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MACHINE SHORTHAND PROFICIENCY OF OFFICE

ADMINISTRATION STUDENTS

A Thesis
Presented to
The Faculty of the College of Business and Public Administration
Camarines Norte State College
Daet, Camarines Norte

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Office Administration

by

Wilalaine V. Acuña
Aileen A. Camaclang
Liezl R. Curit
Jessica B. Majadas

2023
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Chapter 1

INTRODUCTION

Machine shorthand is a professional course used in dictation but differs from

Gregg shorthand. This also employs symbols, although they appear as letters. The

foundation of machine shorthand is similar to that of Gregg shorthand in that words are

written according to sound rather than how they are spelled. The machine is unlike a

typewriter or a computer in that silent letters are removed, full phrases and syllables are

written in a single stroke, and the system automatically gaps after each stroke is written.

Courts, legal offices, and contemporary commercial and government departments all

employ this technique for dictation.

In his study, Ogwang (2020) states that in Uganda today, the Executive Secretary

of the Uganda Business and Technical Examination Board has been mentioning the lack

of shorthand competencies as one of the major factors that affect the completion rates of

students who pursue secretarial studies at both the certificate and diploma levels. 

Moreover, Rayos et al. (2016) found that office administration students were still

competent in standard machine operations, including basic assembly and troubleshooting.

However, regarding speed and transcription, none of the respondents met the qualifying

40 words a minute with 95 percent accuracy.

In the Philippines, several colleges are offering courses in Office Administration.

One of them is Camarines Norte State College. According to Ang et al. (2021), these four

years of study are designed to provide the students with essential knowledge and

necessary skills needed by an office employee.

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To be fully equipped in a larger arena of skilled individuals, students must receive

the kind of education that will enrich their knowledge and sharpen their skills. According

to the CHED Memorandum Order Number 19, Series of 2017, Article I Section 1: “based

on the guidelines for the implementation of CMO No. 46, s.2012, this PSG implements

the “shift to learning competency-based standard/outcomes-based education.” It specifies

the core competencies expected of Bachelor of Science in Office Administration

graduates “regardless of the type of higher education institution they graduate from.”

However, in “recognition of the spirit of outcomes-based education and of the typology

of higher education institutions,” this policies, standards, and guidelines also provided

ample space for higher education institutions to innovate in the curriculum in line with

the assessment of how best to achieve learning outcomes in their particular contexts and

their respective missions.

Article III Section 4 states that: “the higher education institutions are allowed to

design curricula suited to their contexts and missions provided that they can demonstrate

that the same lead to the attainment of the required minimum set of outcomes, albeit by a

different route. In the same vein, they have latitude in curriculum delivery and terms of

specification, and deployment of human and physical resources as long as they can show

that the alternative can assure the attainment of the program outcomes and satisfaction of

program educational objectives means they propose.”

Furthermore, Section 5.4 under Article IV Programs Specifications enlisted

stenographer/transcriber as one of the entry-level jobs cited under the opportunities of

specific professions, careers, and occupations for graduates. Moreover, according to the

course syllabus, the course trains students to take dictation at speed beyond the limits of
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manual shorthand with the use of stenograph machines and prepares students to be court

stenographers. Additionally, at the end of the semester, the students should be able to

memorize letters and letter combinations used in materials and communication in legal

offices and courts, take dictation at the rate of 100 to 120 words a minute with the use of

a stenograph machine, and use both hands effectively in working with the steno machine.

Similarly, according to Corral (n.d.) in the Module 1 OA11-Machine Shorthand of

the University of Rizal System, the course objective is to enable students to familiarize

themselves with the different parts of the steno machine, how to assemble it and how to

use it properly; learn the three sections of the steno machine keyboard and the basic home

position of the fingers on the keyboard; acquire knowledge on how to write machine

shorthand symbols; know how to use initial and final keys, vowel keys, consonant

compound, and the symbols for the period; memorize sets of abbreviations and

derivatives with phrasing, and apply the newly learned principles in a simple dictation.

Jobs as stenographers need substantial training in shorthand and using shorthand

machines and related equipment. They are highly skilled employment, so students devote

much time to improving their stenography's speed and accuracy. Court reporters need to

be proficient in stenography and the English language, grammar, punctuation, and

spelling. They must also be familiar with various legal and medical terms, especially in

the courtroom.

Despite the importance of shorthand, students often encounter problems and

difficulties in achieving shorthand proficiency. According to the study by Agnas et al.

(2018), students often find difficulties in taking dictation as rapidly as the dictator gives

it, changing immediately or making a correction during dictation as well as unable to

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recall to use brief forms and derivatives while writing dictation; on the other hand, along

transcription, the challenges encountered are unfamiliarity with the steno alphabet letters,

brief forms, phrases and abbreviation and slowness and inaccuracy in reading the

transcribed words.

Every subject in the school curriculum can be efficiently learned with the help of

instructional materials. Good books, audio-visual materials, machines, equipment,

laboratory/simulation rooms, etc., are instrumental in the positive academic performance

of students. The lack of these instructional materials affects the ability of students to

achieve proficiency in learning. According to Nabor et al. (2014), one of the factors

contributing to the difficulties in machine shorthand is the insufficient number of steno

machines used in teaching. This results in a lack of experience in handling a steno

machine, difficulties with using a steno machine, and unfamiliarity with the operation and

functions of the machine. 

In Camarines Norte State College today, Office Administration students are

having difficulties achieving full proficiency in machine shorthand due to the inadequacy

of the steno machines available and the lack of laboratory rooms/simulation offices as the

proper venue for practical activities. Currently, only three steno machines that have not

even been used in teaching are available. Additionally, there is no available facility

(laboratory room/simulation office) specifically designed for Office Administration

students for their practical activities.

Shorthand being one of the major subjects of the Bachelor of Science in Office

Administration course, both students and schools need to ensure that the level of

proficiency and the attainment of the goals and objectives of the course program is
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achieved. They assessed the student's proficiency level and considered the areas where

problems and difficulties are necessary to formulate action plans to address the issue. It is

with this premise that the researchers conducted this study.

This study aims to determine the machine shorthand proficiency level of the

Office Administration students of Camarines Norte State College. The researchers

collected the data through a survey questionnaire and further evaluated the data gathered

from the respondents. Specifically, it determined the following: profile of the respondents

in terms of age, sex, and year level; level of machine shorthand proficiency based on

standard operations in terms of assembly and troubleshooting, and speed and

transcription skills; difficulties encountered while acquiring shorthand proficiency; and,

an action plan to enhance the level of machine shorthand proficiency.

Importance of the Study

The researchers believe that the result of the study will benefit the following:

School Administration. The result of this research will provide the school

administration a chance to be more aware of how their students perform academically,

the difficulties their students face in their studies, and to address these difficulties by

making necessary adjustments in the instructional methods and materials used in teaching

which will produce more academically positive results.

BSOA faculty. The research will provide instructors additional guidance and

perspective to constantly assess their students’ performance regarding shorthand

proficiency, continuously update the current learning materials, and ascertain which

aspect of the curriculum needs more improvement if any.

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Office Administration students. This will provide students with better insight into

the intricacies of the education system and how proper instructional materials and

teaching methods can significantly elevate their shorthand proficiency in preparation for

being efficient office administrators in the future.

Researchers themselves. This study will help them enhance their knowledge and

skills and be a guide for their future endeavors.

Secretaries. This study will provide secretaries with additional insights into

improving their performance for further career development.

Future Researchers. This research will give future researchers additional

information and background about the topic if required to make studies with related

themes.

Objectives of the Study

This study aims to answer the level of machine shorthand proficiency of Office

Administration students of CNSC. Specifically, this study endeavors to:

1. Know the respondents’ profile in terms of: 

1.1 age;

1.2 sex; and,

1.3 year level;

2. Determine the level of machine shorthand proficiency in standard operation in terms

of:

2.1 assembly and troubleshooting; and,

2.2 speed and transcription skills;

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3. Identify problems encountered by students in acquiring machine shorthand

proficiency; and,

4. Propose an action plan to enhance office administration students' machine shorthand

proficiency.

Scope and Limitation of the Study

The study focused on the machine shorthand proficiency of office administration

students. The area of the study covers the 3rd year to 4th year Bachelor of Science in

Office Administration students of Camarines Norte State College- Main Campus, and a

questionnaire was used based on the objectives of the study to determine the

demographic profile of the students in terms of age, sex, and year level; the level of

machine shorthand proficiency based on standard operation in assembly and

troubleshooting and speed and transcription skills; the difficulties encountered while

studying machine shorthand; and, the formulation of an action plan to enhance machine

shorthand proficiency. A total of 113 students comprising forty (40) students from 3rd

year and seventy-three (73) students from 4th year, serve as the respondents.

The study was limited only to regular third- to 4th year Bachelor of Science in

Office Administration students currently enrolled in this Academic Year 2022-2023.

Time and Place of the Study

The researchers conducted the study from August 2022 to December 2022, with

the questions focused on the level of machine shorthand proficiency of BSOA students of

Camarines Norte State College. The researchers began the process by finding data to

provide the basis and begin working with, planning what has to be done during the

research and consulting with their adviser. To complete this project, the researchers then
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passed the title defense within the specified time frame. The survey questionnaire was

then submitted for checking and approval by their adviser, and they conducted the

survey. The researchers consequently arranged the information gathered from the survey,

analyzed the results, and finished the research with their conclusion and

recommendations.
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Chapter 2

REVIEW OF LITERATURE

This chapter presents the related literature and studies. It also analyzes the state of

the art, eventually benefiting the researchers in identifying the research gap that the study

concluded. The study formed the basis for the conception of the study’s problem. The use

of paradigms in theoretical and conceptual frameworks demonstrates this

conceptualization.

Proficiency 

From the conceptual definition, the word proficiency means the advancement in

which an individual has acquired knowledge and skills. Proficiency has different levels

depending on the stages of advancement regarding a person's specific expertise

(knowledge and skills).

The article by Great Schools Partnership (n.d.) stated that proficiency-based

learning aims to ensure that students acquire the essential knowledge and skills needed to

succeed in school, higher education, the modern workplace, and adult life. Therefore,

assessment and verifying proficiency should prioritize enduring knowledge and skills.

Furthermore, in a proficiency-based system, assessment, grading, and reporting practices

are designed to accurately measure and describe the knowledge and skills students have

acquired and emphasize and encourage learning growth over time. 

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Furthermore, according to The Glossary of Education Reform (2014), to

understand how proficiency works in educational contexts, it is important to recognize

that all proficiency determinations are based on some form of standards or measurement

system and that proficiency levels change in direct relation to the scales, standards, tests,

and calculation methods being used to evaluate and determine proficiency. In education,

the term proficiency is used in a variety of ways, most commonly about proficiency

levels, scales, and cut-off scores on standardized tests and other forms of assessment;

students were achieving or failing to achieve proficiency levels determined by tests and

assessments; students were demonstrating or failing to demonstrate proficiency with

learning standards; and, teachers being deemed proficient or non-proficient on job-

performance evaluations. 

According to Oyinloye et al. (2021) in their study “Office Skills Required by

Office Technology and Management Students for Effective Performance in a Modern

Office,” they stated that the office skills required for the effective performance of a

secretary in a modern office are soft and hard. These skills are used as a basis for

developing educational curricula, future profiling of jobs, and the technical functions that

the industry desires most. Hard skills are the technical skills individuals use daily to

perform the job, for example, computer skills or procedural knowledge applied in a job.

This implies that hard skills are the core competencies and knowledge acquired for the

effective performance of office work and duties, such as the ability to operate office

machines and equipment, keyboarding skills, and many others.

Furthermore, according to the study by Seidu & Oteng (2016) titled “The Impact

of Modern Office Technology on the Secretary’s Performance in Some Selected Business

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Organizations in the Takoradi Metropolis,” they stated that the effective performance of

the professional secretary depends upon the office equipment knowledge and skills of

that person. If the secretary is knowledgeable in the operation of office equipment, it

guarantees their optimum usage, which inevitably affects the secretary’s activities and

performance output. Moreover, Mathur et al. (2018), in their study “Quantifying Users’

Beliefs About Software Updates,” stated that software updates are critical to software

systems' performance, compatibility, and security. Software updates are essential to

keeping systems and programs up-to-date. These updates fix bugs and improve

performance and usability, but arguably their most important function is enhancing

system security by fixing vulnerabilities. Proficiency in updating software is an essential

knowledge needed by those who study secretarial courses and those who work as office

administrators and staff.

Furthermore, a 2022 Students and Technology Report by Educause revealed that

despite broad tech-savviness among college students, many struggles with technological

challenges beyond their control. While students are mostly self-reliant when

troubleshooting technology challenges, colleges still have a role to play in providing

backup as they work to resolve technical problems. Nearly half of the respondents had a

repaired device malfunction when needed, and more than one-third found themselves

unable to run a required application or software when needed.

More so, according to a study by Adam (2015) titled “The Efficacies of the

Secretarial Profession by Ghana Education Service and Higher Education Institutions,”

he stated that shorthand is another skill that a secretary should possess in order to write

fast and then transcribe them (typing) into plain English text for ordinary person’s
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understanding. Shorthand is secret writing, whereby if you have never studied or learned

it, you can never read or figure out what is being written or said.  Similarly, according

to an article by Court Reporter Edu (2022), stenographer jobs are highly skilled positions

that require extensive training in shorthand and the use of the stenotype machine and

related technology. Therefore, individuals in court reporter programs spend a great deal

of time working on achieving speed and accuracy in stenography. In addition to

stenography skills, court reporters must have an excellent grasp of the English language

and grammar, punctuation, and spelling. They must also understand many legal and,

sometimes, medical terms, particularly when working inside a courtroom.

According to Richardson (2017), in his study titled “Typing as a Practical Skill to

Improve Writing Efficacy in the Secondary Montessori Classroom,” he stated an

evaluation found that learning formal typing procedures on a keyboard machine would

improve the quality and proportion of work students passed on. The study showed a

positive relationship between typing and word total; sixty-six percent of students saw a

positive extension in words per minute. Similarly, according to an article by Universal

Class (n.d.), when working in a secretarial role, you must utilize office equipment to

complete your tasks. The more knowledgeable you are about the equipment, the more

easily you can use these systems to help you reach your daily goals. 

In an article by Ragin (2020), he stated that to achieve better grades, students need

equipment and other resources that allow them to get new knowledge. Furthermore,

students who actively use the resources provided by the institutions' facilities are more

likely to achieve better grades than those who do not. 

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In the study by Adalikwu (2013) titled “The influence of Instructional Materials

on Academic Performance of Senior Secondary School Students in Chemistry in Cross

River State,” he revealed that students taught with instructional materials performed

significantly better than those taught without instructional materials and also that the use

of instructional materials generally improved students’ understanding of concepts and led

to high academic achievements.

An article supports these studies, Education 2030 Framework for Action (2016),

which states that educational institutions and programs should be adequately and

equitably resourced, with books, other learning materials, open educational resources,

and technology that are non-discriminatory, learning conducive, learner-friendly, context-

specific, cost-effective, and available to all learners — children, youth, and adults.

The study by Okoro (2018) titled “Appraisal of Students’ Academic Performance

in Shorthand in College of Education” her study reveals that there was a high rate of

failure in dictation and transcription, followed by the phrasing of special outlines, writing

of special outlines, short form and transcribing from printed materials. The students have

a weak English background due to not having the correct spellings of certain words.

Consequently, recommendations are that teachers should expose the students to daily

dictations and transcriptions of shorthand exercises, students should practice regularly,

students should be provided with textbooks in shorthand, and equipped shorthand

laboratories should be provided.

 According to Armiati et al. (2018) in their study “The Analysis of the 10-finger

Typing System and Blind System as One of the Competitive Advantages in Entering the

Work World,” the results showed that the overall speed of typing of the first-year
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students from the Office Administration Department of SMK N 2 and SMK 3 of Padang

is in a low category. The typing accuracy is too low, even though their interest is high

enough to have the ability to type with ten fingers using a blind system. This is because

of the lack of duration of typing lessons in the curriculum and the frequency of students

practicing at school or home, which caused students not to master finger functions on the

keyboard.

According to the study by Enyekit et al. (2016) titled “Extent of Instructional

Material Usage and Academic Performance in Shorthand of Office Technology and

Management (OTM) Students in Tertiary Institutions in Rivers State,” they stated that the

inadequacy of teaching facilities and equipment in schools means that students do not

have ample opportunities to use and apply the relevant knowledge and information

acquired during shorthand lectures in actual practices. This inadequacy leads to poor

academic performance in shorthand and an inability to coordinate lessons learned in

lectures with actual steno machine practices.

Similarly, in the study of Arrogante et al. (2016) titled “Level of Effectiveness in

Stenography of Bachelor of Science in Office Administration Graduates in Camarines

Norte State College,” they found that the level of difficulties met was the insufficient

availability of reference books and learning facilities (e.g., simulation room for shorthand

practices) in the school. 

As pointed out by Nabor et al. (2014) in their study “Stenography Skills of

Bachelor of Science in Office Administration Students in Camarines Sur Polytechnic

Colleges,” the factors which affect developing stenography skills are lack of technique to
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transcribe shorthand strokes, unable to take dictation completely, and unable to read

dictated data wherein most students occasionally encountered.

Furthermore, according to Rayos et al. (2016) in their study titled “Machine

Shorthand Competencies of Bachelor of Science in Office Administration in the

University of Rizal System, AY 2016-2017,” they found that students were still

competent in terms of standard operations of the machine including basic assembly and

troubleshooting. However, regarding speed and transcription, none of the respondents

met the qualifying 40 words a minute with 95 percent accuracy. Thus, the assessment on

machine shorthand competency of BSOA students resulted in not yet competent.

Office Administration Students

According to an NCES 2016 survey, the age distribution of college undergraduate

students for both 4-year and public 2-year institutions is between 18 and 24. Nonetheless,

more than 20% of undergraduate students at 4-year institutions are over 24. 

Furthermore, Panacci (2015), in his study titled “Adult Students in Higher

Education: Classroom Experiences and Needs,” found that the traditional student

category typically includes full-time students who enroll immediately after high school,

are between 18 and 22 years old, and who do not have other major responsibilities and

roles that compete with their studies (e.g., full-time employment, parenting, and

community responsibilities). Nontraditional student designation is generally applied to

students who are 25 years or older who did not enroll immediately after high school, are

not in their first cycle of education, attend part-time, are financially independent, have

other major responsibilities and roles that compete with their studies (e.g., parenting,

caregiving, employment, and community involvement), or lack the standard admission

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requirements of a program. Moreover, age differences do not determine college

undergraduates' academic performance. Adult students generally perform at comparable

rates as traditional full-time students who are involved in on-campus social interactions

and activities outside the classroom and do not have other major responsibilities and roles

(Panacci, 2015).

Additionally, according to the study by Imlach et al. (2017) titled “Age is No

Barrier: Predictors of Academic Success in Older Learners,” they found out that mature-

aged students (25 and above) have been shown to attain better academic results at

university studies than their younger peers.

Furthermore, the study by Pellizzari and Billari (2012) titled “The Younger, The

Better? Age-related Differences in Academic Performance at University” stated that at

the undergraduate level, younger students perform better compared with their oldest

peers. Differences in cognitive ability only partly explain this finding and rather seems to

be associated with differences in social activities. 

In contrast, the study by Tadese et al. (2022) titled “Determinants of Good

Academic Performance Among University Students in Ethiopia: a Cross-sectional Study”

aimed to identify the determinants of academic performance among university students in

Southern Ethiopia. The results showed that students aged between 20 and 24 were

significantly associated with good academic performance. 

Moreover, according to the International Association of Administrative

Professionals (n.d.), males make up only 1 percent of their members and no more than 5

percent of the total US population of secretaries/administrative assistants. The main

reason the profession is female-dominated is that secretaries have traditionally been

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female for the last 70 years and males find the technological/technical side of the

profession more appealing than typewriters or mimeographs. 

Additionally, according to a study by Asotea et al. (2021) titled

“Competency Level of 4th Year Bachelor of Science in Office Administration Students

of Camarines Norte State College SY 2020-2021,” they revealed that most of the

Bachelor of Science in Office Administration students were females. This was because it

was a clerical and administrative course that captivated most female students. However,

males were involved in this curriculum too. 

According to an article by Homeschool Success (n.d.), the typical student enters

college undecided about their major. Many change their majors two or three times. If

students concentrate on completing general education requirements in the first year and

the changes happen early in college, this may not slow the student down too much.

Students who change their major later in college can significantly delay their graduation.

Moreover, according to an article by Maine’s Public Universities (2022), many

factors have been found to influence retention and be strongly associated with student

persistence. These factors include initial student commitments, peer support, involvement

in the institution’s academic life, and frequency and quality of faculty-student interaction.

According to the study by Daniel (2018) titled “Insights Into Why Some Office

Administration Students are Not Learning to Touch-type,” she stated that one of the

reasons why many office administration students are not passing the first-semester (2014)

course credit at Davis College is the failure in typing and keyboarding classes. For

example, in the 2014 academic year, 446 students were enrolled for the first semester,

and only 312 passed the semester. It Is because of the inability to meet the required speed
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and accuracy while typing with proper finger position on the keyboard. The study also

found that typing skills can be further enhanced with constant practice and adequate

school training hours.

Moreover, according to Capistrano et al. (2021) in their study “Challenges

Encountered by Bachelor of Science in Office Administration Students in Stenography,”

to be considered proficient in shorthand, one must be skillfully knowledgeable in the

rules of shorthand writing and transcribing, have a good command of the English

grammar, vocabulary, punctuation, and spelling, and perform stenographic transcriptions

(handwritten and machine) efficiently, and able to type from 40-55 words per minute

accurately and to take dictation at 100-120 words per minute.

In the study of del Villar & Villegas (2012) titled “Difficulties in Stenography of

3rd Year Office Administration Students in Camarines Norte State College,” they

recommended possible ways to solve the difficulties encountered by office administration

students in acquiring shorthand proficiency. These are the provision of required facilities,

equipment, and supplies for stenography; more effective teaching strategy, methodology,

and instructional materials used by the instructors; student motivation in acquiring

proficiency in English language, grammar, spelling, vowel and consonant sounds, word

building, and sentence construction; and more activities to develop shorthand skills

through practice.

As recommended by Faustino (2012) in his study titled “Factors Affecting the

Employability of the Bachelor of Science in Office Administration Graduates at

Camarines Sur Polytechnic Colleges,” he stated that importance should be given to

improving the skills of BSOA students through training and computer literacy and skills
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in stenography must be implemented. Students must have mastery in communication

skills, should have enough exposure to operating modern office equipment, and they

should develop self-confidence, excellent communication skills, and the ability to deal

with other people can develop an attitude of being excellent in all fields.

In the study of Agnas et al. (2018) titled “Challenges Encountered by Bachelor of

Science in Office Administration Students in Shorthand,” they concluded that the

challenges encountered are the inability to take dictations as rapidly as the dictator gives

it, change immediately or make corrections during dictation. On the other hand, along

with transcription, the challenges encountered are unfamiliar with the steno alphabet

letters, brief forms, phrases, and abbreviations and slowness and inaccuracy in reading

the transcribed words. 

Machine Shorthand

According to the study by Ibrahim (2021) titled “Influence of Students’ Perceived

Cognitive Difficulties on Interest in Shorthand and Choice of Office Option in Colleges

of Education in North East Nigeria,” in colleges of education in Nigeria, the National

Commission for Colleges of Education (NCCE), there are certain courses that are

classified as core while others are known as electives. Machine shorthand is one of the

core courses that all business education students in Colleges of Education must offer and

pass before graduation. Furthermore, the NCCE states the objectives of shorthand

education in Nigeria Colleges of Education are to produce well-qualified and competent

students who will be able to teach business subjects in secondary schools; students who

will be able to inculcate the vocational aspect of business studies into society;
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knowledgeable secretaries; and, students who will be involved in the much-desired

revolution of vocational development throughout their learning (Ibrahim, 2021). 

According to the study by Valiente (2022) titled “Students’ Assessment and

Performance in Machine Shorthand: Basis on the Development of Instructional

Materials,” he stated that more than ever, machine shorthand has become an important

tool in business communication as well as in the long-established uses of reporting and

personal writing, from courtroom transcripts and even within the classroom. It is the art

of using a specialist machine in order to write at very fast speeds and very accurately.

This is achieved by writing syllables, words, or even entire phrases in a single-hand

motion. Furthermore, at first glance, a machine shorthand looks like a regular keyboard.

However, once you use it for shorthand, it is really difficult since there is no letter written

on the keyboard. It is very far from a computer keyboard. It needs familiarization with

strokes and also constant practice.

According to Corral (n.d.), as stated in Module 1 for Machine Shorthand of the

University of Rizal System, the course objective is to enable students to familiarize

themselves with the different parts of the steno machine, how to assemble it and how to

use it properly; learn the three sections of the steno machine keyboard and the basic home

position of the fingers on the keyboard; acquire knowledge on how to write machine

shorthand symbols; know how to use initial and final keys, vowel keys, consonant

compound, and the symbols for the period; memorize sets of abbreviations and

derivatives with phrasing, and apply the newly learned principles in a simple dictation.

Moreover, according to the Luminex manual and student user guide for steno

machines (2018), students will develop ease of use and familiarity with the steno machine
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in terms of setting up the machine, steps in proper assembly, and ways of troubleshooting

when constant use of the machine is practiced.

Furthermore, according to Rayos et al. (2016), in their study titled “Machine

Shorthand Competencies of Bachelor of Science in Office Administration in the

University of Rizal System, AY 2016-2017,” based on the findings of their study, they

drafted the following recommendations: the curriculum committee may consider offering

machine shorthand subjects for two consecutive semesters; the number of usable

stenotypes may be at least eight (8) to ten (10) machines per campus to accommodate the

number of students; the campuses may also provide an accessible laboratory, under

supervision of their respective program heads, for the students who may want to practice

machine shorthand skills; and, lastly, during on-the-job training, students may be required

to experience attending actual court hearings and observing court secretaries using the

stenotype, still with the aid and coordination of program heads. Educational tours to the

senate and other legal offices can also help widen the knowledge and experiences of the

students.

According to the study of Musa and Salleh (2021) titled “The Relevance of

Shorthand in the Modern Office From the Perspective of Human Resource Managers and

Office Technology and Management Lecturers: a Case Study of Nigerian Colleges of

Education of North-eastern States,” they noted that although shorthand skills assist

secretaries in becoming better writers and in taking minutes of meetings, there is a

shortcoming in the allotment of credit hours for shorthand theoretical and practical. Four

hours per week for shorthand practicals is insufficient to instruct pupils in shorthand

successfully. 
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According to the study of Nonye & Elemchi (2018) titled “Resource Provision for

Effective Implementation of Office Technology and Management Programmes in Public

Colleges of Education in Enugu and Ebonyi States,” they stated that facilities and

equipment of any course of study constitute one of the principal determinants of the

competence of the graduates. Providing facilities and other teaching and learning

materials is crucial in implementing Office Technology and Management programs in

college education. When the necessary facilities are provided, the program graduates will

become proficient in the world of work through the acquired skills; otherwise, teaching

and learning become theoretical and ineffective. The classroom is expected to prepare

students for the office through adequate practical-oriented training; this cannot be

possible without the necessary facilities for teaching and learning.

The studies, as mentioned earlier by Valiente (2022) and Rayos et al. (2016), are

similar to the present study because they both discussed the level of machine shorthand

proficiency of office administration students, the challenges encountered, and the

possible ways to enhance proficiency. The studies by Adam (2015) and Capistrano et al.

(2021) are also similar because they discussed the skills and knowledge needed to be

proficient in shorthand. Studies by Okoro (2018), Musa & Salleh (2021), Armiati et al.

(2018), Daniel (2018), Enyekit et al. (2016), Nonye & Elemchi (2018), Arrogante et al.

(2016), Agnas et al. (2018), and Nabor et al. (2014) are also similar because they

discussed the problems encountered by students in studying shorthand such as inability to

meet the required speed and accuracy, inadequate instructional materials, inadequate

steno machines, inadequate learning facilities, poor typing skills, inadequate hours of

teaching, inadequate laboratory hours, etc. Furthermore, the studies of Richardson

 23

(2017), Adalikwu (2013), del Villar & Villegas (2012), and Faustino (2012) are also

similar to the present study because they all discussed the possible ways to enhance

machine shorthand proficiency such as improving typing skills, providing adequate

instructional materials, providing sufficient steno machines, providing enough laboratory

rooms and other facilities, having seminars and training, and school engagement to solve

student academic problems.

On the other hand, the studies mentioned above by Panacci (2015), Imlach et al.

(2017), Pellizzari & Billari (2012), and Tadese et al. (2022) are different from the present

study because they discussed the age categories of college undergraduate students and its

impact on the academic performance while the study of Asotea et al. (2021) discussed the

sex distribution of college students. Furthermore, the following studies are also different:

Oyinloye et al. (2021) discussed the office skills required for a secretary in a modern

office; Seidu & Oteng (2016) discussed the importance of knowledge in operating office

equipment; and Mathur et al. (2018) which discussed software and the importance of its

updates.

To bridge the gap, the given literature and studies above are associated with the

skills and knowledge required of office workers and secretarial students, the difficulties

students face in studying shorthand, and ways to enhance the academic performance of

students possibly. Only a few studies were made about shorthand proficiency, and they

only focused on manual shorthand. Most of the machine shorthand research found on the

Internet was out of date and conducted in other countries. No recent updated studies have

been conducted about the machine shorthand proficiency of office administration

students, particularly in Camarines Norte. As a result, this study aims to discover and
 24

establish the relationship between the availability of instructional materials and machine

shorthand proficiency. The missing information will be the focus of the study which will

assess the present machine shorthand proficiency level of 3rd year and 4th year Office

Administration students of Camarines Norte State College in terms of standard operations

in assembly and troubleshooting and speed and transcription skills. The researchers will

demonstrate the link between the challenges encountered by the students in learning

shorthand and the formulated action plan for possible ways to enhance their proficiency

level as the result of this study.

Theoretical Framework

The theoretical framework presented below served as a basis to support the

researchers' study. The researchers present a theory related to the current study, and the

theory provides data that can be used to verify this study. The significance of this theory

to the current investigation was demonstrated in this section, and it clarified how theory

and research are related. It allowed the researchers to overcome the experiments designed

to test them and see how the theoretical framework aided them in interpreting the study

findings.

Robert M. Gagne’s (1974) Instructional Design Theory identifies what instruction

or teaching should be like. It outlines strategies that an educator may adopt to achieve the

learning objectives. Instructional theories are adapted based on the educational content

and, more importantly, the student's learning style. Instructional theories encompass

different instructional methods, models, and strategies.

Instructional design theory assumes a direct link between the teachers' materials

and the student’s learning outcomes. These outcomes include higher learning abilities,
 25

quality strategies to learn and perform classroom activities, and a positive attitude toward

learning. Further, this theory assumes that instructional materials can develop in students

the highest order of intellectual skills as they illustrate clearly, step by step, how to follow

the rules/principles and elaborate on the concepts, all of which have a positive impact on

solving new problems by analyzing the situation and formulating a plan. According to

Gagne et al. (1992), instructional material can be used to develop higher learning abilities

for learners through self-teaching or guided learning. This implies that the instructional

materials mainly comprise “eliciting performance” and “providing feedback on

performance correctness,” in addition to “providing learning guidance” for guided

discovery learning. To implement the theory, Gagne uses his Nine Events of Instruction:

(1) Gain attention (Get the students primed and focused, so they’re ready to learn the

topic at hand); (2) Inform learners of objectives (Tell students what they’ll learn during

the lesson to get them in the proper state of mind and so they can anticipate what they’ll

need to do afterward); (3) Stimulate recall of prior learning (Prime students for learning

new material by refreshing their memories of prior-learned content); (4) Present the

content (Once the environment is ready and students are receptive and primed, it’s time

to teach the applicable lesson); (5) Provide “learning guidance” (Explain clearly to

students what is expected for them to understand and any instructions needed to achieve

successful outcomes); (6) Elicit performance (practice) (Instruct students to practice or

demonstrate their newfound knowledge so it can be assessed); (7) Provide feedback

(Offer immediate feedback on student tasks that is personalized, constructive, and

positive); (8) Assess performance (Conduct a comprehensive assessment to determine

how well students met their learning objectives so learning gaps can be addressed); and,
 26

(9) Enhance retention and transfer (Teachers should do everything possible to help

students retain the information they worked so hard to learn and give them chances to

personalize their learned experience to apply it to their own life or job).

Gagne’s Instructional Design Theory relates to the study because it discusses the

relationship between instructional materials/ teaching methods and students' academic

proficiency. Providing adequate instructional materials like textbooks, laboratory

equipment, laboratory/simulation rooms, and other learning aids and using the

appropriate teaching method suitable to achieve the expected outcome of the subject will

generate a positive effect towards the enhancement of academic performance and

proficiency of students regarding machine shorthand. In the case of the Office

Administration department, providing additional steno machines, laboratory

room/simulation office, related instructional materials, alternative instructional methods,

and exposure to training/seminars will result in enhanced machine shorthand proficiency.

Students will have optimum machine shorthand proficiency through knowledge acquired

from lectures with sufficient instructional materials. At the same time will acquire the

needed skills through the use of adequate steno machines, laboratory rooms, and

simulation offices in the actual applications of the lessons learned from discussions.

Additionally, training/seminars and exposure to immersion programs in places like

courtrooms and other venues that utilize machine shorthand in their daily tasks will

provide students the experience and exposure needed to attain personal experience in

preparation for their future jobs and career plan to endeavor after graduation. Utilizing

alternative tools and methods in teaching which are somewhat different from the

conventional way is necessary and acceptable as long as it will produce the same
 27

outcome stated by the course objectives and syllabus, which both the CMO No.19 series

of 2017 and Gagne’s Instructional Design Theory are in complete adherence to.

GAGNE’S
INSTRUCTIONAL DESIGN
THEORY (1974)

MACHINE SHORTHAND
PROFICIENCY OF OFFICE
ADMINISTRATION
STUDENTS
 28

ENHANCED PROFICIENCY
LEVEL

Figure 1. Theoretical Paradigm

Conceptual Framework

The conceptual framework of this study is illustrated in figure 2. The system

concept is shown in the paradigm consisting of two elements: dependent and independent

variables. Independent and dependent variables are the variables in a study of a cause-

and-effect relationship. The independent variable is the cause; its value is independent of

other variables in the study. The dependent variable is the effect; its value depends on

changes in the independent variable.

The independent variables of the study are the demographic profile of the

respondents, the level of machine shorthand proficiency based on standard operation in

assembly and troubleshooting and speed and transcription skills, and the problems

encountered by students in studying machine shorthand. These variables enabled the

researchers to determine the level of machine shorthand proficiency of office

administration students. 
 29

The dependent variable is represented as the output of the study, which is

formulating an action plan to enhance the machine shorthand proficiency of office

administration students.

For the independent variable, five pictures are placed above a sieve. The first

picture of people represents the respondents of the study. The second picture of a human

mind with wheels inside represents the respondents’ knowledge of machine shorthand.

The third picture of a person juggling different shapes represents the respondents’ skills

in machine shorthand. The fourth picture of a person scratching his head with two wheels

in the background represents the problems and challenges encountered by the

respondents in studying machine shorthand. The fifth and last picture of a wrench, a

wheel, and a computer represents the respondents’ proficiency in assembly and

troubleshooting. The five pictures were placed above the sieve. The five arrows represent

the process of the five pictures going down the sieve. All these five pictures are the

different factors that are being observed and analyzed in the study. They are placed inside

the sieve to eliminate all the imperfections and hindrances contributing to the difficulty in

achieving machine shorthand proficiency.

Different colors are used in the five arrows to accentuate the different independent

variables. Green represents vibrance, energy, and relaxation. Blue represents calm,

professionalism, and trustworthiness. Red represents strength and passion. Yellow

represents cheerfulness and attention.

Moreover, purple represents loyalty and trust. For the sieve, gray is the color used

as it represents neutrality which is the purpose of the sieve: to be neutral in its role as a

filter of impurities. The geometric shapes, such as circles, squares, and triangles,
 30

symbolize. Circles represent integrity and perfection as they are continuous, with no

beginning or end. Squares represent stability, while triangles represent power, purpose,

and direction.

The picture of a hand typing in a steno machine is used for the dependent

variable. It symbolizes enhanced machine shorthand proficiency. After the sieve filters all

the independent variables, action plans are formulated along the way to serve as

corrective measures for all the problems and hindrances that impede the attainment of

proficiency. Once the action plans are properly implemented, and all the challenges are

addressed, significant changes can be noticed. The outcome will be an enhanced level of

machine shorthand proficiency. The color white is used for the steno machine as a

symbol of simplicity, neutrality, and cleanliness. A pair of human hands represent the

respondents (Office administration students).

 31

Figure 2. Conceptual Paradigm

Chapter 3

METHODOLOGY
 32

This chapter presents the review of the research design, the population of the

study, sampling procedures and techniques, sampling instruments, data collection, and

tools for data analysis that were used to answer the research’s objectives. This chapter

elaborates on how the research was realized, its procedures, and its methods.

Research Design

The researchers used a descriptive research design. This method is focused on the

present condition to find new truths and increase insights into factors related to the study.

The descriptive research method was used to identify the profile of the respondents in

terms of (a) age, (b) sex, and (c) year level; assess the level of machine shorthand

proficiency in terms of (a) standard operations in assembly and troubleshooting and (b)

speed and transcription skills; identify problems encountered by students in acquiring

machine shorthand proficiency; and, the suggested viable ways to enhance machine

shorthand proficiency level of office administration students.

The Population of the Study

The target respondents were primarily the 3rd- to 4th-year Office Administration

students of Camarines Norte State College. The researchers used total population

sampling wherein all 113 regular students, 40 from 3rd year and 73 from 4th year, will be

asked to participate in the survey.

Sampling Instrument

The researchers used interviews and closed-ended questionnaires wherein

researchers explained the content and directions included in the questionnaires and then

asked the respondents to answer the questions by choosing the answers from the given

choices provided by the researchers. Structured closed-ended questionnaires lead to

 33

generally higher response rates and more accurate data from the respondents since they

require a lower cognitive load because it is easier and more convenient to answer. It is

also easier for the researchers to code and analyzes the results because of the respondents'

simple structure and concise response rate. The reasons for the preference of the use of

structured closed-ended questionnaires were the following: (a) easier and quicker for

respondents to answer; (b) easier, cost and time efficient for the researchers to code and

analyze the results; (c) improves the consistency of response; (d)obtains more measurable

and quantitative data; and (e) gives more comparable answers.

In making the questionnaire, the requirements in designing a good data collection

instrument were considered to collect and gather data about the machine shorthand

proficiency of the respondents. In that way, the researchers used the instrument to obtain

valid responses from the respondents. Questions were formulated according to legal bases

and supporting studies for validation.

Sampling Procedures and Techniques

The researchers used total population sampling as the sampling technique. Total

population sampling is a form of a purposive sampling strategy that involves looking at

the whole population with specific criteria. Most of the time, researchers consider this as

their sampling method because the entire population is so small and well-defined, a

fraction of which may not measure what is required. It can take away any potential bias

introduced by the sampling method. Researchers may benefit from its advantages by

employing total population sampling. According to Canonizado (2022), these advantages

include: it is a way of taking advantage of the numerous qualitative research designs, it is

an opportunity to create generalizations from the data gathered, it involves multiple

 34

phases that were linked with one another, it helps in saving time, money, and efforts

while performing the collection of data, everyone is thought of as a target respondent for

the study being conducted, the information gathered in this type of sampling has a low

margin of error, a high level of precision, and can be used to target niche demographics to

obtain specific data points. It is also a way to achieve the maximum variation in the

sample. It also enables the researchers to look at the weighted mean average in the data.

Data Collection

This research used both primary and secondary sources in collecting data. The

primary data source came from the respondents’ answers to the survey questionnaire. The

secondary data sources were obtained from various online and offline sources such as

previous research, studies, thesis, dissertations, books, and articles on the Internet. The

survey questionnaire was created by the researchers based on legal bases. It consisted of

questions that were categorized into four parts. The first part was about the respondents’

profiles in terms of age, sex, and year level. The second part was mostly about the

respondents’ level of machine shorthand proficiency. The third part focused on the

problems encountered by students in acquiring skills in shorthand. The last part was

about the suggested viable ways to enhance the level of machine shorthand proficiency of

Office Administration students. Likert scale was used to rate the respondents’ answers

with four scale levels: 4-strongly agree; 3-agree; 2-disagree; and 1-strongly disagree. The

researchers carefully prepared the questionnaire and submitted it to their research adviser

for further approval and revision.

Tools for Data Analysis

 35

The researchers used statistical analysis in analyzing the data. Data collection was

done through an online survey, and the answers were analyzed and shown using tables to

present the data result in an organized way using the following methods:

A. Percentage Technique. This was used to determine the demography of the

respondents in terms of age, sex, civil status, and family income.

P = f (100) 
N

where: P=percentage 

f=frequency

N= number of respondents

 B. Weighted Mean. This was used to determine the level of machine shorthand

proficiency in terms of standard operation in assembly and troubleshooting and speed and

transcription skills.

WM = Σ fx 
N

where: WM=weighted mean 

Σ=summation

f=frequency

x=weight of response or scale 

N=total number of respondents

A 4-point Likert scale was used in rating the questionnaire’s responses by the

respondents, which range from 4- Strongly Agree; 3- Agree; 2- Disagree, and 1- Strongly

Disagree. In interpreting the results, a legend was computed by subtracting one from 4

with an answer of 3, then dividing it by 4 with an answer of 0.75, which was the interval.
 36

According to the online site QuestionPro (2022), a Likert scale is a unidimensional scale

that researchers use to collect respondents’ attitudes and opinions. When answering a

question on the Likert Scale, the user indicates how much they agree or disagree with the

statement. These scales make it possible to gauge how strongly people agree or disagree.

The Likert scale assumes that the experience's strength and intensity were linear. So, if

attitudes can be measured, it goes from total agreement to total disagreement.

Scale Interval Description

4 3.26-4.00 Strongly Agree

3 2.51-3.25 Agree

2 1.76-2.50 Disagree

1 1.00-1.75 Strongly Disagree

C. Ranking Method. This was used in part three of the questionnaire, specifically

the problems encountered by BSOA students in acquiring proficiency in shorthand.

Respondents will rank from 1-10, wherein one is the highest and ten is the lowest, the

problems they encountered in studying machine shorthand.

Chapter 4
 37

RESULTS AND DISCUSSION

This chapter contains the presentation, analysis, and interpretation of data

gathered from Office Administration students of Camarines Norte State College. The

result of this study was made using statistical tools and data collection to obtain the

percentage, weighted mean, and ranking. It was presented in tabular form to help the

reader understand the study and its findings.

The study determined the following: (1) the demographic profile of the

respondents in terms of age, sex, and year level; (2) the level of machine shorthand

proficiency in terms of (a) standard operation in assembly and troubleshooting and (b)

speed and transcription skills; (3) the challenges encountered by students in acquiring

machine shorthand proficiency; and, (4) the proposed action plan for suggested possible

ways to enhance machine shorthand proficiency of Office Administration students.

Profile of the Respondents

Tables 1, 2, and 3 illustrated the profile of the respondents in terms of age, sex,

and year level.

Age. The number of respondents by age is shown in Table 1. The total number of

respondents is 113, comprising third-year and fourth-year office administration regular

students. Most of those who responded were between the ages of 21 and 25, with 94

students accounting for 83 percent of the total respondents. On the other hand, the lowest

number of respondents were those aged 26 to 30, with one respondent or 1 percent of the

total number, and 31 and above, with one respondent or 1 percent of the total number of

respondents.

Table 1
Age
 38

Category Frequency Percentage (%)

18-20 17 15%

21-25 94 83%

26-30 1 1%

31 and above  1 1%

Total 113 100%

The majority of the respondents were from ages 21 to 25 years old.  These

students belong to the third and fourth-year levels, which have already undergone

machine shorthand classes and normally fall under that age bracket. Most respondents

said that after graduating from senior high school at 17-19, they went straight to college

and became full-fledged regular college students. Presently, being in their third and

fourth year in college, they are now at the ages of 21-25.

An NCES 2016 survey revealed that college undergraduates in both 4-year and

public 2-year institutions were 18-24, with twenty percent of students in 4-year

institutions being 24 years and older. Furthermore, Panacci (2015) concluded that college

students between 18-22 enrolled straight after high school graduation and were

considered full-time regular students.

Students between the ages of 26 and 30 and those older than 31 have the fewest

responses. They are considered adult or nontraditional students. The lone respondent
 39

from the age bracket 26-30 stated that having a child stopped her from pursuing a college

education, which is why she is still in college at her present age. The other lone

respondent from the age bracket 31 years old and above stated that this is her third time

taking up a college degree, and she has other previous personal priorities like work and

marriage that took up most of her time which is the reason why she is also in college at

her present age.

Panacci (2015) determined that college students who are 25 years old and above

normally did not enroll right after high school. They typically have other responsibilities

and roles like being parents, married, employed, etc., making them non-traditional

students. Comparison between adult students and the normal 18-22 students in terms of

academic performance showed no significant difference as they both perform the same

regardless of age.

Sex. The sex profile of the respondents is depicted in Table 2. Female respondents

account for the majority of respondents, 96 or 85%, while male respondents account for

only 17 or 15%.

Table 2
Sex

Category Frequency Percentage (%)

Female 96 85%

Male 17 15%

Total 113 100%

 40

The majority of the respondents were female. Females are more likely to choose

office-related courses and careers than their male counterparts. It is frequently observed

that in most secretarial-oriented courses, females outnumbered males in the number of

enrollees. This is also true in the secretarial/clerical field, where women are usually

employed, whereas males can be found in most technical and digital fields of work. The

female respondents chose Bachelor of Science in Office Administration as their course in

college because their interests are more inclined toward office work. They also said they

know they can pursue their dream careers better in clerical/administrative fields.

Additionally, according to the Guidance, Testing, and Admission Office, Office

Administration courses attract female enrollees more than males because most people

believe that office courses and jobs are more suitable for females than males, as seen in

the offices of most government and private sectors where a majority of the employees are

female.

 Asotea et al. (2021) concluded that although there were male students enrolled,

female students consistently dominated the Office administration course at Camarines

Norte State College because they believed it was most suited for females due to its

clerical and administrative orientation.

On the other hand, male respondents got the lowest rank. Males are less likely to

choose clerical and secretarial courses as their first options in college. According to most

of the male respondents, Office Administration is not always the first choice for their

course of incoming male college students. In fact, according to the Guidance, Testing,

and Admission office, male enrollees usually prefer engineering, criminology, computer

studies, agriculture, and fisheries over office administration as their preferred courses to
 41

take in college because they are not inclined to do office/clerical work. Males are more

interested in technical, vocational, and fieldwork.

The International Association of Administrative Professionals (n.d.) stated in an

online article that males make up only one percent of their members and no more than

five percent of the total US population of secretaries/administrative assistants. The main

reason the profession is female-dominated is that secretaries have traditionally been

female for the last 70 years and males find the technological/technical side of the

profession more appealing than typewriters or mimeographs. 

Year Level. The year level of the respondents is depicted in Table 3. Fourth-year

Office Administration students comprise the majority of the respondents, with 73

students or 65 percent of the total respondents. Third-year students comprise the rest,

with 40 or 35 percent of the total respondents.

Table 3
Year Level

Category Frequency Percentage (%)

4 Year
th
73 65%

3 Year
rd
40 35%

Total 113 100%

The majority of the respondents belong to the 4th year level. According to the 4th

year respondents, all of their classmates from their first year are also their classmates

until their fourth year; only two have shifted courses, and one stopped attending school
 42

due to having a child. For them, this is why 4th-year students ranked the highest among

the respondents.

Maine’s Public Universities (2022) showed in an online article that the reasons

why college students choose to stay and persist in their course are influenced by many

factors, which include: initial student commitments, peer support, involvement in the

institution’s academic life, and frequency and quality of faculty-student interaction.

These affect undergraduate students’ decisions whether they stay in the course they were

enrolled in, shift to other courses, transfer to other schools, or stop their studies.

In contrast, 3rd-year students ranked the lowest among the respondents. According

to the Guidance, Testing, and Admissions Office, a year's level decreases in number

compared to its last number because some students either drop out of the course, shift to

another course, transfer to another school, or suddenly stop attending school. According

to the office, these factors affect the number of students enrolled in a certain year level.

An online article, homeschool Success (n.d.), revealed that the typical student

enters college undecided about their major. Many change their majors two or three times.

If students concentrate on completing general education requirements in the first year and

the changes happen early in college, this may not slow the student down too much.

Students who change their major later in college can significantly delay their graduation.

Machine Shorthand Proficiency 

Tables 4 and 5 show the machine shorthand proficiency of office administration

students in terms of (a) standard operation in assembly and troubleshooting and (b) speed

and transcription skills. The researchers gathered the data from questionnaires and used

weighted mean as the tool for analysis to come up with the results. The corresponding
 43

verbal interpretations of the results for each indicator were identified based on the legend,

which is as follows: 1.00-1.75 (Strongly Disagree); 1.76-2.50 (Disagree); 2.51-3.25

(Agree); and 3.26-4.00 (Strongly Agree).

Standard Operation in Assembly and Troubleshooting. Machine shorthand

proficiency in terms of standard operation in assembly and troubleshooting is presented

in Table 4 with an average weighted mean of 2.42, interpreted as Disagree. Has

considerable knowledge of adjusting the tripod height and removing the tripod when not

in use and has the highest weighted mean of 2.82, which has an interpretation of Agree.

On the other hand, Having adequate knowledge of how to update software ranked the

lowest with a weighted mean of 2.01, which is interpreted as Disagree.

Table 4
Assembly and Troubleshooting

Indicators Weighted Interpretation

Mean

Has considerable knowledge of adjusting the tripod 2.82 A

height and removing the tripod when not in use.

Has considerable knowledge of how to set up the tripod. 2.81 A

Has considerable knowledge of how to turn on and off 2.67 A

and operate the steno machine.

Know how to install and connect the necessary steno 2.40 D

machine USB driver on the computer.

Know how to adjust the tilting screen of the machine. 2.38 D

 44

Know how to use the steno machine's touch sensors 2.34 D

(function keys).

Has adequate knowledge of adjusting the machine's 2.32 D

keyboard depth and tension control.

Possess adequate knowledge of what to do when the 2.02 D

steno machine is unresponsive. 

Has adequate knowledge of how to update software. 2.01 D

Average Weighted Mean 2.42 D

Legend: 3.26-4.00 SA
2.51-3.25 A
1.76-2.50 D
1.00-1.75 SD
possesses extensive knowledge of tripod height adjustment and removal when not

in use, rated highest. It demonstrates that the respondents are acquainted with the steno

machine's entire assembly. Most respondents stated that they are highly familiar with

tripods and know how to assemble, alter the height, and remove them properly. They

claimed they had little trouble putting the equipment together, particularly if there were

clear instructions. They contend that office workers and students studying office

administration who will eventually work in offices can accomplish their responsibilities

more effectively and easily if they have a sufficient understanding of how to utilize and

operate office technology.

Seidu & Oteng (2016) concluded that a secretary’s proficiency in operating

modern office equipment ensures their optimum usage, thus affecting the work output.

The effective performance of a secretary depends upon her/his office equipment

knowledge and skills. Moreover, the Luminex manual and student user guide for steno
 45

machines (2018) stated that students would develop ease of use and familiarity with the

steno machine in terms of setting up the machine, steps in proper assembly, and ways of

troubleshooting when constant use of the machine is practiced.

On the other hand, having adequate knowledge of how to update software ranked

the lowest among the proficiency in standard operation in assembly and troubleshooting.

It shows that the respondents are not proficient in performing software updates on the

steno machine. Most of them said that it is hard to update software because you need to

have sufficient computer programs and software knowledge, which is more of a technical

skill. According to them, lessons about the software used for steno machines and the

ways of updating this software have not been taught or included in the subject. That is

why they are not yet knowledgeable and capable of doing software updates for steno

machines. They also said that even if lessons about software updates are taught, they

would not be able to apply the knowledge they will acquire from the lessons because

there are no steno machines used during the classes.

Mathur et al. (2018) found out that most people found updating software an

especially annoying task because it usually requires restarting the equipment, and the

duration of updates often takes a long time to complete. Most believed that updates were

unnecessary because the equipment was still functional. Furthermore, a 2022 Students

and Technology Report by Educause revealed that despite broad tech-savviness among

college students, many struggles with technological challenges beyond their control.

While students are mostly self-reliant when troubleshooting technology challenges,

colleges still have a role to play in providing backup as they work to resolve technical

problems. Nearly half of the respondents had a required device malfunction when needed,
 46

and more than one-third found themselves unable to run a required application or

software when needed.

Speed and Transcription Skills. Machine shorthand proficiency in terms of speed

and transcription skills is illustrated in Table 5 with an average weighted mean of 2.36

verbally interpreted as Disagree. Has adequate knowledge of the machine shorthand

abbreviations, derivatives, and phrases ranked first among all the indicators, with the

highest weighted mean of 2.55 verbally interpreted as Agree. On the other hand, the

lowest ranked among all the indicators can take dictation at 60 words per minute with

98% accuracy in transcription, with the lowest weighted mean of 2.03 verbally

interpreted as Disagree.

Table 5
Speed and Transcription Skills

Indicators Weighted Verbal

Mean Interpretation

Has adequate knowledge of the machine shorthand 2.55 A

abbreviations, derivatives, and phrases.

Able to use initial and final keys, vowel keys, and 2.51 A
consonant compounds when using the steno machine.

Exhibit proper finger position when using the steno 2.48 D

machine.

Able to use machine shorthand symbols for punctuations 2.45 D

when using the steno machine.

Know how to apply the newly learned shorthand principles 2.42 D

in a simple dictation/transcription.
 47

Exhibit mastery of the three sections of the steno machine 2.41 D

keyboard and the basic home key position of the fingers on
the keyboard.

Exhibit mastery and memorization of letters and 2.34 D

combinations used in materials and communication in
legal offices and courts.

Take dictation at 100-120 words per minute with a steno 2.09 D

machine.

Able to take dictation at 60 words per minute with 98% 2.03 D

accuracy in transcription.

Average Weighted Mean 2.36 D

Legend: 3.26-4.00 SA
2.51-3.25 A
1.76-2.50 D
1.00-1.75 SD

Has adequate knowledge of the machine shorthand abbreviations, derivatives, and

phrases ranked highest. It shows that the respondents are adequately knowledgeable and

familiar with the various abbreviations, derivatives, and phrases used in transcription

using the steno machine. The majority of the respondents said that they learned from the

lectures given by the instructors the basic rules and principles used in machine shorthand

regarding the abbreviations, derivatives, and phrases used when using the steno machine,

and they were able to memorize and retain this information. They said that in terms of

abbreviations, the word “you” is typed as the letter U, “over’ is typed as the letter O,

“another” is typed as the letters AO, and “Tuesday” is typed as the letters TUS. For the

derivatives, they learned that the word “take” is typed as TA, “streets'' is typed as STS,
 48

and “accountant” is typed as KTANT. Furthermore, for phrases, they also knew that the

phrase “is the” is typed as ST and “are you” is typed as RU.

Valiente (2022) concluded that to use the steno machine efficiently and

effectively, one must have mastery and familiarization with the different abbreviations,

derivatives, and phrases used in machine shorthand because of the absence of letters on

the keyboard. A significance level was found between knowledge and performance,

meaning the assessment of students’ performance was affected by their knowledge of

machine shorthand. Learning to operate the steno machine through proper keyboard

techniques and fully understanding the principle involved will enhance proficiency.

On the other hand, the indicator able to take dictation at the rate of 60 words per

minute with 98% accuracy in transcription ranked the lowest. It means that respondents

cannot meet the required rate in speed and accuracy while doing dictation and

transcription activities. Most fourth-year respondents said that they never had good

typing, dictation, and transcription activities which should have enhanced their

proficiency in speed and accuracy if only given during their classes. They also said that

they are soon graduating without even having seen a steno machine. Respondents also

said that they find it very hard to accurately write and type at a very fast speed because

they do not have enough practice and exposure to laboratory activities using a steno

machine, which is why they are unable to meet the required speed and accuracy in

dictation and transcription. As for the 3rd year respondents, they said that their lessons in

machine shorthand were conducted online, and only video tutorials and online learning

materials were provided, which meant that there were no practical activities where
 49

dictation and transcription were practiced, thus causing their inability to acquire the

required speed and accuracy for dictation and transcription.

The CMO No.19, Series of 2017, under Article IV Program Specifications,

specified that one of the sample performance indicators for Office Administration

students is to take dictation at the rate of 60 words per minute with 98% accuracy in

transcription. Furthermore, Agnas et al. (2018) revealed that speed, accuracy, and ability

to make changes during dictation and transcription are one of the main problems of

Office Administration students regarding stenography. Similarly, Okoro (2018) also

concluded that upon appraisal of students’ academic performance, it was found that

dictation and transcription is the subject area where most students have a high rate of

failure.

Problems Encountered by Students in Acquiring Machine Shorthand Proficiency

Table 6 presents the problems encountered by students in acquiring machine

shorthand proficiency. The ranking method was used to analyze the data and generate the

results. Among the indicators, inadequate steno machines ranked first with a summation

of the rank of 901. On the other hand, poor typing skills ranked the lowest, with a

summation rank of 469.

Table 6
Problems Encountered by Students in Acquiring Machine Shorthand Proficiency

Indicators Sum of Rank

Rank

Inadequate steno machines. 901 1

 50

Inadequate laboratory/simulation rooms. 751 2

Lack of typing practice in a steno machine. 713 3

Inability to meet the required speed of 100-120 words per minute. 675 4

Lack of mastery and familiarization with the steno machine. 588 5

Lack of the number of hours given in the use of laboratories. 575 6

Inadequate instructional materials (textbook, etc.) used during 537 7

discussions.

Limited learning activities and lack of proficiency assessments. 528 8

Lack of mastery and familiarization with the steno alphabet, 482 9

derivatives, phrases, and abbreviations.

Poor typing skills. 469 10

Inadequate steno machines are what the respondents consider the highest problem

encountered in achieving machine shorthand proficiency. It indicates a current

inadequacy of steno machines used in teaching shorthand. Students cannot properly learn

the subject due to this problem, and further proficiency enhancement is hindered. All the

respondents had never experienced using a steno machine during classes in machine

shorthand. They have not even seen a steno machine since there are only three available

machines in the school, and these have not even been used in any class discussions. This

inadequacy, they believe, is one of the many factors contributing to the problems in

achieving enhanced machine shorthand proficiency of Office Administration students.

 51

Nonye & Elemchi (2018) concluded that basic resources like instructional

materials and equipment should be provided and maintained to effectively implement

Office Technology and Management Education to ensure effective teaching and learning

of OTM courses in the colleges of education; the recipients of the program will be

prepared adequately. Furthermore, Enyekit et al. (2016) found out that school

administrators seem not to be fully aware of the full components of shorthand and,

therefore, do not make adequate provisions for instructional materials, equipment, and

laboratory facilities for the subject. As a result of the student’s poor performance in

shorthand, they concluded that students’ inability to coordinate the head, the heart, and

the hand is due to the non-utilization of instructional materials for teaching subjects in

office technology and management departments.

Poor typing skills ranked the lowest among the indicators. This indicates that

being considered the least of the problems students encounter, it does not necessarily

mean that typing is not a problem for students. As some of the respondents said, they still

have difficulties with typing and that it is hard to type using proper finger position

because they still have not memorized the keyboard and are unable to type very fast with

minimal error. They believe that this inability to type efficiently can be overcome with

regular repetition and effective practice exercises, particularly if sufficient activities are

introduced into the lessons and steno machines are available for practice.

Armiati et al. (2018) found out that the difficulties faced by Office Administration

students in typing with ten fingers-blind systems, which are lack of typing practice at

school and home, wrong finger position on the keyboard, and inadequate lessons in the

curriculum, reason enough to conclude that students are not yet competent to enter the
 52

working world. Similarly, Daniel (2018) found out that at Davis College, students in the

Office Administration program were not passing the course due to their failure to meet

the required words per minute in typing. The failure rate for the course has been steadily

increasing from 10 percent in 2007 to 61 percent in 2017.

Suggested Action Plan to Enhance Machine Shorthand Proficiency

Table 7 presents the formulated suggested action plan that may enhance the

machine shorthand proficiency of Office Administration students based on the data

gathered in the study. The researchers chose from the results gathered in the survey

questionnaire the top five problems encountered by students in acquiring machine

shorthand proficiency and consequently formulated an action plan that may offer

solutions and probably enhance students’ machine shorthand proficiency. The table

consists of six columns. The first column contains the top five problems from the survey

results being addressed by the action plan. The second column contains the objectives of

the action/activities suggested. The third column contains the actions/activities suggested

to address the problems. The fourth column consists of the person(s) involved in

implementing the action/activities. The fifth column consists of the timeline or time

frame that will comprise the duration of implementation of the action/activities

suggested. Moreover, the sixth and last column consists of the expected outcomes of the

suggested action/activities. This action plan is primarily based on the results of the study

and is carefully deliberated upon by the researchers so that all the suggestions and

recommendations are in adherence with the course objectives; the policies, standards, and

guidelines for competency-based standard/outcomes-based education of the CMO No.19,

series of 2017; and the school’s academic guidelines.

 53

Table 7
Action Plan

Problems Actions/ Objectives Person(s) Timeline Expected

Involved Outcome
Activities

Inadequate steno Additional steno To enhance School Ongoing Adequate

machine. machines (at machine Administration machine-student
least 1:2 ratio) shorthand (as soon as the ratio during
proficiency budget is laboratory
approved) activities
CBPA Dean

Increased
BSOA machine
Chairperson shorthand
proficiency

Appropriate
teaching venue
conducive to
To provide the improved
Inadequate Allocate necessary School learning and
laboratory/simula laboratory/simula teaching/learning Administration academic
tion rooms tion room facilities needed Ongoing performance
specifically for
Office in teaching
Administration CBPA Dean Knowledge
students to learned from
accommodate the lectures can be
required facilities performed into
BSOA practical
needed for Chairperson
practical applications
(laboratory) (laboratory
classes/activities drills/practices)

Improved typing
and transcription
skills and assured
mastery of the
required skills
and knowledge in
Hold making
transcription/enc documents using
oding activities
 54

during classes a steno machine

with at least 4
hours of typing
practice using a
steno machine To ensure typing
every week proficiency in the
Lack of typing steno machine BSOA Enhanced speed
practice in a Chairperson and accuracy in
steno machine dictation

Ongoing
Conduct regular Machine
Shorthand (every semester) Increased student
dictation drills
and exercises Instructor motivation and
every class drive to perform
better in dictation

Set target speed

requirement for
every dictation
activity given
Increased
To meet the competency in
required speed BSOA terms of standard
Inability to meet and accuracy in Chairperson operation in
the required dictation
Have extensive assembly and
speed of 100-120
discussions of the troubleshooting
words per minute
different parts Machine of the steno
during dictation
and functions of Shorthand machine
the steno Ongoing
Instructor
machine using a
(every semester)
real machine as a
Efficiency in the
model
operation of the
steno machine

Practice with
students on the
steps to
assemble,
To familiarize
operate, and
Lack of mastery students and BSOA
troubleshoot the
and educate them on Chairperson
steno machine
familiarization all the
with the steno information
machine needed to use and
operate the steno Machine
Encourage
machine Shorthand
students to
Instructor
attend/join
seminars and
Ongoing
pieces of training
about machine
(every semester)
shorthand
 55

To solve the inadequacy of steno machines, the researchers proposed that the

school administration and the BSOA faculty may facilitate the provision of additional

steno machines, possibly at a 1:2 ratio, to ensure that every student can apply their

knowledge to practical skills through the use of a steno machine. This may be

implemented as soon as the appropriate budget is approved. Upon implementation, this

proposed action is expected to provide positive outcomes such as increased machine

shorthand proficiency and an adequate machine-student ratio during laboratory activities.

To solve the inadequacy in laboratory/simulation rooms, the researchers proposed

that the school administration allocate laboratory/simulation rooms specifically for Office

Administration students to accommodate the required facilities for practical (laboratory)

classes/activities. This may be implemented as soon as the necessary facilities are

provided. Upon implementation, this proposed action is expected to bring appropriate

venues conducive to improved learning and academic performance. Additionally,

knowledge learned from lectures can be performed or incorporated into practical

applications (laboratory drills/practices).

To solve the lack of typing practices in a steno machine, the researchers proposed

that the BSOA faculty, specifically the Machine Shorthand instructors, hold

transcription/typing activities during classes and have at least 4 hours of typing practice

using the steno machine every week. This proposed action may result in improved typing

and transcription skills and assured mastery of the required skills and knowledge to make

documents using a steno machine.

 56

To possibly solve the inability of the students to meet the required speed of 100-

120 words per minute during dictation, the researchers proposed that the BSOA faculty,

specifically the Machine Shorthand instructors, conduct regular dictation and exercises

every class, assess students’ areas of strengths and difficulties then apply corresponding

actions to improve their accuracy, schedule weekly timed-dictation to monitor progress,

and set target speed requirement for every dictation activities given. These proposed

actions are expected to enhance speed and accuracy in dictation and increased motivation

and drive for students to perform better in dictation.

To possibly solve the lack of mastery and familiarization of the steno machine,

the researchers proposed that the BSOA faculty, specifically Machine Shorthand

instructors, have extensive discussions about the different parts and functions of the steno

machine using real machine steno as a model, practice students on the steps to assemble,

operate, and troubleshoot the steno machine, and encourage students to attend/join

seminars and training about machine shorthand. These proposed actions may provide

increased competency in terms of standard operation in assembly and troubleshooting of

the steno machine and efficiency in the operation of the steno machine.

Chapter 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

 57

This chapter illustrates the summary of findings, conclusions, and

recommendations on the study based on the results discussed in the previous chapter.

Summary

This study aimed to answer the level of machine shorthand proficiency of Office

Administration students of Camarines Norte State College. Specifically, it determined the

following: profile of the respondents in terms of age, sex, and year level; machine

shorthand proficiency in terms of (a) standard operation in assembly and troubleshooting

and (b) speed and transcription skills; problems encountered by students in acquiring

machine shorthand proficiency; and, the formulation of an action plan for suggested

viable ways to enhance students’ machine shorthand proficiency.

The researchers used the descriptive survey method to attain the objectives and a

research-made survey questionnaire to gather the respondents' data. Furthermore,

statistical tools such as the percentage technique, weighted mean, and ranking method

were used in analyzing the data gathered. The gathered data and information for this

study came from the 113 respondents comprising 40 third-year and 73 fourth-year Office

Administration students. Moreover, past articles from libraries, online thesis, research,

and related literature from the Internet were used to support the study's findings.

Findings

The findings of the study are as follows:

1. As for the demographic profile of the respondents in terms of age, the majority of

them are aged 21-25 years old, with a frequency of 94 or 83 percent of the total

number, followed by aged 18-20 years old, with a frequency of 17 or 15% of the

total while the lowest age brackets are 26-30 years old and 31 and above with a
 58

frequency of 1 or 1 percent of the total number respectively. Regarding sex,

females have the highest number with a frequency of 96 or 85 percent, while

males only comprise 17 or 15 percent of the total number. Regarding year level,

4th-year students have the highest frequency of 73 or 65 percent, while 3rd-year

students only have a frequency of 40 or 35 percent of the total number.

2. The study demonstrates the respondents’ machine shorthand proficiency. In terms

of proficiency in standard operation in assembly and troubleshooting has an

average weighted mean of 2.42, interpreted as Disagree. Among its indicators, it

has considerable knowledge of adjusting the tripod height and removing it when

not in use. It has a weighted mean of 2.82, which is interpreted as Agree. Next,

are has considerable knowledge of how to set up the tripod with a weighted mean

of 2.81 or Agree; have considerable knowledge on how to turn on and off and

operate the steno machine with a weighted mean of 2.67 or Agree; know how to

install and connect the necessary steno machine USB driver on the computer with

a weighted mean of 2.40 or Disagree; know how to adjust the tilting screen of the

machine a weighted mean of 2.38 or Disagree; know how to use the touch sensors

(function keys) of the steno machine with a weighted mean of 2.34 or Disagree;

has adequate knowledge on how to adjust the keyboard depth and tension control

of the machine with a weighted mean of 2.32 or Disagree; possess adequate

knowledge on what to do when the steno machine is unresponsive with a

weighted mean of 2.02 or Disagree; and last, has adequate knowledge on how to

update software with the lowest weighted mean of 2.01 interpreted as Disagree. 
 59

In terms of proficiency in speed and transcription skills has a weighted mean of

2.36, which is interpreted as Disagree. Among its indicators, adequate knowledge

of the machine shorthand abbreviations, derivatives, and phrases has the highest

weighted mean of 2.55, interpreted as Agree. Followed by able to use the initial

and final keys, vowel keys, and consonant compound when using the steno

machine with a weighted mean of 2.51 or Agree; exhibit proper finger position

when using the steno machine with a weighted mean of 2.48 or Disagree; able to

use machine shorthand symbols for punctuations when using the steno machine

with a weighted mean of 2.45 or Disagree; know how to apply the newly learned

shorthand principles in a simple dictation/transcription with a weighted mean of

2.42 or Disagree; exhibit mastery of the three sections of the steno machine

keyboard and the basic home key position of the fingers on the keyboard with a

weighted mean of 2.41 or Disagree; exhibit mastery and memorization of letters

and letter combinations used in materials and communication in legal offices and

courts with a weighted mean of 2.34 or Disagree; can take dictation at the rate of

100-120 words a minute with the use of a steno machine with a weighted mean of

2.09 or Disagree; and last, able to take dictation at the rate of 60 words per minute

with 98% accuracy in transcription has the lowest weighted mean of 2.03

interpreted as Disagree.

3. The study shows the problems encountered by students in acquiring machine

shorthand proficiency. Inadequate steno machine ranked first with a sum rank of

901, followed by inadequate laboratory/simulation rooms with a sum rank of 751;

lack of typing practice in a steno machine with a sum rank of 713; inability to
 60

meet the required speed of 100-120 words per minute during dictation with a sum

of the rank of 675; lack of mastery and familiarization of the steno machine with a

sum of the rank of 588; lack of the number of hours given in the use of

laboratories with a sum of the rank of 575; inadequate instructional materials

(textbook, etc.) used during discussions with a sum of the rank of 537; limited

learning activities and lack of proficiency assessments with a sum of the rank of

528; lack of mastery and familiarization of the steno alphabet, derivatives,

phrases, and abbreviations with a sum of the rank of 482; and last, poor typing

skills has the lowest rank with a sum of the rank of 469. 

4. The study shows the proposed action plan based on the gathered data from the

survey questionnaires. The top five problems were selected, and an action plan

was made to suggest possible ways to address these problems and consequently

enhance machine shorthand proficiency. The action plan consists of the identified

problems, the specific activities/actions that may be implemented to rectify the

problems, and the expected outcomes of the suggested action plan.

Conclusions

The following conclusions were drawn based on the findings of the study:

1. Most respondents were 21-25 years old, female, and 4th year Office

Administration students.

2. Concerning machine shorthand proficiency in terms of standard operation in

assembly and troubleshooting, the respondents have considerable knowledge of

adjusting the tripod height and removing the tripod when not in use. In contrast,

they do not know how to update software. On the other hand, regarding machine
 61

shorthand proficiency in speed and transcription skills, the respondents have

adequate knowledge of the machine shorthand abbreviations, derivatives, and

phrases. At the same time, they cannot take dictation at the rate of 60 words a

minute with 98% accuracy in transcription.

3. As to the problems encountered by students in acquiring machine shorthand

proficiency, the respondents agreed that inadequate steno machines were the most

prevalent challenge they encountered while studying the subject. In contrast, the

least problem they encountered was poor typing skills.

Recommendations

Based on the research findings and conclusion, the following are the recommendations of

the researchers:

1. The Guidance, Testing, and Admissions Office may produce pamphlets and

posters and organize orientations in high schools for college-bound students

so that those enrolling in college may carefully consider which course will be

most beneficial for their future career chances. This may lead to narrowing the

gender gap among participants in the course.

2. It is recommended that faculty include additional courses on the software used

in steno machines and the proper processes for upgrading this software in

order to remedy students' lack of proficiency in updating software. Regarding

speed and transcription skills, it is also proposed that instructors prioritize

improving students' speed and accuracy in dictation and transcription through

additional activities and class schedules set aside for dictation and

transcription, especially with steno machines.

 62

3. 3. To address the inadequacy of steno machines, it is recommended that the

school administration, in collaboration with the College Department, find

ways to provide additional steno machines that meet the needs of the subject

so that every Office Administration student has the opportunity to use the

machine and acquire the proficiency expected of a graduate of office

administration. In addition, a collaboration between the school and a number

of court offices may be formed so that students of Office Administration are

exposed to the actual operations of a court stenographer.

4. It is recommended that future researchers may further study the factors

contributing to students choosing Office Administration students as their

course and delve further into the reasons why the course is widely dominated

by female students. It is also recommended that new studies may be

conducted on the relevance of machine shorthand in the modern, technology-

driven world of office administration.

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