A Comparative Study of Touch-Typing Skills of Bachelor’s Degree Students between Training with Sight and Speech Typing-CAI System and Conventional System

Abstract

This research represented the study of the touch-typing skills comparison of students studying in Bachelor’s Degree trained with the Sight and Speech and Conventional Systems. Instruments used were CAIs. The Sight and Speech System was to look at the lesson and to speak following the lesson as typing. The lessons were developed by the analysis of the frequency of alphabets and words appeared in distinguished electrical engineering theses. The sequence of the lesson ordered from the most frequently used of alphabets and words. Population were the students in the department of teacher training in electrical engineering, Faculty of Technical Education, King Mongkut’s University of Technology North Bangkok. Samples were 30 voluntary students divided by lucky draw into two equal experimental and control groups. Data collection by the pre as training and post tests, retention was tested 2 weeds after ending the training program. The developed CAIs for Thai language were 13 lessons and 8 lessons for English. Each lesson took 1 hour for training and trained 4 hours a week. The efficiency validation of CAI for Thai Typing lessons was 75.66/78.18 and that of the English ones was 76.09/77.25, which were higher than the set criteria of 75/75. The touch-typing skills mean-scores for both Thai and English lessons of the experimental group ( = 78.18, = 4.51, = 77.25, = 5.87) were significantly higher than the control group ( = 70.24, = 6.47, = 68.59, = 5.87) at the level of .01. The gross word a minute of the experimental group was 16 for Thai and 15 for English which was higher than the control group gained 14 for both Thai and English. The comparative pre and post tests for both Thai and English lessons of the experimental group and control group were significantly different at the level of .01. When to analyse the development of touch-typing skills between training and after the lesson mean scores founded that the both groups had the same manner; the significant increasing of the mean scores for Thai lesson in the first week was highest, lower in second week and not increasing in the last week which was different for the English lesson in the last week that was negative increasing significantly. The comparative analysis the training progress of the experimental and the control groups for Thai lessons in each week founded that there was no difference in the first week but the mean scores of the experimental group was significant higher than the control group in the second and the last week. And the mean scores for English lessons of the experimental group were significant higher than the control group every week. Both systems revealed no significant difference only for Thai lessons training retention 2 weeks after the end of the program.