest in shorthand.
TABLE OF CONTENT
Cover page
Title page
Certificate of approval page
Dedication
Acknowledgement
Abstract
List of table
Table of content
CHAPTER ONE
INTRODUCTION1.1 Background of the study
1.2 Statement of the problems
1.3 Objective of the study
1.4 Importance/significance of the study
1.5 Research questions
1.6 Scope/limitation of the study
CHAPTER TWO
2.0 LITERATURE REVIEW2.1 Introduction
2.1.1 The use of shorthand in the dark ages
2.1.2. Early modern use of shorthand
2.1.3. Early use of American Colonies
2.1.4. European system of shorthand
2.2. Isaac Pitman’s shorthand system and invention
2.3. Machine shorthand and invention
2.4. Modern shorthand and requirement (Thomas Gurney system)
2.2.1 Uses and requirement of modern shorthand Pitman
2.2.2 Present modern uses of shorthand
2.2.3 Uses of shorthand in an office
2.3 The constrains of shorthand
2.3.1 Description of previous research works based on general constrains of shorthand performance
2.3.2 Mastery in the transcribing of shorthand
2.3.3 Acquisition of basic skill
2.3.4 Extensive and intensive reading
2.3.5 Effective communication skill
2.3.6 Intelligence
2.3.7 Aptitude development
2.3.8 Persistence
2.3.9 Poor educational foundations
2.3.10 Motivation
2.4 Private schools objectives and obstacles militating against it’s academic excellence in shorthand
2.4.1 Objectives
2.4.2 Public secondary schools
2.5 Process of achieving the aims of shorthand.
2.5.1 Wider aims
2.6 Method of teaching shorthand
2.8.1The need for intensive training
2.8.2. The first lesson
2.8.3. Word frequency
2.8.4. Teaching by induction and deduction
2.7 Procedure to enhancing programme of students in shorthand
2.7.1 The rational of shorthand
2.7.2 The importance of basic principles
2.7.3 Enhancing students performances in shorthand and by correlation within the commercial courses.
2.7.4 Correlation in shorthand
2.8 Teaching transcription
2.8.1 Stages in typed transcription
2.8.2 Styles writing
2.8.3 Repetition dictation
2.8.4 A more elaborated speed forcing technique speed up speed method
2.8.5 Condition determining transcription rate.
2.8.6 The use of sound tape
2.8.7 Audio class organization
2.8.8 Advantages of audio manual
2.11. Marketing student work
2.11.1Process records
2.11.2 Summary of literature
CHAPTER THREE
3.0 DESIGN/METHODOLOGY FOR THE STUDY3.1 Research design
3.2 Area of study
3.3 Population of study
3.4 Instrument for data collection
3.5 Validation of research
3.6 Reliability of the study
3.7 Method of data collection
3.8 Administration of research
3.9 Methods of data analysis
CHAPTER FOUR4.1 Presentation and analysis of data
4.2 Summary of results and findings
CHAPTER FIVE
5.0 DISCUSSION, IMPLICATION, RECOMMENDATION5.1 Discussion of results
5.2 Conclusions
5.3 Implication of the results
5.4 Recommendations
5.4.1 Government
5.4.2 Institution
5.4.3 Lecturers
5.4.4 Students
5.5 Suggestion for further research
5.6 Limitation of the study
Bibliography
Appendices
Questionnaires .
