An evaluation of the effect of written versus verbal instruction on student achievement in office machines.

Abstract

The purpose of this study w~s to determine the effect of written versus verbal instruction on student achievement in off chines. The written material included learning jackets consisting of basic calculations and production jobs frequently used on a personal basis as well as in business. Verbal instruction consisted of the instructor providing the instructions verbally to each individual student for the same basic calculations and production jobs found in the learning packets. valuation of effectiveness was by a control group and an experimental group. SUMMARY: Five publisher's tests were unconsideration. For each test; a difference between means test was conducted for the number of errors made and was conducted for the total minutes taken to complete the test for a total of ten difference between means tests. When the experimental group was compared to the control group for the number of errors made, the "til score calculated for each test was less than the critical "t " value of 2.056 at the 95 percent level of confidence. From the experimental group was compared to the control group on total minutes taken to complete the test, the "t" score calculated for each test T.-Ias less than the critical "t" value of 2.056 at the 95 percent level of confidence. The results indicated the use of written material (learning packets) had no significant effect on the achievement of students, CONCLUSIONS: Based on the results of the data presented in this study, the null hypothesis, that there is no significant difference in achievement (number of errors and completion time) in office machines between students who received written instruction and students who received verbal instruction, is accepted. RECOMMENDATIONS: On the basis of the information presented in this study, the following recommendations are offered: 1. Office machines teachers should consider using written material (learning packets) as they allow students to progress at their individual pace. 2. Office machines teachers should consider using textbooks which expose students to basic calculations and production jobs frequently used on a personal basis as well as in business. 3. Textbooks used in office machines course should contain instructions which correspond with the machine being used, 4. Further study should be done to determine the effect of written versus verbal instruction in office machines courses on student achievement.