ABSTRACT
This research project aims to examine the perceived effects of computer-aided instruction on students’ acquisition of keyboarding skills in the new normal educational environment. The study seeks to explore how computer-aided instruction is being utilized to teach keyboarding skills, examine students’ perceptions of its effectiveness, evaluate the impact on their skill acquisition, and propose recommendations for optimizing computer-aided instruction in the new normal.
A mixed-methods research design will be employed, combining surveys, interviews, and performance assessments. The research objectives include exploring the utilization of computer-aided instruction for teaching keyboarding skills, assessing students’ perceptions of its effectiveness, evaluating the impact on their skill acquisition, and proposing recommendations for enhancing its implementation.
The findings of this research project will contribute to the existing body of knowledge by providing insights into the perceived effects of computer-aided instruction on students’ acquisition of keyboarding skills in the new normal. The research will explore the utilization of computer-aided instruction, including the types of software or applications used, instructional approaches employed, and the integration of interactive features. Additionally, the research will examine students’ perceptions of the effectiveness of computer-aided instruction in developing their keyboarding skills, considering factors such as engagement, motivation, ease of use, and enjoyment of the learning experience. Furthermore, the research will evaluate the impact of computer-aided instruction on students’ skill acquisition, assessing factors such as typing speed, accuracy, technique, and overall proficiency. Based on the findings, recommendations will be proposed for optimizing the implementation of computer-aided instruction, encompassing instructional design considerations, teacher training, technological infrastructure, and student support.
The implications of this research extend to educators, curriculum developers, policymakers, technology providers, and students. The findings will inform educators and curriculum developers about the perceived effects of computer-aided instruction, helping them make informed decisions on integrating technology into keyboarding instruction in the new normal. Policymakers can consider the implications of the research when formulating policies and initiatives that support the use of computer-aided instruction and technology integration in education. Technology providers can gain insights into students’ needs and preferences, guiding the development of effective keyboarding instruction software or applications. Students can benefit from the research findings by gaining a better understanding of the potential benefits and limitations of computer-aided instruction for acquiring keyboarding skills.
In conclusion, this research project examines the perceived effects of computer-aided instruction on students’ acquisition of keyboarding skills in the new normal educational environment. By exploring utilization, assessing perceptions, evaluating impact, and proposing recommendations, stakeholders can optimize computer-aided instruction and enhance students’ keyboarding skill acquisition
PERCEIVED EFFECTS OF COMPUTER AIDED INSTRUCTION ON STUDENTS’ ACQUISITION OF KEYBOARDING SKILLS IN THE NEW NORMAL, GET MORE PHD DISSERTATION BUSINESS EDUCATION MATERIALS HERE.
