A Comparison of the Performance Errors of Deaf and Hearing Students in a Mainstreamed Adult Education Word Processing Course.

Autor/in	Berkay, Paul James
Titel	A Comparison of the Performance Errors of Deaf and Hearing Students in a Mainstreamed Adult Education Word Processing Course.
Quelle	(1991), (144 Seiten)Verfügbarkeit M.S. Thesis, California State University. A paper based on this document was prepared at the Annual Meeting of the California Educational Research Association (San Diego, CA, November 1991)
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Adult Education; Adult Students; Comparative Analysis; Deafness; Educational Research; Job Performance; Job Skills; Mainstreaming; Office Occupations Education; Statistical Analysis; Word Processing + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Gehörlosigkeit; Taubstummheit; Bildungsforschung; Pädagogische Forschung; Work performance; Arbeitsleistung; Produktive Fertigkeit; Büro- und Verwaltungsschule; Statistische Analyse; Textverarbeitung
Abstract	A study was conducted to determine whether deaf and hearing students generated different quantities of errors on word processing documents in a mainstreamed class. It also examined whether these students measured up to job-ready work quality standards. A literature review focused on the following topics: (1) needs assessment for deaf adult education; (2) methods and modes of classroom communication; (3) program and instructional models for postsecondary education of deaf adults; (4) support services; (5) effects of mainstreaming on deaf and hearing students; (6) comparison of mainstreamed and nonmainstreamed environments; and (7) issues related to typing and word processing. Subjects of the study were newly enrolled adult students (11 deaf and 11 hearing) from a mainstreamed WordPerfect word processing class. Six representative documents prepared by the students were selected for analysis. Mean scores for a total of 28 formatting and typographical errors were compared along with the total formatting errors, total typographical errors, and total overall errors. Data were analyzed using nonparametric statistics to compare the following: (1) average error rates by group for each document; (2) average error rates by group for all six documents; and (3) individual error averages with job-ready performance standards. Results indicated that deaf and hearing students generated similar performance errors and both deaf and hearing students met job-ready standards. (45 references) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01