INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES IN THE UNITED STATES: COMPARISON OF INSTRUCTORS’ OPINIONS ON THE IMPORTANCE OF SELECTED INDIVIDUALIZED INSTRUCTION ACTIVITIES Dissertation for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY STEPHEN PAUL BLUCAS 1977 IIIIIIIIIIIJIIIIIIIIIIIIIIIIILIIIII , LIBRzWy Michigan 3 ate University This is to certify that the thesis entitled INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES IN THE UNITED STATES: COMPARISON OF INSTRUCTORS' OPINIONS ON THE IMPORTANCE OF SELECTED INDIVIDUALIZED INSTRUCTION ACTIVITIES presented by Stephen Paul Blucas has been accepted towards fulfillment of the requirements for Ph.D. degree in College of Education Department of Secondary Education and Curriculum W Orewk Major professor 0-7639 ABSTRACT INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES IN THE UNITED STATES: COMPARISON OF INSTRUCTORS' OPINIONS ON THE IMPORTANCE OF SELECTED INDIVIDUALIZED INSTRUCTION ACTIVITIES BY Stephen Paul Biucas Purposes of the Study The first purpose of this study was to help business education establish the present status on the use of individualized typewriting instruction in public community colleges in the United States. This study provided descriptive research in the area of individualized type- writing instruction that was not presently available. A second purpose for this study was to provide teacher educators with information that will be useful in develOping better teacher educa- tion programs. By identifying present perceptions and understandings that public community college typewriting instructors hold for their role in individualized instruction, teacher educators can prepare teachers to be more proficient and competent in the use of individualized instruc- tion in typewriting. Methods and Sources Used The population for this study consisted of 77% public community colleges in the United States which offered a secretarial program and which were dually listed in the I976 Community, Junior, and Technical Col- lege Directory_and in Barron's Guide to the Two-Year Colleges, Volume Ii: isu decIs dEDar Stephen Paul Blucas Occupational Program Selector. A proportional sample of 250 public com- munity colleges was randomly selected. One typewriting instructor from each of the 250 public community colleges was surveyed. Part I of the questionnaire collected the necessary data pertaining to the respondent and the respondent's institution; Part II was concerned with the reSpondent's opinion on the importance ("Very important," "Important,” "Undecided,” “Somewhat Important,“ or "Not Important") of SA selected individualized instruction activities in 9 role areas for individualized instruction. The chi-square test statistic was used to determine differ- ences (.05 level of significance) in the opinions expressed by the instructors. Summary of Findings Based on the responses of l86 instructors (7h.h percent response), a summary of selected findings is as follows: I. Of the 186 respondents, l0l, or 54.3 percent, reported using individualized typewriting instruction. The western Region had the highest percentage of users; the Eastern Region had the lowest percentage of users. 2. Large public community colleges had the highest percentage of users; small public community colleges had the lowest percentage of users. 3. The majority of instructors, 59.h percent, indicated that the decision to use individualized typewriting instruction was made by the department faculty. A. The most frequently used approach to individualized typewriting instruction was the audio-visual approach, 58.h percent; the least used approach was the videotape approach, 5.9 percent. 5. Beginning Typewriting was the course most often reported as using individualized instruction, 92.l percent. Many instructors reported Stephen Paul Blucas using individualized instruction in intermediate and advanced typewriting courses as well as in many specialized courses such as medical typewriting, legal typewriting, and executive typewriting. 6. Overwhelmingly, instructors expressed favorable evaluation on the success of individualized typewriting instruction in their institutions. 7. The most important role in individualized typewriting instruction in the opinion of the instructors was ”Analyzer of Student Progress;" the least important role was "Provider of Large Group Instruction and Experiences.” 8. The independent variables of years of teaching experience, college enrollment, and individualized typewriting instruction experience had little effect on the Opinions expressed by public community college type- writing instructors on the importance of the individualized instruction activities. 9. The independent variable of geographic region had no effect on the opinions expressed by public community college typewriting instructors on the importance of the individualized instruction activities. IIIDI INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES IN THE UNITED STATES: COMPARISON OF INSTRUCTORS' OPINIONS ON THE IMPORTANCE OF SELECTED INDIVIDUALIZED INSTRUCTION ACTIVITIES by Stephen Paul Blucas A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education l977 To my parents, Walter and Alice Blucas who Dr. grai for Wile: Int: cons ACKNOWLEDGMENTS The researcher extends his sincere appreciation to all individuals who helped make this study possible. To Dr. Robert Poland, a sincere appreciation is expressed for his help and encouragement as guidance committee chairman and as dissertation co-director. To Dr. Richard Gardner, Dr. Zane Quible, Dr. Billie Rader, and Dr. Michael White, who served as members of the guidance committee, gratitude is also extended. To Dr. Rader, a special thanks is extended for serving as dissertation co-director and for always being available when needed. To the many instructors who responded so well to the questionnaire, appreciation is expressed for their sincere professionalism. Their interest and willingness to assist made this study a success. To my family and friends, appreciation is expressed for their constant support and encouragement. LIS' Chat TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . ............. . . . . vi Chapter I THE PROBLEM . . . . . . . . . . . . . . . . . . . . . . . l introduction . . . . . . . . . . . . . . . ..... I Statement of the Problem . . . . . . . . ....... 3 Operational Definitions of the Variables . ...... A Hypotheses . . . . . . . . . ..... . ....... 5 Need for the Study .................. 6 Purpose of the Study . . . . . . . . . . . . ..... 8 Basic Assumptions for the Study . . . . . . . . . . . 9 Delimitations of the Problem . ........... . 9 Limitation of the Study ............... lO Definition of Terms . ................ IO 2 REVIEW OF THE LITERATURE . . . . . ........... I3 INDIVIDUALIZED INSTRUCTION . . . . . . . . . . . . . . l3 ACTIVITIES IN INDIVIDUALIZED INSTRUCTION ....... - I5 TEACHER ROLE IN INDIVIDUALIZED INSTRUCTION ...... 20 INDIVIDUALIZED TYPEWRITING INSTRUCTION ........ 2h 3 RESEARCH PROCEDURES .......... . . . . . . . . . 33 Population ...................... 33 Sample . . . . .................... 33 Instrumentation ..... . . . . . . . . . . . . . . 3h Pilot Study . . . . . . . . . ...... . ..... 36 Instrument Reliability ......... . ...... 36 Analysis of Data . . . . ............... 37 A FINDINGS . . . . . . . . . . . . ..... . ...... 38 BACKGROUND OF RESPONDENTS . . . . . . . . . . 39 INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES IN THE UNITED STATES . . . . . . A2 INSTRUCTORS' OPINIONS ON THE IMPORTANCE OF SELECTED INDIVIDUALIZED INSTRUCTION ACTIVITIES ....... 48 COMPARISON OF INSTRUCTORS' OPINIONS ON THE IMPORTANCE OF SELECTED INDIVIDUALIZED INSTRUCTION ACTIVITIES . 62 Teaching Experience . . . . . ......... 62 College Enrollment . . . . . . . . ..... 69 Individualized Typewriting Instruction Experience . . . .............. 76 Geographic Region . . . . ......... . . 83 Chapte BIBLIC APPEND APP APP APP APP Chapter Page 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ........ 90 SUMMARY . . . . . . . . . . . . . . . . . . . . . . . 90 The Problem . . . . . . . . . . . . . ....... 90 Research Procedures ..... . . . . . ...... 90 Findings . . . . . . . . . . ........... 9l CONCLUSIONS . . . . . . . . . . . . . . . ...... 96 RECOMMENDATIONS ..... . ..... . . . . . . . . 97 BIBLIOGRAPHY . . ..... . . . ...... . ...... . . . . 98 APPENDICES APPENDIX A Public Community Colleges Included in Study . . ..... lOZ APPENDIX B Cover Letters, Questionnaire .............. Ill APPENDIX C Public Community Colleges Included in Pilot Study . . . . l2l ,APPENDIX D Chi Square Test Statistic, Tables I - X ........ . 123 APPENDIX E Other Findings, Chi Square Test Statistic, Tables XI - XXIX . . . . . . . . . . . . . . ..... Ihl Table Table I0 II l2 I3 Ih IS LIST OF TABLES POPULATION AND SAMPLE DISTRIBUTION OF PUBLIC COMMUNITY COLLEGES BY NBEA REG '0" O O O O O O O O O O C O O O O O RESPONSE BY NBEA REGION . . . . . . . . . . . . . . . . . .RESPONSE BY PUBLIC COMMUNITY COLLEGE ENROLLMENT . . . . . PROFILE OF PUBLIC COMMUNITY COLLEGE TYPEWRITING ' NSTRUCTORS O O O O O O O O O O O O O O O O O O O O O O INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES BY NBEA REGION . . . . . . ..... INDIVIDUALIZED TYPENRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES BY ENROLLMENT . . . . . . . . . . . IMPLEMENTORS OF INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES . . . . . . . . . . . . . APPROACHES TO INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMUN|W COLLEGES O O O O I O O O O O O O O O O INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES BY COURSES . . . . . . . . . . . . . EVALUATION OF INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBL I c COMUN ' TY COLLEGES O C O O O O O O O O O O O O C RANKING BY INSTRUCTORS OF THE FIVE MOST IMPORTANT INDIVIDUALIZED INSTRUCTION ACTIVITIES . . . . . . . . . RANKING BY INSTRUCTORS OF THE FIVE LEAST IMPORTANT INDIVIDUALIZED INSTRUCTION ACTIVITIES . . . . . . . . . RANKING BY INSTRUCTORS OF THE NINE ROLE AREAS FOR INDIVIDUALIZED TYPEWRITING INSTRUCTION . . . . . . . . FREQUENCY COUNTS AND PERCENTAGE RESPONSES FOR SELECTED INDIVIDUALIZED INSTRUCTION ACTIVITIES ....... . . DIFFERENCES BETWEEN YEARS OF TEACHING EXPERIENCE IN INSTRUCTORS' OPINIONS ON THE IMPORTANCE OF SELECTED INDIVIDUALIZED INSTRUCTION ACTIVITIES ........ . vi Page 3h #0 ho hi 93 MI AS #6 A7 A7 #9 50 SI 52 63 Table vii Table I6 DIFFERENCES BETWEEN COMMUNITY COLLEGE ENROLLMENT IN INSTRUCTORS' OPINIONS ON THE IMPORTANCE OF SELECTED INDIVIDUALIZED INSTRUCTION ACTIVITIES . . . . . . . . . I7 DIFFERENCES BETWEEN INDIVIDUALIZED TYPEWRITING TEACHING EXPERIENCE IN INSTRUCTORS' OPINIONS ON THE IMPORTANCE OF SELECTED INDIVIDUALIZED INSTRUCTION ACTIVITIES . . . I8 DIFFERENCES BETWEEN GEOGRAPHIC REGION IN INSTRUCTORS' OPINIONS ON THE IMPORTANCE OF SELECTED INDIVIDUALIZED INSTRUCTION ACTIVITIES . . . . . . . . . . . . . . . . Page 70 77 8h .. - at»! Introd differ Iional the in "recogi One of Chapter I THE PROBLEM Introduction Concern for individualized instruction or for the individual differences of students Is not new in education. Leaders in educa- tional theory and practice have advocated greater consciousness of the individual for many years. Business educators, too, have ”recognized that providing for the individual needs of students is one of the basic principles of American education."l Individualized instruction is one attempt to meet the needs of individuals who have different experiences, backgrounds, achievement levels, and occupational goals, but at the same time are enrolled in a common class or program. The individualization of instruction can allow each student to be involved in the decisions of what to learn, how to learn, and when It may apply or his/her personal objectives and/or expected outcomes. The need for individualized instruction is becoming more and more apparent in public community colleges. With an "open-door" policy, the public community college has accepted the task of providing a meaningful education to an increasingly heterogeneous group of students. No other segment of higher education in the United States expects " . . . to serve such a diversity of purposes, to provide such a IA Statement by the Policies Commission for Business and Economic Education (National Business Education Association), ”This we Believe About Implementing Individualization of Instruction in Business Educa- tion." Business Education Forum, Vol. 28, No. 8 (May, l97h), p. l8. JD SU fa variety of educational instruments, or to distribute students among so many types of educational programs . . . ."2 The community college has, in effect, adopted a philosophy of education opportunity for all-- all abilities, all social and economic classes, all interests, and all ages. Roueche3 states that if the community college is to deliver upon the implied promise of the "open-door" policy, it "must cast much more widely its net of concern and, based upon individual examination and diagnosis, must formulate with the full participation of the student an individual program of educational development." In an effort to develop more effective learning situations for students with such widely diversified objectives and goals, instruc- tlonal methods are undergoing much change. Today, the problem of finding instructional methods that will provide for individual differ- ences is a major challenge of business education in the community college. The teaching of typewriting at the community college level is a subject area in business education undergoing change. Instructors are faced with the problem of adequately meeting the variety of needs of individual students. To meet students‘ needs, many instructors are turning to individualized instruction and the application of recent educational technology as a possible and practical solution. 2Leland L. Medsker, The Junior College: Progress and Prospect. (New York: McGraw-Hill Book Company, Inc., l9607, p. vi. 3John E. Roueche, "Accountability for Student Learning in the Community College." Educational Technology, Vol. II, No. I (January, 1971). p- #7. In: Opi Uni IIOn Vol. I"Sir lip. I The implication of this instructional revolution involves a dramatic change for the role of the typewriting instructor. With the i, use of mixed media in the classroom, Rowe states that typewriting can no longer be treated as a teacher-directed skill. If this role change Is inevitable, the typewriting instructor may find this change difficult. Robinson5 emphasizes that the role of the instructor Is very important in individualized instruction. He sees the Instructor as the person who controls and prescribes the various instructional techniques to be used with students in conducting a learning experience. The failure or success of individualized typewriting instruction depends on the instructor's performance in the role as "manager of learning" rather than in the role as "dispenser of materials and media of instruction." Statement of the Problem The problem in this study was to: (I) determine the extent that individualized instruction in typewriting is being used in public com- munity colleges in the United States and (2) determine and compare the Opinions of public community college typewriting instructors in the United States on the importance of selected activities in role areas for individualized instruction. The following research questions were set forth: i. What geographic region of public community colleges uses the most individualized instruction in typewriting? “John L. Rowe, "Applying Six Principles of Individualized Instruc- tlon to Beginning and Advanced Typewriting." Business Education Wbrld, Vol. 55, No. 3 (January-February, I975), pp. 28-29. 5Jerry W. Robinson, "Is That All There Is--To Individualized Instruction?" The Balance Sheet, Vol. 56, No. I (September, l97h), pp. A-6, 8. 2. Is the size of the student enrollment at a public community college a factor in whether it uses or does not use individualized instruction in the typewriting program? 3. Who is most responsible in the public community college for the decision to implement or to initiate the use of individualized instruc- tion in typewriting? A. What approaches or methods of individualized typewriting instruc- tion are being used in public community colleges? 5. What courses in the typewriting program in public community colleges use individualized instruction? 6. How do public community college typewriting instructors evaluate the success of individualized typewriting instruction in public community colleges? 7. What importance do public community college typewriting instruc- tors place on selected activities and on role areas in individualized typewriting instruction? Operational Definitions of the Variables The design of this study used nine dependent variables and four independent variables. The dependent variables were the selected activities from the nine role areas for individualized instruction as defined by Lambert:6 l. Analyzer of Individual Differences 2. Planner of Courses, Units, and Lessons 3. Provider of Instructional Materials and Media 6Roger Henry Lambert, ”Teachers' Perceptions and Principals' Expectations for the Teacher's Role in Individualized Instruction," (unpublished Doctoral dissertation, Michigan State University, I970). A. Arranger of Instructional Facilities 5. Provider of Large Group Instruction and Experiences 6. Provider of Small Group Instruction and Experiences 7. Supervisor of Independent Study Experiences 8. Analyzer of Student Progress 9. Communicator of Information to Significant Others The independent variables were: I. Teaching experience--defined as the total years of full-time teaching experience of the public community college typewriting instruc- tor using the following categories: 3 yearsor less; A - 7 years; 8 - ll years; l2 - l5 years; and over l5 years. 2. College enrollment--defined as a small, medium-size, or large public community college based on the following classification plan: small, less than l,000 full- and part-time students; medium-size, l,OOO - A,999 full- and part-time students; large, 5,000 or more full- and part-time students. 3. Individualized typewriting instruction experience--defined as to whether the public community college typewriting instructor has or has not taught typewriting using individualized Instruction. A. Geographic region--defined as one of the five regions of the National Business Education Association: Eastern Region, Southern Region, North-Central Region, Mountain-Plains Region, or Western Region. Hypotheses To determine if the independent variables affect the opinions expressed by public community college typewriting instructors on the importance of each activity in the role areas for individualized instruc- tion, the following general null hypotheses were tested: H‘. There are no significant differences between years of teaching experience in the opinions expressed by public community college type- writing instructors on the importance of each activity in the role areas for individualized instruction. H2. There are no significant differences between college enrollments in the opinions expressed by public community college typewriting instructors on the importance of each activity in the role areas for individualized instruction. H3. There are no significant differences between experiences with individualized typewriting instruction in the opinions expressed by public community college typewriting instructors on the importance of each activity in the role areas for individualized instruction. Hg. There are no significant differences between geographic regions in the opinions expressed by public community college type- writing instructors on the importance of each activity in the role areas for individualized instruction. Need for the Study An effective educational program at any level should provide the kind of education that will fit each individual's needs. This educa- tional philosophy held by the public community college offers strong support for the concept of individualized instruction. With an increas- ingly diverse student body, it is becoming more and more apparent that instruction at the public community college may be individualized to a greater degree than has been done in the past. Higher education is in the midst of an instructional revolution in which individualized, self-paced methods have come to the fore. As the movement spreads, according to Cross,7 the shift in emphasis from "teaching" to "learning" will require major role changes for college instructors. She further states that in the l9805, college instructors will be as skilled in the diagnosis and treatment of student learning problems as they are in their disciplines. A study by Hunter and Lingle8 indicated that individualized instruction Is indeed a widely used instructional method and a practice that will continue to grow. These findings provide even more support for the future importance of individualized instruction in the public community college. Teacher educators need to be aware of current trends and probable future changes in instructional methods. Stukat9 points out that research of new teacher functions is essential. When a new instruc- tional method or system is introduced, the role of the instructor is often taken for granted. The system or instructional method does not automatically define the instructor's role. "In actual fact, conflicts are probable between well established teaching patterns and radically new teaching functions.“o 7K. Patricia Cross, ”New Roles for College Teachers.” Paper pre- sented for the Annual Meeting of the American Association of Community and Junior Colleges (Washington, DC, March l7-l9, I976), l2 pages. 8Walter E. Hunter and Ronald K. Lingle, "Status of Individualized Instruction in Colleges Identified as Members of the North Central Com- munity and Junior Colleges, l97A-l975.” A report to the Council of North Central Community-Junior Colleges (April, I975). 9KarI-Gustav Stukat, ”Teacher Role in Change." Department of Educa- tion Research, Gothenburg School of Education (Sweden), October, I970. Iolbid. In a recent survey by Calhoun,n leaders in business education indicated individualized instruction as an area for needed research. A specific concern expressed was the need to determine the extent that individualized instruction is being used in business education and with what degree of success. The individualizing of typewriting instruction is currently an area of great interest and concern in business education. Most research in this area, however, has been experimental comparing the individualized instruction approach to the traditional teaching approach. Descriptive research, such as this study, has received little attention. This study, therefore, explored selected aspects of individualized typewriting instruction in public community colleges to provide the impetus for this needed research. Purpose of the Study The first purpose served by this study was to help business educa- tion establish the present status on the use of individualized type- writing instruction in public community colleges in the United States. This study provided descriptive research in the area of individualized typewriting instruction that was not presently available. A second purpose for this study was to provide teacher educators with information that will be useful in developing better teacher education programs. By identifying present perceptions and under- standings that public community college typewriting instructors hold For their role in individualized instruction, teacher educators can nCalfrey C} Calhoun, "Needed Research in Business Education.” Paper presented at the National Business Education Association Research Foundation Session (San Francisco, California, April IA, I976), IA pages. prepare teachers to be more proficient and competent in the use of indi- vidualized instruction in typewriting. The findings may also identify the need for in-service training for instructors in individualized instruction. Basic Assumptions for the Study The following assumptions were made for this study: I. That individualized typewriting instruction was a widely used instructional method in the teaching of typewriting in the public com- munity college to make this study both feasible and practical. 2. That public community college typewriting instructors were sufficiently well-informed on activities in individualized instruction so as to enable them to rate the importance of the selected activities used in this study. Delimitations of the Problem The following were delimitations of this study: I. This study was concerned only with public postsecondary institutions offering a secretarial program of study which were dually listed in the I976 Community, Junior, and Technical College_ Directogy and in Barron's Guide to the TWO—Year Colleges, Volume II: Occupational Program Selector. 2. This study involved only 5A selected activities in individu- alized instruction; no attempt was made to identify all possible activities in individualized instruction. 3. This study involved only nine role areas for individualized instruction; no attempt was made to identify all possible role areas in individualized instruction. ID A. This study was concerned only with public community college typewriting instructors' opinions on the importance of the selected activities in individualized instruction; no attempt was made to determine the extent to which these instructors perform these activities. Limitation of the Study The limitation imposed on this study was that the survey instru- ment was appropriate to measure the importance that public community college typewriting instructors expressed on the selected individualized instruction activities used in this study. Definition of Terms Public Community College--a postsecondary institution controlled by a state-appointed or locally elected board which offers a secretarial program of study. College Enrollment--the number of full- and part-time students at a public community college campus based on the enrollment as of October, I975, listed in the l976 Community, Junior, and Technical _C_o_l_l_e_ge Directory. Small Community Collegef-a public community college enrolling less than I,OOO full- and part‘time students. Medium-size Community Collegef-a public community college enroll- ing at least l,OOO but fewer than 5,000 full- and part-time students. Lagge Community College--a public community college enrolling 5,000 or more full- and part-time students. Typewriting lnstructor--a full-time faculty member in a public community college who teaches typewriting. ll Geggraphic Region--a geographic area of the United States defined by the National Business Education Association; five regions are defined: Eastern Region, Southern Region, North-Central Region, Mountain-Plains Region, and Western Region. Typewriting_Program--a sequence of courses offered at a public community college in the subject area of typewriting. Individualized Typewriting Instruction--a method of typewriting Instruction providing each learner with one or more of the following: individually prescribed learning activities and/or individually paced learning and/or individual evaluation of learner achievement. Individualized Instruction Activityf-a behavior or procedural action that an instructor might perform in individualized instruction. Individualized Instruction Role Area--the classification of individualized instruction activities into a common group or division. Relef-a set of expected behaviors for an individual in a given situation or position. Role Perception--an individual's belief about his/her own role in a given situation or position. Videotape Approach--a type of individualized typewriting instruction providing the learner with televised videotaped sequences for specific learning. Learning Activity Package Approach-~a type of individualized type- writing instruction gathering all the learning materials into carefully designed stand-alone, printed packages. Programmed Textbook Approach--a type of individualized typewriting instruction leading the student to interact with a series of stimuli, each requiring an active response. I2 Contract Approach--a type of individualized typewriting instruction developing cooperatively a contract between the student and the instruc- tor specifying outcomes, activities, evaluation, and time for completion. Audio Approach (e.g. cassette)--a type of individualized type- writing instruction using an audio message, not visual, as the main element of Instruction along with other activities. Audio-Visual Approach (e.g. slide-tape)--a type of individualized typewriting instruction leading the student through a series of learning activities which may include audio, visual, workbook, and lab activities. Chapter 2 REVIEW OF THE LITERATURE Interest in the broad area of individualized instruction has been phenomenal in recent years. A search through the literature will produce an extensive list of references which in one way or another are related to various aspects of individualized instruction. The purpose of this chapter, therefore, was to synthesize selected areas in the literature that were considered by the researcher to be important to the development of this study. The following areas were identified: (l) definition of individualized instruction; (2) teaching activities and techniques in Individualized instruction; (3) teacher role in individualized instruction; and (A) research in individualized type- writing instruction. INDIVIDUALIZED INSTRUCTION "Individualized instruction" is a popular term in business education today. Yet, what is individualized instruction? The answers to this question vary and are often confusing. As Robinson]2 states, the term "Individualized instruction” is too often misunderstood, misused, and abused by most who talk and write about it because they emphasize only one factor constituting individualized instruction--time, or rate of learning. True individualized Instruction involves at least eight crucial variables: (I) individualized goals, (2) individualized IZJerry W. Robinson, "So You Want To Individualize Typewriting Instruction." Century 2i Reporter (Spring, l976), p. I2. I3 IA presentation of new learnings, (3) individualized learning/ skill building/measurement materials, (A) individually pre- scribed practice patterns and materials, (5) individualized diagnosis of learning difficulties, (6) individually pre- scribed remediation, (7) individualized evaluation of criterion-measure performance scores in terms of individual goals, and (8) provision for individualized student progression from activity to activity and from unit to unit.‘3 True individualized instruction, as described by Robinson, is rarely practiced. Instead, what is called "individualized instruction" Is really instruction concerned only with the variable of time. Schrag”I helps to clarify the concept and to differentiate between two levels of individualized instruction. The first level refers to learning situ- ations with a flexible time frame-~individually paced instruction. At this level, students are expected to acquire competencies, but the rate at which they acquire the competencies will vary. The second level of individualized instruction is more complex--individually prescribed instruction. At this level, the instructor diagnoses each student‘s current status and forms a prescription for each student. The student not only learns at his/her own rate, but also selects the competency' to be acquired and the method to attain it. In individualized instruction, several assumptions regarding student learning are made. These assumptions, according to Bartholome,15 are: (l) students do not achieve at the same rate; (2) students do not achieve by using the same study techniques: (3) students solve problems in different ways; and (A) students possess different patterns of interests. '3Ibid. IhAdele F. Schrag, ”Prescriptions for lndividualizing Instruction,” Business Education World, Vol. 57, No. 2 (November-December, l976), p. 9. 'SLloyd W. Bartholome, "Individualization in Typewriting," Journal of Business Education, Vol. A8, No. A (January, I973), p. l60. l5 Individualized instruction, then, can be defined as Instruction which has been designed to provide for Individual differences among students. Each student, therefore, is allowed to: (I) work at his/her own rate; (2) learn according to his/her own learning style; (3) make decisions, with the help of the instructor, regarding what he/she will learn; and (A) explore and apply skills to his/her own major field of interest. In other words, a program of individualized Instruction is geared to fit the needs of each individual student; the student is not geared to fit the program. From the reviewed literature in this area, the following definition was formed for this study: Individualized Typewriting Instruction: a method of type- writing'Tnstruction providing each learner with one or more of the following: individually prescribed learning activities and/or Individually paced learning and/or individual evalu- ation of learner achievement. ACTIVITIES IN INDIVIDUALIZED INSTRUCTION An essential step in developing individualized instruction has been the identification of activities that are performed by instructors, by students, and by other instructional means. King,‘6 observing teachers in individualized instruction, isolated these activities according to the person or physical facility that could best accomplish it. He made the following breakdown of activities: Activities Primarily Performed by_Teachers Planning curriculum Choosing, creating, adapting materials Diagnosing student needs IPRobert E. King, ”Tasks That Only The Teacher Can Do,” Quality and the Small School, ed. by Edwin P. Hildebrand (Denver: Colorado Department of Education, I968), pp. 35-Al. l6 Lecturing Questioning Giving directions Activities Performed Cogperatively by Students and Teachers Setting goals Motivating Planning activities Guiding Evaluating Testing and grading Disciplining Coaching Explaining Demonstrating Activities Performed Primarily by Students Choosing alternatives Getting materials Researching Doing activities Manipulating equipment Discussing Role playing Job experience Checking work Activities Performed by Materials and Equipment Motivating Assigning activities Exposing Questioning Drilling Dispensing information Testing and grading In a breakdown such as this, it is readily apparent that many more kinds of activities are being shifted to the realm of student responsi- bility with the instructor serving as a guide‘and a supervisor to make certain that learning takes place. Stutz and Merelll7 describe individualized instruction as needing certain kinds of materials that are not usually available in the l7Rowan C. Stutz and Russell G. Merell, ed., Individualizing_jnstruc- tion in Small Schools (Salt Lake City: Western States Small Schools Project, l966), p. l0. l7 traditional classroom. These materials include placement tests, a sequenced list of objectives for leading to terminal behaviors, appropriate study materials (e.g., outlines, reference books, tapes, films), a performance measure suitable for frequent measurement of achievement of specific objectives, and student record cards to record progress data pertinent to each individual's development in his studies. In addition to new materials, the instructional arrangement is far more varied In individualized instruction than in a regular classroom teaching situation. Stutz and MerellI8 point out that these instruc- tional arrangements revolve around large group instruction, independent study, small group instruction, directed study, laboratory experiences, tutorial instruction, and research. As such, this instructional format represents a greatly expanded concept of the instructional activities that are normally associated with teaching in a classroom where the Instructor disseminates information and the students merely reSpond through examination on the information. BrattenI9 reported that individualized instruction was deveIOped in his class through: (I) using study guides which called for a variety of material and equipment; (2) using programmed instruction; (3) using special assignments; and (A) teaching at three levels of difficulty. The organizational features of his program included: (I) a revolving period (students were not scheduled in a specific class at this time); (2) student flexibility in changing scheduleS; (3) large group instruction; '8”:th p. 19. I9Jack E. Bratten, The Organization of a Biology Course for Individu- alized Progress at Theodore High School (Santa Monica, California: Systems DeveIOpment Corporation, I965). PP. 6-7. l8 (A) student teacher assistants; (5) health and personal development classes; and (6) self-pacing (allowing students to be reSponsible for their own learning).20 EsbensenZI describes individualized instruction in his school “. . . as an arrangement whereby every student is encouraged to pursue learning according to his own personal inventory of abilities, needs, and interests." He suggests that it is possible for students to learn different things in different ways, that students work at dif- ferent rates, that students can work alone or cooperatively on a problem, and that students can budget their time in order to organize their learning experiences.22 Furthermore, according to Esbensen, students can operate their own projectors, record players, and tape recorders; they can locate their own assignment sheets; assemble and work with apprOpriate instructional material; and finally, take the test that will measure their accomplish- ment of an educational objective.23 According to Glaser,2“ this self-resourcefulness of the student is a trait developed through individualized Instruction that is worth pursuing. Some requirements of individualized instruction, as seen \ by Glaser, include: (I) the conventional grade levels and time units 2°Ibid., pp. 9-10. 2IThorwald Esbensen, Individualizing_the Instructional Program (Duluth, Minnesota: Duluth Public Schools, I966), p. l8. 22lbid., p. 20. 23Ibid., p. 21. 2“Robert Glaser, The Education of Individuals (Pittsburgh, Pennsylvania: Learning Research and Development Center, University of Pittsburgh, I966), p. 2. I9 need to be redesigned to permit students to work on levels of accomplish- ments; (2) well defined sequences of progressive, behaviorally defined objectives need to be defined in various subject areas to enable the student to measure progress; (3) student progress must be monitored at intervals in order to plan future programs and instruction; (A) stu- dents must be taught and provided with apprOpriate instructional materials for self-directed, self-paced learning; (5) Special train- ing must be provided to personnel to help them become proficient in evaluation and diagnosis of student performance; and (6) provision must be made to facilitate the teacher use of student records and infor- mation about students for planning of student programs.25 Student evaluation is a continuous process in individualized instruc- tion. Students are evaluated in terms of their own accomplishments; evaluation is not dependent upon the performance of others. Most important, standards are in terms of performance objectives. As suggested by Cox and Barton,26 student achievement can be measured through placement tests, unit pre-tests, post-tests, and curriculum- embedded tests. They describe curriculum-embedded tests as identifying when a student has mastered a single objective within a unit of work. Schatzz7 stresses that evaluation in individualized instruction is more meaningful and relevant to the student. Individualized instruction allows for the student to evaluate his/her own progress at any point 25Ibid., pp. 5-6. 26Richard Cox and Elizabeth Barton, Olggnosis of ngil Achievement in the Individually Prescribed Instruction Project (University of Pittsburgh: Learning Research and DeveIOpment Center, I967), p. 38. 27Ann Schatz, ”Individualized Instruction in Typewriting and Short- hand.‘l Journal of Business Education, Vol. A6, No. 7 (April, l97l), p. 276. 20 along the route of instruction. The student can determine, if, when, and how well he/she has achieved a stated instructional objective in contrast to traditional evaluative techniques where the student receives only a letter or numerical rating giving no concrete indication of what constitutes the rating. It Is quite evident, then, that the teaching activities and techniques in individualized instruction emphasize more student involve‘ ment, increased student selection of materials and subject matter, increased allowance for students to proceed at their own rate, and more student responsibility for their own learning. TEACHER ROLE IN INDIVIDUALIZED INSTRUCTION In a study comparing an active teacher role with a passive teacher role for conducting a self-study program, Coulson28 found no significant difference among treatment groups using a post-training criterion test. Some conclusions he drew from his study were: i. Teachers should work on a macroscOpic level with variables such as classroom organization, the use of social reinforcers, and the selection of different modes of instruction for different students, such as small group discussion, individually programmed instruction, whole class instruction, etc. 2. Teachers should program their own behavior just as carefully as the instructional material itself is programmed; l.e. the teacher should know in advance that if a certain student performs in a certain way on a certain task, that student should be assigned a certain mode of instruction. 28John E. Coulson, The Teachers Role in Classes Using Self-Study Materials (Santa Monica, California: Systems DeveIOpment CorporatTon, 19‘7’ pp. 1-2. 2I In writing about teacher preparation for individualized instruction, Swenson29 attempted to identify the teacher characteristics or role assignments that were necessary to operate effectively in an individu- alized instruction situation. These characteristics include: The teacher needs to know about and have information on the variations found in humans; such as physical, intellectual, perceptual, emotional, social, and economic differences. The teacher needs to understand the implications stu- dent variations have for teaching, l.e. what does it mean in terms of teacher behavior when students have different levels of readiness to learn, different abilities to do certain tasks and have varying goals? The teacher needs to accept the idea of learner dif- ferences and not reject him/her for these differences. The teacher needs to understand the relationship of the teacher's subject matter competence to differences among learners, l.e. he/she needs enough subject matter to be able to guide learners as they pursue goals in subject areas. The teacher needs to have a good grounding in general education to assist him/her in understanding subject matter and prepare him/her for living as a competent secure adult and citizen. This background will enable him/her to work with students who have interests differ- ent from their interests. The teacher needs to know teaching as a human-relations activity. He/she must strike a balance between needs of individuals in a group and the needs of the group. The teacher needs to know that teaching is guiding learning. The teacher needs to understand that teaching is control of the environment for learning to take place; l.e. the physical, psychological, and social environment are important in carrying forth an individualized instruction program. 29Esther J. Swenson, “Teacher Preparation," Individualized Instruction, ed., Nelson B. Henry (Chicago: University of Chicago Press, l962), pp. 289-297. 22 Predicting extended use of individualized instruction, Stukat3o foresees that instructors will spend more time Interacting with Individual students and small groups, and that team arrangements for common planning and execution of instruction will become widespread. He summarizes the future teacher functions as: The Teacher Is More Involved In: Individual contacts with students Diagnostic and evaluative activities Prescriptions on learning activities and materials Planning and organization Cooperation with other personnel Counseling and guidance Supervision of students working independently Small group tutoring Stimulating, motivating students, giving positive feedback Higher-order cognitive, heuristic teaching The Teacher ls Less Involved In: Contacts with the whole class Presenting fact information, drill-practice activities Routine managerial tasks Giving negative feedback Talking (total amount) Talking (in relation to student talking) An appropriate metaphor of the teacher role in individualized instruc- tion is provided by Wblfson.3I She states that " . . . the teacher is more like a travel consultant." This statement describes the teacher helping students plan within the scope of their overall plans. This planning and suggesting provides additional experiences for students and are as important as the final outcome. 3oStukat, loc. cit. 3'Bernice J. Wolfson, "Pupil and Teacher Roles in Individualized Instruction," Elementary School Journal, Vol. 68 (April, l968), p. 359. 23 Important aspects of the teacher role in individualized instruction, as seen by Wolfson, are: l. The teacher should be primarily a consultant and resource person to the learner. 2. The teacher should manage the classroom environment, supplying materials and at times initiating new experiences. 3. The teacher should help pupils learn to plan, to evaluate and consider alternatives. A. The teacher should promote self-direction of students.32 In addition, Wolfson suggests that the teacher using individualized instruction will change their classroom pattern in the following ways: I. The teacher will have a flexible view of individualized activities, small group activities, and large group activities. 2. The teacher will have frequent pupil teacher conferences, both individual and group. 3. The teacher will arrange for temporary interest-centered groups to develop. A. The teacher will use a wide variety of media. 5. The teacher will use out-of-school resources. 6. The teacher will plan the instructional program cooperatively with students.33 The Instructor's role, therefore, takes on many new aspects in individualized instruction. The student role also changes. These changes reflect the changes in teacher role and may help in describing the teacher's role. Students in individualized instruction, according to Wolfson, will: I. Have a more significant role in determining their learn- ing activities. 32Ibid., p. 362. 33Ibid. 2A 2. Choose what to learn and in whose company. 3. Plan their studies and evaluate themselves. A. Be free to raise questions. 5. Be encouraged to clarify their personal meanings and values. 6. Be a self-directing, active learner.3h The individualized program, then, Is designed so that each student may be treated as an individual. The role of the instructor must also be changed to accomplish this goal. The emphasis must be shifted from teaching to learning, from group conformity to individual progress. In summary, these apparent changes in the teacher's and the student's role in individualized instruction point to more student responsibility and a change in teacher responsibility from a ”disseminator of information" to a "guider of learning experiences." INDIVIDUALIZED TYPEWRITING INSTRUCTION Over the past few years, a great deal of literature has been written in the area of individualized typewriting instruction in busi- ness education. A considerable amount of experimental research has also been conducted. In an effort to evaluate this teaching tech- nique and to provide a sound basis for conclusions, White35 reviewed 'the research in this area and reported a representative sample of the findings. 3"lbid. 35Kathryn White, ”Review of Research on Individualized Instruction ~ . . In Business Skill Subjects." Business Education Forum, Vol. 30, No. A (January, l976), pp. 29-3l. 25 According to White, two basic methods of individualized type- writing instruction have been tested and compared with the traditional classroom approach. The first method has been referred to as the programmed textbook approach, individual progress method, or learning activity packages approach. Using this method, the student works at his own rate with written directions from a textbook or other materials. The second method is a method that may use tape-recorded instruction, videotaped instruction, or a combination of any of these with other multimedia equipment.36 In beginning typewriting at the secondary level, three researchers compared the programmed approach with the teacher-directed approach. In Vernon's37 study, the programmed group used programmed units as their basic instructional source and proceeded at their own rate within designated unit time periods. The teacher-directed group received group instruction on the concepts of the units and worked on daily assignments made by the teacher. No significant difference was shown between the two groups In production form scores and in gains in straight-capy accuracy. However, the programmed group made signifi- cant gains in production speed; the teacher-directed group made significant gains in production accuracy and in straight-copy speed. West38 studied the effect of programmed Instruction versus tra- ditional instruction on proficiency at office typing tasks. Students 36lbid., p. 29. 37Mary Sue Vernon, “A Comparison of Self-Paced, Programmed Instruc- tion and Teacher-Directed, Nonprogrammed Instruction in Problem Type- writing in the Beginning Secondary School Course," (unpublished Doctoral dissertation, Georgia State University, I973). 38Leonard J. West, ”Effects of Programmed vs. Conventional Instruc- tion on Proficiency at Office-Typing Tasks," (independent study, City University of New York, l97l). 26 taught by the traditional instruction method were given much explicit teacher and textbook guidance on placement of materials on the page. Students taught by programmed instruction were given explicit Instruc- tion via programmed homework on how to make placement decisions. No difference in straight-copy skills was found between the two groups; however, programmed students made significantly fewer errors in place- ment of materials on a page. A study by Kline39 compared teacher-directed and self-paced type- writing instruction in an innovative and a traditional middle school. Students in the teacher-directed class met with the instructor each day for a conventional 30-minute class. The self-directed students were urged to spend about 30 minutes daily in the typewriting carrels in which they had access to programmed materials or records and the accompanying textual materials; these students proceeded at their own rate. No difference in speed or error-control was found between the two groups. Significant difference in techniques, however, was found. Using a videotaped test, a panel of judges found the teacher-directed group to have superior techniques. Using the programmed instruction method at the collegiate level, Rigby"O compared teacher-directed instruction and learning activity packages instruction. The experimental group used the learning activity packages and progressed at their own rate; the control 39Geraldine Ann Broeren Kline, "An Analysis of the Achievements and Attitudes of Middle-School Students in a Self-Directed Typewriting Program Compared with Students in a Teacher-Directed Program," (unpublished Doctoral dissertation, University of Colorado, I97l). “ODorothy Sue Rigby, "The Effectiveness of Learning Activity Pack- age Instruction Versus the Teacher-Directed Method of Teaching Inter- mediate College Typewriting,” (unpublished Doctoral dissertation, University of Northern Colorado, I973). 27 group met in the traditional, teacher-directed setting. She found that learning activity package instruction was just as effective as, and in some cases more effective than, the traditional method of instruction as measured by students' typewriting speed and accuracy on unit production tests. In addition, the learning activity package method of instruction was better than the traditional method as measured by the students' terminal typewriting speed on the post-test. In a similar study conducted by Klemin,h' the control group moved through the instructional program as a traditional structured group while the experimental group proceeded on an Individualized progress method. The only significant difference between the two groups was manuscript production speed in favor of the control group. Warner"2 studied students who were taught by one of three methods: (I) the traditional teacher-directed classroom environment; (2) the tape- recorded and teacher-directed combination classroom environment; and (3) the programmed instruction and tape-recorded, nonteacher-directed classroom environment. He found no significant difference in terminal achievement In typewriting between the groups and concluded that inter— mediate collegiate typewriting can be taught effectively through the use of programmed instructional materials and audio tape recordings. Several studies have been conducted to determine the results of typewriting instruction through a multimedia approach. Using tape- hlVernon Wayne Klemin, "Evaluating the Effectiveness of an Individu- alized Progress Method of Teaching Intermediate Typewriting at Utah State University,” (unpublished Doctoral dissertation, Utah State University, 197A) . AZSherman ElVon Warner, "An Experimental Study Utilizing Programmed Instructional Materials and Tape Recordings in the Teaching of Inter- mediate Collegiate Typewriting," (unpublished Doctoral dissertation, Arizona State University, l969). 28 43 recorded instruction in beginning typewriting, Schellstede and Thoresonhh found that achievement in speed in straight-capy timed writings was significantly greater for the group using tape-recorded instruction. Thoreson also found that students using the tape-recorded instruction method attained significantly greater speed and accuracy in production timings. Findings in these two studies, however, were contradictory with regard to differences between the groups on straight-copy accuracy. Schellstede found that the group taught through tape-recorded instruction made fewer errors on straight-capy timings; Thoreson found that the traditional, teacher-directed group made fewer errors on straight-copy timings. Jones“5 compared the multimedia instruction approach with the traditional classroom approach for a beginning typewriting course at the college level. Instruction to the experimental group was given through videotape, listening stations, audio cassette players, printed matter, and film. There was no significant difference between the two groups on straight-capy skills nor in production performance. The attrition rate of students in the audio-tutorial method, however, was significantly greater than the attrition rate of students in the traditional classroom approach. h3Agnes Schellstede, ”Teaching Typing with Tapes." Business Education World, Vol. AA, No. 8 (April, l96A), pp. l3-l5. thaverne Dennis Thoreson, "An Experimental Study to Determine the Validity of Individualized Large-Group Multimedia Instruction Compared with Traditional Instruction in First-Year Typewriting,“ (unpublished Doctoral dissertation, University of North Dakota, l97l). hsArvella Baird Jones, ”An Experimental Study to Compare Audio- Tutorial Instruction with Traditional Instruction in Beginning Type- writing," (unpublished Doctoral dissertation, North Texas State University, l97A). Edi Ty: IIc 29 Frye“6 studied the effects on typewriting achievement by stu- dents using behavioral objectives in a tape-recorded instruction approach. Students In the experimental group were required to meet the minimum objectives of each lesson as stated in the syllabus before beginning the next lesson. Even though the daily performance objectives were not always met by the students in the traditional group, a new lesson was presented on the next class date. Students using the tape-recorded approach were able to type faster on straight- copy materials, and they were able to type certain production activities with fewer typewriting and placement errors. Students in a study conducted by Wiperl'7 were guided in their instruction through pre-dictated directions from the instructor. He found no differences In achievement in speed, accuracy, and production tests between the two groups. A8 In Lauer's study evaluating the effectiveness of using prepared videotapes, he found that the experimental group typed significantly more gross words in letter typing than the control group; they also achieved significantly higher scores in statistical tabulation total gross words. “PMarianne Elizabeth Frye, "A Comparative Analysis of the Effect of a Multimedia Instructional Systems Approach with a Traditional Teacher-Directed Group Approach in Collegiate Intermediate Type- writing,” (unpublished Doctoral Dissertation, University of North Dakota, I972). h7Robert Ells Wiper, “The Effectiveness of Audio-Monaural Equip- ment in Skill Building in Typewriting,” (unpublished Doctoral disserta- tion, Oregon State University, l969). “8Wllliam Charles Lauer, ”Evaluating Effectiveness of Using Business Education Department Prepared Videotapes in the Teaching of Intermediate Typewriting at Utah State University," (unpublished Doctoral disserta- tion, Utah State University, I972). 30 The impact of audiovisual materials on the learning of beginning typewriting was studied by Kupsh.49 For the study, both experimental and control classes were taught by the individualized method; the experimental classes used a series of five teacher-deveIOped sound- slide packages with supplementary materials, while the control classes used text materials. The findings indicated a significant difference In typing knowledge and concepts in favor of students using the sound- slide packages. However, no difference was found in the speed and accuracy achievement on timed writings. Students using the sound- slide packages spent more time on the course than students not using the packages. In a study comparing audio-visual tutorial and traditional group instruction, Andersonso found the audio-visual tutorial group spent significantly more time than the traditional group in attaining the typewriting speed objective.r This difference, however, could not be attributed to methodology of instruction. No difference between the two groups was found as far as knowledge of basic typewriting concepts. Some researchers have sought to determine the effectiveness of some teacher-directed instruction with nondirected practice or out-of- class assignments~~a combination approach. Three researchers con- ducted studies using teacher-directed instruction for some class periods with open laboratories and individualized practice for completing “9Joyce I. Kupsh, "The Effectiveness of Sound-Slide Packages in Beginning Typing," (unpublished Doctoral dissertation, Arizona State University, I975). SOMarcia Ann Anderson, "A Comparison of Time Spent by College Students Learning Typewriting Via Audio-Visual Tutorial and Traditional Group Instruction," (unpublished Doctoral dissertation, Southern Illinois University, I975). 3i the assignments. The researchers, Missling,SI Thiele,52 and Valencia,53 designed varied scheduling plans; but all three experimental groups received some group instruction and used some periods for individualized practice. Thiele and Valencia concluded that reduced teacher instruc- tion will not hinder student ability in beginning typewriting and recommended that more individualized instruction be provided through open laboratories. Missling found, however, that students enrolled In the traditional plan of scheduling achieved a higher rate of speed in both straight-copy and production timings. Whites“ compared the effectiveness of teaching typewriting four days a week to teaching typewriting two days a week with out-of-class assignments. The group meeting two days a week did better in total words typed; but no difference in accuracy between the two groups was found. White concluded that teaching typewriting two days a week with out-of-class assignments was an effective method of teaching intermediate collegiate typewriting. 5‘Lorraine Pearl Missling, "A Comparison of the Traditional Plan to Three Selected Flexible Modular Plans in First-Semester High School Type- writing with Straight-Copy Achievement and Production Achievement as Criteria," (unpublished Doctoral dissertation, University of North Dakota, I970). 52Sandralee Desombre Thiele, "We Have a Performance Curriculum for Typewriting II." Business Education Wbrld, Vol. A9, No. A (April, l969), pp. lO-Il, 26. 53Atilana Alvino Valencia, "The Effects of Three Laboratory Arrange- ments Associated with One Type of Large Group Instructional Arrangement in the Learning of Typewriting,” (unpublished Doctoral dissertation, Stanford University, I968). 5“Fern Kathryn White, ”An Experimental Study Utilizing Varied Scheduling and Out-of-Class Assignments in Intermediate Collegiate Type- writing,” (unpublished Doctoral dissertation, Oklahoma State University, I97A). 32 A summary of these research findings related to individualized instruction in typewriting is as follows: The programmed Individualized approach to teaching type- writing is equally as effective as the teacher-directed approach in straight-capy and production skills. A few research studies, however, favored the programmed approach for achievement in production form and placement. The multimedia individualized approach to teaching type- writing is favored for developing speed in both straight- copy and production timings. The individualized instruction approach tends to develop efficiency in speed more than it develops efficiency in accuracy. A combination approach (programmed/multimedia with group instruction) is used effectively for developing straight- copy and production skills.5 55Kathryn White, op. cit., p. 3]. Chapter 3 RESEARCH PROCEDURES This chapter presents the research design for this study. The following elements are discussed: the population, the sample and sampling technique, the survey instrument, the pilot study, the instrument reliability, and the statistical analysis. Population The pepulation for this study consisted of public community college typewriting Instructors and their respective institutions in the United States. For an instructor and his/her institution to be included in this study, the public community college had to be dually listed in the l976 Community, Junior, and Technical College Directory_and in Barron's Guide to the TWO—Year Colleges, Volume II: Occupational Program Selector. Using these two sources, a list of 77A public community colleges which offered a secretarial program was compiled. This approach was chosen because a listing of all public community college typewriting Instructors in the United States was not available. Sample A proportional sample of 250 institutions was randomly selected from the list of the 77A public community colleges. The number of public community colleges included in the sample from each regioneof the National Business Education Association (NBEA) was based on the percentage of institutions in each region. Table l illustrates this sampling procedure for each of the five NBEA regions. 33 3A Table I POPULATION AND SAMPLE DISTRIBUTION OF PUBLIC COMMUNITY COLLEGES BY NBEA REGION Region I Population Percent Sample Eastern l20 l6.0 A0 Southern 208 27.0 68 North-Central I77 23.0 57 Mountain-Plains I09 lA.0 35 Western l60 20.0 50 Total 77A l00.0 250 As shown in Table l, the Southern Region had the largest number (68 or 27 percent) of institutions included in the sample. The smallest number (35 or IA percent) of institutions included in the sample were located in the Mountain-Plains Region. A complete listing of the 250 public community colleges included in this study is located in Appendix A. Instrumentation In designing this descriptive study, it was decided that a question- naire was the most logical method of collecting the data. A copy of this survey instrument appears In Appendix B. Part I of the questionnaire was designed to collect the necessary data pertaining to the respondent and the respondent's institution. To keep the overall length of the questionnaire at a minimum, the stu- dent enrollment for each institution was obtained from the l976 Community, Junior, and Technical College Directory, 35 A review of the literature provided an instrument developed by Lambert56 to be appropriate for gathering the remaining required data. A major purpose for Lambert's study was the development and validation of an instrument that would be used by other researchers to gather similar data from other groups of educators. For this study, however, minor refinements were made to Lambert's original instrument. These revisions included the rewording and selecting of the appropriate individualized instruction activities, the development of a new rating scale, and a change In the overall format of the instrument (Part II of the questionnaire). The specific scale description and directions used for Part II of the questionnaire are as follows: The following is a list of selected activities in individual- ized instruction. Using the scale provided, please indicate your opinion concerning the importance of each of these activities regardless of whether it is or it is not currently incorporated into your department's typewriting program. Please record your answer (only one response) by circling the appropriate number in the column to the right of each activity. 1 not Important--an activity you believe need not be performed in individualized typewriting instruction. 2 Somewhat Important--an activity you believe could be desir- able, but is not helpful, in individualized typewriting instruction. 3 Undecided--an activity you are not sure whether it should or it should not be performed in individualized typewriting instruction. 4 gmpgrtant--an activity you believe to be helpful, but not essential in individualized typewriting instruction. 5 Very Empgrtant--an activity you believe to be essential in individualized typewriting instruction. 56Lambert, Ioc. cit. 36 Instructors were asked to respond to 5A selected individualized instruc- tion activities in 9 role areas for individualized Instruction. The activities were categorized and listed on the questionnaire according to the appropriate role area. A questionnaire, a cover letter, and a return enveIOpe were mailed to each of the 250 public community colleges and were addressed to "Typewriting Instructor." To help ensure a high response, a follow-up of the nonrespondents was also conducted. The survey package was again sent, but this mailing was addressed to ”Department Chairman." A separate letter to the department chairman was enclosed asking for their cooperation In forwarding the questionnaire to a typewriting instructor in their department. Using this approach, a 7A.A percent response (l86 out of 250) was achieved. Copies of the first cover letter and of the follow-up letters, along with the questionnaire, are provided in Appendix B. Pilot Study In order to obtain information about the ability of the respondents to understand and complete the questionnaire correctly, a pilot study was conducted surveying 25 public community college typewriting instruc- tors and their respective institutions. Based on a 68 percent response (l7 out of 25), both the questionnaire and the sample size were considered appropriate for this study. The public community colleges included in this pilot study are listed in Appendix C. Instrument Reliability As the data obtained from Part II of the researcher's questionnaire was the basis for statistical analysis in this study, the split-halves 37 technique Of reliability was computed for the instructors' responses on the importance Of the selected individualized instruction activities. Using the Statistical Package for the Social Sciences (SPSS), a Spearman- Brown reliability coefficient Of .83 was obtained. Given this value, it can be stated that Part ll of the researcher's questionnaire obtained consistency of measure--instructors were consistent in their responses on the Importance of the selected individualized instruction activities. Analysis Of Data The data received from the respondents was transferred to Optical scanning sheets. From these sheets, data cards were produced for use at the computer facilities at Michigan State University. Statistical Packgge for the Social Sciences (SPSS) was used to analyze the data. The specific subprograms used were CONDESCRIPTIVE and CROSSTABS which provided both descriptive and statistical analysis. The chi-square technique was recommended by research consultants as the most appropriate statistical test for this study. A .05 level Of significance was set. Chapter A FINDINGS This chapter presents the analysis of the responses from the public community college typewriting instructors who participated in the study. Due to the large amount of data collected by the survey Instrument, this analysis is divided into four main sections. The first section presents background information on the respondents. The second section provides descriptive data concerning the present use of individualized typewriting instruction in public community colleges in the United States. The third section of this chapter presents the overall ranking of the importance expressed by the instructors on each of the 5A selected individualized instruction activities and on each of the 9 role areas. Frequency count and percent of response for each activity are also presented. Both the second and the third section Of this chapter relate directly to answering the research questions stated in Chapter I. The fourth section Of this chapter is concerned with the effect of the A independent variables on the 5A selected individualized instruction activities. Each Individualized Instruction activity was tested using the chi-square test statistic to determine significant differences (.05 level) in the Opinions of the Instructors. Significant differences in the Opinions Of the instructors on the importance of the 5A selected individualized instruction activities were found when other independent variables were used (sex, age, level of education, and two-year college teaching experience). As these 38 39 independent variables were not part Of this study, nor of primary interest to the researcher, these findings are reported in Appendix E. BACKGROUND OF RESPONDENTS The data summarized in this study were compiled from the responses of the l86 public community college typewriting instructors (7A.A percent response) who returned the questionnaire sent to his/her reSpective Institution. One of the hypotheses involved the analysis of the data based on the five geographic regions of the National Business Education Association. The largest percentage of response was received from the North- Central Region; A5 out of 57, or 78.9 percent, responded. The smallest percentage of response was received from the Southern Region; A6 out of 68, or 67.6 percent, responded. The percentage Of re5ponse for each NBEA region is summarized in Table 2. Another hypothesis involved the analysis of the data based on the total student enrollment for each public community college. Using the October, I975, enrollments published in the l976 Community, Junior, and Technical College Directory, the l86 institutions were classified as follows: A9 small (less than l,000 students); l25 medium-size (l,000 - A,999 students); and 76 large (5,000 or more students). The largest percentage Of response was received from large public community colleges; 58 out Of 76, or 76.3 percent, reSponded. The smallest percentage Of reSponse was received from small public community colleges; 33 out of A9, or 67.3 percent, reSponded. Table 3 summarizes the reSponse rate by community college enrollment. A0 Table 2 RESPONSE BY NBEA REGION NO Region Responses Percent Responses Percent Total Eastern 30 75.0 I0 25.0 A0 Southern A6 67.6 22 32.A 68 North-Central A5 78.9 l2 2I.l 57 Mountain-Plains 27 77.1 8 22.9 35 Western 38 76.0 l2 2A.0 50 TOtal l86 6A 250 Percent 7A.A 25.6 l00.0 Table 3 RESPONSE BY PUBLIC COMMUNITY COLLEGE ENROLLMENT No Enrollment Responses Percent Responses Percent TOtal Small less than 1,000 33 67.3 16 32.7 A9 Medium-size 1,000 - A,999 95 76.0 30 2A.0 125 Large 5,000 or more 58 76.3 l8 23.7 76 TOtal l86 6A 250 Percent 7A.A 25.6 l00.0 Al Table A illustrates the frequency count and percentage Of response for the data collected in Part I Of the questionnaire pertaining to the public community college typewriting instructor. Table A PROFILE OF PUBLIC COMMUNITY COLLEGE TYPEWRITING INSTRUCTORS (N - 186) Variable Frequency Percent Sex Male A3 23.I Female lA3 76.9 TOTAL '1'8'6' 100.0 Age 25 or under 5 2.7 26 - 35 63 33.9 36 - A5 6A 3A.A A6 - 55 36 l9.A 56 or Older l8 9.7 TOTAL T8? 100.0 Level of Education less than Baccalaureate 2 l l Baccalaureate 26 lA.0 Masters I38 7A.2 Specialist II 5.9 Doctorate 9 A.8 TOTAL T86 100 .0 Total full-time teaching experience 3 years or less l8 9.7 A - 7 years 37 I9.9 8 - ll years A0 2l.5 l2 - l5 years 28 l5.l over l5 years 63 33.9 TOTAL T8? 1 00 . 0 TOtal full-time, two-year college) teaching experience 3 years or less AA 23.7 A - 7 years 58 3l.2 8 - ll years 5i 27.A l2 - l5 years 23 l2.A over l5 years l0 5.A TOTAL T83 :00 .0 A2 Table A, Continued Variable Frequency Percent Individualized typewriting instruction experience Yes l2A 66.7 NO 62 33-3 TOTAL T86 100.0 Based on the levels most frequently selected for each of the variables in Table A, the typical public community college typewriting instructor respondent was as follows: female, between ages 36 - A5, having a masters degree, having over l5 years of full-time teaching experience, having between A - 7 years Of full-time, two-year college teaching experience, and having experience with individualized type- writing Instruction. INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES IN THE UNITED STATES 0f the l86 public community college typewriting instructors included in this analysis, IOI, or 5A.3 percent of the respondents, reported that their departments used individualized instruction in their typewriting program. The Western Region had the highest percentage Of users; 73.7 percent (28 out of 38) reported using individualized typewriting instruction. The Eastern Region had the lowest percentage of users; A0.0 percent (l2 out of 30) reported using individualized instruction in typewriting. A summary Of users and nonusers Of individualized type- writing instruction for each of the five NBEA regions is provided by Table 5. A3 Table 5 INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES BY NBEA REGION Number Percent Number Percent of of Of of Region Users Users Nonusers Nonusers TOtal Eastern I2 A0.0 l8 60.0 30 Southern 20 A3.5 26 56.5 A6 North-Central 25 55.6 20 AA.A A5 Mountain-Plains 16 59.3 ll AO.7 27 Western 28 73.7 l0 26.3 38 Total l0l 85 l86 Percent 5A.3 A5.7 l00.0 Using the total number of full- and part-time students enrolled in each public community college, the l86 institutions were categorized into the three size classifications earlier defined in the study. Of the l86 institutions, 33 had enrollments Of less than l,000 studentS; 95 had enrollments Of l,000 - A,999 students; and 58 had enrollments of 5,000 or more students. As shown in Table 6, large Institutions had the highest percentage of users; 60.3 percent (35 out Of 58) reported using individualized type- writing instruction. In medium-size institutions, Sl.6 percent (A9 out of 95) used individualized typewriting instruction. In small institu- tions, SI.5 percent (l7 out of 33) reported using individualized type- writing instruction. AA Table 6 INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES BY ENROLLMENT Number Percent Number Percent of of of of Enrollment Users Users Nonusers Nonusers TOtal Small less than l,000 l7 5l.5 l6 A8.5 33 Medium-size I,000 - A,999 A9 5l.6 A6 A8.A 95 Large 5,000 or more 35 60.3 23 39.7 58 Total lOl 85 I86 Percent 5A.3 A5.7 lO0.0 The instructors in each institution were asked to indicate who was most responsible for the decision to implement Individualized type- writing Instruction in their department's typewriting program. The majority of instructors, 59.A percent, reported that the decision to use individualized typewriting instruction was made by the department faculty. Many instructors indicated both "Department faculty” and "Department chairman" as the implementor. They commented that although the department chairman may have initiated the idea, the final decision was made by consensus Of the department faculty. Many instructors also commented that the decision to use individualized instruction in their typewriting courses was entirely their own prerogative. Table 7 provides a summary Of the lnstructors' responses from the l0l institutions using individualized typewriting instruction. A5 Table 7 IMPLEMENTORS OF INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES lmplementor Frequency Percent* Department faculty 60 59.A Department chairman 32 3l.7 Instructional media personnel 3 3.0 College administration other than department chairman ' l9 l8.8 Other A A.0 *Based on N - lOl From a listing of instructional approaches for individualized type- writing lnstruction, the l0l instructors indicated the approach, or the approaches, that best described their department's methodology for using individualized instruction in the typewriting program. The most frequently used approach was the audio-visual (e.g. slide- tape) approach; 59, or 58.A percent, of the l0l instructors indicated use of this approach. The learning activity package approach and the programmed textbook approach were also reported as being frequently used, 29.7 percent and 2A.8 percent respectively for each approach. The least used approach to individualized typewriting instruction was the videotape approach; only 6, or 5.9 percent, reported using this approach. The frequency and percentage of use for each approach is presented in Table 8. Of the l0l instructors, 93 (92.l percent) reported that individu- alized instruction was being used in the beginning typewriting course. A6 Table 8 APPROACHES TO INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES Approach Frequency Percent* Videotape 6 5.9 Learning Activity Package 30 29.7 Programmed Textbook 25 2A.8 Contract 22 2l.8 Audio (e.g. cassette) 20 l9.8 Audio-Visual (e.g. slide-tape) 59 58.A Other ' 2 2.0 *Based on N - IOI Many Instructors reported that individualized instruction was also being used in the intermediate and advanced typewriting courses. Thus, many departments are using individualized instruction throughout their typewriting programs. In addition, the instructors commented that individualized instruction was being used for specialized typewriting courses; such as medical typewriting, legal typewriting, executive type- writing, etc. Table 9 summarizes the typewriting courses using individu- alized instruction for the IOI public community colleges. Finally, the instructors were asked to evaluate the use of individu- alized typewriting instruction in their departments in terms of meeting students' needs and in terms of students' achievements. Overwhelmingly, the instructors expressed favorable Opinions on the use of individualized typewriting instruction in their institutions. A7 Table 9 INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES BY COURSES Course Frequency Percent* Beginning Typewriting 93 92.l Intermediate Typewriting 78 77.2 Advanced Typewriting 69 68.3 Other 26 25.7 *Based on N - lOl Table l0 summarizes the instructors' evaluations. Table IO EVALUATION OF INDIVIDUALIZED TYPEWRITING INSTRUCTION IN PUBLIC COMMUNITY COLLEGES Evaluation Frequency Percent Very Successful 33 32.7 Successful A8 A7.5 Somewhat successful l6 l5.8 Not meeting anticipated expectations A A.0 TOtal I0l l00.0 As shown in Table l0, A8, or A7.5 percent, of the IOI instructors evaluated their experience as ”Successful;" 33, or 32.7 percent, evaluated A8 their experience as ”Very Successful.“ Only A of the lOl instructors, or A.O percent, indicated that using Individualized typewriting instruc- tion was ”Not meeting anticipated expectations.” Many Instructors commented that they believed the student to be a key factor in the success and effectiveness Of individualized typewriting instruction. Instructors expressed the Opinion that this method Of instruction was more appropriate for the highly-motivated and self- disciplined student. The statement--"Individualized typewriting instruc- tion is not for all students.”--was repeated many times in the instructors' comments. Many instructors further commented that their departments Offered typewriting in both individualized and traditional classroom settings. INSTRUCTORS' OPINIONS ON THE IMPORTANCE OF SELECTED INDIVIDUALIZED INSTRUCTION ACTIVITIES Part ll of the questionnaire listed the 5A selected Individualized instruction activities in the 9 role areas. Instructors were asked to express their Opinions concerning the importance Of each of these activities regardless of whether it was or it was not currently incor- porated into their department's typewriting program. The following rating scale was provided: 1 Not gmpgrtant--an activity you believe need not be performed in individualized typewriting instruction. 2 Somewhat Impgrtant-an activity you believe could be desirable, but is not helpful, in individualized typewriting instruction. A9 3 Undecided--an activity you are not sure whether it should or it should not be performed in individualized typewriting instruction. 4 £mpgrtant—-an activity you believe to be helpful, but not essential in individualized type- writing instruction. 5 very Important--an activity you believe to be essential in individualized typewriting instruction. A weighted mean ("Very Important" equals 5 points; ”Important” equals A; ”Undecided" equals 3; "Somewhat Important" equals 2; and "Not Important” equals I) and an overall rank for each activity and for each role area werecalculated. The frequency for "NO Response" was excluded in the weighted mean calculation. The weighted mean values for the 5A selected individualized instruc- tlon activities ranged from a weighted mean value of 2.598 to a weighted mean value of A.800. The five most important Individualized instruction activities in the opinion Of the instructors are presented in Table II. Table II RANKING BY INSTRUCTORS OF THE FIVE MOST IMPORTANT INDIVIDUALIZED INSTRUCTION ACTIVITIES Overall Rank Activity Weighted Mean l 9-3 Seeks from college administration the required facilities, equipment, and materials needed for effective learn- ing to take place. A.800 2 8-l Provides relatively frequent assess- ment Of student progress. A.727 3 8-2 Measures progress in terms of previously stated performance Objectives. A.672 50 Table II, Continued Overall Rank Activity Weighted Mean A.5 l-l Holds Individual conferences with stu- dents to discuss problems, past achieve- ments, and plans. A.630 A.5 8-5 Helps student understand and accept his/her achievements. A.630 The five least important individualized instruction activities in the opinion of the instructors are presented in Table l2. Table I2 RANKING BY INSTRUCTORS OF THE FIVE LEAST IMPORTANT INDIVIDUALIZED INSTRUCTION ACTIVITIES Overall Rank Activity Weighted Mean 50 5-l Conducts large group tours and field visitations. 2.903 5l A-3 Arranges for students to use selected school equipment away from school for instructional purposes. 2.880 52 5-3 Uses large group assemblies to collect and disseminate necessary information. 2.869 53 l-3 Collects autobiographies, anecdotal records, and other information to help assess student differences. 2.697 5A 5-2 Uses large groups as audiences for reports and presentations of activities developed in small groups and/or through independent study. 2.598 5i The role area considered by the instructors to be the most important in individualized Instruction was ”Analyzer of Student Progress." The role area considered to be the least important in individualized Instruc- tion was "Provider of Large Group Instruction and Experiences.” The ranking of all nine role areas from the most important to the least important is presented in Table I3. Table I3 RANKING BY INSTRUCTORS OF THE NINE ROLE AREAS FOR INDIVIDUALIZED TYPEWRITING INSTRUCTION Overall Rank Role Area Weighted Mean l Analyzer Of Student Progress A.502 2 Supervisor of Independent Study Experiences A.376 3 Planner of Courses, Units, and Lessons A.l03 A Communicator Of Information to Significant Others 3.980 5 Analyzer of Individual Differences 3.957 6 Provider of Instructional Materials and Media 3.949 7 Provider of Small Group Instruction and Experiences 3.783 8 Arranger of Instructional Facilities 3.690 9 Provider of Large Group Instruction and Experiences 3.llA Table IA provides a frequency count, the percentage of response, and an overall rank for each of the 5A selected individualized instruc- tion activities and for each of the 9 role areas. Ommucoucoa n a “>ucusoucm a ma _.mm. nmww ka m.#i ~.m m.o m .ucupsum some to; mumcsou ON aum.a o._ o: a. m o _ a Ouc— oucecuco mo m_u>o_ uue_ce0cedm use 0:.Ec0uue Ou mummy acoeuue_e mum: mi— N.@: .wwoN ibhh. n.m #wm .mwc a .msu_nOce new .mumucoHc_ Nm cmm.m mm mm mm a. o. _ m .meo_uum .mucuEu>u_cue m.ucuc noun some so o__m .chmcue m momma :1— ..mi m.w_ o.w~ ~.#~ #.o~ m.o m .moocueuum_e uconsum mnemwm e_u: mm Rmé .3 mm mm m: on _ u Ou 539535 .350 new .3309. .muOOOOcm .mu.:amcmo_nOu:m muuo__Ou m1— c.m~ w.wm n.¢_ m.o_ m.w m.o m .mu_um_cuuumcmeu mm s_a.m am co .m ON a. _ a new map»: m.acoasum >e_ucoe_ a_o; Ou acoeu>e.zum amen new .mOcOum amen .mpcouue o>_um.:E:u sotw mos—O mxuum N:— m» h.mh m.m_ M.“ .mtm .mwmu Par. n .mem_a new .mucueO>o.num m.: omo.: sm— mm a n _ N m Hume .mso_aOee mason—o Ou mucuesum no.3 neocOLOmcou .m=o_>.ec_ me.oz .1— muuzmzumm_o 4<=o_>_oz. do sz>4:u< U a e I. d J .0 p d 19 S x... 06 0A 0 a o a o d e O. J J D J m. J O l 1' 3 1.1 I8 3 1 u .l 9 E E D. E 9 E S D. U U a U 1.. U a 1' 1.. p 1 .4 mw.h.>.hu< zo.hu=¢hmz. ou~.4<=a_>.oz. amhumamm «on mwmzcmmuz wuuzm=dmmm :- o_nmh owwm :.o~ m.w _._ m._ m.c a .m_m_c0ums umesoo mc_ao_o>ue :. me. m __m.: an. an a N m _ m seeme— mo meant ucocuum_e cOm mzo__< MIN _.mm _.om m.m elm ~.N m.c a .mo_>um mc_ccmu_ one s. mam.s mo. em a o. a _ u -toec_a ouaeoeeouup on mp_u_>_uua mc_ Tatum. mo mec_x m:O_ce> meaneoecooc. «TN awn. m.mm m.m_ _.m_ s.m_ m.oiim .mucuasum 56.: >_6>_a m: mo~.m mm mm mm mm mN _ m Tecueoou m_e_cuuee umesou meo_u>ua .uu mzommma az< .mh.z: .mmmzaou mo mmzz_oe. m” mN on..: «a us a. m. _ . m cu_3 m_oom copemu mumnsum_a m-— mmw: Tmuhm ~.m imam m.m m.c a .mu_um_e0u GN ~e_.s mm as a. a a . a -uocagu to;\n_; >c_u=oa_ a_og as sea: acuoeoaoec_ c. one .ma:OCm __mEm c. .mme_o c. meo.uum m.ueoe:um no>cumno m-— m.mm m.mm .m.m_ m.m ~.m Tone a .umoa mu nuo.: as mm mm __ m m m «came. acousum some so: numocmm_a o1. . . . . . . . . wm WM mm m m mm mm um 82:,22 U3 El. dJ .W D. d“ M3 S as an mi . a m . a I. 3 3 1 I. AM. 2. u I a E R D- 99 E S p m. w m m... n .. aos=_u=ou .s. o_aap 5A N.om o.mN m.w N.m m.o m.o a .Oms acousum cam m_m_c0ume m.o. mm:.: N__ am N. m _ _ m oucoeomOL cacao new .ne_uo__sn .muxuu mo >_ee=m OuOoIOHTQ: co mc_muc_mz .um <_om: az< m4<.¢mh<: 4oxm __.mwi mm._m m mo_.s .oN Nee om. ~__ mm m. a Josum m.ueue:um o O»:— _: mmw.m Nm mm Nm mN N— — m Amoco_cuaxu sec: .o._v «coco—cuexo mc_eceu_ .OO;OmnmqusO muuchecOue_ NTN m.mm m.MN N.N _._ _._ N.N a .xcoz EOOcnmm_u ecu acueu_eeou umeu o .Nw.: NN. ha a N N a m mu.u_>_uum >LOuchnm_ muumeoecouc_ mIN m.:m m.Nm {Wm w.m m.o _._ a .eozqum Ou m. msm.: No. .m o. c. _ N m ooze—coaxu me_eemo_ uco sot» acupsum ecu one. umeu moo—am >esun moe_>Ocm muN o.mN mmwm .m.o_ m.__ _.m Ibupyim .mu_e: co as aNe.m mm oN oN NN N. N a nausea can so.» sure Lot auuuoaxo mosouuso use m_mom oucoELOeeoe ecu mucousum nu_3 >_u>_umcoeoou meo_o>oo anN .0 .M I.“ . . . . . WA me u a m. m 15 1m Now 66:332 U8 El. “I. .m D. mm m3 5 x.J 0.0 .A a .w e u- J I- : J J I. 1.. .4 .4 I. 1U: 3 U I 3 9 E D. 93 E S P m. w. w w... w. a ao==_ucou .s. p.6o» 55 w.mm m.Nm Twwmi imnw. m._ .imto m .muuua0ee uso m. smm.a mo. co o. m m _ m >ccmu Ou manna eO\e:m m_mso_>.oe. to» ocean >cOueeone. u_am__e>m muxmz N1: mme m.c:l ~.m m.N m.m IMHO a .ucoeomcmecm aN o_o.a cs mm a. a. N . u mum—O c. m:O.up.ce> cueuo co meOOcm uumeoeeouum Ou soccmmm_u mu_m_eoz .1: mu.h_4.ueaum N: mom.m m: um NN mN a. _ m .mc_uo__:a .mu_u_uce uo .mucuusum ecu Ou :ueo .o__m E:_:u.ec:u m me_muc_mz mum mwmm Tm.NN m.w m.N awmw, m.o a .>esum Quota __mEm cO\ece >o=um eN ooN.a Na. N: N. a. c. . u unoccueooc_ to» aeoea_:oo .osm.> uo_e:m uumcueo Ou mueueaum mouscume. 41m .19 o.bN 5.». N o..: 0.5 7.1.. .Om: :26 N4 omN.m om Nm a: mN mN N m c.0gu to» n_e.c0une .eeo_uuscumc_ mo co_uecee0ce c. mueuesum mum.mn< mum o.Nm o.mmi m.m m.m N.mi _._ in .mucoesum .e:e_>_ee_ >a cocoon m. Nmm.a mo. Nm __ __ a N m m_e_c0ume .eco.uoacumc_ mucoeuee Nun - - . u . c . . um mm Wm M m ms Wm um 823:2 U a E I. J P d 19 5 X... U 5 A 3 0m .0 E U. J J 3 J J O I. 1 .4 1 l. 3 W. 3 U .l. a a 9. p a e S P U U a U 1.. U a 19 .4 p 19 1 e6s=_acou .s. 6.66e 56 m.a o.NN _.mN m.m_ TN.NN _._ a .Nasu. acoacoaoac_ enacts. am omm.N N. _s m. N. .m N a LoNaca «aspen __msm a. poao_o>oa mo.u.>.uom no meo.umuc0m0ce ecm mucoauc to. neoco.e:m no «Quota Omen. mum: Nnm m... o.mN m.m. :.oN :.0N Timwc e .nco.umu.m.> v.0.» om mom.N .N :m am mm mm . a one mc3Ou esotm omen. muosocOu .um muuzm.¢mexu oz< zc_hu=¢Nmz. macaw mu¢<4 mo «ma_>c¢m mm.om om.mm NN.s_ Nm.a MN.N mm. a m omm.m man can mo. ac. mo. .. m .(NON mooz N.mm m.mm :HN. :nml, o.N 9.. a .mco.um:u.n xcoz .eOL e. euuo.e on on 9.9m .N mm m N o. m. m ... ON 032:. 3:33... con. $5223....w oueu.coexu xcoz eo.e.:e.m mumcmcc< mu: Tm.mN N.mm m... N.°_ _.m “who a .uu=o_toaxu are: c..aao o. mm moN.m mm MN .N m. N. _ u “season a to. mo.u...ua. enacts as. Ncumsec. ecu mmoc.msa no.3 momcmcc< mu: ..m mwNe awoN ..m. m... m.. a .meo.umu.m.> .u.. a: mMN.m N. mN mm mN .N m m ..oo:un sot. Nero muuco.cuaxu mc.ccmu. .mucuoaum to. momcocc< as: #.N m. N o.mN m.N. TmnmN i... m .mumoecse .mco.uuacumc. .m omm.N MN o. mm 4N N. N a to. .6630. sot. sax. acosa.suo .oo;u. euuuo.um Om: Ou nueoesun to. nomencc< mi: .0 . ll.A . . . . . w. mm“ m. m m Mm mm mm 3:332 U 3 E I. d J D. 3 5 NJ 05 0A .M 3 0 .W .0 E H J J D J M J 0 II 1» 1v .4 I. .4 U. 19 U .. m. m m w. w u. m a we 19 D. 19 1o aosc_acoe .s. a...» 57 o.NN mmmN m.mN Tmn.. a.m. m.. a m: N.m.m .: ma Na NN mN m m ..m:oo no we mesOLm c.;u.3 muomox aim :.NN m.owi eta. N.m o.N N.N e .mu.u.>.uue e30cm ..nsm NM .NN.m .m mN mN a. m. a a c.6utuu :. N.o>.au. moupa.u.utma N-e [huNm N..m :.m m.mt was N.N a .mu.u.>.uuo me.eceu. .0 >uO.cm> m .N mmN.: mm mm o. N m a m Oumeoeeouoe Ou o.seueum Ora mo.em> Nnm o.mm o.mm m... N.m e.m 0.. e .moocuue m:.ccmo. an .mw.m No No _.N m. o. m m usage ..mEm o. mueoesun mueu.co .uo wuuzm.¢uexm >o=Nm szozmmmoz. mo zom_>¢mm=m mm.m. m:.om fibre. .mwm. N..m. m... a m a...m am. mwN me. me. me. .. m 4.o.ms.u.: a. guru Om co.uu:eume. esOcm mcm.mua mum m.m. m.ca Mug. :nN. m... o.. m ...m O. unaccue. m: mm:.m Nm mN NN MN .N m m eOEEOo mo eo.ueseo.c. acuueou umesou .msuuo. :u.3 me:OLm omen. moo.>Ocm aim m.N. ThumN c.NN “mm. m.NN .w.. m .co.uosco.c. Neemmuuoe Oumc.eonm.e one Nm mem.N :N a: .a Nm N: m u uuu..ou Ou no..neummm asOCm omen. mun: mum .0 . . . . . . . w. mm Wm m m Mm mm mm 8:322 U 3 I. D. 3 5 NJ 05 .M .M O 0 .w M w. mu n. u. m. u_m. u. u I. O B B P B B B S D. U U a U 3 U 3 1o 1. D. 19 1 ausc_acou .s. o_a.N 58 o..m N.mm .mxm N.N ,Im.N m.. a .EmemOee Neaum m. .mm.: mm .N N a m m m c0:\m.: to. mouse: mu.u...umm co .aeuEe.soo .m.m.cone .oco.uu:eumc. .o On: to. umeoece acuoaum no.0: :uN N.mm m.mm .m.: mam: N.N w.. a .mEmcmOca Nesum eoocm>em m. mmm.a mm mm m m a m m cONpco me.ucoee:m me.ccm.d e. new mmOLmOce me.mmOmmm c. acousum mum.mm< muN mu.m ..Nm m.a1 NMN .NLN m.. a .u. to. unsteac. new coo: N. :am.: mm mm m m m m m or. u.e.gxo >03. mm m.m:e.>.ec. to. Nesum ucoocoeuee. mumcmce< N-N m.om w.mN Tm.N N.m N.N m.rilm .moso.c:OOu Nesum m.o. mm:.: m.. mm m m a m m acuocoauec. Ou mueuvsum mueu.co .IN muuzm_¢umxm >o=Nm hzwazmawoz. mo mom_>¢me:m imo.em mm..m N mmN.m can Nmm mm. on Na .N m 4.uum esotm ..mam e.eucuo EOE. as wem.m . mm .6 a. oN . L N__.u_.>;a ._omto;\L_ome_g «aspen: m-o . . . . . . . . Wm. WW .mlfl m. m Wm. WM mew mo.u.>.uu< U3 El. dJ D. 1. 5 NJ US CA N a M M M m. m. u. u. m. u.m. u. u I. O E B D. 89 E S D. U U 9 U19 U a 19 3 D. .4 19 aos=.a=oe .s. o_a.N 59 N.mm N.mm N.m N.N ... ... m .Nosum ensue. me.ecm.a c. mane N. m.:.: mm NN m m N N m u>.um=.e>o me.m: c. ueuesum mum.mm< mum m.am mMMm .o.o ... c.o N.N a .mueuEu>u.;ue conxm.r m.: cmw.: 0N. No o N o N m unuuom one eemumcouc: acuosum me.u: mum ...... N.N. «.mN m... m.m ... In 63.83.55... ecu mm m.m.m Nw mm N.. m .. N m no.0maooemc. m.ueoe:um on» u~.mmeeeu Ou mu.:muc o>.ums.e>u me.m: mv.o>< aim N.mm cumm, Thumi ... m.o ... In .mucuscm..asouuo use a mom.a :N. Nm m N . N m .mcumeOCNm .mmpcmOce m.ucue:um ecu u~.mm;eEo Ou mu.:muc acuEmmomme_mOm= Mia #.me m.wN m.. o.o Mao m.. a .mu>.u00mno oucmEeo.coe euumum >.m:o.> m NNw.: mN. om m o . m m upee mo mete» e. mnucmOee antenna: Nun «.mN .N.oml a. t. a... m. I... .3833 223: to 3:2 N NNN.: ca. mm m N o m m -mmummm panacea. >.O>.uo.0c n0t.>Ocm .-m mmuzuoxm hzmoahm mo amu>4 uu m“ a a. m. m N mm a m .... m _ . _ . x.J 0.6 .A o a o .d B H. J J 3 J J 0 II- : 1 10 ll. 1 1 u I. a 3 9 D. 9 e a s D. U U a U 10 U a .4 11 P ... 19 a.s=.ucpu ... c.66N 6O m.oN o.ma ..m. o.N o.N ... a .meo.u mm mwN.m cm on mN m. m. N m Imu.m.> .o.. .eo.=eunum >.em.:m0c qu mu.u.>.uoo to» co.umcum.c.som emu..ou eu.z nucuEOmcmccm muxmz cum N..m ..o. ... m.o o.o m.o a ..u..a a... o. as. . oom.: Nm. on N . o . m -ccmo. o>.uuum.o to. pounce m.m.euume one .ueuee.:oo .mu.u...um. out.:ouc or. co.umeum.c.sem umu..ou sot. mxoom mum m.mm m.mm m.:. .mnm 11m.N ... a .mueoszm..esoOum ocm .m mmm.m No :N NN o. m N m mouse .mucoesum co eo.u:0uum O..n:a mc.m:OO. e. co.umeum.c.sem mum.mm< Nnm Mum: m..: ..w m.;i ... ... a .co.umcum.c.2om or» o. mc.ecoo. Noumea MN mmN.. .N NN m. a N N a one. mou.uuata as. no.6..oa ecosutmaue c. mumcmzu cow menu: .mucuesum muum.oz .-m mxmzho Nzuo accosum no.0: N-N “‘0 H.“ .A . . . . . N N a N. m .. m m mm. Mm mm :22... NJ u6 OM w a «w .u d w n n n p u. m u. a U I 3 3 E p E 2 B S D. U U 3 U 19 U 3 19 19 p 1. 19 eps=_ucou .4. ..a.» 6l .Omc0em0¢ Oz NO Nonusouc. moos.uxu co.um.:u.mu emu: eo~zm.u: "Ouoz N..m. mm.o aa.ai, Nm. a : omm.m mom on NN. mm m: m m .(Noh maox m.N. N..m m.oN “Mug. ,mnm. ... a .uuu m: mm..m 4N mm om NN mN N m .meo>o.eeo .mucoosum .mucOLme coozuun moucueomeoo u>.um:.m>u mumcmcc< mum . . . . . . . . 80 M IA I 0 IS I UN mo.u.>.uu< ...... we .... m N. NM mm a. NJ US. MA M 3 O O .W e H. J J 3 JM J .I. 19 1.. 10 I. 19“. 19 U I. 3 e D D. 39 D S D. U U 3 U1. U 3 19 10 p 1* 19 ausc_ucou ... a...» 62 COMPARISON OF INSTRUCTORS' OPINIONS ON THE IMPORTANCE OF SELECTED INDIVIDUALIZED INSTRUCTION ACTIVITIES As stated In Chapter I, four Independent variables were selected to determine agreements or differences In the opinions expressed by public community college typewriting Instructors on the importance of the 54 selected individualized instruction activities. Teaching‘Experience The first hypothesis was concerned with the effect of total years of teaching experience on the opinions expressed by the instructors on the importance of the individualized instruction activities. 0f the l86 instructors, l8 (9.7 percent) had 3 years or less of teaching experience; 37 (I9.9 percent) had A - 7 years of teaching experience; no (2l.5 percent) had 8 - ll years of teaching experience; 28 (l5.l percent) had I2 - IS years of teaching experience; and 63 (33.9 percent) had over I5 years of teaching experience. Significant differences between total years of teaching experience in the instructors’ opinions on the importance of the following three individualized instruction activities were found: G-h Reacts within groups as an equal. 8-6 Assists student in using evaluative data in planning future study. 8-7 Helps student deveIOp an accurate self- appraisal. The nuII hypotheses that there are no differences between total years of teaching experience in the instructors' opinions on these three activities can be rejected. The chi-square value for each of the 5k individualized instruction activities is presented in Table l5. 63 ucmu.c_cm_m uoz - m2. mz hmo.m~ .mucuoaum .o:u_>_ue. :u_3 m_oom euocmu mummaum_o m-— mz m-.m~ .mu_um_cuuuocm;o co:\m_; >u_ucuv_ o_us cu xcoz acoocooooc_ c. ocm .mo30cm ..mEm.c_ .mmm_u c. mac—eon m.acuo:um mu>cumno mu— mz omm.m— .umoa mecca. ucuvsum some 36: momOcmm_o on. mz o_w.m_ .ucuvaum sumo cam mumcaou cu:_ oucmeucu mo m.u>o_ mum—coccaem ecu oc_scuuuo cu mumpu ucoeuum_e mum: mn— mz :o:.~_ .meu_n0ca vcm .mumucuuc_ .mco_uum .mucueo>u_com m.ucuc:um some :0 u__m .chmcoe m maoox a:— mz a.m.a_ .muucocomm_u acousum mmummm a_o: cu co_umEcouc_ cocuo ten .mucouuc .muOvuucm .mu_zemcmo_aou=m muuo__0u m:— mz .mo.m_ .mu.um_eouuncmzu new «poo: m.ucou:um >u_acuo_ a.u; cu ucoeu>u_;um ammo new .moeoum umou .mocouue u>_um_:E:o soc» mus—u mxuom «I. «mz won.c_ .m:m_o new .mucusu>o.;um ammo .meu_n0co mmaum_o ou mueuuaum zu.3 muucocomeou .m:o.>_ue_ no.0: .-— muuzummum.o 4<=o_>.oz_ no «mN>4e.>.cu< mzo mm.h.>.hu< zo_hu=¢hmz_ amN.4<:a_>_az_ aubuuaum ac muz zum3hum mmuzmxmmu.a m- o_amh 6h m2 amm.o~ .um: :30 e_ocu co» m_n_coums _meo_uu:cumc_ mo co_umcmoocq e. mueuoaum mum_mm< mnm m2 m_m.m_ .mucupaum .m:o.>_vc_ >3 cocoon «.m.cuuos .mco_uu:cumc_ macaque; Nun mz nm..m_ .um: acuvsum co» m_m_cuume oucueouuc coguo can .mc_uu__:a .muxOu mo >_oe:m ouvaOuno: cm mc_Muc_mz .um ,<_auz az< m4<.¢mho¢a mz nmc.:_ .co_au:cume.sm_om can :o_.m cu E=_:o_ec:u mew—moo mum m2 mum.~_ .Eucm0ce >psum m.ucuo:um a cue. Amoco—cooxu xcoz .o._v muucu_coexo mc_ccmo_ .oo:Umn»0su:o moumeoocouc_ N-N mz .m:.m_ .xcoz soccmmm_u ecu aeoso_e500 yoga mo_u_>.uon >c0uoconm_ muumcoocouc. mum mz mm~.m~ .cozuocm o» coco—coexu mc_ccnu_ oco ace; unuvaum on» one. yoga muv_=m >osum mou_>0cm muN mz :o_.__ .mu.c: co omcsou ecu c. Eocu co; opuuuaxo moeouuso new m_nom oucmEcOmcoe ecu mueuvaum no.3 >_o>_uoeoe00u mao.o>uo aim mz .Nm... .m_m_cuume omcaoo me_eo_o>uv :. mc_ccnu_ mo mpupc ucocomu.p com mzo__< MIN mz mmm._~ .mo_>um me_cemu_ acocumm_v eumooeeouum 0» mu_u_>_uum me_ccmo. mo ave—x m:o_eo> muuocooeoue_ NIN mz _m_.m~ .mucuoaam :u_3 >_o>_uoeoaoou m_n_coums umcsou mao.u>uo .-N mzommmd oz< .mh_z= .mumxaou no ¢m22<4¢ .26.. :53 43-28 5323 ao=c_ucou .m. o_a~e 65 mz ~_m._~ .>u:um acovcuauvc_ smaocgu cG\ocm «queen ..msm e. toeo_o>uc mo_u_>_uun mo mco_uouc0muce new mucoouc co; mecca—cam no masocm omen. mom: Num mz mam.~_ .mco_umu.m_> u_u_m oco me:0u a30cm omen. muuachu .am muuzm_¢mmxm oz< zo_hu:¢hmz_ macaw mo¢<4 mo xua_>o¢m m2 ~wo.m~ .mco.ua:u_m xcoz .muc c_ ovum—e on ou o_nnc: mucuoaum cow «co—um:u_m ouco_cuaxu xeoz noun—:E_m momcmce< mi: mz m:o.- .oueu_euoxo x503 c_muao Ou >paum m cam mu_u___umm cueOLa on» >cumsoe_ can mace—man zu_3 mumeocc< mi: mz wum.m_ .mco_umu_m_> .u._ ..oo;um seem >m3m mouse—cuoxo mc_ccmu_ .mucuvsum co» mumcmcc< an: mz m-.~_ .momoaczo .mco.uu:cumc_ ecu .oo;um seem >m3m ucuso_:ou .oozum coupe—um um: ou ucuoaum co» momcmec< mu: mz omo.m_ .muuuHOLQ uao >ccmu cu msouu c0\vem m_o:v.>_oc_ co» uumem >eounconm_ u_nm__m>m muxm: «I: mz R~.- . acne immanecm mum—u c. mco_um_co> cacao co unaccm uuovoesouum Ou soccmmo_u mo_u_uoz .ua mu.h.4.uvaum .m:_uu__:n .mu_u_ucm mo .mucuozum any 0» code .u__u E:_:u_ce:u m mc_muc_m: mum m2 ~mm.:_ . .>v:um eaocm ..mEm coxoco >ozum acuocuaouc_ com ocean—zoo .m:m_>uo_o:o cumcuoo cu mucuoaum mauacumc. :um _u>04 .em_m .uma.:u >u_>_uu< uo==.u:ou .m. c.3me 66 ._ o_amh .o x.o:ooa< c. uuuocum:___ m_ u_um.unum umuu ucmaoma.;u« mz -~.m_ .mu:a_c;uou >paum acooeuouoe_ cu mueuvzum mucu_eo .ns mmuzu.¢umxm >o2hm hzuozwmuaz. no «om->xmeam mz nom.m_ .u__;3:ucoz mc_un mo mueme_o_ucoe aspen ..m seem «co—u:n_cucou muauuu< mum mz ~m_.m_ .mo_u.>_uum o30cm __mEm c_mueuu 50cm >__mu.m>go m-dmeu;\m_ume_; mo>oeu¢ mum «mo. mom.mm ..maoo em up menacm c_:u_3 muuoox ale mz o-.w_ .mu_u.>_uum mecca ..msm c.mueuu :— >—o>_aun muuoa_u_ucmm mum mz mom..~ .mo_u_>_uum mc_ccmu_ mo >uo_em> m cumuoeeouum o» 0.:uesum ecu mu.co> Nae mz om_.~_ .mto;uos mc_ccmo_ anecm ..oEm cu mucooaum mace—co _uo mmuzu_¢mexw az< zo.hu=¢hmz_ macaw 44o¢¢ mz ~:_.w_ .mu_u.>_uum >oaum acuvcuauo:_ co\uco o30cm ..msm cu mono. >_oume_u_: u. uncu om co_uu:eumc. oaocm mam—mun mum mz ~_w.m~ ...m ou amoeuuc_ coeeou mo co_um5c0mc_ acoueou uncaou .aauumm :u_3 nascem omen. mo_>0cm 41m mz mmw.~_ .:o_umEc0wc_ >commuuuc came—summ.o tcm yup—.00 ea mo__n50mmm anecm omen. mum: mum .osnd .cm.m .am-_;u >u_>_uu< uo==_u=ou .m. u_am» utixllib '52.. IA, . ill “I . 4..“ VIII; ll.|||l‘l I! 67 .... o.amh .o x.ucuao< c. vuumcum:___ m. u_um_uoum umuu economu_nu«« ... u_noh .o x_vcoaa< c. toumcum:___ m. u_um_umum umou economu_zu« ««mo. mum.:m ..mm_mceomum_um ouncauum cm oo_u>uo acuosum no.0: mum «mo. mam._m .>o:um ocean» mc_cco_a 2. camp u>_um:_m>u mc_m: c. acuuaum mum.mm< mum m2 .wm.m .mucosu>o_zum coz\m_: unouum new ocmumcoocz aeooaum no.0: mum m2 mmo.m_ .mm:_souueosm pea mu_um=ouume_ m.ucuv:um m u~_mm:eEu ou mu_:muc u>_um:_o>u me_m: mn.o>< :um mz mw_.m_ .mucosnm__o50uom can .mnumcucum .mmchOLa m.ucuv:um any u~_mm;oeu cu mu.:muc ucuEmmOmmm mom: mum m2 omm.~_ .mo>_uuoano oocmELOueoa ooumam >_n:o.>uce mo macaw c. mmucmoco mocamnoz «um mz w:~.c_ .mmucm0ca acovsum mo acusmmummm aeoacucu >_o>_am_ue muo_>0cm .uw mmuzuoze hzmaahm no ¢u~>4usum cu:\m_: com vovoue mo_u___uom co .ueuee_:co .m_m_cuums .mco.uu:eume_ mo on: co» umcmeen acoonum ma_u: cum mz amm.- .mEoem0ca >vsum uuucm>oo eo\ocm mc_ue0oo=m mc_ccn_o c. new mmucm0co mc_mmommo c. aeovsum mum.mm< mum mz m:a.m~ .u. co; umocouc_ pen cue: usu u.n.;xu >03» mm m_o:o.>.ue_ com >uaum aeoocueuoc. mumcmcc< N-N _o>o4 .cm_m .um-_;u >u.>_uu< uo==_ucou .m. o.a~» 68 mz hmc.~_ .uuo .mco>o_aeu .mucuusum .mucoemo euozuoa moucocomcou o>_um:_m>u mumcoce< mum m2 _mm.m_ .mco.uou_m.> .u._ .ou_:ou;um >_eo_:moc uo: mu_u.>_uum ecu co.umcam_c.3vo emu—.0u no.3 mucoEumcmccm muxoz elm mz om~.~_ .uuo_a uxou Ou mc_ccmu_ u>.uuommu co» voouoc m_m_euumE new .ucoEe_:uu .mu.u___umm pee—sou; ecu co.uocum_c_5vm emu—.00 50cm mxuom mum mz .m:.m_ .mueuE;m_.eeouun wen moon: .mucuoaum co co_ueuuum o__n:a mc_m:uOm c. co_umcum_c.svo mam.mm< «um mz m_a.m~ .eo_uocum.c.5cm ecu cu mc_ccou_ auommm umgu mou_uumce can mu_u__oo acuEucoeuv c. mumcmsu ecu mouuc .mucuuaum noun—um .um m¢m2ho hzu_>_uu< nosc_ucou .m. o.aue 69 College Enrollment The second hypothesis tested the effect of community college enrollment on the opinions expressed by the instructors on the importance of the individualized instruction activities. Based on student enrollment as previously defined, the l86 insti- tutions were grouped as follows: 33 (17.7 percent) were small; 95 (Sl.l percent) were medium-size; and 58 (31.2 percent) were large. Significant differences between college enrollments in the Instructors' opinions on the importance of the following five indi- vidualized instruction activities were found: 3-li Instructs students to operate audio-visual equip- ment for independent study and/or small group study. h-Z Makes available laboratory space for individuals and/or teams to carry out projects. 5-5 Designs group instruction so that it ultimately leads to small group and/or independent study activities. 7-A Helps student arrange for use of instructional materials, equipment, or facilities needed for his/her study program. 8-3 Uses assessment results to emphasize the stu- dent's progress, strengths, and accomplishments. The null hypotheses that there are no differences between community college enrollments in the instructors' opinions on these five activities can be rejected. Thus, instructors from small, medium-size, and large public community colleges disagreed on the importance of these five activities. Table l6 presents the chi-square value for each of the 5A indi- vidualized instruction activities. 70 mz :om.m .mucuoaum ;u_3 >_o>_uocoaoou «.m.eoume umcnou moo_u>uo .uN mzommus az< .mh.z= .mummzou do guzz<4¢ wz mom.m .mucuvaum _o:v_>.oc. :u_: m_oom cooeoo mommaum_o mu. mz m_m.u_ .mu_um_couomcmcu coz\m_; >e_ucuo_ e_oz Ou xcoz aeoocueuue_ :. pew .moaocm ..nEm c. .mmo_u c. ago—uuo m.u:ov:um mo>comno su— mz cm_.__ - .umoa mecmu_ ucoosum some so: mumoemo_a wu— mz :mc.m .ucovaum some co» mumcaou Ouc_ uucoeucu mo m_o>o_ uuo_eo0ceeo ecu uc_scuuov ou mumuu acuEuuo_o mom: mu. mz mnm.w .mEp-nOLQ new .mumOcuuc. .mco_uun .mucueo>o_sum m.ueouaum sumo co 0—.» .mcomcua m mouoz an. m2 mm:.o_ .muucucomm_o acousum >u_u:uu_ a_u: Ou :o_umEcome_ coguo can .mocouoc .ououuocm .mo_somcmo_nou:m mace—.09 mu. mz m_n.a .mu_um_cuuuoco;u can move: m.u:ouaum >u_ueoo. o_u: ou ucoeu>u_:um ammo new .mueoum umou .mocouuc u>_um_:E:o soc» mus—u mxoom N-— mz sm:.o_ .mem_a pen .mucoe uo>u_cum ammo .meu_a0ce mmaum_v Ou mucovaum :u_: moucocuucou .n:o_>_oc_ no.0: .-. muuzmzmmu.a 4<:a_>.oz_ no mmN>4os .cm.m .um-_;u >u.>_uu< mm.h.>.hu< zo_hu=¢hmz_ ou~.4<=o.>_oz. omhuuaum no mozh.z=:xou mezbmm muuzwamum.a w- u-nm# 7i .>_ u.nm# .a x_ocuoo< c. ouumcum:___ m. u_um_umum umou economu_5u« «mo. mo~.m~ .>o:um a30cm __msm c0\ocm >oaum acoocuoooc_ cow acuEe_:oo _n=m_>no_o:o oumcuoo cu mucuoaum muuacumc_ cum mz mum.o_ .em: :30 c_o:u com m_o_cuume .mco_uuacumc_ mo co_umcoooco c. mucouzum mam.mm< mum mz «53.x .mucovaum .m:o_>_oc_ >n ouvooc m_m_couoe .oco_uu:cumc_ mocmouem Nun mz ~mm.o .om: ucooaum com m_m_couoe oucucomoc cozuo can .mc_uo_.:n .muxou uo >_ae:m eunucouno: cm mc_oa:_oz .um <_omz oz< m4<.¢uhoxe mz sno.m_ .co_uu:cumc.um_om cow zo__m Ou E:_:o_ec:o mam—mos aim mz Nam.m .EocmOLQ >v3um m.ucuo=am m cue. Aoucu_cuoxu xcoz .o._v moueo_euoxo me_ccmu_ .oo:umuuouu:o moumcooeouc_ N-N mz mno.m .xcoz soocmmo_u oz» acueo_oeoo umcu mo.u.>_uum >c0uoconm_ nuancoacouc_ mum mz .mm.m_ .cucuOcm cu ooze—cuoxu mc_ccmu_ uco sec» acunaum us» one. away moo_:m >osum moo_>0ce mIN mz cum... .mu_e: co omcsou ecu :— Eon» co» ouuuuexu mueouuao new m_mom oocoELOucuo ugu menopaum ;u_3 >_o>_umcoqoou moo.u>oo :IN mz mmo.m_ .m_o_coume omcaou me_oo_u>up c. me.ce~u_ uo mouse acucumm.u co» mzo__< muw mz mmm.m .mo_>um mc_ceoo_ acocouu_o uumooeeouom cu mo_a_>_uum mc_ecmu_ mo moc_x m:o_co> monocoocooe. NIN _o>os .cm_m .am-_;u >u_>_uu< ao==_u=oo .m. o_nm» ”l 72 .> o_noh .o x_ccuoo< e. ooumcum:___ m. u_um_umum umou economu_;u« m2 ma:.m .>o:um acuucuouvc_ gnoccgu co\oco monocm ..msm c. voao_u>uo mu_u_>_uum mo mac—umucomoeo ocm mucoaoe co» muuco.o=m no menacm omen. mom: mum m2 maw.m .mco.umu.m_> o_u_m new mc30u Quacm omen. mausocoQ .um mmuzm.¢umxm cz< zo_hu=¢hmz. macaw uu¢<4 do «mo->oam mz _:~.~ . .mco_um:u_m xcoz .moc c. ovum—o on ou o_nmc: mucuuaum co» mco_am:u_m coco—coaxo xcoz ovum—:E_m momcmcc< oi: mz mmm.w .oucu_coaxu xcoz c_muno cu acousum m Law mu_u___umm gnocco on» >cum:p:. new mmoc_m:n :u_3 mumcocc< mu: mz mmm.m_ .mco_uou_m_> .u._ ..oo;om 50cm >n3m muueu_cuexu mc_ecmu_ .mucuoaum com momcocc< an: mz a_o.:_ .mumoacno .meo_uu:cumc. ecu .oo;um soc» >o3m ucuEa_:oo .oo;um vogue—om pm: on mueooaum ecu mumcncc< ma: «mo. omm.—~ .muuu~0eo uso >ceou cu mamou c0\ocm m.o:v_>_oc_ co» ouoom >coumeonm_ o_nm_.o>o moxmz «I: mz mm:.~_ .ucoE numcmccm mum—u c. mac—uo.co> euzuo co unaccm oumoossouum ou EOOemmm_u mo.u_uoz .n: mm.h.4.uusum .mc_uu__:a .mo_u_ucm mo .mucuonum ecu cu coeo .o__m E:_:u.ec:u m mc_muc_oz mum _o>oa .cm_m .am-_;u >u_>_uu< vo:c_ucou .m. o_auh 73 ._> 0—poh .o x_ocuaa< c. ouumcum:___ m_ u_um_umum umuu economi_su« mz mam.c. .u. com unocouc_ , can too: us» u_n_:xu >ozu mo «.m:o_>_oc_ ecu >o=um ucuocuouoc_ momcmcc< Nun mz woo.:_ .mo:o_ccuuu >oaum acoocuoouc. o» mucuoaum muco_co .am mmuzm_¢mexm >a=hm hzuozmauaz. mo mom_>¢u¢=m mz mmo.m_ .u__:3:ueoz mc_oa mm mueoa_u_ucmo oaoem ..m 20c» m:o_u:n_cucou mucouu< mum mz umm.m .mu_u_>_uuo osocm ..mEm :_Mucuu seem >..mu_m>;e m_umcu;\u_um5_; mu>oeu¢ mum mz saw.m_ ..oaou an no me30cm :_;u_z muuouz aim mz mom... .mu_u_>_uum a305m ..mEm c.mucou c. >_o>_uuo muuoa_u_ucmm mum m2 .mm.m .mu.u_>_uum me.ccmu_ mo >uo_cm> m uumvoeeouum cu 0.:vosum ozu mo_co> «um mz m.m.m .muocuus me_ccoo_ qaoem ..mEm ou mucuozum muco_co .-o muuzm_¢umxu az< zo_hu=¢hmz. macaw 44o¢m «mo. w_o.m_ .mu_u_>_uum >osum acoocoaooe_ co\oeo o30cm ..nsm cu mono. >_uums_u_: u. away an :o_uu:cumc_ e30cm mew—moo mum mz mmu... ...o On umucuuc_ coesou mo co_umEcomc_ acoucou omczou .osuumm ;u_3 meaocm omen. muo_>0cm aim mz nan... .co_umscoue_ >commuuoc cane—summ_o pen woo—.00 ou mo__asummm osocm omen. mum: mum _u>os .=m_m .am-_;u >u_>_uu< uo:=_u=ou .m. o_n~h 74 ._._> o_aoh .o x_veooo< c. noumeuma__. m. u_um_umum umuu economu_nu«« .._> u_noh .o x.ucuaa< c. toumcum:___ m. u_um_uoum umuu economu_cu« mz mmm.~_ ...mm_ncaamsm_om uumcsuum cm oo_u>uo acoonum no.0: mum mz N~_.m .>n:um ucauam mc_eeo_o c. ouov u>_un:_o>u mc.m: c. acouaum mum_mm< mnm mz mm~.o_ .mucoeo>o_;um cu;\m_: uoouom ocm ocmumcouc: acuonum no.0: mum mz um:.w .mmc_Eouuco;m tam mu_um:ouooc_ m.ucov:um a on_mn:eso ou mu_:muc o>_um:_o>u mc_m: mu.o>< elm «emo. sm~.m_ .mueoszm__eeouum new .mzumcucum .mmuemoca m.ucoo:um on» o~_mm:aeu ou mu_:moc ucosmmommo mum: mum mz snm.m .mo>_uoomao oucmEcomcuo coupon >_m:o_>uco mo ascuu c. mmucmOco mocsmmuz mum m2 mom.~ .mmocm0ce >vaum mo ucusmmommn acusouku >;u>_um_uc muv_>0cm .um mmuzcoxm hzmaahm no mu~>4vaum conxm.; co» voooue mo_u___omm co .ucuee_:oo .m_m_cuuoe .mco_uu:eume_ mo um: co» omcmcco acuoaum no.0: aim mz mua.o_ .msocmOca >tsum vouem>vm c0\ucm mc_ucoeo=m me.ecm_o :. ten «mnemoca mc_mmummo c. aeooaum mum.mm< mun .osus .=m_m .am-_;u >o_>.uu< uo==_ucou .m. u_aa» 7S m2 ~am.m .uuu .mcu>o.eeo .mucuuaum .mucOLmo couZuon muucueumcou u>.um:.m>u mumcmcc< mum mz mmc.m .mco.umu.m.> .o.. .oo.:oonum >.co.:muc uo: mu.u.>.uum co» co.aocum.c.suo umu..oo :u.3 mucoeumcmccm muxmz aim mz mom.m .uum.e oxou cu me.eemu. u>.uuum.o co» oooouc m.o.couns vcm .ucuEa.:ou .mu.u...umw ooc.:coc osu co.uncum.e.5uo umu..ou 50cm mxuom mum mz mm:.m. .mueoscm..oeouum vcm muouc .mucooaum co co.ueuuum u..a:o mc.m:u0m c. co.umcum.c.3on mam.mm< aim mz mom.o. .co.uocum.c.2oo ozu ou mc.ccmu. uuummo umzu muu.uumco ocm no.0..oe ueuEucooou c. momcosu com moouc .mucuoaum mean—oz .-m mmmzho hz.oc. :u.3 m.mom cuuemu mummaum.a mu. m2 omm.m .mu.um.couunco;u cu;\m.c >m.ucuo. o.o; ou xcoz acoocooovc. c. ocm .mo30cm ..osm c. .mmo.u c. meo.uuo m.ucooaum mu>cumnc mi. mz .mo.a .umon mccmu. acuoaum some so: mumocmm.a mu. mz -:.m .ucocaum coco co. mumcaou cue. oucmcuco mo m.o>o. uum.co0caao osu oc.scouou ou mumuu unusuum.a mum: mu. mz mam.m .meo.noeo new .mumucouc. .mco.uum .mucusu>u.zuo m.ucov:um some :0 o..m .mcomcoo m maoux :u. «mo. mac... .moucucumm.o ucuoaum >m.ucuo. o.o; cu co.umecouc. cozuo one .mocouoc .ouocuoco .mo.:oMcmo.n0u:o muuo..ou mg. mz mo:.~ .mu.um.eouomconu new mvooc m.ueuo:um >m.ucoo. e.uz Ou acoEo>o.zuo ammo pea .mucoum umuu .mccouuc o>.um.:E:u sac. mu:.u mxuum Ni. mz wmm.: .mem.o ocm .mucos nu>o.;um ammo .meu.n0ce unaum.o cu mucunaum no.3 muucocumcou .m:v.>.uc. no.0: .-. mmuzmzuun.o .<=a.>_az. no ¢m~>4u_>_au< mm.h_>_hu< zo.hu=¢hmz. am~..<:a_>.oz. ouhumaum mo uuzb omN.4<:o_>_cz_ zuuzhmm muuzmxmum_o 5. 0.3m» 78 mz mum.~ .om: czo c.03u com m.o.coume .mco.uu:cumc. mo co.uocnauco c. mucocaum mum.mm< mam m2 m.o.~ .mueuvsum .m:o.>.oc. >a oouuoc m.o.coame .mco.uu:cumc. mucoaocm mum mz om~.m .um: ucuvaum co» m.o.cuums oucucomuc cuguo new .mc.uu..:n .muxou mo >.oo:m uuociouuo: cm mc.muc.mz .um <_auz oz< m.<.¢uhoae mz m...~ .co.uu:cumc.um.om com so..m Ou E:.=u.cc:u mcm.muo mum mz mam.~ .Emcmoce >uaum m.ucov:um m Ouc. Auuco.cuaxu xcoz .0... neoco.coaxu mc.ccmu. .oocumimOIuno moumcoacouc. mum mz moo.a .xcoz EOOcmmm.u ecu acueo.eeou yoga mo.u.>.uuo >couocono. monocoacouc_ muw m2 mam.~ . .cozuoco o. oueo.cooxu m:.ecmu. uco 50cm acovaum ugu coo. uogu mun—am >osum muo.>0cm mum mz o-.w .mu.c: co uncaou on» c. Eosu co» cuuoooxu mosouuao new u.oom oueoscoucoo ozu mueooaum gu.z >.o>.uocuooou moo.o>oa au~ mz mmc.m .m.m.cuuos umcnou mc.ao.o>ou :. mc.ecmo. mo muuoc acucoee.o co. mzo..< mum mz :e~.m .mu.>um ac.ccmo. acocuum.u oumvoesouuo Ou mu.u.>.uum mc.ccmo. mo mte.x m:0.co> moumcoacouc. N-N mz mom.m .mueuuaum :u.3 >.u>.umcoooou m.~.cuume uncaoo meo.u>oo .-N mzommm. oz< .mh_z= .mumzaou no auzz<4m _o>u4 .cm.m .um-_;u >a_>_uu< uu==_u=ou ... o_a~» 79 mz m:m.~ .mco.uou.m.> v.0.m new mc30u eaocm omen. muuaucou .nm mmuzu.¢wexm oz< zo_hu:¢hmz. macaw uu¢<. mo xuo.>c¢¢ mz :.~.: .mco.uo:u.m xcoz .ouc c. voun.a on on u.nme= mucocaum co. meo.um:u.m oueo.coexu xcoz ouao.:s.m mumcmcc< mi: mz mn~.: .oueo.cooxo xco: c.muno o. acooaum o co. mo.u...umm coe0co on» >cumacc. new mmoe.m:n :u.3 mumcmcc< mu: mz 0:4.m .mco.umu.m.> .o.. ..oOzum 50cm >ozo muoco.coexu me.ceoo. .mucuoaum co» mumcmcc< cl: mz saw.~ .mumoacao .oco.uu:cumc. co. .oo;um 60cm >m3m aeuEQ.:ou .oo;om oouuo.om um: Ou mucuvsum co. mumcmcc< mu: mz mmm.~ .muouqoca uao >ccmu ou manna co\vco m.m:o.>.cc. com uumem >coumcoao. u.no..m>m muxmz Nu: mz mmn.. .ucuE numcmcco mmm.u c. mco.un.cm> cunuo co masocm uumcoesouoo 0» soOcmmm.u mo.m.ooz .u: mm.h.._uosum .mc.uo..:a .mo.u.uco mo .mucovaum on» on eoqo .u..u E:.:u.ec:o o mc.nuc.m: mum mz mmm.a .>c:um enacm ..oEm co\ocm >vaam acovcoeuoc. co. acoea.:oo .m:u.>uo.u=o oumcoeo ou mucuoaum muuacamc_ cum .u>o4 .cm.m .um-.go >u.>_uu< ue==.ucou ... o.am» &. ... HIP. . .? if‘nl’l‘l}ll|llllll I 8O mz 0mm.~ m2 mmw.m mz mm..m mz wmw.. «mo. ...... m2 mam.: mz .m~.: mz ~mm.e m2 .om.s m2 NON.: mz e.m.m .x u.nmh .o x.ucuoo< c. cuumcuma... m. u.um.umum umou ocoaomu.cu« .mosc.c;uou >ozum ucuocuouoc. cu mucocsum mucu.co .un mmuzm.¢mmxm >a=hm hzwozumuaz. no zom.>¢mm=m .u..;zzucoz me.ua mo muene.u.ucno o50cm ..o EOem mco.u:a.cucou muoouo< mum .mo.u.>.uuo oaocm ..msm c.mueou 50;» >..mu.m>;o $.0mcog\m.ome.c mu>osu¢ mum ..oaou cm mo mesocm c.:u.z muumua anw .mu.u.>.uom eaocm ..oEm e.oucuu c. >.u>.uum muumo.u.wcm¢ mum .mu.u.>.uun mc.ecou. mo >uu.cm> o ouocoeeouuo ou 0.:ooeum use mu.em> «um .moo;uoe mc.ecmu. esocm ..mEm ou mucooaum muco.co .um mmuzu.¢mmxu oz< zo.hu:¢hmz. macaw 44oze .mo.u.>.uuo >uaum acuocuauoc. co\ocm qaocm ..mEm ou memo. >.ouoe.u.= u. yoga om co.uu:cumc. enacm mcm.mua mum ...o o. umoceue. coeeou uo eo.uoEcOme. acoucou omeaou .mauuom nu.3 masocm omen. muu.>ocm aim .co.umscomc. >commouo: uume.eomm.v new uuu..ou ou no..aeemmo anecm omen. mom: mum .>u:um acoocoeocc. gm30czu co\ocm me30cm ..oEm e. coco.o>ou mu.u.>.uom to mco.uoucomoea ten mueoooe com mouco.c:o no meaocm omen. mom: mum _o>o. .cm.m .om-_;u >u.>.uo< ao:=_ucou ... o.aa» 8i mz -~.n .co.uocum.c.5uo use on mc.ccoo. uuommo umzu mou.uuocn ocm no.0..oe acusucmooo e. mumcocu co. moouc .mucooaum muum.u¢ .um mxmzho hzoo ucuoaum no.0: mam mz mmw.~ .>o:um «cause mc.:cm.e c. memo o>.uo:.o>u me.m: c. accosum mum.mm< mum mz mu..~ .mucueu>o.zuo eo:\m.c unuuum can vcmumcooca acocsum no.0: mum mz ma..~ .mmc.eouucocm vcm mo.um:oovmc. m.ucuu:am o o~.moze50 cu mu.:moc u>.um:.m>o mc.m: mo.o>< cum mz mmm.~ .mueoscm..o50uum ucm .mgumcueum .mmucm0co m.ucuo:um ogu oN.mm;oEo on mu.:moc acuEmmummm mom: mum mz :Nm.m .mu>.uuuqao oucmELOucuo toumum >.m:o.>oca .0 mac». e. mmucm0co moeammuz Nnm mz :mn.: .mmucm0co ucucsum mo ucoEmmummm. acoaooem >.o>.um.oc muv.>ocm .um mmmxuoxe hzmoahm no mm~>4ozum co;\m.; com coupe: mo_u...umm co .ueoEn.:oo .m.o.coums .oco.uu:cumc. .0 pm: com umcmccm aeooaum no.0: aim mz omn.: .mEmem0ee >uaum ooucm>um c0\uco mc.ucooe:m mc.ccm.a c. can mmocmoca mc.mmommm c. aeooaum mum.mm< mum mz mow.m .u. cam umocouc. new coo: use u.n.;xo >05. mm m.m:o.>.oc. co. >oaum acovcoeuoc. mumcmcc< ~u~ .o>us .=m_m .am-_;u >u_>_au< .vu==_u=ou ... o.a~» 82 mz .n~.: .uuo .mco>o.osu .mueucaum .mucocma coozuua moucucumcou o>.uo:.m>o momcocc< mum mz «sc.~ .mco.umu.m.> .o.. .oo.=vogum >.co.:moc uoc mo.u.>.uum com co.uocum.e.som one..ou cu.3 mucosomcmcco moxmz aim mz mmm.~ .ouo.o uxmu ou mc.ccmo. o>.uuommo com cacao: m.m.eoums vcm .ueueo.:ou .mo.u...umw ouc.:oue on. eo.umcum.c.5oo emu..ou 50cm mxoum mum mz mom.m .mucoE;m..oeouum pep moon: .mucoczum co co.ucouum u..n:a me.m:u0m c. co.umcum.c.Eom mam.mm< «um .usus .=m_m .om-.;u >»_>_au< uu==_acou ... o_am. 83 Geographic Region The last hypothesis was concerned with the effect of geographic region on the opinions expressed by the instructors' on the importance of the individualized instruction activites. Using the five regions of the National Business Education Associa- tion, the i86 respondents were grouped as follows: Eastern Region, 30 (l6.l percent); Southern Region, #6 (2h.7 percent); North-Central, AS (2h.2 percent); Mountain-Plains Region, 27 (lh.5 percent); and Western Region, 38 (20.h percent). Table l8 shows that no significant differences between geographic regions in the instructors' opinions on the importance of the 5A individualized instruction activities were found. Therefore, the null hypothesis that there are no differences between geographic regions in the instructors' opinions on the importance of these activites cannot be rejected. Instructors from the five regions were in agree- ment on the importance of all 5h individualized instruction activities. 8h mz m:m.m. .mucuvsum :u.s >.u>.umcoooou m.m.couoe uncaou moo.u>uo .-N mzommua az< .me.z= .mwmzaoo do guzz.uc. :u.s m.mom coucmu mommaum.o on. mz mm..- .mo.um.couumcm:u eu:\m.: >u.u:uo. a.o: ou xcos ucoocoauoc. e. can .ma30cm ..oEm c. .mmm.u c. mco.uuo m.ucuo:um mo>comno mu. wz mum.m. .umo: mccmo. acuuaum :umo so: mumOcmm.o mi. mz :.~.o~ .ueoosum :umo co. mumcsou Ouc. oocmcucu no m.u>o. uum.coocooo o:u uc.ecuuuo 0. «amp» acoeoum.a mum: mu. mz omm.- .mso.:oco ucm .mumucuuc. .mco.uum .mucoEo>o.:uo m.ucoo:um :umu :o o... .chmcoa o move: an. mz on~.:. .muucocomm.o acocsum >e.ucou. a.o: ou co.umscowc. eo:uo new .mocouoc .muoouocm .mu.:omcmo.:0u:m muuo..09 mu. mz mam... .mu.um.couuoco:u can move: m.ucuo:um >m.ucov. a.o: ou ucoeo>u.:um ammo can .mocoum umou .mocouuc o>.uo.:E:u soce mos—u mxoum Nu. mz mmm.o. .mcm.e pew .mucoe so>o.:um ammo .meu.:oce mm:0m.u ou mueoosum :u.s moucucemcou .m:o.>.pc. mu.o: .-. muuzuzmuu.a 4<=Q.>_oz. no mu~>4u_>_ou< mm.h.>_hu< zc.hu:¢hmz. ou~..<=o.>.az. amhumamm no muzv=um oaocm ..0Em co\ocm >o=um uc0oc0e0ce. LOm uc0so.:c0 .mam.>no.o:0 0u0c0ao on muc0oaum ma0:cum:. :um wz mm..n. .0m: :30 c.0:u com 0.0.c0ums .mco.uu:cumc. we co.u0c0o0co c. muc0oaum mam.mm< mum mz an..~. .muc0oaum .0:o.>.oc. >: u0o00c m.o.c0ume .mco.uu:cumc. m0c0e0cm Nun mz nm..m. .0m: uc0czum co. m.0.c0ums 00c0c0m0c c0:uo vcm .mc.u0..:: .muxuu mo >.oa:m 0umvi0uno: c0 mc.muc.mz .im <.auz oz< m.<.¢mhoxe mz msm.m. .co.uu:cum:.u..0m cow so..0 a» E:.:u.cc:o mcm.m0a muw m2 mum.s~ .EmcmOce >oaum m.uc0o:um 0 Ouc. .m00c0.c0ax0 xcos .0... m0uc0.c0ox0 mc.ec00. .oo:umuuonu:o moumcoacouc_ N-N mz 4:..mw .xcos soocmmm.u 0:u ue020.eeou um:u m0.u.>.uum >c0u0coam. monocoocouc. mum mz mam.m. .c0:u0c0 Ou 00:0.c0ox0 m:.ccm0. 0:0 50c. ue0oaum 0:u o00. u0:u m0o.:m >oaum m0u.>ocm mIN mz mmo.a~ .mu.c: co 0mcaou 0:» c. E0:u co» o0u00ox0 m0eouuso can n.0om 00cmscomc0a 0:a muc0oaum :u.s >.0>.u0c0o000 meo.0>0a :uw mz mmm.~. .m.m.c0uoe oncaou me.eo.0>0o c. m:.cc00. mo moan: uc0c0wm.o co. mso..< mum mz um..m~ .m0.>um mc.ecm0. uc0c0mm.v ouoooseouum cu m0.u.>.uoo mc.cc00. mo moc.x mao.c0> m0umeoecouc. N-N .0>04 .cm.m .cm-.:u >u.>.uu< uo=c_c=ou .m. o_sah 86 mz mcu.~. .eo.umec0ue. >comm000: 0.0:.E0mm.o oem .00..ou o. m0..:50mmo a20cm omen. 00m: mam mz ~.m.¢~ .>o:um uc0oc0a0vc. :m30c:u 50\ccm unseen ..msm c. o0eo.0>0c m0.u.>.uum mo mco.umuc0m0ca ecu mueoeoc co. m00c0.c:0 m0 menacm omen. mom: Num mz mmm.m~ .mco.umu.m.> v.0.» vco meaou aaocm 0mcm. muuzocou .um mmuzu.¢mexu oz< zo.hu=¢hmz. macaw mc¢<4 do ¢u9.>o¢m mz ~w~.~. .meo.u0=u.m xcos .00c c. c000.e 0: ou 0.:0c: mucoosum co» mco.uo:u.m 00:0.c0ox0 xcos noum.:s.m m0mcmcc< on: mz mma.m~ .0uc0.c0ox0 xcos c.0uno ou ue0uzum 0 com m0.u...unm e0aoLe 0:u >camnoc. pen mm0c.m:: :u.s m0mcmcc< mu: mz mmm.:~ .mco.umu.m.> .0.. ..oo:um soc. >0sm m00c0.c0ox0 me.eco0. .mucouaum com momcmcc< 4:: m2 on...~ .momoecao .mco.uu:cumc. co. .oo:om 50c» >030 uc0eo.:v0 .oo:um o0uu0.0m 0m: ou muc0oaum com m0mcmcc< mi: mz om..- .muu0a0ca uao >cemo ou mEm0u coxocm m.m:e.>.oc. :0» 000cm >eou0co:0. 0.:0..0>0 m0xmz Nu: m2 mac.o. .ueoe u0mcmecm mum.u :. mco.uo.em> c0:uo co aquacm oumvossouuo o» soccmmm.u 00.».coz .ua mm.h...uoaum .mc.u0..:: .m0.u.uc0 mo .muc0vaum 0:. ou c0eo .0... E:.:u.cc:u 0 mc.0uc.0z min .0>04 .cm.m .oma.:u >u.>.uu< ao==_u=oo .m. «.5ae 87 mz mma.w. .mEocmocm >aaum a0ucm>am co\aeo cc.uc0mm:m m:.:cm.m c. acm mm0cm0cm cc.mm0mm0 e. ue0azum mam.mm< MIN mz cwm.m. .u. LOm um0c0uc. can coo: 0:u u.:.:x0 >0:u m0 m.o:a.>.cc. cob >aaam ue0ac0m0ae. m0memcc< Nam mz wmc..~ .m0:¢.::00u >a=um uc0ac0m0ac. o» mucoazum muc0.cc .uh mmwzm.ammxu >aahm hzwazummaz. mc acm.>ammam mz www.mm .0..:s:ucos cc.0: m0 mucmm.o.uc0m m30cc ..0 soc» mco.u::.cu:ou mum0uu< cum mz mc~.- .m0.u.>.uom maocm ..0Em c.0uc00 seem >..mu.m>:m c.0mc0:\m.0me.: m0>oeua mic mz mma..~ ..maoo :0 m0 mm:0cm e.:u.s muomoa aim mz ms~.- .m0.u.>.uum maocm ..0Em c.0uc00 c. >.0>.uum m0umm.u.ucmm mum mz cc~.cm .m0.u.>.uuo cc.ccm0. mo >u0.e0> o 0u0aoseouuo ou 0.:a0:um 0:u mo.co> Nuw mz cam.cm .mao:uoe cc.cc00. maocm ..0Em 0a mucoaaum muc0.cc .uw mmwzm.ammxm az< zc.hwaahmz. macaw aacam mz amo.~. .m0.u.>.uun >aaum aeoae0m0ae. c0\acm msocm ..mEm Ou mamo. >.0ume.u.: u. u0:u 0m eo.uuacumc. maocm mcm.m0a mum mz a~m.m. ...o ou um0c0ue. coeeou mo co.umseomc. uc0ueou oucaou .mauuom :u.s mmaocc 0cc0. m0a.>0cm cum .o>oa_.:m.m .um-_;u >a.>_au< uu:=_a=ou .m. o.au» 88 mz wma.m. .muc05:m..meouoo aco ma00e .mucoaaum co co.uc0uuo u..::m cc.m:uom c. co.umcum.e.sao mum.mm< Num mz auc.- .co.umcum.c.5am 0:u Ou mc.cc00. au0mm0 um:u m00.uuocm can m0.u..om acoeucmmoa c. m0meo:o co» ma00e .muc0asum m0u0.0a .nm mauahc hz0a ucoaaam mm.0: sum mz mam.m~ .>a:um occuam cc.cem.m c. mama 0>.u0=.m>0 me.m: c. uc0aaum mum.mm< cum mz .mn.w .mu:0&0>0.:um c0:\m.: um0uum ace acmumcoac: uc0aaum mm.0a mum mz ~w~.m. .mmc.eouuco:m can m0.umco0a0c. m.ac0a:um m 0~.mm:m50 o» mu.:m0c 0>.u0:.m>0 me.m: ma.o>< aim mz :.c.m. .muc0s:m..msouum acm .m:umc0eum .mmucmOLm m.uc0a:um 0:u 0~.m0:mE0 Ou mu.:m0c uc0Emm0mm0 moma mua mz mcm.c. .m0>.a00~:o 00cmEc0mc0m aououm >.m:o.>0cm mo macuu :. mmocmOLm m0camm0: Nnm mz .Nm.c. .mmoccocm uc0aaum mo ueosmmummn ue0:c0eu >.0>.u0.0c mua.>ocm .-a mmmawcam hzmaahm mc au~>aasum c0:\m.: cam a0a00c m0.u...umm co .ucoem.=o0 .m.m.c0uos .mco.uoacume. mo 0n: com omeoceo ue0aaum mm.0a :uh .osoa .=m_m .cm-.:u .>u.>.uu< uo:c_ucou .m. o.aa» 89 _mz www.- .uu0 .mc0>o.m50 .muc0aaum .muc0c0m c00su0: m0uc0c0mcou 0>.um:.m>0 m0mcmcc< mum mz mom.- .mco.uoa.m.> .0.. .a0.:a0:0m >.cm.:m0c ac: m0.u.>.uuo com co.u0cum.c.sa0 0c0..ou :u.s muc0sumemccm m0aoz aim mz ma..m. .0um.m 0x0» 0» cc.cc00. 0>.uu0mm0 com a0a00e m.o.c0ume ace .ucoem.:u0 .m0.u...umm a0:.:ooc 0:u co.u0cum.c.2am 0m0..ou seem maoum mum .osoa .cm_m .om-_;u >a_>_au< _aoac_acou .a. m.a~e Chapter 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS SUMMARY The Problem The first purpose of this study was to help business education establish the present status on the use Of individualized typewriting instruction in public community colleges in the United States. This study provided descriptive research in the area of individualized typewriting instruction that was not presently available. A second purpose for this study was to provide teacher educators with information that will be useful in developing better teacher education programs. By identifying present perceptions and under- standings that public community college typewriting instructors hold for their role in individualized instruction, teacher educators can prepare teachers to be more proficient and competent in the use of individualized instruction in typewriting. Thus, the problem in this study was to (I) determine the extent that individualized Instruction in typewriting is being used in public community colleges in the United States and (2) determine and compare the Opinions of public community college typewriting instructors in the United States on the importance Of selected activity in role areas for individualized instruction. Research Procedures The population for this study was a listing of 77k public community colleges in the United States which Offered a secretarial program. This 90 9i list was compiled Of public community colleges dually listed in the ‘ l976 Community, Junior, and Technical College Directory and in Barron's Guide to the Two-Year Colleges, Volume II: Occupational Program Selector. A proportional sample Of 250 public community colleges was randomly selected from this list. A questionnaire was used to collect the data for this descriptive study. One typewriting instructor from each of the 250 public com- munity colleges was surveyed. Part I of the questionnaire collected the necessary data pertaining to the respondent and the respondent's institution. Part II Of the questionnaire was concerned with the respondent's Opinion on the importance (”Very Important,” "Important,“ "Undecided,” "Somewhat Important," or "Not Important”) of the 5A selected individualized instruction activities in the 9 role areas for individu- alized instruction. Findings The data presented in this study were compiled from the responses Of the l86 public community college typewriting instructors (7A.A percent response) who returned the questionnaire sent to his/her respective institution. A summary Of findings relating to the specific research questions for this study is as follows: I. What geographic region Of public community colleges uses the most individualized instruction in typewriting? Of the l86 respondents, IOI, or 5h.3 percent, reported using individualized instruction in their typewriting program. The western Region had the highest percentage of users; the Eastern Region had the lowest percentage of users. The percentage Of users for these two Regions was 73.3 percent and A0.0 percent respectively. 2. 92 Is the size of the student enrollment at a public community college a factor in whether it uses or does not use individualized instruction in the typewriting program? 3. Large public community colleges had the highest percentage Of users; 60.3 percent reported using individualized typewriting instruction. Small institutions had the lowest percentage of users; SI.S percent. Who is most responsible in the public community college for the decision to Implement or to initiate the use of individualized instruc- tion in h. typewriting? The majority of instructors, 59.A percent, reported that the decision to use individualized typewriting instruction was made by the department faculty. What approaches or methods of individualized typewriting instruc- tion are being used in public community colleges? 5. college 6. The most frequently used approach to individualized typewriting instruction was the audio-visual (e.g. slide-tape) approach; 59, or 58.A percent, Of the IOI instructors reported use Of this approach. The least used approach was the videotape approach; only 6, or 5.9 percent, reported using this method. What courses In the typewriting program in public community use individualized instruction? Instructors, 92.l percent, indicated that the course most Often using individualized typewriting instruction was "Beginning Typewriting." Many instructors reported that individualized instruction was being used throughout their typewriting programs. How do public community college typewriting instructors evaluate the success of individualized typewriting instruction in public com- munity colleges? Overwhelmingly, the instructors expressed favorable evaluation on the success of individualized typewriting instruction in their institutions. Eighty-one of the lOl instructors, or 80.2 percent, evaluated their experience as ”Very Successful“ or "Successful." Only A, or A percent, Of the instructors indicated that using individualized typewriting instruction was ”Not meeting anticipated expectations.” 93 7. What Importance do public community college typewriting instruc- tors place on selected activities and on role areas in individualized typewriting instruction? The five most important individualized instruction activities in the Opinion of the instructors were: 9-3 Seeks from college administration the required facilities, equipment, and materials needed for effective learning to take place. 8-l Provides relatively frequent assessment of student progress.. 8-2 Measures progress in terms of previously stated performance objectives. l-l Holds individual conferences with students to discuss problems, past achievements, and plans. 8-5 Helps student understand and accept his/her achievements. The five least important individualized instruction activities in the Opinion of the instructors were: S-l Conducts large group tours and field visitations. h-3 Arranges for students to use selected school equipment away from school for instructional purposes. 5'3 Uses large group assemblies to collect and disseminate necessary information. i-3 Collects autobiographies, anecdotal records, and other information to help assess student differences. 5-2 Uses large groups as audiences for reports and presenta- tions of activities developed in small groups and/or through independent study. The most important role in individualized instruction in the opinion of the instructors was "Analyzer of Student Progress." The least important role in their Opinion was "Provider of Large Group Instruction and Experiences.” A summary of findings relating to the testing of the null hypotheses using the chi-square test statistic (.05 level of significance) is as follows: Hi' There are no significant differences between years of teaching experience in the opinions expressed by public community college type- 9h writing instructors on the importance of each activity in the role areas for individualized instruction. Significant differences in the instructors' Opinions on the importance of the following three individualized instruction activities were found: 6-h Reacts within groups as an equal. As the years of teaching experience increase, the importance of reacting within groups as an equal increases. 8-6 Assists student in using evaluative data in planning future study. As the years of teaching experience increase, the importance of assisting students in using evaluative data In planning future study tends to increase. 8-7 Helps student develop an accurate self-appraisal. As the years of teaching experience increase, the importance of helping students develop an accurate self-appraisal increases. H2. There are no significant differences between college enrollments in the opinions expressed by public community college typewriting instruc- tors on the importance of each activity in the role areas for individu- alized instruction. Significant differences in the instructors' Opinions on the importance Of the following five individualized instruction activities were found: 3-h Instructs studentsto Operate audioevisual equipment for independent study and/or small group study. As community college enrollment increases, the importance of instructing students to operate audio- visual equipment for independent study and/or small group study increases. h-2 Makes available laboratory space for individuals and/or teams to carry out projects. As community college enrollment increases, the importance of making available laboratory space for individuals and/or teams to carry out projects increases. 95 5-5 Designs group instruction so that it ultimately leads to small group and/or independent study activities. As community college enrollment increases, the importance of designing group instruction so that it ultimately leads to small group and/or inde- pendent study activities tends to increase. 7-h Helps student arrange for use of instructional materials, equipment, or facilities needed for his/her study program. As community college enrollment increases, the importance of helping students arrange for use of instructional materials, equipment, or facilities needed for his/her study program decreases. 8-3 Uses assessment results to emphasize the student's progress, strengths, and accomplishments. As community college enrollment increases, the importance Of using assessment results to emphasize the student's progress, strengths, and accomplish- ments decreases. H3. There are no significant differences between experiences with individualized typewriting instruction in the opinions expressed by public community college typewriting instructors on the importance of each activity in the role areas for individualized instruction. Significant differences in the instructors' Opinions on the importance of the following two individualized instruction activities were found: l-3 Collects autobiographies, anecdotal records, and other information to help identify student differences. Instructors with individualized typewriting instruction experience felt collecting autobiographies, anecdotal records, and other information to help identify student differences was less important than did instructors without individualized typewriting instruction experience. 6-3 Participates actively in certain small group activities. Instructors with individualized typewriting instruction experience felt participating actively in certain small group activities was more important than did instructors without individualized typewriting instruction experience. 96 H“. There are no significant differences between geographic regions in the Opinions expressed by public community college typewriting instruc- tors on the importance of each activity in the role areas for individu- alized instruction. No significant differences between geographic regions in the instructors Opinions on the importance of the 5A individualized instruction activities were found. Instructors from the five regions agreed on the importance of these activities. CONCLUSIONS Based on the findings of this study, the following conclusions were made: I. Individualized instruction in typewriting appears to be an accepted and widely used instructional practice in public community colleges in the United States. 2. Years of teaching experience has little effect on the Opinions expressed by public community college typewriting instructors on the importance of the individualized instruction activities. 3. College enrollment has little effect on the opinions expressed by public community college typewriting instructors on the importance of the individualized instruction activities. A. Individualized typewriting instruction experience has little effect on the opinions expressed by public community college typewriting Instructors on the importance Of the individualized instruction activities. 5. Geographic region has no effect on the opinions expressed by public community college typewriting instructors on the importance of the individualized instruction activities. 97 RECOMMENDATIONS The following recommendations are made: i. That teacher educators in business education use the findings in this study to develop comprehensive teacher education programs that include individualized instruction teaching competency, as well as to develop in-service education programs to improve instructors' capabilities in individualized instruction. 2. That research be conducted to determine the extent that instruc- tors using individualized typewriting instruction perform the selected individualized instruction activities. 3. That research be conducted to identify the importance of the selected individualized instruction activities as viewed by business education experts in the field of individualized instruction. A. That research be conducted to redefine and identify individualized instruction activities that are essential to the instructor's role in Individualized typewriting instruction. 5. That research be conducted to determine the Operation of individu- alized typewriting instruction programs in public community colleges. 6. That further descriptive research be conducted to include second- ary institutions, vocational-technical centers, private business schools, and four-year postsecondary institutions in order to determine the status of individualized typewriting instruction at all levels of business education. 7. That experimental research continue to compare individualized approaches to the traditional approach in order to determine typewriting instruction that best meets the needs of each individual student. BIBLIOGRAPHY BIBLIOGRAPHY Anderson, Marcia Ann. ”A Comparison of Time Spent by College Students Learning Typewriting Via Audio-Visual Tutorial and Traditional Group Instruction." Unpublished Doctoral dissertation, Southern Illinois University, I975. Barron's Guide to the_Two-Year Colleges, Volume II: Occupational Pro- gram Selector. Edited by the College Division of Barron's Educational Series, Inc. WOodbury, New York: Barron's Educa- tional Series, Inc., l975. Bartholome, Lloyd W. "Individualization in Typewriting.” Journal of of Business Education, Vol. A8, No. A (January, 1973). Pp. ISO- ‘6]. Bratten, Jack E. The Organization of a Biology Course for Individu- alized Progress at Theodore High SchOOl. Santa Monica, Califor- nia: Systems DeveIOpment Corporation, I965. Calhoun, Calfrey C. "Needed Research in Business Education.” Paper presented at the National Business Education Association Research Foundation Session, San Francisco, California (April iA, l976), lA pp. Coulson, John E. ”The Teacher's Role in Classes Using Self-Study Materials.” Santa Monica, California: Systems Development Corporation, l967. Cox, Richard and Elizabeth Barton. “Diagnosis of Pupil Achievement in the Individually Prescribed Instruction Project." Pittsburgh: University of Pittsburgh, Learning Research and DeveIOpment Center, November, l967. Cross, K. Patricia. "New Roles for College Teachers.” Paper presented for the Annual Meeting of the American Association of Community and Junior Colleges, Washington, DC (March l7 - l9, l976), l2 pp. Esbensen, Thorwald. ”lndividualizing the Instructional Program." Duluth, Minnesota: Duluth Public Schools, l966. Frye, Marianne Elizabeth. "A Comparative Analysis of the Effect of 3 Multimedia Instructional Systems Approach with a Traditional Teacher-Directed Group Approach in Collegiate Intermediate Type- writing.‘I Unpublished Doctoral dissertation, University of North Dakota, l972. Glaser, Robert. ”The Education of Individuals.“ Pittsburgh: University of Pittsburgh, Learning Research and Development Center, l966. 98 99 Hunter, Walter E. and Ronald K. Lingle. ”Status of Individualized Instruction in Colleges Identified as Members of the North Central Community and Junior Colleges, l97A-l975.” A report to the Council of North Central Community-Junior Colleges, April, I975. Jones, Arvella Baird. ”An Experimental Study to Compare Audio-Tutorial Instruction with Traditional Instruction in First-Year Typewriting." Unpublished Doctoral dissertation, North Texas State University, 1971'. King, Robert E. "Tasks That Only The Teacher Can Do.” Quality and the Small School. Edited by Edwin D. Hildebrand. Denver: Western States Small Schools Project, Colorado Department of Education, I968. Klemin, Vernon Wayne. “Evaluating the Effectiveness of an Individu- alized Progress Method of Teaching Intermediate Typewriting at Utah State University.” Unpublished Doctoral dissertation, Utah State University, l97A. Kline, Geraldine Ann Broeren. "An Analysis of the Achievements and Attitudes of Middle-School Students in a Self-Directed Type- writing Program Compared with Students in a Teacher-Directed Program." Unpublished Doctoral dissertation, University of Colorado, l97l. Kupsh, Joyce I. "The Effectiveness of Sound-Slide Packages in Begin- ning Typing." Unpublished Doctoral dissertation, Arizona State University, I975- Lambert, Roger Henry. “Teachers' Perceptions and Principals' Expecta- tions for the Teacher's Role in Individualized Instruction.” Unpublished Doctoral dissertation, Michigan State University, i970. Lauer, William Charles. ”Evaluating Effectiveness of Using Business Education Department Prepared Videotapes in the Teaching of Inter- mediate Typewriting at Utah State University.” Unpublished Doctoral dissertation, Utah State University, l972. Medsker, Leland L. The Junior College: Progress and Prospect. New York: McGraw-Hill Book Company, Inc., l960. Missling, Lorraine Pearl. "A Comparison of the Traditional Plan to Three Selected Flexible Modular Plans in First-Semester High School Typewriting with Straight-Copy Achievement and Production Achieve- ment as Criteria." Unpublished Doctoral dissertation, University of North Dakota, l970. National Business Education Association. ”This we Believe About Imple- menting Individualization of Instruction in Business Education.” Business Education Forum, Vol. 28, NO. 8 (May, l97A), p. l8. II‘I.I‘IIII'III|: nl| in IOO 1976 Community, Junior, and Technical College Directory. Washington, DC: American Association of Community and Junior Colleges, l975. Rigby, Dorothy Sue. "The Effectiveness of Learning Activity Package Instruction Versus the Teacher-Directed Method of Teaching Inter- mediate College Typewriting." Unpublished Doctoral dissertation, University of Northern Colorado, I973. Robinson, Jerry W. "Is That All There ls--To Individualized Instruction? The Balance Sheet, Vol. 56, No. l (September, I97A), pp. A-6, 8. "SO You Want To Individualize Typewriting Instruction.” Century 2] Reporter (Spring, l976), pp. l2-l3. Roueche, John E. "Accountability for Study Learning in the Community College.” Educational Technology, Vol. ll, No. l (January, l97l), pp. A6-A7. Rowe, John L. ”Applying Six Principles of Individualized Instruction to Beginning and Advanced Typewriting.” Business Education World, Vol. 55, No. 3 (January-February, I975): pp. 28-29. Schatz, Ann. "Individualized Instruction in Typewriting and Shorthand." Journal of Business Education, Vol. A6, No. 7 (April, l97l), pp. 275-2761 Schellstede, Agnes. "Teaching Typing with Tapes." Business Education World, Vol. AA, No. 8 (April, I96A), pp. l3-l5. Schrag, Adele F. "Prescriptions for lndividualizing Instruction." Business Education Wbrld, Vol. 57, N0. 2 (November-December, i976), P. 9. Stukat, Karl-Gustav. "Teacher Role In Change.” Department Of Education Research, Gothenburg School of Education (Sweden), October, I970. Stutz, Rowan C. and Russell G. Merell, editors. Individualizigg Instruc- tion in Small Schools. Salt Lake City, Utah: Western States Small Schools Project, I966. Swenson, Esther J. "Teacher Preparation." lndividualizing Instruction. NSSE Yearbook. Edited by Nelson B. Henry. Chicago: The University of Chicago Press, I962. Thiele, Sandralee Desombre. "We Have a Performance Curriculum for Type- writing II." Business Education Wbrld, Vol. A9, No. A (April, 1969). pp. IO-ii, 262 Thoreson, Laverne Dennis. ”An Experimental Study to Determine the Validity of Individualized Large-Group Multimedia Instruction Com- pared with Traditional Instruction in First-Year Typewriting." Unpublished Doctoral dissertation, University of North Dakota, i97i. IOI Valencia, Atilana Alvino. "The Effects of Three Laboratory Arrangements Associated with One Type of Large Group Instructional Arrangement in the Learning of Typewriting.” Unpublished Doctoral dissertation, Stanford University, l968. Vernon, Mary Sue. "A Comparison of Self-Paced, Programmed Instruction and Teacher-Directed, Nonprogrammed Instruction in Problem Type- writing in the Beginning Secondary School Course." Unpublished Doctoral dissertation, Georgia State University, l973. Warner, Sherman ElVon. "An Experimental Study Utilizing Programmed Instructional Materials and Tape Recordings in the Teaching of Intermediate Collegiate Typewriting." Unpublished Doctoral disser- tation, Arizona State University, i969. West, Leonard J. "Effects of Programmed vs. Conventional Instruction on Proficiency at Office-Typing Tasks.” Independent study, City University of New York, l97l. White, Fern Kathryn. ”An Experimental Study Utilizing Varied Scheduling and Out-of-Ciass Assignments in Intermediate Collegiate Type- writing." Unpublished Doctoral dissertation, Oklahoma State University, l97A. White, Kathryn. "Review of Research on Individualized Instruction . . . In Business Skill Subjects.“ Business Education Forum, Vol. 30, No. A (January, l976), pp. 29-3l. Wiper, Robert Ells. ”The Effectiveness of Audio-Monaural Equipment in Skill Building in Typewriting." Unpublished Doctoral disser- tation, Oregon State University, I969. WOlfson, Bernice J. "Pupil and Teacher Roles in Individualized Instuc- tion." Elementary School Journal, Vol. 68 (April, l968), pp. 357- 366. APPENDIX A IOZ PUBLIC COMMUNITY COLLEGES INCLUDED IN SAMPLE Eastern Region (A0) Connecticut (3) Housatonic Community College, Bridgeport, CT 06608 Middlesex Community College, Middletown, CT O6A57 South Central Community College, New Haven, CT 065l0 Delaware (2) Delaware Technical and Community Coilege--Wilmington Campus, Wilmington, DE I980i Goldey Beacom College, Wilmington, DE I9808 Maine (1) , University of Maine--Augusta Branch, Augusta, ME OA330 Maryland (A) Anne Arundel Community College, Arnold, MD 2iOi2 Charles County Community College, La Piata, MD 206A6 Dundalk Community College, Baltimore, MD 2I237 Garrett Community College, McHenry, MD 2l5AI Massachusetts (6) Bristol Community College, Fall River, MA 02720 Mount Wachusett Community College, Gardner, MA OIAAO North Shore Community College, Beverly, MA OlAAO Northern Essex Community College, Haverhill, MA 0i9l5 Quinsigamond Community College, WOrcester, MA 01606 Springfield Technical Community College, Springfield, MA 0ll05 New Hampshire (l) New Hampshire Vocational Technical College-- Berlin Campus, Berlin, NH 03570 New Jersey (6) Bergen Community College, Paramus, NJ 07652 Camden County College, Blackwood, NJ 080l2 Cumberland County College, Vineland, NJ 08360 Ocean County College, Toms River, NJ 08753 Passaic County Community College, Paterson, NJ 07505 Somerset County College, Somerviiie, NJ 08876 ’*Small -- less than i,000 students Medium -- i,000 - A,999 students Large -- 5,000 or more students Enrollment* Medium Medium Medium Small Medium Medium Large Medium Medium Small Medium Medium Medium Large Medium Large Small Large Large Medium Medium Medium Medium lO3 Eastern Region (Continued) New York (i2) Columbia-Greene Community College, Hudson, NY l253A Erie Community College--City Campus, Buffalo, NY iA209 Herkimer County Community College, Herkimer, NY l3350 Kingsborough Community College, Brooklyn, NY l1235 Laguardia Community College, Long Island City, NY Nassau Community College, Garden City, NY ll530 Niagara County Community College, Sanborn, NY lAl32 Onondaga Community College, Syracuse, NY l32l0 Queensborough Community College, Bayside, NY lI36A Rockland Community College, Suffern, NY l090l Suffolk County Community College, Seldon, NY ll78A SUNY Agriculture and Technical College-- Coblesklll Campus, Cobleskill, NY I20A3 lIIOI Pennsylvania (A) Bucks County Community College, Newtown, PA l89A0 Montgomery County Community College, Blue Bell, PA Northampton County Area Community College, Bethlehem, PA l80l7 Westmoreland County Community College, Youngwood, PA I5697 19A22 Rhode Island (I) Rhode Island Junior College, Warwick, RI 02886 Southern Region (68) Alabama (6) . Gadsden State Junior College, East Gadsden, AL 35903 Jefferson State Junior College, Birmingham, AL 352l5 Lawson State Community College, Birmingham, AL 352il Patrick Henry State Junior College, Monroeville, AL 36A60 S. 0. Bishop State Junior College, Mobile, AL 36603 Wallace State Community College, Selma, AL 3670i Arkansas (i) Phillips County Community College, Helena, AR 723A2 Florida (9) Central Florida Community College, Ocala, FL 32670 Edison Community College, Fort Myers, FL 33901 Hiiisborough Community College, Tampa, FL 33622 Miami-Dade Community College--Downtown Campus, Miami, FL 33l32 Miami-Dade Community College--South Campus, Miami, FL 33156 Okaloosa-Walton Junior College, Niceville, FL 32578 Enrollment Medium Medium Medium Large Medium Large Medium Large Large Large Large Medium Large Large Medium Medium Large Large Large Medium Small Medium Medium Medium Medium Medium Large Large Large Medium IOA Southern Region (Continued) Pensacola Junior College, Pensacola, FL 3250A Polk Community College, Winter Haven, FL 33880 Santa Fe Community College, Gainesville, FL 3260] Georgia (3) .Emanuel County Junior College, Swainsboro, GA 30AOI Gordon Junior College, Barnesville, GA 3020A South Georgia College, Douglas, GA 3l533 Kentucky (6) Hazard Community College, Hazard, KY Al70l Henderson Community College, Henderson, KY A2A20 Jefferson Community College, Louisville, KY A020I Lexington Technical Institute, Lexington, KY A0506 Prestonsburg Community College, Prestonsburg, KY Al653 Southeast Community College, Cumberland, KY A0823 Louisiana (I) Southern University--Shreveport-Bossier City Campus, Shreveport, LA 7IIO7 Mississippi (7) Hinds Junior College, Raymond, MS 39l5A ltawamba Junior College, Fulton, MS 388A3 Mississippi Delta Junior College, Moorhead, MS 3876i Mississippi Gulf Coast Junior College--Jackson County Campus, Gautier, MS 39553 Northeast Mississippi Junior College, Booneville, MS 38829 Northwest Mississippi Junior College, Senatobia, MS 38668 Southwest Mississippi Junior College, Summit, MS 39666 North Carolina (I6) Anson Technical Institute, Ansonville, NC 28007 Asheville-Buncombe Technical Institute, Asheville, NC 2880i Bladen Technical Institute, Dublin, NC 28332 Caldwell Community College and Technical Institute, Lenoir, NC 286A5 Cape Fear Technical Institute, Wilmington, NC 28AOI Carteret Technical Institute, Morehead City, NC 28557 Craven Community College, New Bern, NC 28560 Edgecombe Technical Institute, Tarboro, NC 27886 Guilford Technical Institute, Jamestown, NC 27282 James Sprunt Institute, Kenansville, NC 283A9 Lenoir Community College, Kinston, NC 2850i Mayland Technical Institute, Spruce Pine, NC 28777 McDowell Technical Institute, Marion, NC 28752 Piedmont Technical Institute, Roxboro, NC 27573 Randolph Technical Institute, Asheboro, NC 27203 Technical Institute of Alamance, Burlington, NC 272l5 Enrollment Large Medium Large Small Medium Medium Small Small Large Medium Small Small Small Large Medium Medium Medium Medium Medium Medium Small Medium Small Medium Small Small Medium Small Medium Small Medium Small Small Small Small Medium IOS Southern Region (Continued) South Carolina (2) Florence-Darlington Technical College, Florence, SC 2950i Greenville Technical College, Greenville, SC 29606 Tennessee (A) Cleveland State Community College, Cleveland, TN 373il Dyersburg State Community College, Dyersburg, TN 3802A Motlow State Community College, Tullahoma, TN 37388 Roane State Community College, Harriman, TN 377A8 Virginia (ll) Central Virginia Community College, Lynchburg, VA 2A502 Eastern Shore Community College, Melfa, VA 23Al0 Germanna Community College, Locust Grove, VA 22508 J. Sargeant Reynolds Community College--Downtown Campus, Richmond, VA 23230 New River Community College, Dublin, VA 2A08A Patrick Henry Community College, Martinsville, VA 2Ail2 Piedmont Virginia Community College, Charlottesvilie, VA 2290i Rappahannock Community College--South Campus, Glenns, VA 23IA9 Richard Bland College, Petersburg, VA 23803 Southside Virginia Community College--Christanna Campus, Alberta, VA 2382] Thomas Nelson Community College, Hampton, VA 23670 West Virginia (2) Fairmont Community College, Fairmont, WV 2655A West Virginia Northern Community College-~Wheeling Campus, Wheeling, WV 26003 North-Central Region (57) Illinois (l3) Black Hawk College-~Quad Cities Campus, Moline, IL 61265 Carl Sandburg College, Galesburg, IL 6iA0l City Colleges of Chicago--Southwest College, Chicago, IL 60628 City College of Chicago--Wilber Wright College, Chicago, IL 6063A College of Lake County, Grayslake, IL 60030 Kankakee Community College, Kankakee, IL 6090i Klshwaukee College, Malta, IL 60I50 Lewis and Clark Community College, Godfrey, IL 62035 Lincoln Trail College, Robinson, IL 62A5A Oakton Community College, Morton Grove, IL 60053 Parkland College, Champaign, IL 6l820 Prairie State College, Chicago Heights, IL 60Ail Sauk Valley College, Dixon, IL 6l02l Enrollment Medium Large Medium Medium Medium Medium Medium Small Medium Large Medium Medium Medium Small Medium Small Medium Small Medium Large Medium Large Large Large Medium Medium Large Medium Large Large Large Medium ll! l06 North-Central Region (Continued) Enrollment Indiana (2) Indiana Vocational Technical College-~Terre Haute Campus, Terre Haute, IN A7802 Small Vincennes University, Vincennes, IN A759I Medium Iowa (9) Des Moines Area Community College--Ankeny Campus, Ankeny, IA 5002i Medium Clinton Community College, Clinton, IA 52732 Small Indian Hills Community College--0ttumwa Campus, Ottumwa, IA 5250l Small Iowa Central Community College--Fort Dodge Center, Fort Dodge, IA 50501 Medium Iowa Western Community College-~Council Bluffs Campus, Council Bluffs, IA 5l50l Medium Kirkwood Community College, Cedar Rapids, IA 52A06 Medium Marshalltown Community College, Marshalltown, IA 50i58 Small North Iowa Area Community College, Mason City, IA 50A0l Medium Western Iowa Tech Community College, Sioux City, IA 5li06 Small Michigan (l0) Alpena Community College, Alpena, Ml A9707 Medium Charles Stewart Mott Community College, Flint, MI A8503 Large Delta College, University Center, Ml A87l0 Large Henry Ford Community College, Dearborn, MI A8I28 Large Kalamazoo Valley Community College, Kalamazoo, MI A9009 Large Monroe County Community College, Monroe, MI A8I6I Medium North Central Michigan College, Petoskey, MI A9770 Medium Oakland Community College--Auburn Hills Campus, Auburn Heights, MI A8057 Medium Schoolcraft College, Livonia, MI A8i5i Large West Shore Community College, Scottville, MI A9A5A Small Minnesota (6) Anoka-Ramsey Community College, Coon Rapids, MN 55A33 Medium Fergus Falls Community College, Fergus Falls, MN 56537 Small Hibbing Community College, Hibbing, MN 557A6 Small Inver Hills Community College, Inver Grove Heights, MN 55075 Medium North Hennepin Community College, Brooklyn Park, MN 55AA5 Medium Rainy River Community College, International Falls, MN 566A9 Small Missouri (5) East Central Junior College, Union, M0 6308A Medium Florissant Valley Community College, St. Louis, MO 63l35 Large Maple Woods Community College, Kansas City, MO 6Al56 Medium Mineral Area College, Flat River, M0 6360i Medium Three Rivers Community College, Poplar Bluff, M0 6390i Medium IO7 North-Central Region (Continued) Ohio (l0) Cincinnati Technical College, Cincinnati, OH A5223 Clark Technical College, Springfield, OH A5505 Columbus Technical Institute, Columbus, OH A32l6 Cuyahoga Community College--Metropolitan Campus, Cleveland, OH AAIIS Lakeland Community College, Mentor, OH AA060 Lima Technical College, Lima, OH A580l Lorain County Community College, Elyria, OH AA035 Marion Technical College, Marion, OH A3302 Michael J. Owens Technical College, Toledo, OH A3699 Tri-County Academic Center, Sardinia, 0H A5l7l Wisconsin (2) District One Technical Institute, Eau Claire, WI Western Wisconsin Technical Institute, La Crosse, WI 5A60i 5A7OI Mountain-Plains Region (35) Colorado (A) Arapahoe Community College, Littleton, CO 80I20 Community College of Denver--Red Rocks Campus, Golden, CO 3OAOI El Paso Community College, Colorado Springs, CO 8090A Northeastern Junior College, Sterling, CO 8075i Kansas (6) Butler County Community Junior College, El Dorado, KS 670A2 Cloud County Community Junior College, Concordia, KS 6690i Colby Community College, Colby, KS 6770i Johnson County Community Junior College, Overland Park, KS 662l0 Neosho County Community Junior College, Chanute, KS 66720 Seward County Community College, Liberal, KS 6790i Nebraska (3) Central Technical Community College, Hastings, NE 6890i Metropolitan Technical Community College, Omaha, NE 68l37 Southeast Community Coilege--Lincoln Campus, Lincoln, NE 68506 New Mexico (l) New Mexico State Uhiversity--San Jaun Campus, Farmington, NM 87A0l Enrollment Medium Medium Medium Large Large Small Large Small Medium Small Medium Large Medium Large Large Medium Medium Medium Medium Large Small Small Medium Medium Small Small ll‘u l! .7 I‘ll III I: ..rII Al I! I'll l08 Mountain-Plains Region (Continued) North Dakota (2) Lake Region Junior College, Devils Lake, ND 5830i North Dakota State School of Science, Wahpeton, ND 58075 Oklahoma (A) Connors State College, Warner, 0K 7AA69 Murray State College, Tishomingo, 0K 73A60 Oscar Rose Junior College, Midwest City, OK 73ll0 Seminole Junior College, Seminole, 0K 7A868 Texas (l2) Alvin Community College, Alvin, TX 775ll Cooke County College, Gainesville, TX 762AO El Centro College, Dallas, TX 75202 Kilgore College, Kilgore, TX 75662 McLennan Community College, Waco, TX 76708 Navarro College, Corsicana, TX 75ll0 Odessa College, Odessa, TX 79760 Panola Junior College, Carthage, TX 75633 Ranger Junior College, Ranger, TX 76A70 St. Phillip's College, San Antonio, TX 78203 Tarrant County Junior College--Northeast Campus, Hurst, TX 76053 Western Texas College, Snyder, TX 795A9 Wyoming (3) Central Wyoming College, Riverton, WY 8250i Laramie County Community College, Cheyenne, WY 8200] Northwest Community College, Powell, WY 82A35 Western Region (50) Alaska (3) Anchorage Community College, Anchorage, AK 9950A Kodiak Community College, Kodiak, AK 996I5 Tanana Valley Community College, Fairbanks, AK 9970i Arizona (5) Cochise College, Douglas, AZ 85607 Glendale Community College, Glendale, AZ 85302 Scottsdale Community College, Scottsdale, AZ 85252 Navajo Community College, Chinle, AZ 86503 Pima Community College, Tucson, AZ 85709 California (23) Bakersfield College, Bakersfield, CA 93305 Canada College, Redwood City, CA 9A06l Chabot College, Hayward, CA 9A5A5 College of San Mateo, San Mateo, CA 9AA02 Enrollment Small Medium Medium Medium Large Medium Medium Medium Large Medium Medium Medium Medium Small Small Large Large Medium Small Medium Medium Large Small Medium Medium Large Large Small Large Large Large Large Large I09 Western Region (Continued) College of the Sequoias, Visalia, CA 93277 Consumnes River College, Sacramento, CA 95823 Crafton Hills College, Yucaipa, CA 92399 Cuesta College, San Luis Obispo, CA 93A06 Diablo Valley College, Pleasant Hill, CA 9A523 Feather River College, Quincy, CA 9597] Imperial Valley College, Imperial, CA 9225i Mendocino College, Ukiah, CA 95A82 Modesto Junior College, Modesto, CA 95350 Mt. San Jacinto College, San Jacinto, CA 92383 Orange Coast College, Costa Mesa, CA 92626 Palo Verde College, Blythe, CA 92225 Pasadena City College, Pasadena, CA 9ll06 Riverside City College, Riverside, CA 92506 Santa Barbara City College, CA 93l09 Shasta College, Redding, CA 9600i Sierra College, Rocklin, CA 95677 Skyline College, San Bruno, CA 9A066 Victor Valley College, Victorville, CA 92392 Hawaii (I) Maui Community College, Kahului, HI 96732 Idaho (I) College of Southern Idaho, Twin Falls, ID 8330] Montana (l) Flathead Valley Community College, Kalispell, MT 5990i Nevada (I) Northern Nevada Community College, Elko, NV 8980i Oregon (6) Clackamas Community College, Oregon City, OR 970A5 Lane Community College, Eugene, OR 97A05 Mt. Hood Community College, Gresham, OR 97030 Portland Community College, Portland, OR 972l9 Rogue Community College, Grants Pass, OR 97526 Umpqua Community College, Roseburg, OR 97A70 Utah (l) Snow College, Ephraim, UT 8A627 Washington (8) Big Bend Community College, Moses Lake, WA 98837 Green River Community College, Auburn, WA 98002 North Seattle Community College, Seattle, WA 98I03 Olympia Vocational Technical Institute, Olympia, WA 98502 Peninsula College, Port Angeles, WA 98362 Enrollment Large Medium Medium Large Large Medium Medium Medium Large Medium Large Small Large Large Large Large Large Large Medium Medium Medium Medium Small Medium Large Large Large Medium Medium Small Medium Large Large Medium Medium llO Western Region (Continued) Shoreline Community College, Seattle, WA 98I33 Spokane Community College, Spokane, WA 99202 Yakima Valley College, Yakima, WA 98902 Small (A9) Medium (l25) Large (76) Total (250) Enrollment Large Large Medium APPENDIX B Ill MICHIGAN STATE UNIVERSITY COLLEGE OF .UCATION EAST LANSING ° MICHIGAN ' 48824 DEPARTMENT OF SECONDARY EDUCATION AND CURRICULUM ERICXSON HALL January 3, I977 Dear Business Educator: We need your assistance. In an attempt to answer a number of questions concerning the individu- alizing of typewriting instruction at two-year colleges, we are under- taking a nationwide study of community, junior, and technical college typewriting instructors. Perhaps more Important, you can help to plan and deveIOp better teacher education programs, as well as teacher in- service programs. Individualized typewriting instruction is of great interest and concern to both the administrator and the instructor. Both are seeking answers to such questions as “Are typewriting instructors using individualized typewriting instruction?," "Who is most responsible for the decision to Implement individualized typewriting instruction?," and "What is the role of the instructor in individualized typewriting instruction?" Please participate in our studylby completing this questionnaire. Feel free to answer all questions openly as your responses will be treated confidentially. We look forward to receiving your early reply in the enclosed return envelope. In order to share the findings of this study with you and other business educators, the results will be submitted for publication in the profes- sional literature. Your time and thought in answering the questionnaire are greatly appreciated. Sincerely, Mada... Stephen Blucas Researcher {M 44.4 Robert Poland, Professor Business and Distributive Education Enclosures I12 MICHIGAN STATE UNIVERSITY COLLEGE OF EDUCATION EAST LANSING ' MICHIGAN ‘ 48824 DEPARTMENT OF SECONDARY .UCATION AND CURRICULUM ERICKSON HALL January 27, I977 Dear Department Head: Recently your department was mailed a questionnaire addressed to "Type- writing Instructor“ seeking information for a nationwide study of typewriting instruction in two-year colleges. More specifically, we are seeking answers to such questions as I'Are typewriting instructors using Individualized typewriting instruction?,” "Who is most responsible for the decision to implement individualized typewriting instruction?,” and "What is the role of the instructor in Individualized typewriting instruction?" Since we have not yet received a response from your department, another copy of the questionnaire is enclosed. We are asking you to please for- ward this questionnaire to an instructor in your department who is currently teaching typewriting. Your cooperation will be appreciated. Sincerely, flip/.65“... Stephen Blucas Researcher «(.../at v5.2.4, Robert Poland, Professor Business and Distributive Education Enclosures Fill-r. “DIE..L. \31» MA. .lI-Lfl.nL..I.avi_1—.fl. m .,— II3 MICHIGAN STATE UNIVERSITY COLLEGE OF .UCATION EAST LANSING ‘ MICHIGAN ' 48824 DEPARTMENT OF SECONDARY EDUCATION AND CURRICULUM ERICKSON HALL January 27, I977 Dear Business Educator: We need your assistance. In an attempt to answer a number of questions concerning the individu- alizing of typewriting instruction at two-year colleges, we are under- taking a nationwide study of community, junior, and technical college typewriting instructors. Perhaps more important, you can help to plan and develop better teacher education programs, as well as teacher in- service programs. Individualized typewriting instruction is of great interest and concern to both the administrator and the instructor. Both are seeking answers to such questions as "Are typewriting instructors using individualized typewriting instruction?,” "Who is most responsible for the decision to implement individualized typewriting instruction?,” and "What is the role of the instructor in individualized typewriting instruction?" Please participate in our study by completing this questionnaire. Feel free to answer all questions openly as your responses will be treated confidentially. We look forward to receiving your reply by February II, I977. A return envelope is enclosed. In order to share the findings of this study with you and other business educators, the results will be submitted for publication in the profes- sional literature. Your time and thought in answering the questionnaire are greatly appreciated. Sincerely, MW Stephen Blucas Researcher {Met flzaac Robert Poland, Professor Business and Distributive Education Enclosures llA TYPEWRITING INSTRUCTION IN COMMUNITY, JUNIOR, AND TECHNICAL COLLEGES PART I. In order to properly evaluate your responses, it is necessary to collect certain information regarding the background and experiences of the respondent. Please check the fOllowing items as appropriate. Sex: ( ) Male ( ) Female Age: ( ) 25 or under ()26-35 ( ) 36 - A5 ( ) A6 - 55 ( ) 56 or older Level of Education: ( ) less than Baccalaureate ( ) Baccalaureate ( ) Masters ( ) Specialist ( ) Doctorate Total years of full-time teaching experience: ( ) 3 years or less ( ) A - 7 years ( ) 8 - II years ( I i2 - l5 years I ) over l5 years TOtal years Of full-timeyotwo:year college, teaching experience: I 3 years or less ) A - 7 years ) 8 - ll years ) l2 - i5 years ) over l5 years The following definition is included to aid you in completing the following questions: INDIVIDUALIZED TYPEWRITING INSTRUCTION: a method of typewriting instruction providing each learner with one or more of the following: individually prescribed learning activities and/or individually paced learning and/or individual evalu- ation of learner achievement. lI5 Have you taught, or are you presently teaching, using individualized type- writing instruction? ( ) Yes ( ) No Does your department use Individualized instruction in the typewriting program? ( ) Yes ( ) No If No, please continue to PART II. What approach best describes your department's use of individualized type- writing instruction? (Check more than one response if appropriate.) ( ) Videotape--providing the learner with televised videotaped sequences for specific learning. ( ) Learning Activity Package--gathering all the learning materials into carefully designed stand-alone, printed packages. ( ) Programmed Textbook--ieading the student to interact with a series of stimuli, each requiring an active response. ( ) Contract--developing cooperatively a contract between the student and the instructor specifying outcomes, evaluation, and time for completion. ( ) Audio (e.g. cassette)--using an audio message, not visual, as the main element of instruction along with other activities. ( ) Audio-Visual (e.g. slide-tape)--leading the student through a series of learning activities which may include audio, visual, workbook, and lab activities. ( ) Other What courses in your department's typewriting program use Individualized instruction? ( ) Beginning Typewriting ( ) Intermediate Typewriting ( ) Advanced Typewriting ( )Oflmr Who was most responsible for the decision to implement individualized instruction in your department's typewriting program? ( ) Department faculty ( ) Department chairman ( ) Instructional media personnel ( ) College administration other than department chairman ( ) Other ll6 Comments: How would you evaluate your department's use of individualized typewriting instruction In terms of meeting students' needs and in terms of students' achievements? ( ) Very successful ( ) Successful ( ) Somewhat successful ( ) Not meeting anticipated expectations Comments: PART II. The following is a list of selected activities in individualized instruction. Using the scale provided, please indicate your opinion con- cerning the importance of each of these activities regardless of whether it is or it is not currently incorporated into your department's typewrit- ing program. Please record your answer (only one response) by circling the appropriate number in the column to the right of each activity. 1 NOt Important--an activity you believe need not be performed in individualized typewriting instruction. 2 Somewhat Important--an activity you believe could be desirable, but is not helpful, in individualized typewriting instruction. 3 Undecided-an activity you are not sure whether it should or it should not be performed in individualized typewriting instruction. 4 gmpgrtant--an activity you believe to be helpful, but not essential in individualized typewriting instruction. 5 Very Important--an activity you believe to be essential in individu- alized typewriting instruction. ANALYZER OF INDIVIDUAL DIFFERENCES l-I Holds individual conferences with students to discuss problems, past achievements, and plans. i 2 3 A 5 I-2 Seeks clues from cumulative records, test scores, and past achievement to help identify student's needs and characteristics. I 2 3 A 5 ll7 l-3 Collects autobiographies, anecdotal records, and other information to help assess student differences. I-A Keeps a personal file on each student's achievements, actions, interests, and problems. I-5 Uses placement tests to determine the appropriate levels of entrance into courses for each student. l-6 Diagnoses how each student learns best. l-7 Observes student's actions in class, in small groups, and in Independent work to help identify his/her characteristics. I-8 Discusses career goals with individual students. PLANNER OF COURSES, UNITS, AND LESSONS Z-l Develops course materials cooperatively with students. 2-2 Incorporates various kinds of learning activities to accommodate different learning styles. 2-3 Allows for different rates of learning in deveIOp- ing course materials. Z-A Develops cOOperativeiy with students the perfor- mance goals and outcomes expected for them from the course or units. 2-5 Provides study guides that lead the student from one learning experience to another. 2-6 Incorporates laboratory activities that comple- ment the classroom work. 2-7 Incorporates out-of-school learning experiences (l.e. work experience) into a student's study program. 2-8 Designs curriculum to allow for self-instruction. Not Important ‘ Somewhat Important Undecided N w Important # U1 Very Important Il8 PROVIDER OF INSTRUCTIONAL MATERIALS AND MEDIA 3-l Maintains an up-to-date supply of texts, bulletins, and other reference materials for student use. 3-2 Prepares instructional materials needed by indi- vidual students. 3-3 Assists students in preparation of instructional materials for their own use. 3-A Instructs students to operate audio-visual equip- ment for independent study and/or small group study. 3-5 Maintains a curriculum file, open to the students, of articles, bulletins, study guides, etc. ARRANGER OF INSTRUCTIONAL FACILITIES A-l Modifies classroom to accommodate groups or other variations in class arrangement. A-2 Makes available laboratory space for individuals and/or teams to carry out projects. A-3 Arranges for students to use selected school equip- ment away from school for instructional purposes. A-A Arranges for students' learning experiences away from school, i.e. visitations. A-5 Arranges with business and industry the proper facilities for a student to Obtain work experience. A-6 Arranges simulated work experience situations for students unable to be placed in real work situations. PROVIDER OF LARGE GROUP INSTRUCTION AND EXPERIENCES 5-l Conducts large group tours and field visitations. 5-2 Uses large groups as audiences for reports and presentations of activities developed in small groups and/or through independent study. Not Important Somewhat Important Undecided Important Very Important 5-3 Uses large group assemblies to collect and disseminate Il9 necessary information. 5-A Provides large groups with factual course content information of common interest to all. 5-5 Designs group instruction so that it ultimately leads to small group and/or independent study activities. PROVIDER OF SMALL GROUP INSTRUCTION AND EXPERIENCES 6-l 6-2 6-3 6-A 5-5 6-6 Orients students to small group learning methods. Varies the schedule to accommodate a variety of learning activities. Participates actively in certain small group activities. Reacts within groups as an equal. Removes himself/herself physically from certain small group activities. Accepts contributions from all group participants as being worthwhile. SUPERVISOR OF INDEPENDENT STUDY EXPERIENCES 7-l 7-2 7'3 7-2. Orients students to independent study techniques. Arranges independent study for individuals as they exhibit the need and interest for it. Assists student in assessing progress and in plan- ning supporting and/or advanced study. Helps student arrange for use of instructional materials, equipment, or facilities needed for his/her study program. ANALYZER OF STUDENT PROGRESS 8-l Provides relatively frequent assessments Of student progress. Not Important Somewhat Important Undecided N W Important 3' Very Important U'I I20 {J fl 0 H I. OH HO C as :3 OJ— L- L '00-'8- 8.‘$ -3 5 E e:--u- ...-30L 2 0 O >. u 'UQL 2.255; 8-2 Measures progress in terms of previously stated per- formance objectives. I 2 3 A 5 8-3 Uses assessment results to emphasize the student's progress, strengths, and accomplishments. l 2 3 A 5 8-A Avoids using evaluative results to emphasize a student's inadequacies and shortcomings. l 2 3 A 5 8-5 Helps student understand and accept his/her achievements. I 2 3 A 5 8-6 Assists student in using evaluative data in plan- ning future study. I 2 3 A 5 8-7 Helps student develop an accurate self-appraisal. l 2 3 A 5 COMMUNICATOR OF INFORMATION TO SIGNIFICANT OTHERS 9-I Relates students' needs for changes in department policies and practices that affect learning to the administration. I 2 3 A 5 9-2 Assists administration in focusing public attention on students' needs and accomplishments. l 2 3 A S 9-3 Seeks from college administration the required facilities, equipment, and materials needed for effective learning to take place. I 2 3 A 5 9-A Makes arrangements with college administration for activities not regularly scheduled, i.e. visitations. l 2 3 A 5 9-5 Arranges evaluative conferences between parents, students, employers, etc. i 2 3 A 5 THANK YOU VERY MUCH FOR YOUR COOPERATION! Please return survey to: Stephen P. Blucas 32l Erickson Hall Michigan State University East Lansing, MI A882A APPENDIX C l2l PUBLIC COMMUNITY COLLEGES INCLUDED IN PILOT STUDY Eastern Region (A) Enrollment* Connecticut (I) Manchester Community College, Manchester, CT O60A0 Large Massachusetts (l) Newton Junior College, Newtonville, MA 02i60 Small New Jersey (I) Atlantic Community College, Mays Landing, NJ 08330 Medium New York (I) Sullivan County Community College, Loch Sheldrake, NY I2759 Medium Southern Region (7) Florida (l) South Florida Junior College, Avon Park, FL 33825 Small Georgia (I) Kennesaw Junior College, Marietta, GA 3006l Medium Mississippi (2) Holmes Junior College, Goodman, MS 39079 Medium Meridan Junior College, Meridan, MS 3930i Medium North Carolina (l) Fayetteville Technical Institute, Fayetteville, NC 28303 Medium Virginia (2) John Tyler Community College, Chester, VA 2383i Medium Lord Fairfax Community College, Middletown, VA 226A5 Medium North-Central Region (6) Illinois (2) Oanville Junior College, Danville, IL 6l832 Medium Shawnee Community College, Ullin, IL 62992 Medium *Small -- less than l,OOO students Medium -- l,OOO - A,999 students Large -- 5,000 or more students I22 North-Central Region (Continued) Indiana (I) Indiana Vocational-Technical College--Columbus Campus, Columbus, IN A720l Michigan (l) Oakland Community Coilege--Southeast Campus, Oak Park, MI A8237 Ohio (I) Youngstown State University--Technical and Community College, Youngstown, OH AA555 . Wisconsin (l) Moraine Park Technical Institute--Fond Du Lac Campus, Fond Du Lac, WI 5A935 Mountain-Plains Region (3) North Dakota (I) North Dakota State University-~8ottineau Campus, Bottineau, ND 583I8 Oklahoma (I) Claremore Junior College, Claremore, OK 7A0l7 Texas (I) Paris Junior College, Paris, TX 75A6O Western Region (5) Arizona (I) Arizona Western College, Yuma, AZ 8536A California (2) Columbia Junior College, Columbia, CA 953IO East Los Angeles College, Los Angeles, CA 90022 Oregon (I) Treasure Valley Community College, Ontario, OR 979lA Utah (i) Dixie College, St. George, UT 8A77O Small (A) Medium (I9) Large (2) Total (25) Enrollment Small Medium Medium Medium Small Medium Medium Medium Medium Large Medium Medium ii APPENDIX D l23 Aauac.ucowv —@uO._. n—O HCOULOQ m.: m.c N.N m.m w.m c c.NN c.mN c.c. m..m c.mN c uc0uc0m cE:.Ow m..N m.NN c.cm m.N. m.~. m.n. c ucuoc0m soa ca m N. m N m c >uc03O0Lm ma .. n w m.w a.m m.w N.N ... o .muoh mo acuucom m.mN o.a. m.mN N.w. c.m c ucuucum can—Ow m.m. :.Nm m.m. :.Nm m.c. :.m c uc0uL0m soa mm N. n N. a N c >ucuscucm ma N i a c a.: N.N c N.N m. .0uOh LO uc0ue0m c m.a. m.a c c.w. m.mm ucuucum cE:.Ow m.m c c.cm N.NN c N.NN w.m ucuocum soa a. c m a c a . >uc0sO0cm .38 39. mm: .8 was; A acmucome. acmucoms_ a0a.ouaca acmucome_ acmucoms. 0mcomm0a >c0> um:sueOm Ooz Oz a m. amac m.: a.m m.: c.. c c .muOh mo acuucum c.NN w.:. ..m. c.m. c c acuucum cEs.Ow ..m. ..Nm c.mN ..Nm L.c. c c uc00c0m soa mN m n m m c c >oc0soucm .mu0h soa ma m. u N. ucmucome_ ucmucoms_ a0a.uuaca uemucoms_ ucmucome_ uncommua >L0> uo:sueOm uoz oz ouac.uc0w .. uaaoc0ac0cm ma .. u m m.c. ..m m. m. c c .OOOP LO ucuucum N.cN N.cN n.c. c.cN c c uc0uL0m cE:.ow m.m. ..am m.c: N.N N.N c c ucuuc0m soa R 8 m. _ . o o .3528: ma n i : N.m m.: m. c ... m. .mOOL LO Ocuucum ..c .... N.c. c c.cc. c.cm uc0uc0m cs:.ow N.m m.mm :.:a c.m c .... c.m ucuoc0m soa a. w a . c N . >uc0so0cm .38 23. mm... .5 $2.“; m acmucome. acmucome. a0a.uuaca ucmucome. acmucOmE. 0mcomm0a >L0> um:s0EOm qu oz >aahm uaaham wz.zz.hu wz.ma z. kzmaahm mhm.mm< mum HazOc0soucm ma m. am>c m.w m.m m. m. c c .mNOP mo uc00c0m ..N. a.m. N.c— c.cN c c uc00L0m cEs.Ou ..m. m.Na c.cm c.m c.m c c uc0uc0m soa mN N. a. . . c c >ucuaoucm .mu0h soa ma m. u N. ucmucOmE. acmucome. a0a.uuaca acmucome_ ucmucome. uncommua >c0> um:s0EOm uoz Oz coac.uc09 ... mam .. n a ..m ..m c ... m. c .muON mo Ocuucum N.:. m.mN c c.cm c.cc. c Ocuuc0m cE:.Oc m.m. m.ma m.ma o a.m N.N o acuucom soa R N. N. o N . o 5832“. ma N i a m.: a.m m. m. o m. .mNON mo acoucum m.w ..N. c.cN c.mN c c.cm uc00c0m :E:.ow N.m ....3 man Em w.m o 9m 0:089. 30.. a. a N . . c . Nucusoucm .muOh soa mmma ac ma m ucmucome. ucmuLOmE_ a0a.00aca acmueome_ ucOOLOmE_ uncommua >c0> um:susOm uoz Oz amc hzmaabm mmamz Nim nozuco=aocm ma m. au>c m.N a.m o.. m. o o .mqu mo acoucoa ..N. N.N. o.ow o.mN o o acoucom asa.OO ..m. o.om N.mm N.o. w.m o c ucuucom 3Oa wN :. c. m . c c >uc0soucm .mNON sOa ma m. u N. ucmucome. acmucome. a0a.uuaca ucmucoms. acmucome. uncomm0a >c0> um:sonm uoz oz aoac.ucou .... m.m<» I29 .ausc.ucOc. c.NN m.: m. N.N 0.. c .mOON mo Ocuucum «.mm c.m. m.m c.cN c.cm c uc00L0m c5:.Ow N..m :.NN w.m. N.. m.c N.m o uc00L0m soa mm N: a . a m c >0c0ao0cm .ucoe co coo.m. mua<. ..om m.N. N.N N.N N.N m. .NOOF mo ocuucum N.Nm ..Nm N..: N.mm c.ca c.cc. ucuuc0m cE:.Ow ...m m.mm m.mN m.m m.m N.: ... acuucum soa mm mm :N m m a . >ucusoocm .mmm.a . coo... NN.m-z=_oux a.a a.m N.m N.N w.. c .muOh mo uc00L0m a.a c.NN c.cm N.mm c.cm c uc00L0m c5:.Ow N.N. m.NN m.om N.N. N.m. ..m o acoucua 30.. mm m c. c m m c >uc0ao0cm .muoe soa .ooo.. can. mmo.. ..c0> um:s0EOm uoz Oz >aahm macaw aaaahm hzuazmmmaz. acm h2m2m.:dm aic_ca< uh. mamL0> um:susOm uoz Oz auac.uc09 .>. mam0c03o0cm .ocos to ooo.m. moa0c0ac0cm .mmm.a - ooo... ON_m-zo_oNz m.m ..m N.N ... c c .muON mo ueuoc0m N.c. c.mN c.cm N.NN c c ucuucum cEs.Oc N.N. m.mm m.ma N.m. ..w c c ocuucum soa mm .. m. m N c c >0c0350cm .muoe so. .ooo.. one. mma: ooL0> um:sueOm uoz oz mhwuaoam hac >aa_az_ acm wuach< mmz mamL0> um:s0EOm uoz oz oo==.oooo .> moo0c0so0Lm .mooh 2o. .ooo.. cage moo.. ..L0> u0:s050m uoz oz mu.h.>_hw< >aahm kzmazummcz_ ac\cz< macaw aa<2m ch maamh mamL0> um:s0EOm uoz oz oooc.ocoo ..> mooucuao0em .mcos to ooo.m. moaao c.mN N.N. N.N ... ... m. .mNON mo acuucom m.wm ..m: ..Nm c.cm c.ca m.mm ocuucum c5:.Ow ...m w.wm N.mm N.: ..N ..N ... uc00c0m soa mm am Nm 4 N N . Nocusoucm .mmm.a - ooo... NN_m-zo_ooz m.: c.N. c c m. m. .OOON mo acuucum m.w :.Nm c c c.cN m.mm uc0uc0m :E:.Ow N.N. N.cN N.mw c c c.N c.m uc0oc0m soa mm o mN o o . . sucoooocm .muOh soa .ccc.. em:u mm0.. aaL0> um:susOm Noz Oz zaahm am:\m.x acm amammz mw.h.a.w uawL0> um:susOm _ uoz oz oooc.uooo .._> o.o0c03o0cm .muOh soa Accc.. cm:u 000.. aaL0> um:sueOm uoz Oz ...> mawc0> u0:s0EOm uoz oz oooc.ucoo ._..> mooL0> um:s0EOm uoz Oz mmwzmammm.c .mhzmaahm mmmmm< mam: ch zc.hh am~.a.az. zmePmm mm0zmammm_a x. 040uc03c0Lm mwzm_ammxu cz c..N 0.mN 0.0 :.m 0.0 0.. .muON mo ucuucum m.0N c.a0 c.0a 0.mm N.Nm o.mN ocuocum cs:.Ow N.00 m..m N.00 N.m ..0 N.m a.N acuuc0m soa 4N. mm 0: N. c. N. m >ocuac0cm .mHON soa 0020.ammxm acmucome. acmucOmE_ a0a.u0aca ucmucome_ ucmucoms_ uncomm0a >L0> um:s0EOm uoz . Oz mm.h_>.h0< macaw 00(20 z_am>_h0< mmhh cmN_a_oz. zmmahm0 mm0zmammm_a x 000ocuac0cm uac0> um:susOm uoz Oz mkzuaahm a.az. ah.) ma0c0300cm .muON soa uaL0> . um:s0EOm uoz oz mhzwaahm ah.) >am>_hma .uN HazL0> um:s0EOm «02 Oz ...x mamam>.hmc :iN HazL0> 00:30500 uoz Oz mma hzmcahm acm ma<_amhammam uh_x uawuc0soucm .muON soa uaL0> 00:30500 uoz oz mkzucahm a.cz. >0 cmcmmz ma<.amhx mawuc0000cm mac0> 00:30300 002 oz m0.h0mmmm acm cmcwmz wa<.aukx macuc03000u m¢ m: 1 mm ..m N.c. m.¢ ¢.m . N.N m. .muoh 0o acou.u¢ m._: 0.mm w.m~ m._m o.ow m.mm acaugum can—cu m.mm o.- N.0m ~.- .... m.¢ 0.. 0cou¢o¢ 30¢ mm m. m. :_ m m _ >ucuzcogm m¢ mm - 0N o 0.. o o ... o .000» m0 0000000 o m.o o o o.» o acougom can—cu N.N o o.oo o o o.oc 0 0000000 30¢ m o m o o N o >uc03000m .muOh 30¢ ¢moza ¢o m¢ mu ucmugoae_ acmugoas_ 000.0000: acmugoae_ acmugoae. oncoamu¢ >Lm> umzzoEOm 002 0: 4x w4mucuauoLu ¢modo ¢o m¢ om N.N N.N m.~ N.N ~.m m. .muoh *0 unnugo¢ N.N. c.c. m.m~ N.NN o.:~ m.mm acougom can—cu :.m. m.m_ m.m_ m.¢m m.m_ N.0. 0.~ acougum 30¢ on m m :_ m o _ >ucuaaugu .muOP 30¢ m¢ mm u m: acmugoae_ acmugoae_ 000.000c0 ucmugoas_ acmugoqe_ omc0000¢ >Lu> umzzoEOm qu oz uoac_ucou ._.>x md¢<~ lh9 “0030.0000v m.o m... w... . . ~.m m. .0005 00 0000000 m.mm o.mm ..om m a. 0.0m o.m~ 0000000.:5:.00 0.0m m.w. 0.Nm :.cm . m :.m 0.. 0000000 30¢ :0 N. .N - N 0 _ >82.300 m¢ m: n 0m 0.“ m... n.m u N 0.. ... .0005 00 0000000 ~.mm m..: m.m~ 0 mm o.m. o.om 0000000 050.00 m.mm o.ou m.:m 0.cN m n m.: ~.m 0000000 30¢ mm n. ma m. m m 0 0000:0000 m¢ mm u ca 0 0.. m. o m. o .0005 00 0000000 0 n.m 0.. o o.m 0 0000000 050.00 N.N o 0.00 c.cN o o.om 0 0000000 30¢ m o m . o . o >000ac000 .0005 30¢ ¢moz= ¢o m¢ mN 00000005. 00000005. 000.0000: 00000005. 00000005. 00000m0¢ .>00> 0003050m 002 02 mm.h.>_ku< 0:o¢o 0000:0 00mm¢w:\00umz.: mu>o2u¢ mam Hozx m0m00000000 ¢mo0o ¢o m¢ 0m 0.: N.N 0.0 ... N.N m. .000» 00 0000000 m.0~ m.m N.0N m.:. 0.cN o.m~ 0000000 050.00 :.m. o.m~ .... 0.00 o.m .... 0.~ 0000000 30¢ mm m 0 0. N 0 . >00000000 .0000 30¢ m¢ mm n 0: 00000005. 00000005. 000.0000: 00000005. 00000005. 00000m0¢ >00> 0003050m 002 02 0000.0000 ....>x 0000» lSl .0000.0000. 0.cN m... o 0.. m. m. .0000 00 0000000 0.0m m.mm o m.0m o.m~ m.mm 0000000 050.00 0.0m 0.0m 0.0m o 0.0 0.. 0.. 0000000 30¢ 00 an .N o m . . 000000000 m¢ m: u on ..m. 0.m. N.N ~.~ m. m. .0000 00 0000000 m.0~ 0.0m 0.00 0.00 0.00 0.0m 0000000 003.00 m.mm 0.0: 0.0m m.0 m.0 0.. 0.. 0000000 30¢ mm mm mm 0 0 . . 000000000 m¢ mm u 0w ... o ... o m. o .0000 00 0000000 o.N o N.NN o o.m~ 0 0000000 050.00 0.N 0.00 o 0.00 o c.0N 0 0000000 30¢ m N 0 N 0 0 0 >000=a000 .0000 30¢ ¢uoz: ¢o m¢ mN 00000005. 00000005. 000.0000: 00000005. 00000005. 00000m0¢ >00> 00030500 002 02 mz<¢uo¢0 >o:0m ouuz<>o< ¢0\oz< 02.0¢o00:m 02.2z<00 z. oz< mmm¢0o¢0 02.nmmmm< z. 0200:0m m0m.mm< man ~0200000000 zuo.o mo m¢ mm m... m.: 0.. m. m. m. .0000 00 0000000 «..0 m.0. m.mm m.~. o.m~ m.mm 0000000 000.00 :.m. m.mm o.m~ m.m n.~ c.N m.~ 0000000 300 mm .N m m . . . >00000000 .0000 300 m¢ mm . 00 00000005. 00000005. 000.0000: 00000005. 00000005. 00000000 >00> 0003050m 002 02 000000500 .x_x 000<0 153 Auo::_uc0uv m.m_ :.m_ m. m. m. m. .mu0h mo acouLum :.mm N.:m ~.m_ o.ow o.om 0.0 acouLom can—cu :.am N.:m _.mm 0.. m._ m._ m._ acougom 30¢ ..0 mm 3 _ _ _ _ 55:3: mm m: u mm N.N. m.:_ ... m. o m. .mHOP we acouLom m.~m m.nm m.mm o.oa o o.o ucmume can—cu m.mm m.om m.~: ~.m m._ o m._ acougoa 30¢ 3 mm 3 N _ o _ 383»: m¢ mm s cm ... m. m. o m. o _Mu0h no acougom o.N :.. N.c. o o.om o acougom ass—cu N.N o.oz o.om c.cN o o.om o acougom 30¢ m N _ _ o _ o 35:3: _mu0h 30a amozz mo m¢ mu ucmugoae. acmugoas_ vow—uuucz acmugoae_ ucmuLOQE_ oncoammz >go> am23050m uoz oz >oahm mxahzm uz_zz<4a z. .b<34<>w mz.m= z. kzmozhm mhm_mm< mic Hozucozcogu «undo mo mx mm :.N. m.m m. m. o o .mu0h mo acougom «.mm m.m_ N.0. c.cN o o acougom can—cu :.m. m.mo c.cm m.u w.~ o o acoogom 30¢ om mN __ _ _ o o >ucozvogm .muOh 30¢ m¢ mm a ma acmugoas_ acmugoae_ uov.umuc= unaugoae_ acmugoae_ mucoamom >Lo> umsZuEOm uoz oz uo=c_ucou .xx m4m<~ 155 Au0:c_uc0uv m.: m... :.cN o..N _.o_ m. .muoh no acougua m.mm m.~m ..ms n.mm m.mn o.oo. acougom can—cu N.:n m.m m.m_ m.- m.m~ ~._~ 5. Hanan»; 30m mm. m «N mm an an _ >u=o=coLE mmwhmucuaaugu mkuco=augu _mu0h 30¢ mkLo> um53050m uoz oz mmuzummum_o hzuoahm mmumm< mAw: ch zo_hm4 zuuzhum mmuzummmm_o .xx m4mucoacogm mh<¢0huoo _._ o._ ... ... ... o .muo» we acougmm m.m_ m.m w.m a.: m.m o acouLom ass—cu m.m ~.m_ m.- ~.m_ N.c. ~.m_ o “cache; 30¢ __ N m N N N o >ocoacogu .muoh 2oz »m_4<_uumm acmugoas_ acmugoae_ uuu_uuo:: acmugoqs_ acmugoae_ umcoamux >Lu> umgzuEOm «oz 02 uu=:_ucou ..xx m4m

ucozvugu mmmhmucmzcogu mhucoacohu .muoh 30¢ uhLo> umczueOm uoz oz >aahm hzmozmmmoz. :waoxzh ¢O\az< mmaozu 44ma mm_h.>.hu< mo mzo_hu4 zum3hmm muuzmmmmm_o __xx u4mucozcmhu mk<¢ohuoo ... ,_._ _._ N.N m. o .mu0h mo acougom n.m_ m.: N.: m.o_ o.N o acuugom ass—cu m.m N.m_ N.N. N.c. :.wm ..m o acougum 30m __ N N N a _ o >ucmauogm .maoh 3oz pm.4<_uu¢m ucmugoas. acmugoas. vov_uovc= acmugoas. ucMuLan. oncoamuz >Lo> uchQEOm uoz oz co==_ucou ...xx m4mucoaaugm mmmhmucmacogm mhucuauogu _mu0h 30¢ uhgo> um;3020m uoz oz ___xx m4m.humfimo muz4m:o_>u¢m no mmeh z. mmmmuomm muxamm4 zmmZHum muuzuxumm_o 160 mo_o. I uuzucmauogu mp<¢¢huoo N.N N.m o o m. o .muON mo acuugum _.m o.N. o o o.oo. o .muON can—cu m.m :.mm m.:m o o ..m o acougom 30¢ __ a o o o _ o >ucoacogu .38 33. 5:38.: acmugons. acmugoas. nou_uovc: acmugoae_ acmugoas. «macamoz >Lo> um:30EOm uoz oz tone—acou ...—xx m4mucoacogm mmmpmucoaaogu uhucosaogu .mHON 30¢ mhgo> umczueOm uoz oz >.xx m4mm4 zuu3bmm mmuzumumu.o I62 “I. mN—o. I muzucuacugu .38 29. 5 358% acmugoae_ acmugoae. wou_uovc: ucMu50qE. ucmugoae_ uncommoz >gu> uchQEOm qu 0: uu:c_ucoQ .>_xx m4mucu=cugm mmuhmucuzcohm mku=o=cogm _Mu0h 30¢ mkgo> HassoEOm uoz oz >oahm mmaham oz_zz<4m z. _h<:4<>m uz_m= z. hzmoahm mhm_mm< mum nozu4 zmmZPmm mmuzmmmmu.o >xx u4mucoacogu mk<¢0huoo N.N N.m o o o o .mHON mo accuLum ..m m.» o o o o Hemogom can—cu m.m m.m: m.:m o o o o acougom 30¢ __ m o o o o o >uccacogm .muop 3oz pm.4<_uu¢m acmugoae_ acmugoas_ vuu_uouc: acmugoas_ acmugoae_ umcoamox >Lu> um33080m uoz oz uo=c_ucou .>xx u4mucoacmgm mmuhmucoacugu uhucoaougm _mu0h 30¢ uhgo> umzzoEOm uoz oz zo.h<¢hm_z.za< mzh Oh uz.z¢m4 zum3hmm mmuzmmmum.o _>xx u4mucoacogm mk<¢0huoo N.N N.N m. m. o o .muON mo acougom m.: c.m N.m m.N_ o o acuugom ass—cu m.m :.om m.ma ..m ..m o o ucougom 30¢ __ a m _ _ o o NucoacoLu .muo» zom hm.4<.um¢m acmugoas. acmuuoae_ cuv_uuv:: acmugoae_ ucmugoae_ uncoamox >Lo> umzzoEOm uoz oz uu=c_u=ou ._>xx u4m

__ n m m.m m.N N.c. ... N.N ... .mNON No acougom N.:: N.cN m.m: N.N :.m. o.oo.. acouLuN ce=_ou N._m m.NN ..NN m.:m :.m m.m :.m ucuugum 3oz mm m. :— 0N N a N >ucoacogu m¢ N u : N.m o.N N.: N.: N.N o .mNON mo acouLum N.c. m.0m m.ON m.:m :.m_ o acougom can—cu N.MN m.m_ :.om m.0N m.ON ..m o acmuLom 30¢ a: m o. m m a o Nucoavogu _mu0h 30¢ mmma mo m¢ m acmugoae_ ucmugoae_ uou.uovc= acmugoae. acmugoae. uncommom >Lo> umnzoEOm uoz oz __.>xx m4mnozh zumZHum mmuzmmmmm.o I70 NNmo. I muz m. ¢m>o ... N.N N.N N.N N.m o .mNON mo acOUNom o.m o.m a... N.m_ ..MN 0 gauche; cs=_ou N.N. Nd N._N N._N N._N ..N o 233.. 33. MN N m m m w o >ucuzuogu .mHON 30¢ m¢ m_ n N— ucmugoas_ acmugoae_ umv.uuv:= acmugoae_ acmuLan_ uncommon >gu> amazoEOm uoz oz uo=c_ucou .___>xx m4m<~ l7l Ano::_uc00v m.m_ m.N o o o o .muoh no “smoke; N.NN 0.NN o o o o acuugom can—cu :.NN m.NN m.NN o o o o “gouge; 30¢ .m Nm :. o o o o >ucoacogu m¢ __ u m o..N o.N m. o o ... .mHON mo ucougum N.om o.Nm m.m o o N.0o acouLom cE:_0u N._m N.Nm o.NN N.. o o :.m acougom 30¢ mm mm o. _ o o N Nuco3005u m¢ N u : m.m_ N.m o o o m. .muON mo acouLom N.NN o.N. o o o m.mm acougom can—cu N.mN ..am m.m_ o o o m.N acuuhom 30¢ 4: Nm o o o o _ >ucoaaogu .3oh zom mm“; «o m¢ m ucmugoae_ acmugoas_ nut—unnc: ucmugoQE_ acmugoae_ onconmox >Lu> umzzoEOm No: 02 x_xx wqm<~ mm>_humfimo muz4m:o_>u¢m no mzmmh z. mmumcoxm mmmamuozh zmm3kum muuzuxwuu_o I72 c—mo. I muzuccncogu mx m. ¢u>o m.m :.m m. o m. o .mNOH mo achgom m.w c.cN m.mm o o.oo. o acuuhom ass—cu c.N. N.N: m.ma m.: o m.: o acmuLom 30¢ MN __ o. _ o _ o >ucoacm.u .muoh 30¢ mm m_ n N— ucmugoae_ ucmugoae_ uou.uuv:= acmugoas_ acmugoae_ uncommoz >gu> umnzoEOm uoz oz uu:c_ucou .x_xx u4m

__ n m N.N. N.c. ... m._ o m. .mNON mo acouhom m.om N.NN N.w_ o.oN o o.oo. acuugom can—cu N._m m.wm N.Nm :.m N.m o N.. acougom 30¢ 3 mm m. N m o _ >823: m¢ N u : ..m m.h— ... N.N o o .0u0N mo acougom N.N. m._m N.c. N.cN o o ucuUNom can—Cu N.MN o.Nm N.N: m.: ..m o o “cook”; 30¢ .3 N. .N N a o o 5:23: .mNON 30¢ mmmg ac m¢ m acmugoae_ acmugoae. nov_uocc: ucmugoae_ acmugoae. oncoamoz >Lo> umszoEOm uoz oz zo.hu:¢hmz.nm4um mom 3044< 0h t:4:u.¢¢:u mzo.muo mlN Hozuo3k zmuzhum mmuzmxmmm.o _.>xx m4m m. xm>o :.m N.N _ _ N.m o o .muON No ucuugom o... e.N N m o.oa o o acougom can—cu :.N. m.mc N._N N m _.oN o c acougom 30¢ MN o. m N m o c Nucoaaogm .mNON 30x m¢ m. n N. acmugoae_ acmugoae. noc_uouc= acmugoas_ ucmuLOQE_ omcoamom >Lo> amazoEOm qu Oz uoac_ucou ...>xx u4m