Learning obstacles of BSOA students in shorthand / Jonalie T. Bufete, Mark Kenneth G. Mejaro, and Maria Theresa A. Moreno.

Undergraduate Thesis (BSOA)- Office Administration. Camarines Sur Polytechnic Colleges, 2024.

Includes bibliographical references.

This research investigates the learning obstacles faced by Bachelor of Science in Office Administration (BSOA) students at Camarines Sur Polytechnic Colleges in mastering shorthand. Shorthand, a crucial skill for office administration professionals, enables rapid and accurate transcription, making it valuable in various professional environments. The study aimed to identify specific challenges students encounter in shorthand, particularly dictation and transcription, and propose solutions to enhance their proficiency. The research utilized the Skill Acquisition Theory by Paul Fitts and Michael Posner (1967) as its theoretical framework, emphasizing the importance of acquiring skills in achieving goals in achieving goals. A review of the related literature emphasized the enduring significance of shorthand despite technological advancements. However, it also uncovered common challenges encountered by students, such as a lack of practice and insufficient instructional support. The researchers employed a descriptive approach, surveying 187 second-year BSOA students using Slovin’s formula. Data was gathered through questionnaires. Statistical tools like weighted mean and percentage techniques were used to analyze the responses, revealing the main challenges faced by the students. The findings revealed that BSOA students possess a solid skill set in both dictation and transcription, with notable proficiency in dictation. However, the study identified significant learning obstacles in both areas, including difficulties with unfamiliar words, maintaining focus during dictation, and poor penmanship, causing inaccurate strokes. The research concluded that students often struggle to master these essential skills due to unfamiliarity with words and insufficient practice. Based on the findings, the researchers recommend implementing specialized training programs, using real- life scenarios in training sessions, holding student focus groups, and establishing frequent assessments to help students track their progress.