BIBLIOGRAPHY MARIJUNE T. ABIASEN, May 2007. Stenographic Skills of...

BIBLIOGRAPHY

MARIJUNE T. ABIASEN, May 2007. Stenographic Skills of Technical
Education Students at Eastern Luzon Colleges-Benguet. Benguet State University, La
Trinidad, Benguet.
Adviser: Felipe S. Comila, Ed. D.
ABSTRACT
This study aimed to assess the stenographic skills of Technical Education
Students at Eastern Luzon Colleges-Benguet. The objectives of the study were to
determine: 1) the socio-economic profile of the respondents in terms of age, gender,
NSAT result, ethnic group, and educational attainment of parents; 2) the level of
attainment of stenographic skills; 3) the level of difficulty in stenographic skills of
Technical Education Students; and 4) the extent of effectiveness of the methods and
strategies used by the teacher teaching shorthand writing.
The results of the study shows that majority of the respondents belong to the age
category of 18 to 19 years; more female; have NSAT result belongs of 70 percent and
below; Kankana-ey ethnic group registered the highest number; education of the parents
of the respondents varied from elementary to college.

The level of attainment of stenographic skills in reading of basic shorthand,
writing shorthand, taking down dictations and transcribing is moderately attained by the
respondents’ profile. On the other hand, the level of difficulty in stenographic skills as
perceived by the respondents is moderately difficult; and the extent of effectiveness of

methods and strategies used by the teacher in teaching stenographic skills ranging from
slightly to moderately effective.
The respondents differ along the level of attainment of stenographic skills, level
of difficulty of methods and strategies used by teachers in teaching stenographic skills of
technical education students along the identified profiles of the respondents.
The study recommended the following: the need to improve the level of
attainment of stenographic skill of the respondents from moderately attained to very
slightly attained; there is a need to find remedies to lessen the degree of difficulty in
stenographic writing by using the methods and strategies appropriate for the purpose; the
methods and strategies perceived to be more frequently used and those that remedial
measures can supplement them; there should be a study to find out why few males go into
stenographic course; and there should also be an efforts on the parts of the teacher to
enhance reading of basic shorthand and enhance students transcribing skills.

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TABLE OF CONTENTS

Page
Bibliography...…………………………………………………………....
i

Abstract …………………………………………………………………..
i

Table of Contents ………………………………………………………..
iii

INTRODUCTION…………………………………………. ……………
1

Background of the Study ……………………………………………..
1

Statement of the Problem ……………………………………………..
5

Objectives of the Study ……………………………………………….
5

Significance of the Study ……………………………………………..
6

Scope and Delimitation of the Study …………………………………
7

REVIEW OF LITERATURE ……………………………………………
9

Socio-Economic Profile…………………………… …………………
9

Teaching Methods and Strategies Used by the

Teacher Teaching Shorthand Writing ………………………….………
11

Conceptual Framework ……………………………………………….
12

Operational Definition of Terms ………………………………………
14

Hypotheses of the Study………………………………………………
15

METHODOLOGY ………………………………………………………
17

Locale and Time of the Study …………………………………………
17

Respondents …………………………………………………………..
17

Research Instrumentation ..……………………………………………
18

Data Interpretation and Analysis …………………. …………………..
22

23
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INTRODUCTION

Background of the Study

Shorthand writing, also known as Gregg’s shorthand had been used for
quite a long time already. Knowledge of this particular discipline is usually
required of court stenographers, office secretaries and assistants to managers and
executives. Even students need shorthand writing in note taking when their
professors are lecturing. Whether you decide to work in the Philippines or abroad
and your job requires you to transcribe, takes dictation or communicate in writing
shorthand writing will always be an additional skill advantage.
Shorthand writing is very difficult for all the first timers as the learners
need the individual’s full concentration in writing the strokes of the different
alphabets, the measurements and the curves on how it should be written.
Shorthand is the shortcut method in taking down dictations and as tool in
the construction of an outline for any word in the English language It can be an
abbreviating device, brief forms, word beginnings and endings, phrasings that will
enable individual to write at high speeds with greater ease facility, also to non-
shorthand factors as spelling, punctuation and vocabulary factors which are
important in the development of a rapid and accurate transcriber.
In most cases, secretaries of any business firms mostly use Shorthand
writing in times of meetings, seminar discussions, and law firms and most
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especially in court proceedings. Company secretaries usually use shorthand
writing as their basic skills. Examples of this are the individual secretaries.
Educational secretaries also work in universities and in the elementary
and secondary schools. As Nimfa de Vera said, Technical Secretaries work for
engineers and at scientists’ offices, while medical secretaries work in hospitals,
doctor’s clinics or dentist’s offices, insurance companies and medical supply
companies. The duty of a secretary includes filling up hospitalization forms,
making appointments, ordering supplies and using shorthand writing before
finalizing it into transcription; transcribing records of patients and patients for
examination. A legal secretary may work for a lawyer in a law firm or a large
corporation with a number of attorneys. The demands for good secretaries who
can take dictations and can transcribe rapidly and accurately is increasing and all
indications are that this demand will continue to grow in the years ahead. This is
because transcribing and dictations are considered the twin skills which corporate
and company executives look for from their secretaries so that all they do will just
to sign what has already been done by them. Secretaries who know how to
operate to use dictating and transcribing equipment as well as the word processing
computers in their company are very much in demand.
Dictation can be recorded in various types of mechanical devices, but
these devices cannot replace competent shorthand writers. A major reason for this
is that shorthand is such a convenient tool which machines cannot do.
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Most business executives prefer to dictate to a secretary for several
reasons rather than to machines. Taking dictations in shorthand can be used
during business conferences and or college classes. Basic stenographic skills can
develop the ability to write by shorthand at as faster than average rate, to maintain
alertness to note down what is being dictated by corporate executives or
supervisors as well as lectures of teachers and instructors.
Shorthand writing skills is particularly necessary for office secretaries or
assistant whether on an organization or in an office such as when one is a court
stenographer. Very often a secretary has to take dictations from his or her superior
when preparing business communications and legal documents. Even in preparing
decisions in legal cases, preparations of contracts, wills and deeds knowledge of
Gregg shorthand or stenography always an advantage.
To help overcome one of the most serious deterrents to rapid and accurate
transcription, a limited vocabulary transcriptions word study is presented.
Reading and writing practice, alphabets, brief forms, dates and months, and
business letters.
Examples of alphabets are: A, B, D, E, F, G, K, L, M, N, O, P, Q, R, S, T,
V, W, X, Y.
Brief forms, phrases and derivatives are: be/by, they, when, however, we
are to me, dear madam, dear miss.
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For days and months are: Monday, Tuesday, Wednesday, Thursday,
Friday, Saturday, Sunday, January, February, March, April, May, June, July,
August, September, October, November, December.
Names of persons: Jenny, Robert, Jane, Grace, Greg. Mary, Alice, Annie.
The secretary also needs to know the reading and writing drills wherein
she is going to transcribe the letter into shorthand strokes
This study was conceptualized to find out the importance of using Gregg
shorthand; building transcription skills, reading and writing practices, spellings,
grammars and vocabulary development. The knowledge gained from the study
would enable the students to develop the mastery of English on order to
effectively communicate.
Students of stenography should also understand how to relate the skills in
this field to other skill activities such as typewriting skills, vocabulary
competence, and knowledge of correct grammar especially in the English
language. In fact the used of computer nowadays is a welcome development
which students in stenography should take advantage. The word processing
software is in fact an editing device which can correct grammatical errors of both
the secretary and his boss or superior.
Despite the advances in communication technology, however, there is
always he need for competent people to maximize heir use and services. The
fundamental skills of shorthand writing will always find applicability and creative
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people will always find a ways to enhance their work outputs when their skills
utilize these modern technologies.

Statement of the Problem

This study aimed to assess the stenographic skills and difficulties of
technical education students at Eastern Luzon Colleges-Benguet Specifically. It
sought to answer the following questions:
1. What is the socio-economic profile of the respondents in terms of age,
gender, NSAT result, ethnic group and educational attainment of parents?
2. What is the level of attainment of stenographic skills of technical
education students at Eastern Luzon Colleges-Benguet?
3. What is the level of difficulty in stenographic writing of technical
education students at Eastern Luzon Colleges-Benguet?
4. What is the extent of effectiveness of the methods and strategies used
by the teacher teaching shorthand writing?

Objectives of the Study

The study has the following objectives:
1. To determine the socio-economic profile of the respondents in terms of
age, gender, NSAT result, ethnic group, and educational attainment of parents.
2. To determine the level of attainment of stenographic skills of technical
education students at Eastern Luzon Colleges-Benguet.
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3. To determine the level of difficulty in stenographic writing of technical
education students at Eastern Luzon Colleges-Benguet.
4. To determine the extent of effectiveness of the methods and strategies
used by the teacher teaching shorthand writing of technical education students at
Eastern Luzon Colleges-Benguet.

Significance of the Study
Office assistant, which includes secretaries and stenographers, are needed
in every type of organization to assist supervisors, managers and executives in
carrying out their duties and responsibilities.
Modern technology has created the information age, providing
management with abundant and rapid flow of information for decision making.
Many office workers who performed some types of jobs have been replaced by
machines but secretaries will not be replaced by machines. The assistant or
secretary provides the human element in today’s rapid and constant flow of
information. Stenographers are knowledgeable workers who deal with steno
typing, oral and written communications and facilitate the flow of information in
and out of the workplace.
This study therefore is very significant in many aspects, First, it will be a
part of the database in this particular field which is the shorthand writing offered
in the first year college. For the administrators to be guided on what they should
provide to help the students receive better instructions and to be competitive with
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others. The findings can help school owners and administrators understand the
needs of their faculty and employees and thus motivate them to work harder and
be more effective.
The study can also guide the instructors on what they need in guiding the
students to learn very well the things to know in shorthand writing. Reading and
Transcribing shorthand strokes into paragraphs, phrases or business letters. This
will also be advantageous for the students considering that they will be given the
necessary and full attention, guidance and assistance. Thus better instruction is
expected to come in and they can be very competitive when they enter the actual
use of shorthand in the business world, whether in private or government sector.

Scope and Delimitation of the Study

The study was conducted at Eastern Luzon Colleges- Benguet. The
subjects of the study are computer secretarial students.

The topics included in the study were delimited to the socio-economic
profile of the respondents; the level of attainment of stenographic skills of
technical education students; the level of difficulty in stenographic skills of
technical education students; and the extent of effectiveness of the methods and
strategies used by the teacher in teaching stenographic skills.

It is delimited to determine the significant difference of the perceptions of
the respondents along the attainment of stenographic skills, difficulty in methods
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and strategies used by teacher in teaching stenographic skills along the profile of
the respondents.

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REVIEW OF LITERATURE

Socio-Economic Profile
Bugal (1998) stated that age influence the development of skills in
speaking, reading and spelling. Similarly, Cuyan (1998) concluded that age is
significantly related to their performance in reading because the older, the better
they comprehend.
Ruiz (1989) found that females performed better than males in listening
comprehension and reading comprehension. Bomogao (1998) also found that
gender and academic performance had higher ratings than males.

Other finding by the same author, freshmen showed moderately skills in
writing and reading strokes and doing the operations but fair in taking down
dictations, transcription skills, measuring, decimals, punctuations, spelling
grammar and the forms of business letters.
Zoubek (1981) stated that woman achieved higher than men in dealing
with Gregg shorthand and men achieved lower than women in dealing with
computational ability.
Brown as cited by Boleyley (1998) found that gender and economic status
affect the performance of students.
Gender has an effect on ones production and reception of language as
claimed by Boleyley (1998). Several studies conducted in United States, confirm
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this claim, like that of Takoff, Tannen and Nilsen which revealed that American
Females Speakers produce standards language than males.
Villaflor (1996) study showed that females perform better on all learning
skills except in writing where the males showed better performance. As affirmed
by Mila (1992) as cited by the same author, the females are more competent than
their male counterpart. Moreover, the result of the study affirms the finding of
Oasan (1979) as cited by Laluan (1987), the females perform better in verbal
ability than males. Miranda (1972), as cited by the same author, also confirms the
idea that females are better academically than males in both high school and
college level.
Singangan (1994) revealed that the ethnic background of respondents had
effects on reading comprehension and listening ability. Some ethnic groups
performed better than other ethnic groups. For instance, the Kankanaey group
performed satisfactorily while three others (Ibaloi, Ilocano, and Kalanguya) had
fairly satisfactorily level. In reading comprehension test, the Kalanguya and
Kankanaey groups had fairly-satisfactorily performance, and the Ibaloi and
Ilocano groups were deemed to need improvement. Sallatic (1998) found that
ethnic background moderately affect reading comprehension
Baon (2001) stated that educational attainment of parents, dialect spoken
at home; ages of students are factors that affect the performance of students.
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On the other hand, unemployed mothers may help their children in their
lessons. Some parents now value education. Before, parents were contented if
their children could eat three times a day. The mother’s occupation, especially if it
consists of top level management position or if she is connected with a prestigious
organization, becomes a status symbol for a child (Hurlock, 1992). There is very
little effect of mother’s occupation on the development of the stability of children
to listen, speak, read, write and spell words.

Teaching Methods and Strategies Used
by the Teacher Teaching
Shorthand Writing

Learning shorthand is an opportunity to acquire a personal and
professional life skill (Conden,1990) students can use their shorthand skill to draft
a report for class assignment, taking lecture noted in shorthand is faster than in
longhand, and it enables the student to edit so that only use their shorthand to
record information from textbook for the study purposes.

A number of distinguished educators have urged that an effective teaching
strategy requires that learning in such a way that they reflect and illustrate the
conceptual and methodological structure of discipline (Levin, 1994).

At school level, shorthand is taught through theory as well as practice.
Most class lectures follow an organized approach which relates directly to the
way the information will be later tested.
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Teaching is not the transmission (Garcia, 1989). The students should be
able to understand the subject and develop the ability to recall at the time of
examination. The learning process must also be lead to encountering problems
and finding effective solutions. This is possible only when a person is able to
think objectively and creatively.

Conceptual Framework

This study is based on the concept that stenographic writing is a tool to
facilitate communication. The onslaught of the latest gadgets in communication
might make stenographic writing to be just one of the tools to encode
communications among people. Stenographic writing may not be at par with the
modern gadgets of communication but it can help a lot in terms of economy. A
diligent user of this style of putting into writing the words of communicating
parties may be able to save a lot of financial expense and may even have a good
physical exercise aside from the mental activity.

This study considered variables that could define its direction for a better
comprehension of the total picture of the work. The first group of variables to be
clarified is the profile of the source of information to include the age, gender,
NSAT result, ethnic group and educational attainment of the parents. There are
variables that intervene into these first group and these are the difficulties in
learning stenographic writing and the teachers’ preparations and competencies.

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INDEPENDENT
INTERVENING
DEPENDENT
VARIABLES

VARIABLES

VARIABLES
• Socio economic
• Level of
profile

attainment of

•

Difficulties of
stenographic

Age
students at
skills

Gender
home
• Level of

NSAT Result
• Educational
difficulty in

Ethnic group
background
stenographic

Educational
and training
skills

attainment
• Teaching
• Extent of

of parents
competencies
effectiveness

• School owners
of methods

• Methods and
support and
and

strategies
incentive to
strategies

teachers
used by

teacher

Figure 1. Paradigm of the study showing the relationship of variables

The dependent variables which are being measured are: the level of
attainment of stenographic skills of students, stenographic difficulties and extent
of effectiveness of teaching methods and strategies.

The basic assumptions of this study are that the outcomes of learning in
stenographic skills are not different as in any other discipline. Here are the
outcomes of learning sought to be measured are level of attainment of
stenographic skills, level of difficulties in stenographic skills of technical
education students as well as extent of effectiveness of the methods and strategies
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used by the teacher. It is theorized that the socio-economic profile in terms of age,
gender, NSAT result, ethnic group and educational attainment of parents of
students influences the specified dependent or criterion variables.

Operational Definition of Terms
The following terms are herein defined in the way these words are used in
the study:
Technical Education Students. These are the students taking up computer
secretarial course.
Stenographic Skills. These skills are reading of basic shorthand, writing
shorthand, taking down dictations, and transcribing shorthand.
Dictation. It refers to the art of science of taking down words in
shorthand given by instructors in the form of letters or business letters-like
memorandum, communication, letters, phrases, paragraphs and formats which
involves mailable correspondence.

Level of Attainment of Stenographic Skills. This is the measure which
indicates how much the respondent has attained/learned in the subject on
stenography as they themselves perceived it. The scales of measure are very
highly attained, highly attained, moderately attained, slightly attained and not
attained.

Level of Difficulty in Stenographic Skills. This is the perception of the
student respondents on the level of difficulty of stenographic writing as a subject.
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It measured as to very much difficult, very difficult, moderately difficult, slightly
difficult and not difficult.

Level of Effectiveness of Methods and Strategies used by the Teacher.
This refer to the students’ perceptions on how effective are the methods and
strategies utilized by their teachers in stenography. It referred to as very much
effective, very effective, moderately effective, slightly effective, and not effective.
Shorthand. This refers to any lawful combination of strokes in writing
words by alphabets, brief forms and derivatives, phrases, word beginnings and
word endings and word combinations.
Socio-Economic
Profile. These are the variables which are hypothesized
to influence the specified dependent variables and which includes; age, gender,
NSAT results, ethnic group, and educational attainment of the parents.
Stenographic. It refers to writing ability and learning strokes of the student
taking computer secretarial.

Hypotheses of the Study

1. The respondents significantly differ as to the level of attainment of
stenographic skills of technical education students at Eastern Luzon Colleges-
Benguet in terms of age, gender, NSAT result, ethnic group and educational
attainment of parents.
2. The respondents significantly differ on the level of difficulty in
stenographic skills of technical education students in Eastern Luzon Colleges-
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Benguet in terms of age, gender, NSAT result, ethnic group and educational
attainment of parents.
3. The respondents significantly differ in the extent of effectiveness of the
methods and strategies used by the teacher in stenographic skills in terms of age,
gender, NSAT result, ethnic group and educational attainment of parents.

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METHODOLOGY

Locale and Time of the Study

The research was conducted at Eastern Luzon Colleges-Benguet, La
Trinidad, Benguet particularly among the computer secretarial students. This was
conducted during the school year 2006-2007.

Eastern Luzon Colleges-Benguet is owned by the Korean Missionaries
and headed by Dr. Carlos M. Alacdis. It is four kilometers away from Baguio City
and two kilometers away from Benguet Provincial Capitol. The courses offered in
the College Department are as follows: Bachelor of Science in Accountancy,
Bachelor of Science in Computer Science, Bachelor of Science in Commerce,
Bachelor of Science in Secretarial Administration and Bachelor of Science in
Criminology. In the Technical Department, two year Computer Secretarial, one
year Electrician, and one year Automotive Technology.

Figure 2, 3, and 4 shows the location of the study.

Respondents

There are 99 respondents from first year to second year students from
school year 2006 to 2007 in the study. These student respondents are the technical
education students taking up computer secretarial course. They are the student
respondents whether male or female from different age level, ethnic group, varied
NSAT result and parents educational attainment.
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Research Instrumentation

The descriptive method of research was used in this study. The pertinent
data were gathered utilizing a survey questionnaire and the respondents were
asked to provide the data on their socio-economic profile as to their age, gender,
NSAT result, educational attainment of parents. They were also asked to evaluate
their level of attainment of stenographic skills, the level of difficulty of the
stenographic skills, and the level of effectiveness of the methods and strategies
utilized by their teacher.
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Figure 2. Map of Cordillera showing the location of the study

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Figure 3. Map of Benguet showing the locale of the study

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Figure 4. Map of Pico showing the actual location of the study

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Data Interpretation and Analysis

The data gathered were first inspected whether all the items were
answered. After which, the answers to the questionnaire the data are appropriately
tabulated and consolidated in accordance to the objectives of the study for the
socio-demographic profiles of the respondents frequency distribution with
percentage equivalents for each category items age, gender, NSAT result, ethnic
group and educational attainment of parents were indicated.
Data on the level of attainment, level of difficulty in stenographic skills,
and the extent of effectiveness of the methods and strategies used by the teacher
utilized the computation of weighted means.
The formula for weighted means is as follows:

∑ fi Xi

χw = ------------

∑
fi

Where:
fi = frequencies

Xi = weights

∑ = summation

χw = weighted mean

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RESULTS AND DISCUSSION

Socio-Economic Profile of Respondents

Table 1 presents the profile of student respondents in terms of age, gender,
National Secondary Achievement Test (NSAT) result, Ethic group and
educational attainment of father and mother.

In terms of age 94 or 94.9 percent of the respondents were not more than
21 years of age and only five or 5.10 percent were more than 21 years old. This
shows that student in technical courses parallel the age levels of students in
academic tertiary programs. The overall mean age was 18.66 years old it indicates
that there are more 2nd year student respondents.

In terms of gender the female outnumber the males with 91.90 percent of
the respondents while only eight or 8.10 percent were males. This result shows
that even in technical education course the numbers of females’ students
outnumber the male students. Although stenography has always been traditionally
dominated by females it should not be considered as a discipline that should
exclude males.

Regarding NSAT results distribution fifty percent of the respondents has
70.00 percent and below ratings while the remaining 50.00 percent had over 70
percent rating. This indicates that there are still students who can qualify for
academic tertiary courses but opted to enroll in technical courses. This might be
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due to the fact that technical education graduates are generally marketable for
employment considering he needs for industry.

Table 1. Socio-economic profile of the respondents

PROFILE FREQUENCY
PERCENTAGE
Age
Below 16 years old
2
2.00
16 to 17 years old
20
20.20
18-19 years old
51
51.50
20-21 years old
21
21.20
22 years old and above
5
5.10
Total 99
100
Mean age
18.66

Gender

Male
8
8.10
Female
91
91.90
Total 99
100
NSAT Result

70 % and below
49
49.95
71 to 79 %
11
11.10
80 to 89 %
37
37.40
90 to 99 %
2
2.00
Total 99
100
Ethnic Group

Ilocano
21
21.20
Tagalog
9
9.10
Ibaloi
29
29.30
Ifugao
1
1.00
Kalanguya
3
3.00
Kankana-ey
36
36.40
Total 99
100
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Table 1. Continued . . .
PROFILE FREQUENCY
PERCENTAGE
Educational Attainment of Father

No Schooling
4
4.00
Elementary
55
55.60
High School
32
32.30
College
8
8.10
Total 99
100
Educational Attainment of Mother

No Schooling
3
3.00
Elementary
48
48.50
High School
33
33.30
College
15
15.20
Total 99
100

The distribution of respondents on ethnic groupings shows that 36 percent
belong to the Kankana-ey tribal group followed by 29.00 percent from the Ibaloi
group. Twenty one percent were Ilocano while only one percent is an Ifugao
student. This distribution is understandable since the location of the school is
within La Trinidad, Benguet which is predominantly Kankana-ey and Ibaloi
territory.

Regarding the educational attainment of fathers of respondents more than
50.00 percent finished elementary education. Forty percent finished higher than
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elementary level. From there date we can infer that parents of technical education
students generally attained only basic education.

In the case of the educational attainment of mothers 48.00 percent were
either elementary graduates a level at least an elementary education or only three
percent has no schooling. The rest consisting of 49.00 percent had high school
education (33.30 percent) and college education (15.20 percent). Again, the date
indicates that students in technical education had many parents that have attended
only basic education.

Level of Attainment of Stenographic Skills
of Technical Education Students

The level of attainment of stenographic skills of the four specified areas of
technical education students as their profiles at Eastern Luzon Colleges-Benguet
as perceived or evaluated by student respondents themselves are presented in
Table 2.

When categorized according to age bracket, from below 16 years old the
respondents perceived the reading of basic shorthand, writing shorthand and
transcribing shorthand as moderately attained except for the taking down
dictations as slightly attained. Highest numerical mean rating of 3.85 or highly
attained given by the 16 to 17 years old on writing shorthand followed by reading
of basic shorthand, taking down dictations and transcribing shorthand with
numerical mean ratings of 3.00, 2.90 and 2.65, respectively.
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Table 2. Level of attainment stenographic skills of technical education students

PROFILE
LEVEL OF ATTAINMENT OF
AVERAGE
STENOGRAPHIC SKILLS
WEIGHTED

Reading of
Writing
Taking
Transcribing
MEAN
Basic
Shorthand
Down
Shorthand
Shorthand
Dictations
Age

Below 16 years old
3.00
3.00
2.50
3.00
3.00(MA)
16 to 17 years old
3.00
3.85
2.65
2.90
3.30 (MA)
18-19 years old
2.84
2.78
2.67
2.81
3.03(MA)
20-21 years old
2.95
2.81
2.67
2.81
2.99(MA)
22 years old
2.60
2.20
2.20
2.60
2.50(MA)
Gender

Male
2.63
2.63
2.13
2.38
2.66(MA)
Female
2.91
2.79
2.66
2.13
3.08(MA)
NSAT Result

Below 70 %
2.94
2.76
2.71
2.86
3.13(MA)
71 to 79 %
2.73
2.55
2.18
2.82
2.59(MA)
80 to 89 %
2.86
2.86
2.59
2.89
3.05(MA)
90 to 99 %
3.00
3.00
3.00
3.00
3.00(MA)
Ethnic Group
Ilocano
3.00
2.86
2.71
2.95
3.08(MS)
Tagalog
2.67
2.56
2.22
2.33
2.71(MS)
Ibaloi
2.83
2.83
2.62
2.93
3.11(MS)
Ifugao
3.00
2.00
2.00
3.00
2.75(MS)
Kalanguya
3.00
2.67
2.67
3.00
3.50(MS)
Kankana-ey
2.92
2.78
2.67
2.89
3.05(MS)

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Table 2. Continued . . .

PROFILE
LEVEL OF ATTAINMENT OF
AVERAGE
STENOGRAPHIC SKILLS
WEIGHTE

Reading of
Writing
Taking
Transcribing
D MEAN
Basic
Shorthand
Down
Shorthand
Shorthand
Dictations
Educational

Attainment of Father
No Schooling
3.00
3.00
2.50
3.00
3.12(MA)
Elementary 2.89
2.80
2.65
2.87
3.02(MA)
High School
2.84
2.69
2.59
2.81
3.02(MA)
College 3.00
2.87
2.50
3.00
2.99(MA)
Educational

Attainment of Mother
No Schooling
3.00
2.67
3.00
3.00
3.00(MA)
Elementary 2.94
2.85
2.65
2.98
3.11(MA)
High School
2.88
2.73
2.48
2.73
2.99(MA)
College 2.73
2.67
2.73
2.80
3.00(MA)
Average Weighted
2.89
2.78
2.62
2.87
3.05(MA)
Means
(MA)
(MA)
(MA)
(MA)

Legend:
Numerical Scale Descriptive
Evaluation
(DE) Weighted Mean (WM)
5 Very
Much
Attained
(VMA)
4.51-5.0
4 Very
Attained
(VA)
3.51-4.5
3 Moderately
Attained
(MA)
2.51-3.5
2 Slightly
Attained
(SA) 1.51-2.5
1 Not
Attained
(NA)
1.0-1.50

As to age group of 20-21 years old almost the same of their perception on the four
areas of stenographic skills is moderately attained. Lastly, from 22 years old and
above writing shorthand and taking down dictations the same number of means,
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2.20 as well as to reading of basic and transcribing shorthand with mean value of
2.60.

Generally, the weighted average of age group is evaluated as moderately
attained.

When categorized according to gender, the overall mean ratings in the four
areas of attainment of stenographic skills as evaluated by females were 3.08 and
2.66 for males.

Generally, the average weighted mean is moderately attained.

As to the NSAT results, student respondents with NSAT result average of
90 to 99 percent gave an overall mean rating of 3.00 which mean moderately
attained from all areas in the level of stenographic skills and slightly attained with
mean rating of 2.18 from the student respondents with an NSAT result ranging
from 71 to 79 percent in taking down

According to ethnic groups, the Ilocano, Ifugao, and Kalanguya has the
same perception in reading of basic shorthand with a rating of 3.00; Ifugao and
Kalanguya in transcribing shorthand with the same rating of 3.00; Kalanguya,
Tagalog and Kankana-ey gave the same mean rating of 2.67 in reading of basic
shorthand, writing shorthand and taking down dictations.

Generally, the overall average weighted mean on the level of attainment of
stenographic skills is moderately attained.
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In terms of educational attainment of father the evaluation of respondents
is reversely proportional to the educational attainment with those of no schooling
with a numerical value of 3.12 in the level of attainment of stenographic skills
except in taking down dictation with a numerical value of 2.50. Those whose
fathers were college graduates gave a lowest average numerical mean of 2.00. All
the above rating was moderately attained.
As to the educational attainment of mothers, those whose mothers had no
schooling gave and high school level gave an equal rating of 3.00.
The overall mean rating in the level of stenographic skills for the four
areas: reading of basic shorthand gave the highest average weighted mean of 2.89
followed by transcribing shorthand with an average weighted mean of 2.87, 2.78
for transcribing shorthand and taking down dictations with the lowest average
weighted mean of 2.62. All ratings were moderately attained.

Level of Difficulty in Stenographic Skills
as Perceived by the Respondents
as to their Profile

This portion presents the level of difficulty in stenographic skills of
technical education students in all areas and socio-economic profile of the
respondents (Table 3).

Age category of below 16 years old gave 2.00 in areas of writing
shorthand and transcribing shorthand. These results gave the highest registered
mean of 2.00 in all four areas of difficulty in stenographic skills.
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Table 3. Level of difficulty in stenographic skills as perceived by the respondents
as to their profile

PROFILE
LEVEL OF DIFFICULTY IN
AVERAGE
STENOGRAPHIC SKILLS
WEIGHTED
Reading
Writing
Taking
Transcribing
MEAN
of Basic
Shorthand
Down
Shorthand
Shorthand
Dictations
Age

Below 16 years old
1.50
2.00
2.50
2.00
2.00(SD)
16 to 17 years old
1.40
1.70
2.00
1.55
1.66(SD)
18-19 years old
1.63
1.94
2.12
1.73
1.86(SD)
20-21 years old
1.67
2.05
2.14
1.86
1.93(SD)
22 years old
1.60
1.60
1.60
1.60
1.60(SD)
Gender

Male
1.63
1.75
2.00
1.63
1.75(SD)
Female
1.58
1.91
2.09
1.73
1.83(SD)
NSAT Result

Below 70 %
1.59
1.96
2.10
1.78
1.86(SD)
71 to 79 %
1.82
2.00
2.18
2.09
2.02(DD)
80 to 89 %
1.54
1.81
2.05
1.57
1.74(SD)
90 to 99 %
1.00
1.50
1.50
1.00
1.25(ND)
Ethnic Group

Ilocano
1.48
1.86
1.90
1.67
1.75(SD)
Tagalog
1.67
2.00
2.33
1.56
1.89(SD)
Ibaloi
1.59
1.90
2.17
1.76
1.86(SD)
Ifugao
2.00
2.00
3.00
2.00
2.25(SD)
Kalanguya
1.33
1.33
1.67
1.33
1.41(ND)
Kankana-ey
1.94
1.94
2.06
1.78
1.93(MD)

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Table 4. Continued . . .
PROFILE
LEVEL OF DIFFICULTY IN
AVERAGE
STENOGRAPHIC SKILLS
WEIGHTED
Reading
Writing
Taking
Transcribing
MEAN
of Basic
Shorthand
Down
Shorthand
Shorthand
Dictations
Educational Attainment of

Father
No Schooling
1.00
1.75
2.25
1.50
1.62(SD)
Elementary
1.58
1.95
2.09
1.71
1.83(SD)
High School
1.62
1.84
2.03
1.69
1.80(SD)
College
1.75
1.88
2.13
2.00
1.94(SD)
Educational Attainment of

Mother
No Schooling
1.67
2.00
2.67
1.33
1.92(SD)
Elementary
1.56
1.90
2.06
1.75
1.82(SD)
High School
1.64
1.97
2.09
1.76
1.87(SD)
College
1.53
1.73
2.00
1.60
1.71(SD)
Average Weighted
1.59
1.90
2.08
1.72
1.82(SD)
Means
(SD)
(SD)
(SD)
(MS)

Legend:
Numerical Scale Descriptive
Evaluation
(DE) Weighted Mean (WM)

5

Very Much Difficult (VMD)
4.51-5.0
4 Very
Difficult
(VD)
3.51-4.5
3 Moderately
Difficult
(MD)
2.51-3.5
2 Slightly
Difficult
(SD) 1.51-2.5
1 Not
Difficult
(ND)
1.0-1.50

The respondents’ age bracket of 16 to 17 years old gave the least mean of 1.55 in
transcribing shorthand with an average weighted mean of 1.66. Respondents from
age category 18 to 19 years old gave the average weighted mean of 1.86, the 20 to
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21 years old registered the highest mean of 2.05 in writing shorthand, and the age
bracket of 22 years old gave a proportional mean of 1.60 in all areas on difficulty
in stenographic skills.

The male respondents rated their difficulty in stenographic skills as
slightly difficult with average writhed mean of 1.75 while females incurred the
average weighted mean of 1.83. Both ratings, however means slightly difficult.

NSAT results below 70 percent, 71 to 79 percent and 80 to 89 percent
rated their difficulty in stenographic skills as slightly difficult with an average
weighted mean as follows: 1.86, 2.02 and 1.74 while the 90 to 99 percent bracket
rated their difficulty in stenographic skills as not difficult with evaluated average
weighted mean of 1.25. The results varied from slightly difficult to not difficult.

According to ethnic affiliations, Ifugao group had the highest level of
average weighted of 2.25 with mean result of 2.00 in reading of basic shorthand,
writing shorthand and transcribing shorthand except in taking down dictations
with mean rating of 3.00 while Kalanguya group registered the lowest average
weighted mean of 1.41 and the lowest in all areas with mean rating of 1.33 except
in taking down dictations with mean rating of 1.67. The ethnic group results
varied from slightly difficult to not difficult.

In terms of educational attainment of parents, those whose fathers had no
schooling incurred the mean rating of 1.00 as to reading of basic shorthand. Those
whose fathers had only elementary and high school level of education gave an
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average weighted mean of 1.83 and 1.80 respectively while those whose fathers
had college level education registered the highest average weighted mean of 1.94.
All mean rating, however, were equivalent to a qualitative rating of slightly
difficult.

According to educational attainment of mothers it is the group of those
whose mothers had no schooling gave the highest average weighted mean of 1.92
in difficulty in stenographic skills while those whose mothers had college level of
education registered the least average weighted mean of 1.71.

When categorized according to ethnic affiliations the Ifugao group had the
highest level of 2.25 followed by the Kankana-ey respondents. The Tagalog,
Ibaloi and Ilocano respondents gave respective ratings for difficulty level of 1.89,
1.86 and1.75. The least rating was given buy the Kalanguya group with 1.41.
Again all ratings were qualitatively equivalent to “moderately difficult”

In terms of educational attainment of fathers those whose fathers had
college education felt the highest level with a mean rating of 1.94 followed by
those whose parents had only elementary education with 1.83. Those whose
fathers had high school education and no schooling gave ratings of 1.80 and 1.62
respectively.

According to educational attainment of mothers it is the group whose
mothers had no schooling who gave the highest rating of the level of difficulty
with 1.92 followed by those whose mothers had high school education with 1.87.
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Those whose mothers had elementary and college educations both gave a mean
rating of 1.82 while the least mean rating of 1.71.

Extent of Effectiveness of Methods
and Strategies in Teaching Shorthand
Writing as Perceived by the Respondents

The extent of effectiveness of the methods and strategies used buy the
teacher in teaching shorthand writing as perceived by the respondents are
presented in Table 4. The respondents were asked to rate the fours areas and
responses were tabulated according to the variables on socio-economic profile.

When respondents were categorized according to age it was the 20 to 21
years old group who gave the highest mean score for level of difficulty with 2.77
followed by 16 to 17, and18 to 19 years old age groups with respective mean
ratings of 2.43, 2.42. The below 16 years old group and 22 years old group gave
mean ratings of 2.20 and 1.94 which were relatively lower. All ratings were
equivalent to slightly effective except for the highest which was moderately.

In terms of gender the female group rated it with a numerical mean score
of 2.38 compared to the male group rating of 2.30. In other words the female
appreciated a higher level of effectiveness.

In terms of NSAT results the group with the highest performance (90.00 to
99.00 percent) gave the highest level of effectiveness with a rating of 2.70 or
moderately effective.

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Table 4. Extent of effectiveness of methods and strategies used by teacher
teaching stenographic skills as perceived by the respondents as to their
profile

PROFILE
EXTENT OF EFFECTIVENESS OF METHODS
AVERAGE
AND STRATEGIES USED BY TEACHER
WEIGHTED
Lectures Group
and Letter
Letter
Reading and
MEAN
Individual Dictations
Trans-
Writing

Reading
cribing
Practice
Age

Below 16 years old
2.50
2.00
2.00
2.00
2.50
2.20(SE)
16 to 17 years old
2.40
2.20
2.20
2.50
2.85
2.43(SE)
18-19 years old
2.41
2.27
2.35
2.49
2.59
2.42(SE)
20-21 years old
2.29
2.19
2.33
2.14
2.52
2.77(ME)
22 years old
2.00
1.60
2.20
2.00
2.60
1.94(SE)
Gender

Male
2.25
2.00
2.25
2.38
2.63
2.30(SE)
Female
2.37
2.22
2.31
2.38
2.63
2.38(SE)
NSAT Result

Below 70 %
2.41
2.20
2.33
2.37
2.63
2.39(SE)
71 to 79 %
2.00
2.09
2.55
2.18
2.82
2.33(SE)
80 to 89 %
2.41
2.22
2.19
2.43
2.54
2.36(SE)
90 to 99 %
2.50
2.50
2.50
3.00
3.00
2.70(ME)
Ethnic Group

Ilocano
2.29
2.24
2.33
2.48
2.52
2.37(ME)
Tagalog
2.22
1.89
2.44
2.22
2.44
2.24(ME)
Ibaloi
2.62
2.34
2.17
2.38
2.66
2.43(ME)
Ifugao
2.00
2.00
3.00
3.00
3.00
2.60(VE)
Kalanguya
2.33
1.67
2.67
2.67
3.00
2.47(ME)
Kankana-ey
2.25
2.19
2.31
2.33
2.67
2.35(ME)

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Table 4. Continued . . .
PROFILE
EXTENT OF EFFECTIVENESS OF METHODS
AVERAGE
AND STRATEGIES USED BY TEACHER
WEIGHTED
Lectures Group
and Letter
Letter
Reading and
MEAN
Individual Dictations
Trans-
Writing

Reading
cribing
Practice
Educational Attainment of

Father
No Schooling
2.50
2.75
2.50
2.75
2.75
2.65(VE)
Elementary
2.31
2.09
2.31
2.36
2.58
2.33(ME)
High School
2.38
2.31
2.25
2.34
2.72
2.40(ME)
College
2.63
2.25
2.38
2.50
2.50
2.45(ME)
Educational Attainment of

Mother
No Schooling
2.33
2.33
2.00
2.67
2.00
2.27(ME)
Elementary
2.35
2.21
2.29
2.38
2.69
2.38(ME)
High School
2.42
2.18
2.36
2.39
2.58
2.39(ME)
College
2.27
2.20
2.27
2.33
2.67
2.35(ME)
AVERAGE
2.36
2.20
2.30
2.38
2.63
2.37(ME)
WEIGHTED MEAN
(SE)
(SE)
(SE)
(SE)
(ME)

Legend:
Numerical Scale Descriptive
Evaluation
(DE) Weighted Mean (WM)
5 Very
Much
Effective
(VME)
4.51-5.0
4 Very
Effective
(VE)
3.51-4.5
3 Moderately
Effective
(ME)
2.51-3.5
2 Slightly
Effective
(SE) 1.51-2.5
1 Not
Effective
(NE)
1.0-1.50

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This was followed by those who obtained below 70.00 percent and 80 percent
with respective evaluation ratings of 2.39 and 2.36 or slightly effective. The least
rating was given by the 71.00 to 79.00 percent group with 2.33 also slightly
effective.

When categorized according to ethnic groups the Ifugao respondents has
the highest evaluation for extent of effectiveness of methods and strategies with
2.60 or moderately effective. The Kalanguya, Ibaloi and Ilocano respondents gave
ratings of 2.47, 2.43 and 2.37, respectively. The least rating were given by the
Kankana-ey and Tagalog groups with respective mean evaluation ratings of 2.35
and 2.24. All these rating were considered slightly effective.

In terms of educational attainment of fathers those respondents whose
fathers gave the highest mean rating of 2.65 or moderately effective with all the
other categories giving slightly effective ratings.

When grouped according to mothers’ occupation the highest mean extent
of effectiveness rating was given by the group whose mothers had high school
education with 2.34 while the lowest was given by the group whose mothers had
no schooling with 2.27 of rating of slightly effective.

Comparing the extent of effectiveness of methods and strategies along the
four areas specified areas of stenographic writing it was in reading and writing
practice where these methods were felt most effective with a rating of 2.63 or
moderately effective. The rest of the areas namely: letter transcribing, lectures,
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letter dictations and group and individual reading had respective mean evaluation
ratings of 2.38, 2.36, 2.30 and 2.20, respectively which were all equivalent to
slightly effective.

Comparison of Respondents’ Evaluation
According to specified variables

Table 5 presents the comparison of evaluation of respondents when they
were categorized according to the specified prediction variables. The respondents
evaluated level of attainment of stenographic skills, level of difficulty in
stenographic skills and extent of effectiveness of methods and strategies used by
teacher in teaching shorthand writing. On the other hand, the respondents were
compared according to the following independent variables namely: age, gender,
NSAT results, ethnic groups, educational attainment of fathers and educational
attainment of mothers.
When they are compared in their evaluation of the level attainment of
stenographic skills there were significant difference that were obtained on level of
skills on shorthand writing when respondents were compared according to age.
There were also significant differences in level of attainment in letter transcribing
according to age. The respondents also differed significantly in their evaluation on
level of attainment in taking down dictations when compared according to gender
and NSAT performance categories.

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Table 5. Comparison of respondents’ evaluation according to specified variables

STENOGRAPHIC ITEMS SHOWING
PROFILE F-TEST
PROBABILITY
SIGNIFICANT DIFFERENCE

Writing shorthand (skills)
Age
2.619 0.040

Letter transcribing (skills)
Age
2.766 0.032

Taking down dictations (skills)
Gender
7.209
0.009

NSAT Result
3.965
0.010

Reading basic skills (difficulties)
NSAT Result
3.003
0.034

Transcribing shorthand (difficulties)
NSAT Result
3.953
0.011

Group and individual (methods and
Educational
2.824 0.043
strategies)
Attainment of
Father

What are not reflected in the table are the results of statistical tests on the
other independent variables on the reason that no significant differences were
noted.

The respondents’ evaluations on the level of difficulty in stenographic
skills were compared on the basis of the specified independent variables only two
areas of stenographic skills are presented in Table 5. The reason for this is only
two areas namely: reading basic skills and transcribing shorthand scores a mean
rating were found to be significantly different when compared according to NSAT
performance categories. When compared according to the two other independent
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variables there were no significant differences in the scores or mean ratings on
level of difficulty of stenographic skills in all four specified areas.

When the respondents were compared on their evaluation on extent of
effectiveness of methods and strategies used by the teacher in teaching
stenographic skills among these skills it was only group and individual methods
were significant differences occurred when compared according to fathers’
educational attainment. There were no significant difference that were noted when
the five areas evaluation rating were compared according to the other prediction
on independent variables namely; age, gender, NSAT results and ethnic group.

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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary
This study aimed to assess the stenographic skills of technical education
students at Eastern Luzon Colleges-Benguet.
The specific objective of the study were to determine: 1) the socio-
economic profile of the respondents in terms of age, gender, NSAT result, ethnic
group, and educational attainment of parents; b) the level of attainment of
stenographic skills of technical education students; c) the level of difficulty in
stenographic skills; and d) determine the extent of effectiveness of the methods
and strategies used by the teacher in teaching stenographic skills.

There are 99 respondents from first year to second year students from
school year 2006 to 2007 in the study. These student respondents are the technical
education students taking up computer secretarial course. The pertinent data were
gathered utilizing a survey questionnaire. The data gathered were tabulated and
consolidated in accordance to the objectives of the study using frequency,
percentage and weighted means.

Findings

The following are the salient findings of the study:
1. The study considered the profile of the respondents in terms of age,
gender, NSAT result, ethnic group, educational attainment of parents.
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The majority of the respondents belong to the age category of 18 to 19
years of age at 51 percent; 20 to 21 years old at 21 percent; 16 to 17 years old
with 20 percent. The least was 16 years old. The mean number of years is 18.66.

There are more female respondents than male respondents.

There are 50 percent of the respondents whose NSAT result belongs to 70
percent and below group and the other 50.00 percent belong to other sub-
categories.
The Kankana-ey ethnic group registered the highest number of
respondents at 36 percent; Ibaloi at 29 percent, Ilocano at 21 percent and there is
only 1 percent Ifugao.

There are more than 50 percent of the respondents whose father reached or
finished elementary level. This was followed by a wide margin of 32 percent
whose father reached or graduated high school level. There are 8 percent whose
father reached or finished college and 4 percent of the respondents said that there
father did not have any schooling at all.

There are 48 percent of the respondents who registered that their mother
reached or finished elementary level; 33 percent of the respondents, their mothers
reached or finished high school level; 15 percent of the respondents claimed their
mother reached or finished college and only 3 percent said that their mother had
no schooling at all.
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2. The following are the level of attainment of stenographic skills: all the
respondents as categorized under age rated their attainment of the stenographic
skills as moderately attained. In particular, the age category of 16 to 17 registered
the highest weighted mean, followed by 18 to 19 years old and the least is 22
years old.

The female rated their attainment of stenographic skills at 3.08 and the
males at 2.66. Both ratings, however means a moderately attained in the four
areas of stenographic skills.

Those respondents with NSAT results at 90 to 99 percent rated their
attainment of the stenographic skills at highly attained as evidenced by their
weighted means of 3.62. The rest of the respondents under this category rated
their stenographic skills as moderately attained.

The entire ethnic groups rated their level of attainment of stenographic
skills as moderately attained as evidenced by their respective weighted means.
The highest was registered by the Kalanguya, followed by the Ibaloi, Ilocano,
Kankana-ey, Ifugao and Tagalog in that order.

All the respondents in this category rated their level of attainment of
stenographic skills at moderately attained as shown by their weighted means.
Those whose father had no schooling registered the highest weighted mean of
3.12, followed by those whose father are elementary or high school levels
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registered at 3.02 each and those whose father were educated at college level
registered at 2.99.

The respondents under this category rated their level of attainment of
stenographic skills at moderately attained as evidenced by their weighted means.
The respondents whose mother was educated at elementary level registered the
highest weighted mean of 3.11. This is followed by those whose mother was with
no schooling or college level at 3.00 and the least was those whose mother had
high school education.
In general, the overall weighted means of the respondents is rated at 3.05
which mean moderately attained of their stenographic skills. The stenographic
skills by which the respondents registered the highest weighted means is reading
basic shorthand with 3.28; followed by transcribing shorthand, 3.26; writing
shorthand, 2.92; and taking down dictations, 2.73.

3. The following are the level of difficulty in stenographic skills of
technical education students at Eastern Luzon Colleges-Benguet as they perceived
it in terms of their profile.
All the respondents as categorized under age rated their difficulty in
stenographic skills as moderately difficult. The respective weighted means of the
respondents proved the difficulties. In particular, the age category of below 16
registered the highest weighted mean, followed by 20 to 21 years old, 18 to 19
years old and the least is 22 years old.
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The female rated their stenographic difficulty in stenographic writing at
1.83 while the males at 1.75. Both ratings, however means a slightly difficult.

All the respondents under this category rated the stenographic difficulty in
stenographic writing at slightly difficult difficult. Those respondents with NSAT
result at 71 to 79 percent registered the highest weighted mean, followed by
below 70 percent, 80 to 89 percent. Those who garnered NSAT result at 90 to 99
percent claimed that these skills are not difficult with as evidenced by their
weighted mean of 1.25.

The entire ethnic groups rated their stenographic difficulty as moderately
difficult as evidenced by their respective weighted means. The highest weighted
mean is registered by Ifugao, followed by the Kankana-ey, Tagalog, Ibaloi,
Ilocano in that order. The Kalanguya respondents surprisingly said that these
stenographic skills are not difficult as shown by their weighted mean of 1.41.

All the respondents in this category rated their stenographic difficulty in
stenographic writing at moderately difficult as registered by their weighted
means. Those whose father had reached or graduated college registered the
highest weighted mean, followed by those whose father are elementary, high
school and no schooling at all in that order.

The respondents under this category rated their stenographic difficulties at
moderately difficult as evidenced by their weighted means. The respondents
whose mother had no schooling registered the highest weighted mean, followed
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by those whose mother who reach or finished high school, elementary and
college, in that order.

In general, the overall weighted means of the respondents is rated at 1.82
which means slightly difficult in stenographic writing. The attainment of
stenographic skills by which the respondents registered the highest difficulty are
taking down dictations with a weighted mean of 2.67, followed by writing
shorthand, 2.00; reading basic shorthand, 1.67 and transcribing shorthand, 1.33.

3. The following is the extent of effectiveness of methods and strategies
used by the teacher in teaching shorthand writing of the technical education
students at Eastern Luzon Colleges-Benguet as they perceived it in terms of their
profile:
In general, all the respondents as categorized under age rated extent of
effectiveness of methods and strategies used by the teacher in teaching shorthand
writing as moderately effective. In particular, the age category of 20 to 21
registered the highest weighted mean of 2.77 which means moderately effective.

The male and female respondents claimed that the methods and strategies
used by the teacher in teaching shorthand writing was rated as moderately
effective as shown by their weighted means.

In general, all the respondents under this category rated the extent of
effectiveness of the methods and strategies used by the teacher as moderately
effective. In particular, those who garnered a rating of 90 to 99 percent registered
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that the teaching methods and strategies is rated as moderately effective as
evidenced by their weighted mean of 2.70.

All the respondents as categorized under the ethnic group rated the
teaching method and strategies used by the teacher as moderately effective except
for the Ifugao who claimed that it is moderately effective as evidenced by their
weighted mean of 2.60

All the respondents in this category rated the teaching method and
strategies used by their teacher as moderately effective except for those whose
father had no schooling who claimed that the methods and strategies used is very
effective.

The respondents under this category rated the teaching methods and
strategies used by the teacher in teaching stenographic skills as moderately
effective as evidenced by their weighted means. The respondents whose mother
reached or finished high school registered the highest weighted mean, followed by
those whose mother who reach or finished elementary, college and no schooling,
in that order.

In general, the overall weighted means of the respondents is rated at 2.37
which mean slightly effective in teaching methods and strategies used by the
teacher in teaching technical education students on stenographic skills. The
teaching methods and strategies which registered the highest is reading and
writing with a weighted mean of 2.63 which means moderately effective. Those
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rated as slightly effective are as follows: letter transcribing, 2.38; lecture, 2.36;
letter dictations, 2.30; and group and individual, 2.20.
5. The following is the difference of perceptions with respect to profile of
respondents.
The respondents significantly differ along the skills of writing shorthand
in terms of age (0.040) and letter transcribing also in terms of age (0.032). They
also differ in the skill of taking down dictations in terms of gender (0.009) and in
terms of NSAT results (0.010). Thus, the hypothesis that “The respondents
significantly differ as to the level of stenographic skills of technical students at
Eastern Luzon Colleges-Benguet in terms of age, gender, NSAT result, ethnic
group and educational attainment of parents is accepted in terms of age, gender
and NSAT result. It is rejected in terms of ethnic group and educational
attainment of parents.
As to the difficulties, the respondents differ in reading basic skills in terms
of NSAT results (0.034) and in transcribing shorthand also in terms of NSAT
results (0.011). Thus the hypotheses that the respondents significantly differ on
the level of attainment of stenographic skills of technical students at Eastern
Luzon Colleges-Benguet in terms of age, gender, NSAT result, ethnic group and
educational attainment of parents is accepted in terms of NSAT result along
reading basic skills and transcribing shorthand. It is rejected in terms of age,
gender, ethnic group and educational attainment of parents.
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On the methods and strategies, the respondents differ in group and
individual work in terms of educational attainment of father. Thus, the hypothesis
that the respondents significantly differ on the extent of effectiveness of the
methods and strategies used by the teacher teaching shorthand writing in terms of
age, gender, NSAT result, ethnic group and educational attainment of parents is
accepted in terms of educational attainment of father along group and individual
method. It is rejected in terms of age, gender, NSAT results, ethnic group and
educational attainment of mother.

Conclusions

Based on the findings, the following are the conclusions:

1. The majority of the respondents belong to the age category of 18 to 19
years. There are more female respondents. The majority of the respondents have
NSAT result belongs of 70 percent and below. The Kankana-ey ethnic group
registered the highest number of respondents. The education of the parents of the
respondents varied from elementary to college.

2. The level of attainment stenographic skills of the respondents is
moderately attained.

3. The level of stenographic difficulty in stenographic skills of the
respondents is moderately difficult.

4. The extent of effectiveness of methods and strategies used by the
teacher in teaching stenographic skills of the technical students at Eastern Luzon
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Colleges-Benguet as they perceived it in terms of their profile is moderately
effective.
5. The respondents differ along the skills of writing shorthand and letter
transcribing in terms of age. They differ in the skill of taking down dictations in
terms of gender and in terms of NSAT results. As to the level of difficulty, the
respondents differ in reading basic skills and in transcribing shorthand in terms of
NSAT results. On the methods and strategies, the respondents differ in group
and individual work in terms of educational attainment of father.

Recommendations

Based on the findings and conclusions, the following are the
recommendations:

1. There is a need to further improve the level of attainment of
stenographic skills of the respondents from moderately attained to highly attained.
This could be done by more exercises and practice on the part of the student.

2. There is a need to find remedies to lessen the degree of difficulty in
stenographic skills by using methods and strategies appropriate for the purpose.

3. The methods and strategies perceived to be more effective should be
used more frequently and those that are perceived to be less effective maybe
further studied in order that remedial measures can supplement them.

4. There should be a study to find out why few males go into stenographic
writing course.
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5. There should also be an effort on the part of teacher to enhance reading
of basic shorthand and enhance students’ transcribing skills.

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53
LITERATURE CITED

BAGANO, J. 1985. As cited by SISON, M. B. 1997. Comprehension of News
Story Headlines and Editorial Cartoons among Fourth Year High school
Students in Benguet: A Test of Reading Competencies, p. 67.

BAON, J.D. 2001. Comparative Reading Performance of Pupils in Multigrade
Classes and Monograde Classes in Bagulin, La Union. Unpublished
Master’s Thesis, Benguet State University, La Trinidad, Benguet. Pp. 1-
3,6-9

BOWMAN, W.B. et al.1966. Shorthand Dictation Studies. South-Western
Publishing Company, Cincinnati, Ohio. P. 309.

BROWN, W. 1968. Improving the Teaching Process in the Natural Science
Papers: A Proceedings. U.P Faculty Conference Handout. Diliman
Quezon City. Philippines

BUGAL, M.A. 1998. The Performance of Grade IV Pupils in English in La
Trinidad District. Pp. 78-86

CHARLES A. ZOUBEK, L.A., LEMASTER, “Gregg Shorthand for College”,
Volume 1, Series 90, New York, Atlanta, Dallas: McGraw Hill Co., Inc.
1981.

CIANO, N.Q. 1994. Shorthand Writing Students of Baguio Central University.
Unpublished Master’s Thesis, Baguio Central University, Baguio City.

CUYAN, D.D. 1985: Reading Comprehension Skills of Grade Six Pupils in the
Division of Benguet. Unpublished Master’s Thesis, Baguio Central
University, Baguio City. Pp. 64-70.

ESNARA, C. 1998: Reading Difficulties of Grade V Pupils in Kayapa District,
Nueva Vizcaya. Unpublished Master’s Thesis, Baguio Central University,
Baguio City. P.96.

GARCIA, M.B. 1989. Focus On Teaching Approaches Methods and Techniques:
Second Edition, Metro Manila: Rex Bookstore. Pp. 71-81.

Stenographic Skills of Technical Education Students
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54
HOSLER, LESLIE, ZOUBEK. 1958. “Gregg Shorthand Simplified for College,
Volume Two 2nd edition”, New York, Chicago, Dallas, San Francisco:
McGraw Hill Book Co. Inc.

HURLOCK, E.B. 1982. Developmental Psychology: A Life Span Approach. New
York: McGraw-Hill Company. P.18.

JACALA, D.S. 2004. Shorthand Writing of Students of Benguet Central College,
Baguio Central University, Baguio City.

LALUAN, D.B. 1987. Factors Affecting Performance in Mathematics, Physics,
Statistics. Unpublished Master’s Thesis, Benguet State University, La
Trinidad, Benguet. P. 8.

LESLIE, L.A. et al. 1981. Gregg Shorthand for Colleges, Volume 1: McGraw-
Hill International Book Company. Pp. 5-8.

LESLIE, L., ZOUBEK C., LEMASTER J., 1981. “Gregg Shorthand for
Colleges”, Volume 2, Series 90. New York, Atlanta, San Francisco:
McGraw Hill Co. Inc.

LESLIE L., ZOUBEK C., LEMASTER, J, 1981. “Gregg Shorthand for Colleges”,
Volume 3, Series 90. New York, Atlanta, San Francisco: McGraw Hill
Co.,

OASAN, M.S. 1979. As Cited by Laluan, D.B. 1987. Factors Affecting Students
Performance in Mathematics, Physics, and Statistics. Unpublished.
Bachelor of Science Thesis. Benguet State University, La Trinidad,
Benguet . p. 8

RIVERA, F.V. 1980. Towards Effective Teaching. Quezon City. Kalayaan Press
Marketing Inc. P. 106.

RUIZ, M.B. 1988. Evaluation and Measurement for Philippine Schools, Manila:
Garcia Publishing Company. Pp. 58-81.

SALLATIC, C.C. 1998. Listening Ability, Reading Speed and Reading
Comprehension of Intermediate Pupils in the Division of La Union.
Unpublished Master’s Thesis, Benguet State University, La Trinidad,
Benguet. Pp. 6-7, 68- 93.

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SINGANGAN, M.G. 1994. Listening And Reading Comprehension Levels of
Intermediate Pupils of Kayapa, Nueva Vizcaya. Unpublished Master’s
Thesis. University of Baguio, Baguio City. Pp. 162-184.
APPENDICES

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APPENDIX A

Letter to the President of ELC Seeking Permission to Administer Questionnaire

EASTERN LUZON COLLEGES
Km 4, La Trinidad, Benguet

December 2006
DR. CARLOS M. ALACDIS
President
Eastern Luzon Colleges-Benguet
Km. 4, La Trinidad, Benguet

Sir:

May I ask permission from your office that I will be allowed to conduct
my research in titled “Stenographic Skills of Technical Education Students at
Eastern Luzon Colleges-Benguet” in partial fulfillment of the requirements for
Master in Public Administration at Benguet State University.

A survey questionnaire will be administered followed by a personal
interview to some respondents to verify my data.

I look forward to your kind approval on this matter.

Respectfully yours,

MARIJUNE T. ABIASEN
Researcher

Endorsed by:
FELIPE S. COMILA
Research Adviser

TESSIE M. MERESTELA
Dean, Graduate School
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APPENDIX B

Appendix Letter to the Respondents

EASTERN LUZON COLLEGES-BENGUET
MRTC Bldg, Km 4, La Trinidad, Benguet

December 2006

DEAR RESPONDENTS

May I ask permission from your office that I will be allowed to conduct
my research in titled “Stenographic Skills of Technical Education Students at
Eastern Luzon Colleges-Benguet” in partial fulfillment of the requirements for the
degree Mater in Public Administration at Benguet State University.

In this undertaking, may I ask your kind cooperation to answer honestly
the herein survey questionnaire.

Respectfully yours,

MARIJUNE T. ABIASEN
Researcher

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APPENDIX C

Questionnaire

Part A – Profile of the Respondents

Directions: Please put a check mark on the space before the item that describes
yourself.

Name (optional): _______________________________

1. Age Range(for students)
_____________1.1 below 16 years old
_____________1.2 16-17 years old
_____________1.3 18 -19 years old
_____________1.4 20 -21 years old
_____________1.5 22 years old

2. Gender
_____________2.1 male
_____________2.2 female

3. NSAT result (if any)
_____________ 3. 1. below 70%
_____________ 3. 2. 71 to 79%
_____________ 3.3. 80 to 89%
_____________ 3.4. 90 to 99%
_____________ 3.5. 100%

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4. Dialect (s) spoken at home
_____________ Ilocano
_____________ Tagalog
______________ kankana-ey
______________ Ibaloi
______________ Pangasinan
Others, please specify______________

6. Educational attainment of parents
a. Father
___ No schooling
___ Elementary
___ High school
___ College
Degree finished _____________

b. Mother
___ No schooling
___ High school
___ College
Degree finished _____________

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Part B

1. Degree of attainment of stenographic skills of technical education students
at Eastern Luzon Colleges-Benguet.

Directions: Please rate the level of attainment of stenographic skills of
Technical Education Students at Eastern Luzon Colleges-

Benguet.
5
Very Much Attained
4
Highly Attained
3
Moderately Attained
2
Slightly Attained
1
Not Attained

5
4 3 2 1
1. Reading basic skills ______ ______ ______ ______ ______
2. Writing shorthand ______ ______ ______ ______ ______
3. Taking down dictations _______ ______ ______ ______ ______
4. Transcribing shorthand _______ ______ ______ ______ ______

2. Degree of difficulty in stenographic skills of technical education students at
Eastern Luzon Colleges-Benguet

Directions: Please rate the degree of difficulty in stenographic writing of
Technical Education students in Eastern Luzon College Benguet.
5
Very Much Difficult
4 Very
Difficult
3 Moderately
Difficult
2 Slightly
Difficult

1
Not Difficult

3

2

1
1. Reading of basic shorthand _____ ______ _____ _____ _____
2. Writing shorthand

_____ ______ _____ _____ _____
3. Taking down dictations
_____ ______ _____ _____ _____
4. Transcribing shorthand
_____ ______ _____ _____ _____
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3. The extent of effectiveness of methods and strategies used by the teacher in
teaching stenographic skills in Eastern Luzon Colleges-Benguet.

Directions: Please rate the extent of effectiveness of methods and strategies
used by the teacher in teaching stenographic skills at Eastern
Luzon Colleges-Benguet
5 Very
Much
Effective
4 Very
Effective
3 Moderately
Effective
2 Slightly
Effective

1
Not Effective

1
2
3
4
5
1. Lectures

_____ _____ _____ _____ _____

2. Group and individual work _____ _____ _____ _____ _____
3. Letter dictations

_____ _____ _____ _____ _____
4. Letter transcribing

_____ _____ _____ _____ _____
5. Reading and writing practice _____ _____ _____ _____ _____

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BIOGRAPHICAL SKETCH

The author is a native of Palina, Kibungan, Benguet. She was born to Mr.
Colbert E. Abiasen and Mrs. Laura T. Abiasen on May 29, 1974.

She finished her elementary education at Palina Elementary School,
Palina, Kibungan in 1987 and her secondary education at Benguet State
University. She obtained her college degree, Bachelor of Science in Secretarial
Administration in 1997 at Baguio Central University. She took up Bachelor of
Science in Secondary Education at Cordillera Career Development College in
1998. In her desire to pursue higher level of education, she enrolled at Benguet
State University for the Master in Public Administration and graduated in May
2007.

She worked as clerk librarian at National Training Center at Benguet State
University in 1997.

She is at present a faculty member of Eastern Luzon Colleges –Benguet.

Stenographic Skills of Technical Education Students
at Eastern Luzon Colleges-Benguet / Marijune T. Abiasen. 2007

Document Outline

Stenographic Skills of Technical Education Students at Eastern Luzon Colleges-Benguet.
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
  - Background of the Study
  - Statement of the Problem
  - Objectives of the Study
  - Significance of the Study
  - Scope and Delimitation of the Study
- REVIEW OF LITERATURE
  - Socio-Economic Profile
  - Teaching Methods and Strategies Usedby the Teacher TeachingShorthand Writing
  - Conceptual Framework
  - Operational Definition of Terms
  - Hypotheses of the Study
- METHODOLOGY
  - Locale and Time of the Study
  - Respondents
  - Research Instrumentation
  - Data Interpretation and Analysis
- RESULTS AND DISCUSSION
  - Socio-Economic Profile of Respondents
  - Level of Attainment of Stenographic Skillsof Technical Education Students
  - Level of Difficulty in Stenographic Skillsas Perceived by the Respondentsas to their Profile
  - Extent of Effectiveness of Methodsand Strategies in Teaching ShorthandWriting as Perceived by the Respondents
  - Comparison of Respondents� EvaluationAccording to specified variables
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
  - Summary
  - Findings
  - Conclusions
  - Recommendations
- LITERATURE CITED
- APPENDICES
- BIOGRAPHICAL SKETCH