Marvin Ehley

Date of Award

12-1970

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Abstract

The Problem: This study was conducted to determine the influence of manifest anxiety on speed and accuracy in first semester high school typewriting utilizing selected paired seating arrangements.

Procedures: Two experiments were employed in this study. Classes "X," "A," and "B" were in one experiment, while classes "Y," "C," and "D" were in the other. Classes "X" and "Y" were control classes and classes "A," "B," "C," and "D" were experimental classes.

The classrooms were arranged so that any two student typewriting learning stations adjoined each other. The students selected their typewriting station the first day they attended class. The Taylor Manifest Anxiety Scale test was administered the second week of instruction. Three one-minute timings were administered at the end of three weeks of instruction to determine the typewriting speed and accuracy of the students. This test also served as the pretest.

During the fourth week of instruction the students in the experimental classes were placed in special seating arrangements. The students in class "A" were paired according to the nearest possible similarity in typewriting speed, and the students in class "B" were paired according to a maximum difference in their typewriting speed.

The students in class "C" were paired according to the nearest possible similarity in their manifest anxiety score, and the students in class "D" were paired according to a maximum difference in their manifest anxiety score. There was no rearrangement of seating for classes "X" and ·"y."

Following the pretest, five post tests were administered at intervals of fourteen class days. The speed scores and the accuracy scores attained on these six tests provided the data for this study. The analysis of covariance statistical procedure was utilized to analyze the data. In each of the experiments appropriate comparison tests were utilized to determine if significant differences were established between the classes or between similar groups within the respective classes.

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