A Comparison of Two Keyboarding Instruction Methods Over 2 Years for Elementary Students

Abstract

Background: As computer and digital device use continues to grow in prevalence for school and work tasks, it is important for elementary-aged students to develop efficient keyboarding skills to support future academic and vocational success. Method: A quasi-experimental pre-test and post-test study design was used to compare the effect of two different keyboarding instructional approaches on elementary students over a consecutive 2-year period. One group used Keyboarding Without Tears (KWT; N = 592) both years while the other group used free web-based activities the first year and Keyboarding Without Tears the second year (mixed methods; N = 714). Keyboarding speed, accuracy, and technique were measured at the beginning and end of the 2-year period. Results: The results showed significant improvements in keyboarding speed and accuracy in both groups for all grades favoring the KWT in second, third, and fourth grade. Improvements in keyboarding technique were also noted for both schools in all grades favoring the KWT group in all grades. Conclusion: Although improvements were noted with both approaches, this study suggests stronger outcomes from those using KWT over 2 consecutive years, especially beginning in first grade and ending in fourth grade.