1

Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

In today’s rapidly evolving technological landscape, competent keyboard

typing skills have become an essential requirement for individuals entering the

workforce or pursuing higher education. As information and communication

technology (ICT) continues to play a vital role in various professional domains,

the ability to efficiently and accurate type on a keyboard is crucial for productivity

and effective communication.

Keyboard typing proficiency in senior high ICT students revolves around

recognizing typing skills as fundamental in the digital era. Many industries now

require employees to spend a significant amount of time working with computers

and digital devices. Employers place a high value on keyboard typing proficiency

because it increases productivity and lower error rates.

Through an assessment of senior high ICT students’ typing proficiency,

we can determine whether they are prepared for the workforce and pinpoint any

areas that require improvement to improve their employability. Computer

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keyboard typing skills are essential for many jobs, especially those that involve a

lot of computer or data entry work.

Keyboard typing proficiency may also have an impact on the academic

performance of senior high ICT students. Efficient typing skills can help students

complete assignments, projects, and exams more quickly and accurately,

allowing them to focus on the content rather than struggling with typing. Lee and

Kim (2018).

Enhancing one’s keyboarding skills has advantages outside of the

classroom and workplace. It can improve students’ time management,

productivity, and general digital literacy. Senior high ICT students can build a

solid foundation for lifelong learning and adaptability in the constantly changing

digital landscape by learning to type well at an early age.

The purpose of this research is to determine the keyboard typing

proficiency of Senior High Information and Communication Technology (ICT)

students and assess their current level with established standards.

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THE PROBLEM

State of The Problem

The main purpose of this study is to determine the keyboard typing

proficiency of Senior High ICT students of President Carlos P. Garcia Memorial

High School. This study was conducted during the first semester school year

2023-2024.

Specifically, it sought to answer the following questions:

1. What is the average word count achieved by students in Keyboard typing?

2. What is the average number of errors committed by student in keyboard

typing?

3. What is the student’s proficiency level of keyboard typing?

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Scope and Delimitation

This study focused in determining the keyboard typing proficiency, speed,

number of errors of senior high ICT students both grade 11 and 12. The data

gathering method was through rapid typing tool within 20 minutes. The

researchers would select 30 students as respondents. The researchers used

Stratified random sampling. This study would conducted at President Carlos P.

Garcia Memorial High School in the first semester, school year 2023-2024.
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Review Related Literature

Keyboard skills are important for learners to effectively develop one of the

fundamental tools of computer literacy and of communication itself. It was

necessary to determine the relationship between keyboard skills and the

enhancement of productivity and efficiency in computer training. Bruhns, E.

(2006).

As an essential academic and workforce readiness skill in the 21st century

(National Assessment Governing Board, 2010), writing, especially keyboard-

based writing, has become pervasive in many aspects of living and working.

Nowadays, writing is commonly done digitally in school and educational

assessment (Tate & Warschauer, 2019).

Becoming proficient at keyboard typing is a fundamental skill that supports

their ability to interact with technology in an efficient manner. The keyboard is the

entry point to the digital world. Typing quickly on a keyboard is becoming more

and more important as our world gets more digitalized. Keyboard is the most

common input device in computer and human machine interface devices

(Nano,2021).

Another study by Johnson and Brown (2017) examined the variables

affecting senior high school ICT students' keyboarding proficiency. Practice

motivation, and familiarity with the keyboard layout were found to be the three

most important factors. The result of the study showed that the students who

regularly practiced typing were more proficient than those who did not.
 6

Furthermore, students made more progress when they were driven to get better

at typing. Moreover, learner who were acquainted with the QWERTY keyboard

layout, which is higher levels of proficiency were demonstrated by the commonly

used in most computer keyboards.

According to one study (Smith et al.,2015), most senior high school ICT

students have a moderate level of typing proficiency. The study measured the

students’ typing accuracy and speed using a standardized typing test. The

finding showed that although students could type at a respectable pace, their

accuracy their levels were comparatively lower. This implies that there is

potential for senior high school ICT students to improve their accuracy when

typing on the keyboard. This provide insight into keyboard typing proficiency that

suggest deliberate practice, such as attending typing proficiency that suggest

deliberate practice, such as attending typing classes and setting goals for typing

quickly, can lead to skill improvement even after several years of experience

(Kieth,2007). The improved typing skills also had a positive effect on spelling

ability.

Typing has become increasingly present in modem lives through its uses

in laptops, phones, tablets, and other consumer electronics. Current computers

encourage high typing speeds by implementing mistake corrections such as

"backspace" or "delete" keys, functions that were previously done by cross-outs

or complete rewrites of the entire page. These mistake correction options have

minimized the consequences for typing errors and have caused typists to place

less importance on typing accuracy. (Veldee, K. E. 2019).

 7

The decline in spelling errors on the spelling dictation task was larger in

the experimental group than in the control group. This can be explained by

Berninger and Winn (2006) in which the ability to spell correctly is seen as a low-

level transcription skill that is relying on working-memory resources during the

process of typing or writing a text.

According to the study of Keith and Ericsson (2007) they apply deliberate

practice theory to intermediate-level performance in typing, an activity that many

people pursue on a regular basis. Sixty university students with several years

typing experience participated in laboratory sessions that involved the

assessment of abilities, a semi-structured interview on typing experience as well

as various typing tasks. In keyboard writing, typing skills are considered an

important prerequisite of proficient text production. They describe the design,

implementation, and application of a standardized copy-typing task in order to

measure and assess individual typing fluency (Van Waes, L., Leijten, M., and

Grabowski, J. 2021)

In line with traditional theories of skill acquisition, experience (amount of

typing since introduction to the keyboard) was related to typing performance.

With deliberate practice theory, the highest level of performance was reported

among participants who had attended a typing class in the past and who reported

to adopt the goal of typing quickly during everyday typing. Findings suggest that

even after several years of experience engagement in an everyday activity can

serve as an opportunity for further skill improvement if individuals are willing to

push themselves.
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Modern keyboarding instruction, software allows students to learn

independently at their own pace, so at least with motivated and self-disciplined

students, keyboarding skills can be acquired with minimal help from the

instructor. Based on this theory, a real involving students was carried out (Barta,

1989, pp 12-14).

Teachers creating the atmosphere for students’ engagement affects how

effective students will engage themselves during teaching and learning (Howard,

2020). For teachers to achieve their set goals and objectives, teachers should

adapt the appropriate teaching methods that will help their teaching and learning

with the students to be effective and successful (Gaiziuniene and

Horbacauskiene,2020). Keyboarding is a way of equipping student's typing skills

and it is more of a self-regulatory which promotes self-esteem and self-efficacy

(Lubbe et al, 2006).

In many different ways, teachers an assist students in honing their typing

abilities. They can offer exercises in correct typing technique, feedback on

students, progress and instruction in typing technique. Furthermore, educators

have the ability to offer students tools that will facilitate an increase in accuracy

and speed when typing. Teachers are increasingly required to incorporate

information and communication technologies (ICT) into the modern classroom

(Royce, David, 2019).

When students are actively involved in the teaching and learning process,

they retain more of the material and the teachers can make the classroom a

more comfortable place for them (Hod and Katz, 2020).

 9

A study at Asuoyeboah M/A Junior High School made the researcher saw

that students' typing skills are very poor. Personal communications or

interactions with some teachers and pupils have proven that pupil’s typing skills

in Information and Communication Technology at the school is very poor. The

teaching methods used by the teachers makes the pupils show little interest in

learning how to type (McInerney and Green-Thompson,2020). The researcher

realized that pupils did not take an active part in learning typing skills when

teachers use lecture method rather than a practical technique in teaching typing

(Emmanuel, 2012).

To represent study, use a flat keyboard without moving case and enable

with haptic keyclick feedback to examine the effects of haptic keyclick feedback

on touch typing performance. How haptic keyclick feedback might improve typing

performance in terms of typing speed, typing efficiency and typing errors. All

increased typing speed and decreased typing errors compared to a condition

without haptic feedback. The auditory keyclick feedback alone is not effective as

haptic keyclick feedback, and the addition of auditory feedback to haptic

feedback does not lead to any significant improvement in typing performance

(Zhaoyuan, Darren, Leah, and Hong 2015).

From the literature the researchers observed that it is important for senior

high ICT students to develop a strong keyboarding skills to prepared them for

success and their future careers. Regular typing lessons, practical techniques,

and computer based instruction methods can all be effective ways to improve

students typing proficiency. For senior high ICT students, being able to type well
 10

on a keyboard is vital because it affects their productivity and computer literacy.

Therefore, it is necessary for the students to be proficient in keyboard typing

skills.

Independent Variables

Speed

Dependent Variable

Keyboard Typing
Proficiency

Accuracy
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Definition of Term

ICT Students. Students that are enrolled in the Information and Communication

Technology (ICT) strand of senior high school education. These students

typically study subjects related to computer.

Keyboard Typing. It involves pressing specific keys on the keyboard to generate

written or digital content, including text, numbers, symbols, or commands.

Proficiency. Represents a level of skill and expertise about speed and accuracy.

Rapid Typing. Is a tool used to determine the speed, accuracy and overall rating

of keyboard typing proficiency.

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RESEARCH METHODOLOGY

RESEARCH DESIGN

This study uses descriptive design to determine the keyboard typing

proficiency of senior high ICT students. The method being used to this study was

through rapid typing tool. This design is suitable in this study because it tested

and explained if the students is proficient in keyboard typing.

Research Environment

The study is conducted at President Carlos P. Garcia Memorial High

School. San Agustin, Talibon, Bohol. The researchers chose this place as the

research environment because this location is relevant as it simulates the typical

environment where students develop their keyboard typing proficiency, ensuring

the findings reflect their real-world skill acquisition. At the same time, it is also

where the researchers were studying, which was an advantage for easy and fast

data collection.

Research Respondents

The respondents of this study were selected Grade 11 and 12 ICT

students from President Carlos P. Garcia Memorial High School with a total of

30. The respondents would be chosen through stratified random sampling. The

respondents were both males and females.

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RESEARCH INSTRUMENT

The instrument used in this study was via rapid typing tool, which able to

determine the speed, accuracy, and proficiency level of the respondents. A rapid

typing tool typically refers to software or applications designed to improve typing

speed and accuracy through exercises, games, or lessons. These tools often

offer various exercises, practice texts, and games to help users enhance their

typing skills efficiently.

RESEARCH PROCEDURE

Phase Ⅰ: The researchers will select 15 ICT students in Grade 11 and

12 students from President Carlos P. Garcia Memorial High School to be the

respondents in the study.

Phase Ⅱ: The researchers visited the advisers of the respondents to ask

permission in allowing them to participate in our research study. Then, the

researchers gave a permission letter to the computer laboratory in-charge

(Computer System Servicing Teacher). The selected students will type in the

computer keyboard, using rapid typing tool in order to have an easy data

collection. The researchers observed the respondents and write the data that the

respondents will get in keyboard typing skills.

Phase Ⅲ: The data that will be collected, will be analyzed thoroughly in

order to derive a valid conclusion.

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STATISTICAL TREATMENT

In order to arrive at a conclusion, the researchers used mean and

percentage to determine the average in number of error, and words per minute in

keyboard typing proficiency.

Formula: Mean x =
∑x
n

X = Mean

∑ x =sum of all values

n = number of values

Percentage (%) = ( Whole

Part
) ×100
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CHAPTER Ⅲ

FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter include the presentation of data and analysis, findings,

conclusions, and recommendations.

Findings
Ⅰ. Speed
A. Words Per Minute

No. of WPM f %
7 1 3.33
11 1 3.33
12 2 6.67
14 1 3.33
15 2 6.67
16 2 6.67
17 3 10
18 3 10
19 2 3.33
20 6 20
21 1 3.33
22 2 6.67
23 1 3.33
24 1 3.33
26 2 6.67
Total: 530 30 100

Table 1.1 shows the average of words per minute committed by the respondents.

The total number of words per minute committed by the respondents

(530)divided by the total number of sample (30). Thus, the mean average of

words per minute committed by the respondents is 17.67.

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Ⅱ. Average number of errors

B. NUMBER OF ERRORS
Errors Number %
0-10 9 30%
11-20 10 33%
21-30 6 20%
31-40 3 10%
41-50 2 7%
Total:2473 30 100%

Table 2.1 shows the average errors committed by the respondents. The total

number of errors committed by the respondents (2,473), is divided by the total

number of sample (30). Therefore, the average errors that is committed by the

respondents is 82.43.

Ⅲ. Proficiency level

A. RATINGS

Ratings f %
Poor 1 3.33%
Fair 27 90%
Good 2 6.67%
Excellent 0 0%
Total: 30 100%

Table 3.1 shows the frequency and percentage distribution of the

respondents according to ratings. It illustrated that 3.33% of the

respondents got poor ratings, 6.67% of the respondents got good

 17

ratings ,90% of the respondents got fair ratings which is the majority and

none of the respondents got the excellent ratings.

Conclusions

After presenting and analyzing the data about the keyboard typing

proficiency of senior high ICT students, the researchers found out that the

Senior high ICT students are not fast in terms of keyboard typing and its

shows that the students committed many errors because they are not

familiar in keyboard layout. Therefore, the senior high school students is

not proficient in keyboard typing based on their proficiency level.

Recommendations

The researchers offer the following recommendations for further

study on the keyboard typing proficiency of Senior high ICT students.

1.President Carlos P. Garcia Memorial High school should continue

conducting research study about keyboard typing proficiency.

2.Teachers that handle ICT subject should conduct more practice for the

students to enhance their typing skills.

3.Students should familiarize themselves with different keyboard layouts,

and they should practice more about the keyboard typing.

4.The researchers recommend to future researchers to conduct a

correlational study to determine who is the fastest typist among the Gr.11

and Gr.12.
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 22

APPENDICES
 23

APPENDIX A

LETTER OF TRANSMITTAL

Researchers
San Agustin, Talibon Bohol
PCPGMHSl

Dear Sir Carlos,

We are writing to formally request your permission for our research study in keyboard
typing proficiency of senior high ICT students. Which we are going to use the PC’s in the
computer laboratory in order for us to identify the typing skills of senior high.

The activity will occur this week and will be conducted by our research group consist of 8
members (Rexam, Mariel, Riza Mae, Almeah, Chinkee, Genierose, Angel, Ranijane).
We anticipate that the process will take 2 hours and we promise to take every
precautions to ensure that there is no disruption or inconvenience caused.

We want to assure you that we respect your property /rights/privacy and will make sure
to comply with any regulations or restriction you may have in place. We will also take full
responsibility for any damage that may occur as a result of the activity.

Your cooperation in this matter would be greatly appreciated. Please sign this letter if
you grant this permission. We are hoping for your approval on or before Christmas party.

Thank you for considering our request.

Best Regards,
RESEARCHERS

CARLOS C. EVALAROZA
SIGNATURES

December,10,2023
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APPENDIX B
Descriptive of keyboard typing proficiency of ICT students

The researchers will ask for cooperation of grade 11 and grade 12 ICT
students to type in the computer keyboard that is essential for our research. We
will observe and facilitate the respondents.
Table 1&2:
RESPONDENTS Words per No of errors Percentage
minute
Typist 1
Typist 2
Typist 3
Typist 4
Typist 5
Typist 6
Typist 7
Typist 8
Typist 9
Typist 10
Typist 11
Typist 12
Typist 13
Typist 14
Typist 15
Typist 16
Typist 17
Typist 18
Typist 19
Typist 20
Typist 21
Typist 22
Typist 23
Typist 24
Typist 25
Typist 26
Typist 27
Typist 28
Typist 29
Typist 30
 25

CURRICULUM VITAE

Name: Mariel C. Albores

Gender: Female

Address: San Roque Talibon, Bohol

Age: 18

Date of Birth: September 24,2005

Place of Birth: C.P.G, Tugas Pitogo, Bohol

Civil Status: Single

Cellphone number: 09265086447

Name of Mother: Agapita Albores

Name of Father: Renato Albores

 26

CURRICULUM VITAE

Name: Riza Mae I. Lumagod

Gender: Female

Address: San Roque Talibon, Bohol

Age: 18

Date of Birth: October, 06, 2005

Place of Birth: San Roque Talibon, Bohol

Civil Status: Single

Cellphone number: 09953441325

Name of Mother: Marivic I. Lumagod

Name of Father: Ricardo G. Lumagod

 27

CURRICULUM VITAE

Name: Almeah E. Padin

Gender: Female

Address: San Agustin Talibon, Bohol

Age: 17

Date of Birth: August 31 2006

Place of Birth: San Jose Talibon, Bohol

Civil Status: Single

Cellphone number: 09550225004

Name of Mother: Amalia Padin

Name of Father: Raymundo Padin

 28

CURRICULUM VITAE

Name: Rexam Fherd M. Bracho

Gender: Male

Address: San Agustin Talibon, Bohol

Age: 17

Date of Birth: July 6, 20006

Place of Birth: San Agustin Talibon, Bohol

Civil Status: Single

Cellphone number: 09702233426

Name of Mother: Iam Bracho

Name of Father: Frederick Bracho

 29

CURRICULUM VITAE

Name: Jane Chinkee A. Magtoto

Gender: Female

Address: Poblacion Trinidad, Bohol

Age: 18

Date of Birth: July,12,2005

Place of Birth: Cebu City

Civil Status: Single

Cellphone number: 09274295662

Name of Mother: Rowena A. Magtoto

Name of Father: Fernando C. Magtoto

 30

CURRICULUM VITAE

Name: Gennie Rose Wasawas

Gender: Female

Address: San Agustin Talibon, Bohol

Age: 18

Date of Birth: May ,17, 2005

Place of Birth: San Agustin Talibon, Bohol

Civil Status: Single

Cellphone number: 0965734637

Name of Mother: Gloria Allanic

Name of Father: Elmer Wasawas

 31

CURRICULUM VITAE

Name: Ranijane N.Yuson

Gender: Female

Address: San Agustin Talibon, Bohol

Age: 17

Date of Birth: February,12, 2006

Place of Birth: San Agustin Talibon, Bohol

Civil Status: Single

Cellphone number: 09268123088

Name of Mother: Capistrana N. Yuson

Name of Father: Domingo A. Yuson

 32

CURRICULUM VITAE

Name: Maria Angel Mae L. Auguis

Gender: Female

Address: San Agustin Talibon, Bohol

Age: 19

Date of Birth: September, 13, 2004

Place of Birth: San Agustin Talibon, Bohol

Civil Status: Single

Cellphone number: 09858375260

Name of Mother: Apolonia L. Auguis

Name of Father: Roberto A. Auguis