This study is directed towards finding out the survey of problems associated with the teaching and learning of shorthand and typewriting in Higher Institutions with the aim of ameliorating or improving the situation in order to achieve this purpose, five main hypothesis were made to validate or reject the assumption.
The researcher was necessitated by the engagement of unqualified persons as secretaries in the labor market arising from their poor performances in shorthand and typewriting examinations to qualified them as secretaries.
In an effort to carry out this research however, a population of 590 students offering shorthand and typewriting in both IMT and OSISATECH polytechnics Enugu were used for the study. To reach at the opinion of the respondents therefore, random sampling as well as questionnaires and oral interview techniques were used.
The questionnaire designed to elicit information to answer the five questions put forward in the study dealt with students entry qualifications, learning materials, teacher’s qualifications, English language and interest with the items put in the for of yes or no.
Data collected and presented were analyzed using percentages. With the limitations of the study, findings and conclusions were made that the survey of problems associated with the teaching and learning of shorthand and typewriting in both IMT and OSISATECH polytechnics Enugu is most probably a universal problem
To this end therefore, recommendations were made that the federal Government of Nigeria should among other things provide adequate teaching facilities, to the nation’s higher Institutions that offer the core course. On the other hand, IMT and OSISATECH polytechnics Enugu should restructure their admission policy to be in line with that practice in other higher institutions where shorthand and typewriting are offered.
We know that most of the knowledge and skills we posses were not inherited. They haven been learned in some ways through our lives. Thus, learning amounts to a process through which our behavioral processes are modified over time. For instance, many of the things we do such as using our right hands to write or eat are learned, yet they seem “natural” (Ogan, 1987). Undoubtedly, each instance of learning involves some form of modifications. Generally speaking, some learned changes may appear to be inappropriate or restrictive as in the case of the acquisition of some of repetitive forms of behaviors and handwriting. (Howe, 1977). According to Howe, individuals differs enormously in their ability to learn.
In fact, differences between individuals in the skills and capacities they possess are often so striking and apparently fundamental in nature that it is easy to forget that most elements of such capacities actually have to be acquired through learning, there being no real short cuts. Although systematic differences between people in a range of learned abilities are easy to demonstrate, the investigation of individuals differences in learning is beset with serious difficulties.
A major problem is that only rarely is it possible to equate differences in the observed in the observed capacities with any simple learning process. A variety of additional factors contribute to measured performances in most learning situations. For instance, motivational influences intentional variables, listening and reading ability, perseverance, fatigue and perhaps most importantly, previous learning may each contribute to determining level of performance on tasks ostensibly designed to assess ability to learn. In very general terms learning could be considered as any change in behavior, that occurs as a result of past experience
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