CHAPTER ONE

1.0 INTRODUCTION AND BACKGROUND INFORMATION

1.1 INTRODUCTION

Shorthand has been a crucial skill for professional in various fields, including court
reporting, transcription and secretarial work. However, the performance of students in
shorthand has been a matter of concern. Despite its importance, many students struggle to
achieve a satisfactory shorthand proficiency. This chapter is the introduction and
presents background of the study, problem statement, study purpose, objective, research
questions, significance of the study, theoretical framework, conceptual framework,
delimitation of study, limitations, definitions of key terms, and summary.

1.2 BACKGROUND

According to Okoro (2018). Okoro state that, business education curriculum comprises
the following: Typewriting, Shorthand, book-keeping, commerce and office practice. The
author also stated that it is interesting to note that shorthand is a course, which forms part
of the core courses of Business Education program, it has the potentials of improving the
vocational skills and academic performance of an average higher education Student.
Shorthand is a symbolic method of writing rapidly with quick method of using symbols,
by implications, shorthand is a mode of writing quickly with already learnt symbols
(Adebusi, 2001). The author also asserted that the students, businessmen, journalists,
verbatim reporters, doctors, nurses and other professionals have found shorthand relevant
to the world of work. The relevance of shorthand in business education has been the
concern of many people, especially secretaries, employers, professionals and non-
professionals (Rhoda 2015).

Shorthand is a veritable tool, because it works through the medium of languages, its
educative value can be seen in the area of temperament standard of work and attitude of
the mind (Okoro, 2018). A sound knowledge of shorthand is essential to note taking,
shorthand has the ability of molding life, it instills discipline by being careful when
writing, it builds confidence into writers, and also, the knowledge of shorthand, no doubt,
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benefits vocabulary, reading, phonetics, spelling and other language skills, (Okoro,
2018).

Anderson (2011) believed that shorthand skills will continue to be needed in business
education and it is noteworthy that the purpose of training/development in business
education is to enable students acquire the skills that will be relevant for their job
performance and that every curriculum is expected to make beneficiaries apply the skills
acquired in solving problems in the work place.

1.2 Statement of the Problem

Shorthand is a core course and indispensable to the business education profession

because it helps students to develop reading and writing abilities. More importantly, the
knowledge of shorthand, is very essential especially in situations where the job demands
secrecy in business or where a quick recording of information is necessary. Experience
has shown that the rate of failure of students in Shorthand has always been a great
concern for the students, lecturers, parents and society at large. In spite of the ten hours
allocated for the course in the old curriculum EDU students' performance in transcription
has been woeful over the years. In the new EDU curriculum, the number of hours had
been reduced to four hours per week, making the situation worst. Many research studies
have been conducted on the causes of students' poor performance in Shorthand by
reputable scholars with remarkable expertise in the course.

1.3 Purpose of the study

This research will focus on identifying the factors affecting the poor performance of
students in shorthand writing. It will also find out the factors responsible for student’s
belief that shorthand is a very difficult course, highlight some of these factors and also
suggest some possible solutions.

1.4 0bjectives
1. To determine the challenges encountered by students when learning shorthand in
three selected colleges in Zambia
2. To examine the causes of the students failing shorthand in three selected colleges
in Zambia.

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 3. To assess the prospects of students of Shorthand in three selected Colleges in
Zambia.
1.5 Research Questions

1. What are the challenges that are encountered by students when learning
shorthand in three selected colleges of in Zambia?
2. What are the causes of students failing shorthand in three selected Colleges in
Zambia?
3. What are the prospects of students of shorthand in three selected Colleges in
Zambia?

1.6 Significance of the study

This research work will be of a great advantage to the entire students of secretarial
Studies to be aware of the factors that affect them in learning shorthand and produce
adequate solution to these problems. It helps them to develop good and help them to
increase their knowledge about the course of study. The result will be of benefit to
business establishments especially those businesses that require the service of
confidential secretaries.

1.7 Delimitation of the study

The study will be restricted to three colleges in Zambia which are Kabwe institute of
technology, Lusaka business training college and Evelyn Horne. Therefore it will cover
just a small geographical area

1.8 Limitations of the study

These are hindrances or problems which the researchers foresee which may impede or be
a detriment to the research study. This study should have covered most institution in
Zambia but because of little resources and time.

1.9 Definition of terms

Performance- refers to accomplishment of a given task measured against preset known

standards of accuracy, completeness and speed.

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Poor performance – refers to performing below expectations.

Shorthand: This is the art of representing spoken words by character or signs and it is the
science of phonetics that is related to articulated sounds.

Vowels: These are sounds produced when the mouth passage is left so open as not to
course audible friction. When the mouth is left so open as not to cause audible friction.
We have twelve (12) simple vowels

Diphthongs: These are two consecutive vowels pronounced in separate syllabus or

separately pronounced.

Triphthongs: This refers to a small tick attached to a diphthong representing any vowel
immediately following the diphthong.

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 CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 INTRODUCTION

This chapter is important in that it will help us gain insight into various issues concerning
factors influencing performance of candidates in shorthand examinations. This chapter
discusses the influence of the ratio of typewriters versus Candidates in the performance
of Shorthand and influence of time allowed for practice and tuition in the performance of
Shorthand. The influence of lecturer competency in the performance of Shorthand is also
discussed

2.3 Pitman Shorthand

Pitman shorthand is a system of shorthand for the English language developed by

Englishman Sir Isaac Pitman (1813–1897), who first presented it in 1837. Like most
systems of shorthand, it is a phonetic system; the symbols do not represent letters, but
rather sounds, and words are, for the most part, written as they are spoken. As of 1996,
Pitman shorthand was the most popular shorthand system used in the United Kingdom
and the second most popular in the United States.
One characteristic feature of Pitman shorthand is that unvoiced and voiced pairs of
sounds are represented by strokes which differ only in thickness; the thin stroke
representing 'light' sounds such as /p/ and /t/; the thick stroke representing 'heavy' sounds
doing this requires a writing instrument which is responsive to the user's drawing
pressure: specialist fountain pens (with fine, flexible nibs) were originally used, but
pencils are now more commonly used, Isaac (1997).

Beryl Pratt in her book “What Is Pitman's Shorthand?” writing on the performance of
pitman shorthand in the United Kingdom states that dictation cannot teach any shorthand
theory, outline or phrase. According to her, for one to do well in shorthand, they must
learn and concentrate on basic phrases. One must also increase reading practice from
printed shorthand instruction books to consolidate knowledge of outlines. Beryl advises
those learning shorthand to endeavor to write as fast as a person can speak.as this will
assist in improving the transcription speed. Sweet Henry in his book, A Manual of
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Current Shorthand, Orthographic and Phonetic, says that leaners have to improve English
and spelling while learning shorthand. He advises learners to sharpen their powers of
concentration and alertness which are both essential attributes for shorthand writing. He
also advises learners to occasionally practice speed 20wpm faster than the examination
for excellent results.
2.4 Examiner’s concerns
Over the years, KNEC shorthand Chief examiners have raised various issues concerning
the performance of shorthand examinations. In their reports the chief examiners have
indicated that a lot needs to be done at the institution level to help candidates do well in
their shorthand examinations.
According to the July 2006 chief examiner’s report, most candidates’ scripts displayed
lack of masterly of the subject. This shows that the candidates were not well prepared for
the examination. In the same report, the chief examiner also noted that some candidates
had not achieved the speed of the examination they had registered for. The chief
examiner indicates that such candidates register for the examinations when they are not
ready and consequently fail.
In the subsequent chief examiners’ reports, incomplete transcriptions have been identified
as contributing to poor performance in these examinations. Wrong transcriptions and
wrong outlines are also a common feature in the candidates’ work presented for marking.
This according to the chief examiner indicates lack of enough reading and practice. It
also shows that the candidates have not mastered the shorthand theory well enough to sit
for the examination.
Anyone willing to learn shorthand must have some specific skills also known as the entry
behavior. Entry behavior are the necessary specific skills that students must have prior to
beginning an instruction. It is not a list of things that students can do, but the specific
skills that must have in order to begin a certain course (University of Wisconsin-
Whitewater, n.d.) These are the required grades or qualifications a student needs to gain
entrance to a particular level of learning. Different levels have different entry
requirements.
The entry behavior of learners affects the speed with which a lecturer can introduce new
material, the amount of reading of primary sources you can expect and the level of
critical analysis you can demand. In practical subjects’ students need certain forms of
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literacy to enable them succeed. One of them is tool literacy, or the ability to understand
and use the practical and conceptual tools relevant to education and the areas of work and
professional life that the individual expects to inhabit (White, 2009). One of the entry
behavior expected of a shorthand student is masterly in the English language. The KNEC
chief examiners indicate that lack of masterly in English is also displayed in the
candidates’ scripts during marking. The chief examiners indicate that masterly of English
is a must for one to do well in shorthand since dictation passages are written and dictated
using the
English language.
2.5 Shorthand as a practical skill
There are two important aspects of practical classes. One of them is that ‘doing’ is an
important part of the knowledge. A leaner learns about the doing part in a practical class.
In a practical class one has to apply the theories in a practical situation. During a practical
class the learner plays an active role in doing the work and applying the concepts
(HongKong Polytechnic, n.d.). This implies that each learner has to have the required
facility so as to be able to apply the taught theories in a practical situation.
Inadequate relevant laboratories and workshop leads to practical courses being done
theoretically and this leads to poor performance in examinations (Amuka et al., 2011).
Shorthand students must perfect their speed and accuracy through practice. To be able to
achieve this, candidates should have adequate time and typewriters for practice.
Practical exposure to students in the relevant areas and a sound theoretical background
provides a modern industry oriented education. It aims at producing trained professionals
who can successfully meet the demands of the various industries. A more practical and
applied way of teaching can improve the relevance of work.
Practical skills are an essential part of competence in some disciplines. As well as
developing these practical skills, good laboratory and practical work also helps students
develop expertise in critical enquiry, problem solving, experimental design, data analysis
and presentation, and a long list of important academic and professional abilities.
Practical classes can also help students to develop the kinds of practical intelligence so
highly valued by professionals in many fields, and by those who employ them.
(Stonebridge Associated Colleges, n.d.)
2.6 Dominant theories
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Dominant theories in Education point to the ideal a well-rounded education that can
educate “the whole person” that education should develop moral, aesthetic, physical and
practical capacities not just cognitive knowledge organized in academic principles.
Practical subjects can have the additional justification that they allow students to learn
more active doing than what is typical in academic subjects. Due to inadequate relevant
apparatus, machines or equipment, some students encounter these gadgets in examination
rooms as they have never used them. This is a very unfortunate situation which leads to
poor performance in examinations.
Practice is an efficient facilitator in the application of theory taught. Eunice and Fleith
(2004) emphasize the importance of preparing students to think for themselves and solve
new problems requiring the development of creative and independent thinking (Rocha et
al. 2010).
Emphasis in lecturing practical subjects should be on students’ active involvement in
doing the practical’s. Practical process skills such as careful observation, interpreting,
predicting events, designing experiment, organizing information and reporting and
generalization will be acquired. Good quality work promotes the engagement and interest
of the learner as well as developing a range of skills, science knowledge and conceptual
understanding (United Kingdom Parliament, September, 2011).

For shorthand students to perfect their speed and accuracy in transcription, they need
enough exposure in practical lessons. The lecturers also need to ensure that the students
are well grounded in the theory aspects of the subject so that they can easily write
shorthand outlines during dictation. Students are therefore required to increase reading
practice from printed shorthand books and also practice in transcription to be able to pass
their examinations.
Lecturers represent a large proportion of the input of an educational system. Coombs
(1970) observed that “the problem of lecturer supply is not one of simple numbers. It is
first and foremost a problem of quantity and of getting the right quality (Jekayinfa, 1993).
Fayemi (1991) also observed that “it is a truism that teachers are the hubs of any
educational system” that upon their number, their quality and devotion depend the
success of any educational system”. Assuming that necessary facilities are adequately
provided for, the environment is conducive to learning, and the curriculum satisfies the
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needs of the students and the students themselves have interest in learning, learning
cannot take place without the presence of the lecturer.
The quality of skill is directly related to the quality of instruction in the classrooms.
It is a fact that the academic qualifications, knowledge of the subject matter, competence,
and skills of lecturing and the commitment of the lecturer have effective impact on the
lecturing/learning process.
Quality improvement in skill depends upon proper training of lecturers. The lecturers
cannot play any of the roles unless properly trained (Yadved and Singh, 1988) (Adeyemi,
n.d.).
2.2 Conceptual framework
The conceptual framework shows factors that are key to explaining the core problem.
There are a number of factors that might have an influence on poor performance of
students in shorthand.
Availability of type writers -High transcription
Exposure to use of facilities and speed
Shorthand
adequate tuition -Good listening skills
examinations in
Lecturer competency -Accurate
training
transcription
institutions
-Accurate shorthand
2.3 Summary of reviewed literature outlines
In order for a student to succeed in practical lessons it is important that
the relevant facilities are availed to them to enable them get adequate practice. Exposure
in practical lessons is also very vital for the learners. It is not proper to expose learners to
the relevant machines, apparatus or equipment during an examination as this amount to
exposing them to very new conditions during an examination which leads to poor
performance.
Exposing students to machines, apparatus or equipment during an examination amounts
to inadequate teaching since practical subjects have to be taught using the relevant
apparatus to enable the learner develop the required skills. In this context shorthand
learners must have adequate practice using typewriters to perfect their speed and
accuracy. The candidates should also be allowed enough time for practice and tuition to
be able to do well in their examinations.
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Lecturers should also be competent so that they can impart the expected knowledge and
skills to the learners. This implies that lecturers should be properly trained in their areas
of specialization. The required grades or qualifications a student needs to gain entrance to
a particular level of learning should also be considered as this will affect the speed at
which the learner is able to grasp what is being taught. The qualifications of the learner
will also determine the success level of the learner in the practical lessons.
Studies reviewed above give a global perspective of the areas which students, lecturers
and
Institutions need to focus on in order to achieve great performance. These include the
training methods employed in Shorthand training in order to improve performance,
influence of lecturer competency and influence of time given for tuition and practice.
While the reviewed studies concentrate on the period before examinations, this study
examines performance of students in Shorthand in Evelyn Horne exams. Nevertheless,
these standpoints form a basis upon which this study is pegged

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 CHAPTER THREE

METHODOLOGY

3.0 Overview

This chapter will contain the research design, target population, sample population, sample
techniques, research instruments, data procedure, data collection, data analysis and ethical
consideration.

3.1 Research design

Survey research design was used for this study. Survey research design according to Nworgu
(2006) is a way in which a group of people or items is studied by collecting and analyzing data
from only a few people or items considered to be representative of the entire group. This study
will adopt a qualitative research design to gain in-depth insights into the various factors affecting
shorthand performance. A combination of interviews, focus groups, and surveys will be used to
collect data from students, educators, and relevant stakeholder.

3.2 Target population

The target population contains members of a group that a researcher is interested in studying.
The target population for this study was the shorthand students and lecturers in three colleges in
Zambia.

3.3 Sample size

A sample size is a group of objects to be studied, drawn from large targeted group. For this study
the sample will consist of 21 respondents and these will be 9 lecturers and 3 HOD from all the
institutions and 3 students from Kabwe Institute of Technology, 3 students from Lusaka Business
Training College and 3 students from Evelyn Horne.

3.4 Sampling technique

Both purposive and systematic sampling techniques will be employed to collect data. A
systematic sampling technique will be used to collect data from specific people to be interviewed
including the HOD and Lecturers per institution.

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3.5 Research Instrument

Research instruments are measurement tools designed to obtain data on a topic of interest. This
study will use interviews and questionnaires in collection of data. Oxford advanced learner’s
dictionary (2010) defines questionnaires as a written or printed list of questions to be answered
by a number of people as part of the survey. The questionnaire will be given to the respondents
to answer questions respectively. An interview will also be used due to its flexibility to
questioning, it gives chances for both the researcher and the respondent to discuss. This
technique can be adopted to meet the respondent intelligence and understanding. Interviews
provide in-depth information pertaining to participants’ experiences and viewpoints of a
particular topic (Grey, 2014).

3.6 Validity and Reliability

The data collected will be valid and reliable and can be used to understand the perceptions
towards the poor performance of students in shorthand. The data will be verified by the
respondents. The validity of the a research study refers to how well the results among the study
participants represent true findings among similar individuals outside the study and includes two
domains i.e internal and external validity. And reliability refers to the consistency of a measure
(whether the results can be produced under the same conditions).

3.7 Data collection procedures

Data will be collected starting from the superior offices then to students. And the forms will be
distributed according to the level of comprehension of the subject matter.

3.8 Data analysis

Data analysis according to Miles (1994) is defined as the process of systematically searching and
arranging raw data with the aim of increasing ones understanding of the data. Data analysis we
be done by both qualitative and quantitative methods. In Quantitative data will be analyzed by
using tables, charts and graphs, whereas in qualitative, data will be analyzed through coding,
theme formation and explanation.

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3.9 Ethical consideration

Considering the sensitivity of the topic at hand and scrutiny, the study will guarantee
confidentiality of responses by assuring respondents that the responses they provide will be
purely for academic purposes. And to obtain data from the respondents, consent will be sought
for and highly considered.

3.10 SUMMARY

In conclusion chapter three discusses the methods of data collection used in the study. The
purpose of this chapter is to show how the research was conducted in terms of its design, study
size, target population, sample size, sampling technique, data collection instruments, data
analysis, validity and reliability, data collection procedure, ethical consideration, schedule of
activities, budget and summary.

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APPENDICES

TIME FRAME (WORK PLAN)

ACTIVITY DATE DURATION

Approval of the research

topic
Data collection

Date of submitting

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PROPOSED BUDGET

No ITEMS PRICE OF ITEMS

1 One realm of paper k180

2 One flash disc k200

3 Two boxes of pens and one box of pencils K100

4 Typing, printing, photocopying and binding K400

5 Transport K300

6 Data collection K200

7 Data processing K100

TOTAL AMOUNT K1480

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