The problem of this study was an analysis of results obtained by a computer-assisted instructional approach and a lecture-demonstration instructional approach of teaching mathematical concepts in the area of office machines at the community college level. The purposes of this study were as follows: (1) to determine which method, the lecture-demonstration or computer assisted instruction, will produce the better mathematical skill in office machines; (2) to determine the effectiveness of computer-assisted instruction as compared to the lecture demonstration approach on the student’s attitude toward office machines, as measured by the Purdue attitude scale; (3) to compare the correlation between attitude and achievement for the computer-assisted instruction group and the lecture-demonstration group; and (4) to compare the correlation between attitude and achievement for high-ability students and low-ability students, based on scores obtained from the Otis-Lennon Mental Ability Test. The findings in this study indicate that there were no significant differences in mathematical achievement, attitude scores, or the correlation between attitude and achievement between students in the computer-assisted group and students in the lecture-demonstration group. The following conclusions were formulated from an analysis of this study. 1. Based on the mathematical achievement scores and the statistical analysis presented in this study, it …

The purposes of the study were to develop self-instructional materials for teaching selected business terms to college students, to determine the effect of using these materials as compared to the effect of using a lecture notebook teaching technique for instruction in business vocabulary and to no instruction in business vocabulary, and to compare the effect of using the lecture-notebook teaching technique to no instruction in business vocabulary. Four conclusions were drawn from the statistical findings from this experiment. (1) Specific instruction in business vocabulary by either of the two teaching approaches used in this experiment is more effective in increasing the business vocabulary of college business communications students than no instruction. (2) When total groups including all levels of business vocabulary knowledge are considered, the self-instructional materials are more effective than the lecture-notebook technique. (3) For students with a high initial knowledge of business vocabulary, one of these techniques is not more effective than the other. (4) The self-instructional materials used in this study are particularly effective for teaching business vocabulary to students who have a low initial knowledge of business vocabulary.

This research was a reanalysis of an extant data set on a Youth Employment Demonstration Projects Act (YEDPA) summer program. The ten week, seven site program combined classroom training with a worksite experience and was targeted to drop-outs, potential drop—outs and adjudicated youth. Eligible youth were randomly assigned to participant and control groups and were measured at pre— and postprogram and three and eight month follow-up. The data set included information on 1901 participant and 978 control youth.

The problem of this study is that of comparing a concurrent approach with the traditional (delayed) approach of presenting the alphabet and number/symbol keys on the typewriter keyboard. Ten experimental classes and ten control classes, of male and female high school beginning typewriting students in Texas, participated in the study. The experimental group was introduced the alphabet and number/symbol keys concurrently with drills coordinated with Century 21 Typewriting. The control group was introduced the alphabet and number/symbol keys according to Century 21 Typewriting. Both groups used three minutes of daily practice on number drills through Lesson 60.

The subject of this study is a curricular model in word processing for post-secondary programs of business education. The study had the following purposes: to survey the present emphasis upon word processing in programs of business education; to survey the current use of word processing in business; to identify the characteristic form of word processing systems; to survey the need for qualified personnel for employment in word processing; to evaluate current educational practices in educating individuals for positions in word processing; and to utilize findings from both business and education to construct a curricular model for post-secondary educational institutions. The data results included the following findings: 1) no separate word processing course was offered by 73.8 percent of the responding post-secondary educational institutions; 2) a word processing program was offered by 2.4 percent of the responding institutions; 3) typing and English were common prerequisites to word processing course; 4) most of the teaching materials used in the courses were vendor products or teacher-constructed; 5) most of the interviewees felt that from three to six months' training on the equipment was necessary for proficiency; 6) in the overall comparison of all education responses to all business responses on the rating sheets, …