FACTORS AFFECTING LEARNING AND TEACHING OF SHORTHAND

FACTORS AFFECTING LEARNING AND TEACHING OF SHORTHAND

According to the national institute of open schooling (2008), pitman’s system of shorthands consists of 24 consonants, 12 vowels and 4 diphthongs. The consonants are classified into the first place, second place and third place vowels respectively. Because of these rules shorthand demands a high degree of concentration, hard work and deep interest on the part of both the student and lecturer. Getting skills in shorthand demands serious study which involves drilling and taking dictation daily. Shorthand is different from other liter courses because of the intensive study of the principles, learning skills, the ability to write down dictation and ability to transcribe the outlines in longhand.

 

Students poor performance in shorthand has been traced to factors as outlined below.

A. Position Writing: Tanner (2010) identifies that in writing shorthand, there are three principle position or places on which the outlines should be written. These are known as first place, second place and third place respectively. Outlines are not just written anywhere or anyhow for the sake of writing. The principles of shorthands dictates which particular outlines should be written, determined by the first vowel sound of the word for effective transcriptions.

B. Writing in the African research, Adelodun (2011) also identified:
Over Population: Classes are usually over populated with inadequate sitting arrangements, accommodation and equipment. Lecturers are not able to go around examining each student’s performance. The lecturer may end up not been able to carry everybody along because of the varying learning ability.

C. Inadequate facilities: The facilities provided for the teaching and learning of shorthand is outdated. The equipments in the lab are not effective and the typing pools know adequate typewriters and computers for the modern secretaries to use.