Die verband tussen skryfvaardigheid, toetsbordvaardigheid en selfgereguleerde leer

Abstract

The fourfold aim of this study was to indicate that keyboarding as writing apparatus is an essential skill in the technological era, that self-regulated learners perform better in keyboarding than less self-regulated learners, that self-regulated learners perform better in writing skills tests than less self-regulated learners and that writing skills can be improved by teaching certain WORD97 word-processing functions and self-regulated learning strategies when performing the learning activity. In order to achieve the above mentioned, students registered at the Faculty of Arts for the compulsory TIW course were asked to complete a questionnaire in order to identify the more, as well as the less self-regulated learners. Students registered for TIW112 and TIW122 were respectively divided into the experimental group and the control group. Both groups had to type a pre-test. The experimental group was taught to use certain WORD97 wordprocessing functions and self-regulated learning strategies when performing the learning activity. The control group received no teaching. Both groups typed a post-test. From the literature study it was deduced that keyboarding has become necessary in a technological era. The results of the empirical study indicated that self-regulated learners performed better in keyboard skills tests and writing skills than less self-regulated learners and that teaching in the use of certain WORD97 word-processing functions and selfregulated learning strategies when performing a learning activity can to a certain extend improve writing skills. Keywords for indexing are: keyboarding, computer literacy, strategic learning, composing, keyboard skills, writing, typing, writing skills, technology, self-motivation, self-regulated learning.