Abstract
This experimental study investigated whether third- and fourth-grade students participating in five representative approaches to learning keyboarding would differ in keyboarding competency. Three computer tutorials, a video-word processor combination, and a book-word processor combination constituted the five treatments. Significant F values were detected for the covariate set and the experimental treatment in the multiple regression analyses. The dexterity measure was the most powerful predictor for keyboarding competency. The textbook word processing group scored significantly higher than two of the computer tutorials. No other significant differences were detected among treatment conditions. No significant effects for age or sex were detected. An attitude measure revealed generally positive reactions but pinpointed dislike for pacing in the video treatment and mandatory accuracy levels in computer tutorials. Results of this study suggest several options available to educators.
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