An analysis of the effect of timed writings containing economic concepts in beginning typewriting classes

Purpose: It was the purpose of this study to determine if there was a significant increase in the economic understandings when beginning typewriting students typed from timed writings which presented economic concepts. The problem was analyzed through seeking answers to the following questions: (1) Was there a significant amount of difference in the amount of economic understanding as revealed by pre- and post-testing? (2) Was there significant difference in the typewriting speed and accuracy as revealed by pre- and post-testing? (3) Did the I.Q., sex, or race of the students have any bearing on their test performance? (4) What were the correlations between the average scores on the economics tests and the students’ average age intelligence quotient, and between the typing ability of the students and their average intelligence quotient? (5) What were the correlations between gains, if any, in economic understandings with gains, if any, in typewriting skills? Methods: The study was begun by reviewing related research to analyze the findings of other researchers who were concerned with the same problem. Background information was obtained through the facilities of the Estill Library at Same Houston State College, Huntsville, Texas. The investigation was limited to two beginning typewriting classes in each of three high schools in Liberty County, Texas. These students were differentiated by four separate groupings: by overall experimental and control groups, by male and female groups, by groups whose I.Q. scores were 100 and above and 99 and below, and by white and Negro racial groups. Data were obtained by pre- and post-testing. Findings: Based on the analysis of the data in this study, the statistical findings support the following conclusions: 1. The group using timed writings containing economic concepts in beginning typewriting class made significant gains in economic understandings over the group using timed writings from the regular textbook. 2. There was no significant difference in gains made in typewriting speed and accuracy between the group using the timed writings containing economic concepts and the group using timed writings from the regular textbook. 3. Neither the I.Q. level, sex, nor race of the student ha dan appreciable effect on how well he performed on the economics and typewriting tests. 4. Correlations between the average intelligence quotient indicate a moderately substantial relationship between the two factors correlated. There is a moderate relationship between growth in typewriting speed and average intelligence quotient. There is little positive relationship between average number of errors made and average intelligence quotient. 5. Correlation coefficients resulting from correlating gains in economics understandings with gains in typewriting skill are low or negative. Evidently such gains are made independently of one another.