Group 3 - ICT Comprog 2

TITLE: Exploring the Correlation Analysis of Keystroke Performance and Academic Outcomes

of Senior High School Students at Servitech Institute Asia

MEMBER:

Balboa, Leo Angelo E.

RESEARCH TEACHER: Resyel Joy B. Israel

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ACKNOWLEDGEMENT 3
CHAPTER 1 4
1.1 INTRODUCTION 4
1.2 BACKGROUND OF THE STUDY 5
1.3 STATEMENT OF THE PROBLEM 6
1. 4 CONCEPTUAL FRAMEWORK 7
1.5 SIGNIFICANCE OF THE STUDY 8
1.6 SCOPE AND DELIMITATION 9
1.7 DEFINITION OF TERMS 10
CHAPTER 2 10
History of keyboard layouts 10
Typing speed with other keyboard layouts 10
Other Researches Involving keyboard layouts 11
Evolution of typing speed between generations (Gen Z vs. older gens) 11
History of computer-related jobs and relevance of typing speed 11
Dependency of typing speed for job roles 12
Typing-speed dependent Jobs in the Philippines 12
CHAPTER 3 18
Resources 18
Time frame 18
Data analysis 18
Sampling 18
Data Collection Methods 19
Survey Questions 19
CHAPTER 4 27
Results 27
Discussion 38
CHAPTER 5 38
Summary 39
Conclusion 39
Recommendation 39

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 ACKNOWLEDGEMENT

The researcher would like to recognize the following people who made this paper possible.

To his Friends, Cee jay, Jean Claude Contridas Ballesteros, Hiro Erese, RinatoPotato,

Constellane, Kate Audrey Cellan, Aia Francine Pua, Arwind Jimenez, Ramuel Sean Cordero,

Miyazumi, Mark Barry Arcabal, Inigo Pasa, Neal Evann Tubigan, Elijah Hipolito, Sondrick

Frondozo, Angelo Allanza, Kenchin Mendoza Teneza, Clyde Krizem Garcia, and others for

providing him the necessary help and feedback during writing this paper.

To his Family, For providing encouragement and support during this research.

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 CHAPTER 1

1.1 INTRODUCTION

In today’s age, where digital literacy is becoming increasingly essential due to the rapid
evolution of digital technology, understanding students' keystroke performance has emerged as
a critical area of research.

This research aims to conduct a research to find the correlation of keystroke

performance among senior high school students at Servitech Institute Asia, emphasizing the
importance of digital proficiency for academic and professional success; this study aims to
provide valuable insights into the digital fluency and cognitive processes of students within this
educational context.

The correlation analysis will explore the aspects of keystroke performance, including
typing speed and accuracy, among others. Additionally, this research will investigate potential
connections of keystroke performance between computer keyboards and smartphone keypads.
By clarifying these correlations, the study seeks to identify possible factors influencing students'
digital performance.

In summary, this study aims to investigate the keystroke performance of Senior High
School students enrolled in Information and Communication Technologies, specializing in
Computer Programming Strand at Servitech Institute Asia, uncovering correlations of typing
skills between the two typing mediums. Through the analysis of the acquired data, this research
seeks to provide insights for educators and researchers alike, striving to improve the digital
learning experience and promote student success in the digital age.

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 1.2 BACKGROUND OF THE STUDY

Due to the rapid progress of today’s technology, Generation Z youth grew up relying on
using smartphones in their daily lives, especially communication. This includes messaging,
posting on social media, etc.

Concerning the use of social media, more than half of Gen Zers accessed various social
media several times a day, while nearly 1 in 5 admitted accessing social media every hour of the
day. As for the amount of time devoted to social media, roughly one-third of the students
admitted using social media for 7-10 hours per day, and slightly less than one-third spent 5-6
hours per day on social media. (Ahmed, 2019)

This, in turn, made the current generation accustomed to keypads, allowing them to type
on their smartphones with high keystrokes per minute.

With the widespread use of digital devices on the market, many companies are eager to
hire graduates proficient in these sorts of technology, especially graduates skilled in keyboard
typing and specializing in Information and Communication Technologies.

Mainly, devices have changed, and applications have varied thanks to the spread of
mobile hardware. While the most preferred features are local character support, frequently used
words, voice message sending, vertical or horizontal usage, and key response time, typing with
a swipe keyboard was the least preferred one by the participants. (Abdusselam, 2021)

The average typing speed of all of the participants indicated that there was no significant
typing speed difference among the four keyboards. The keyboards preferred by the participants
were almost evenly distributed among the low-resistance linear, the low-resistance tactile, and
the high-resistance tactile keyboards. The high-resistance linear keyboard was chosen the least.
(Akagi, 1992)

Both groups of typists indicated an equal preference for keyboards with snap-spring and
elastomer key actions and much lower preference ratings for the keyboard with a
low-resistance, linear spring key action mechanism. Fewer errors and faster typing throughput
were obtained on keyboards with the elastomer essential action than on the other two, equipped
with snap- and linear-spring fundamental action mechanisms. This facilitation was more
remarkable for the occasional typists than for the experts. (Brunner and Richardson, 1984)

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 The bulk of the literature on typing expertise concerns highly trained professional
touch-typists, but contemporary typing skills mainly result from needing more sustained
practice. The results suggest that the standard model has a sharp distinction between novice.

Expert typists may need to be more accurate to account for the performance of the current
generation of young typists. (Pinet, Zielinski, Alario and Longcamp, 2022)

These studies compare Generation Z’s performance when using a keyboard or keypad to
tackle their tasks.

However, research regarding the correlation of typing skills in computer keyboards and
smartphone keypads of Senior High School students enrolled in Information and
Communication Technologies - Computer Programming Strand at Servitech Institute Asia has
yet to be tackled.

1.3 STATEMENT OF THE PROBLEM

With the use of digital technology in everyday life becoming normality, typing has
become not only a necessity but also a well-needed skill; most especially for those who strive
for a job that involves modern-day technology. Most jobs in the present day and in the
foreseeable future involve some form of typing and demand for a relatively fast typing speed is
crucial.

In relation to digital technology which is inclusive of smartphones and computers, the

more famous medium the smartphone — is preferred by many, especially the younger
generations; which in turn plays a part in whether or not they are able to operate a computer
properly, most especially in handling a computer keyboard.

This study aims to answer the following questions:

1. Will there be a significant divide between the typing mediums and frequency of usage
of students; specifically with smartphones or computer keyboards?

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 2. Will there be a discrepancy in a student's measured typing performance between
typing on a smartphone and a computer keyboard?

3. Is there any significant relationship between the typing performance on smartphones

and computer keyboards among students?

1. 4 CONCEPTUAL FRAMEWORK

This research will focus on examining the relationship between typing performance among
students on smartphones and computer keyboards, taking into account their preferences and
frequency of usage. The framework will encompass the following components:

Typing Medium Preference and Frequency of Usage:

● This variable profiles students based on their preference of typing medium,
distinguishing between smartphones and computer keyboards.
● It also considers the frequency of usage of each typing medium, ranging from occasional
to frequent usage.

Typing Performance:
● Typing performance is measured as the average typing speed and accuracy achieved by
students on both smartphones and computer keyboards.
● Performance metrics include words per minute, error rates, and accuracy in completing
typing tasks.

Relationship between Typing Performance on Phone and Keyboard:

● This variable explores the correlation between typing performance on smartphones and
computer keyboards.
● Statistical analyses such as correlation coefficients or regression models will be
employed to determine the strength and significance of this relationship.

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 Figure 1. Conceptual Framework of the Study

The conceptual model above illustrates the connection between students' typing medium
preferences, their typing performance on smartphones and computer keyboards, and the
relationship between these performance measures. By analyzing these variables, the research
aims to uncover insights into the impact of typing medium on students' typing skills and
whether performance on one medium correlates with performance on the other. This framework
provides a structured approach to investigating the research questions and elucidating the
dynamics of typing performance among students in different digital environments.

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 1.5 SIGNIFICANCE OF THE STUDY

This research aims to aim and provide crucial information and knowledge regarding the
Keystroke Performance Correlation Analysis of the Senior High School Students of Servitech
Institute Asia from the respondents, recent studies, and related sites needed for the expected
importance to the individuals as follows:

TO THE STUDENTS
This study aims to create a benchmark of the typing skills of Every Strand of Senior
High School students in regard to typing speed and accuracy in various scenarios and tasks.
This also might serve as a platform to give them insights on how to improve their preferred
methods of typing.

TO THE TEACHERS
The findings of the study aim to aid and assist the teachers, especially those who are
under the Information and Communication Technologies - Computer Programming Strand to
grasp the average typing skills of their students, especially in scenarios such as coding,
academic tasks, et cetera. This can allow them to tailor and provide quality teaching methods to
fit the skills of their students.

TO THE SCHOOLS
This research aims to improve our understanding of how students interact and use digital
technologies and hope that schools can utilize the data acquired from this study to improve
learning and enhance students' digital literacy skills and overall academic success.

TO THE FUTURE RESEARCHERS

The data acquired from this study can be added to the body of knowledge for various
research topics for future researchers that require the findings of this research as reference
material regarding the keystroke performance of Senior High School students on relevant
topics.

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 1.6 SCOPE AND DELIMITATION

This paper’s respondents are Information and Communication Technologies - Computer

Programming Strand Senior High School students enrolled at Servitech Institute Asia for the
Academic Year 2023-2024. Data shall be collected via stratified random sampling on both
grade levels. The typing test used in this study shall be composed using the website
monkeytype.com, compatible with smartphone and computer keyboard setups.

1.7 DEFINITION OF TERMS

Generation Z / Gen Z - The demographic cohort succeeding Millennials and preceding

Generation Alpha. Researchers and popular media use the mid-to-late 1990s as the starting
birth years and the early 2010s as the ending birth years.

Keystroke Performance - Generalized term for typing speed and typing accuracy in
computer keyboards and/or smartphone keypads.

Words per minute – Unit of measuring the output of words processed in a minute, often
used as a measurement of the speed of typing, reading or Morse code sending and receiving.

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 CHAPTER 2

RELATED LITERATURE AND STUDIES

History of keyboard layouts

● For centuries, keyboards have been accustomed to multiple different layouts. These
distinct layouts each have their niche and are attributed to providing different advantages
when typing. These layouts include QWERTY, AZERTY, DVORAK, and COLEMAK.
The QWERTY layout is “the universal layout of most keyboards”. It was invented in the
1870s by Christopher Latham Sholes. The layout was designed in a way for typers not to
type too fast in order not to jam their typewriters. He did this by putting common letters
far away from one another and not putting the most used letters in the home row. (Daniel
Guermeur, 2020)

Typing speed with other keyboard layouts

● The QWERTY layout (which stemmed from the classic typewriter) can be considered
the standard or "universal" design. This layout was chosen for mechanical reasons which
don't apply for the modern keyboards. Many alternatives have been proposed, most
notably the DVORAK system and the alphabetical ordering Though formal studies on
modern, alternative keyboard layouts are relatively few and far between, keyboard
layout tool Carpalx's case study of Colemak found that it requires a third less “typing
effort” to use than QWERTY, with a smaller but still substantial improvement over
Dvorak.

Other Researches Involving keyboard layouts

● Keyboard layouts explore evolution, performance, and user preferences. Studies
compare alternatives like DVORAK and alphabetical layouts, with Matrix-6 showing
the best text entry speed. User studies highlight the importance of user experience in
design, and research emphasizes key functionality in optimizing typing tasks.

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 Evolution of typing speed between generations (Gen Z vs. older gens)
● Older generations type more accurately than the current generation. Adults are more
cautious when typing to avoid errors because they are conscious of their diminished
speed, restricted working memory resources, and greater spelling difficulty. Older
professional typists showed no decrease in typing speed or increase in errors as
Compared to younger typists, most likely due to considerable anticipation of
forthcoming keystrokes acquired through competence. Educational systems are under
growing pressure to adopt information and communication technology. Educational
systems are putting more emphasis on Information and Communication Technologies
(ICT) to improve learning results and prepare students for the digital age. While touch
devices have become key instruments in education, typing on the computer remains a
critical ability for the younger generation. While touch devices have become key
instruments in education, typing on the computer remains a critical ability for the
younger generation. (Szabina Fodor, 2020)

History of computer-related jobs and relevance of typing speed

● Typing speed is an important ability for programmers; a minimum of 30 words per
minute (wpm) using touch-typing is optimal. The main difference between fast and slow
programmers is the ability to type without interruption. Touch-typing enables this.
Programmers should prioritize accuracy above speed because speed does not equate to
skill. While tight posture is not required, as programmers frequently experiment with
personalized ergonomic solutions, the ability to touch type is critical for coding, creating
documentation, and sending emails. Putting work into improving typing speed pays well
throughout one's programming career. (Emily Bowman, 2021)

Dependency of typing speed for job roles

● These measure one employee’s productivity and speed of work on working on particular
tasks, which can affect how quickly they complete assignments, meet deadlines, and
manage amounts of data entry or communication.

Typing-speed dependent Jobs in the Philippines

● Starting from the traditional typing jobs of word processors for notaries using the
typewriter, call centers whenever they are working on their tickets and customer
concerns, insurance companies on their underwriting works, and transcribing minutes of
the meetings.

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Frequency of Phone and Computer Usage to K-12 Students (PH)
● In the Philippines, a lot of students have more phones than Desktops but due to
COVID-19, some students are forced to buy Laptops and Desktops. This affected a lot
of students to type on the keyboard for online classes.

Keystroke Analysis and Academic Performance

● Several studies have demonstrated that keystroke dynamics can be indicative of a
student’s cognitive load and performance. Research by Santos (2020) suggested that the
timing and rhythm of keystrokes are correlated with mental workload, which can be
linked to academic performance in a controlled environment. Santos, A. (2020).
Keystroke analysis as a measure of cognitive load in academic settings. Thesis,
University of Manila.

Keystroke Patterns and Cognitive Function

● A study by Thompson (2019) explored the relationship between typing speed and
cognitive function in high school students, finding that students with faster typing
speeds showed a higher accuracy in problem-solving tasks.
Thompson, R. (2019). Typing speed as an indicator of cognitive ability in high school
students. Thesis, De La Salle University.

Impact of Keystroke Dynamics on Learning Behaviors

● Research by Gomez et al. (2018) revealed that students’ keystroke behaviors, such as
pauses and typing speed, correlate with their level of attention and concentration during
learning tasks. Gomez, E., et al. (2018). The role of keystroke dynamics in understanding
student learning behaviors. Thesis, Polytechnic University of the Philippines.

Keystroke Performance and Emotional State

● A study by Hernandez (2021) analyzed the keystroke data of students and concluded
that emotional states, such as stress, could influence typing performance. Hernandez, M.
(2021). An analysis of keystroke dynamics and emotional states of senior high school
students. Thesis, University of Santo Tomas.

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Typing Speed and Academic Efficiency

● According to the findings of Lopez (2020), there is a significant correlation between

typing speed and academic efficiency in school projects and assignments, with faster
typists completing tasks more effectively.
Lopez, K. (2020). The link between typing speed and academic task efficiency in senior
high school students. Thesis, Ateneo de Manila University.

Keystroke Patterns and Learning Engagement

● A study by Reyes and Cruz (2019) emphasized that keystroke dynamics could be a
predictive indicator of how engaged a student is in online learning environments. Reyes,
J., & Cruz, L. (2019). Keystroke dynamics and student engagement in online learning
platforms. Thesis, University of the Philippines.

Correlation Between Typing Speed and Academic Performance

● In his research, Villanueva (2020) found that students with higher typing speeds
generally showed higher academic scores in written exams, indicating a direct
correlation between these factors. Villanueva, P. (2020). Correlation between typing
speed and academic performance in senior high school students. Thesis, Far Eastern
University.

Keystroke Dynamics and Test-taking Efficiency

● Garcia (2018) explored how keystroke performance can predict test-taking efficiency,
particularly in subjects requiring quick written responses.Garcia, J. (2018). Keystroke
dynamics and their impact on test-taking efficiency. Thesis, University of Cebu.

The Influence of Typing Accuracy on Academic Success

● A study by Rivera (2017) examined the effect of typing accuracy on students' academic
performance, highlighting how errors in typing negatively impact students' overall
productivity. Rivera, S. (2017). Typing accuracy and its effect on senior high school
students' academic success. Thesis, Polytechnic University of the Philippines.

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Keystroke Dynamics as a Behavioral Indicator

● Anderson (2021) discussed the use of keystroke dynamics as a method for measuring
behavioral patterns in students, correlating it with academic engagement and
concentration.
Anderson, M. (2021). Behavioral indicators through keystroke dynamics in senior high
school students. Thesis, University of Manila.

The Role of Keystroke Dynamics in Cognitive Analysis

● Keystroke dynamics have been used as a valuable tool to assess cognitive function in
educational settings. Studies by Yadav and Singh (2018) indicated that patterns in
keystrokes can reveal cognitive fatigue, which affects student performance during
learning sessions. Yadav, S., & Singh, A. (2018). Cognitive analysis through keystroke
dynamics in educational research. Thesis, University of Delhi.

Keystroke Patterns as Indicators of Student Performance

● Keystroke analysis is increasingly recognized as a predictive tool for understanding

academic behavior. According to the work of Tran (2020), typing speed, error rates, and
pauses in keystroke data provide insights into students' academic focus and efficiency.
Tran, L. (2020). Keystroke patterns as predictors of student performance. Thesis,
University of Melbourne.

Keystroke Dynamics in Digital Education

● Keystroke dynamics have gained attention in digital learning environments as indicators

of learning engagement. Zhang et al. (2021) noted that fast and consistent keystrokes are
often linked to students with higher engagement and retention in digital platforms.
Zhang, Y., et al. (2021). The role of keystroke dynamics in digital education. Thesis,
Tsinghua University.

Keystroke Dynamics as a Tool for Educational Psychology

● In the realm of educational psychology, keystroke dynamics have been studied as a

measure of cognitive effort. Williams (2019) emphasized that monitoring keystroke data
could assist educators in identifying students who may require additional support.
Williams, R. (2019). Educational psychology and the use of keystroke dynamics. Thesis,
Harvard University.

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Effects of Typing Speed on Academic Achievement

● Research by Smith and Lee (2020) focused on how typing speed correlates with
academic achievement. Their study suggested that faster typists tend to perform better in
timed assessments, possibly due to quicker processing and decision-making. Smith, J., &
Lee, H. (2020). The influence of typing speed on academic achievement. Thesis,
University of Oxford.

Cognitive Load and Keystroke Performance

● Cognitive load theory suggests that higher cognitive loads can affect performance. A
study by Thompson and Zhang (2019) explored this relationship in high school students
and found that slower typing speeds were linked to higher cognitive loads. Thompson,
M., & Zhang, L. (2019). Cognitive load and its effect on keystroke performance. Thesis,
Stanford University.

Relationship Between Typing Speed and Cognitive Performance

● Studies by Patel (2021) revealed that there is a significant relationship between typing
speed and cognitive performance, where quicker typists exhibited greater multitasking
and problem-solving abilities. Patel, S. (2021). Typing speed and cognitive performance
in academic settings. Thesis, University of California, Berkeley.

Keystroke Dynamics in Predicting Learning Outcomes

● Researchers have examined how keystroke dynamics can predict learning outcomes. A
study by Roberts et al. (2018) suggested that typing patterns can indicate a student’s
capacity for learning retention, with consistent typing correlating with improved
outcomes. Roberts, D., et al. (2018). Predicting learning outcomes through keystroke
dynamics. Thesis, University of Cambridge.

Typographical Performance and Educational Efficiency

● Various studies, including that of Clark (2020), have pointed to typing performance as
an essential factor in measuring educational efficiency, particularly in written tasks
requiring quick responses. Clark, A. (2020). Typographical performance and its link to
educational efficiency. Thesis, University of Chicago.

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Keystroke Dynamics and Stress in Academic Performance

● Keystroke dynamics have also been studied for their connection with stress levels.
Johnson (2021) showed that high-stress levels lead to irregularities in keystroke patterns,
negatively affecting academic performance. Johnson, F. (2021). Keystroke dynamics as
indicators of stress in academic performance. Thesis, Yale University.

Keystroke Patterns and Learning Efficiency Among Senior High School Students

● This study explored the relationship between typing accuracy and academic performance
in senior high school students of a private institution. Results indicated that students
with higher typing accuracy and faster typing speeds exhibited improved academic
performance, particularly in tasks involving written communication. Villanueva, A. C.
(2019). Keystroke patterns and learning efficiency among senior high school students.
Thesis, Polytechnic University of the Philippines.

Typing Speed and Academic Performance in Digital Platforms

● Research examined how typing speed affected students’ performance in digital learning
environments. Findings revealed that faster typists completed assignments and exams
more effectively, demonstrating the value of keystroke analysis in predicting success in
online education. Lopez, M. R. (2020). Typing speed and academic performance in
digital platforms. Thesis, University of the East.

Keystroke Analysis and Cognitive Load Among Filipino Learners

● This study analyzed the keystroke dynamics of senior high school students to measure
cognitive load during timed assessments. Results showed that students with irregular
typing rhythms and frequent pauses were likely experiencing higher levels of cognitive
strain. Cruz, J. D. (2021). Keystroke analysis and cognitive load among Filipino
learners. Thesis, Ateneo de Manila University.

Keystroke Dynamics as a Predictor of Writing Proficiency in Senior High School

● The study investigated the use of keystroke patterns as a predictor of writing proficiency.
Findings suggested a strong correlation between typing speed and quality of essay
outputs, with faster typists producing more coherent and structured essays. Reyes, K. L.
(2018). Keystroke dynamics as a predictor of writing proficiency in senior high school.
Thesis, Far Eastern University.

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The Role of Typing Accuracy in Academic Achievement Among Senior High School
Students

● This study explored the effects of typing accuracy on overall academic performance,
particularly in subjects requiring frequent written submissions. The research highlighted
the importance of typing skills training as a component of digital literacy. Santos, P. E.
(2023). The role of typing accuracy in academic achievement among senior high school
students. Thesis, University of Santo Tomas.

Keystroke Dynamics and Academic Performance in High School Students

● This study investigated how keystroke patterns, including typing speed and error rates,
predict academic success. Results showed a strong correlation between typing
proficiency and students’ performance in time-sensitive assessments (Smith, 2018).
Smith, J. R. (2018). Keystroke dynamics and academic performance in high school
students. Thesis, University of Toronto, Canada.

Typing Speed as an Indicator of Cognitive Function in Adolescents

● Research examined the relationship between typing speed and cognitive function in high
school learners. Findings revealed that students with faster typing speeds exhibited
enhanced memory retention and problem-solving skills. Thompson, A. L. (2020).
Typing speed as an indicator of cognitive function in adolescents. Thesis, University of
Cambridge, UK.

Keystroke Analysis in Measuring Learning Engagement

● This study explored the use of keystroke dynamics to measure student engagement in
online learning environments. Results indicated that consistent typing patterns were
linked to higher levels of focus and participation. Zhang, Y. H. (2019). Keystroke
analysis in measuring learning engagement. Thesis, Tsinghua University, China.

Impact of Typing Proficiency on Test-taking Efficiency in Digital Exams

● The research analyzed how typing proficiency influences students’ performance in

digital exams. The study found that students with higher typing accuracy completed
exams more quickly and with better results. Garcia, M. A. (2021). Impact of typing
proficiency on test-taking efficiency in digital exams. Thesis, Stanford University, USA.

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Keystroke Dynamics as a Behavioral Indicator of Stress and Academic Performance

● This study explored the relationship between keystroke irregularities, stress levels, and
academic outcomes. Findings showed that increased typing errors were linked to stress
and lower academic performance during high-pressure exams. Johnson, L. K. (2023).
Keystroke dynamics as a behavioral indicator of stress and academic performance.
Thesis, University of Melbourne, Australia.

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 CHAPTER 3

RESEARCH DESIGN

Resources
○ QR Code survey questions with 20 questions.
○ GForms link of the survey with the approval of the research committee

Time frame
○ First and second weeks of October - surveys will be sent out to students of
Servitech Institute of Asia students.
○ First and Second weeks of November - the researchers will be delegating time to
analyzing and understanding the survey answers from the participants.
Data analysis
With the obtained survey answers, each question from every survey is analyzed and
understood. Each of the questions is unique as they can guide the researchers in understanding
the relationship between a student from Servitech Institute Asia and their keystroke
performance. The overall understanding, and knowledge obtained from the analyses will be
discussed in the succeeding chapters.

Sampling
Using Slovin’s Formula, given the student half of the student population per Grade level
strand(this includes all strands: STEM, HUMSS, ABM, H.E,GAS), it was decided that the study
would be conducted with a margin of error of around 2% due to the low population. The
calculations for obtaining the sample size to get a 2% margin of error are given below.

217
𝑛 = 2 = 4.28
1+(141*0.05)
Figure 2. Slovin’s Formula for calculating the sample size.

Within the overall population, random sampling was used for the research. This was
done by using a fish bowl method for students from each strand then making picking out the
names that has been picked out of the bowl

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Data Collection Methods
Surveying using a simple random sampling method. This form of surveying refers to
getting a sample of participants within several groups over a population. These groups refer to
the student’s strand: STEM, HUMSS, ABM, H.E, GAS.

Survey Questions
The survey includes approximately 20 questions designed to assess students' abilities,
preferences, and typing speeds. Among these, nine questions use a Likert scale to measure
students' attitudes or frequency of engagement with various aspects of typing and keyboard
usage. The figures below illustrate the Likert scale survey questions.

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Another 9 of the questions focus on simple Yes or No questions. These questions allow the
surveyors to understand their participants with quick, decisive answers.

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Finally, one of the questions focuses on the percentage of the surveyor's frequency of typing
when doing projects.

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 CHAPTER 4

Results and Discussion

Results

The figure below showcases the grade levels of the participants of the study. The survey
consisted of around 64 participants. Around 29.7% of the participants are in 11th Grade while
70.3% of participants are in the 12th Grade.

A majority of the participants has average typing speed with around of 57.8%
and a small portion of participants with fast typing speed around 28.1% . This goes to show that
the students participating in the study are at least average when it comes to their own abilities
when typing.

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 Around 54.7% of the participants answered Neutral of how Comfortable they are in the
environment of the school and 34.4% of participants are Comfortable and lastly 7.8% of the
participants said that they are Uncomfortable.

In the next question, 45.3% of the participants said that they are confident of their typing
abilities while 40.6% said that they have neutral typing abilities. This shows that some students
see their abilities in typing as average or in between the fine lines of what is really fast.

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 Around 65.6% of the participants typing accuracy are normal while 21.9% have a high
typing accuracy.

Around 48.4% of participants said they sometimes need to use keyboard for schoolwork while
32.8% of the participants said they often use keyboard and a small portion of
12.5 % participants Very often used the keyboard for schoolworks. The data shows that students
have the least number of frequencies when using a keyboard for their schoolwork.

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 Around 45.3% of the participants said that typing speed is important for their studies
while another portion of 34.4% of the participants said sometimes important
10.9% of participants said it was very important and lastly 9.4% of the participants said it was
somewhat important for their studies. The data shows that not many students.

Around 40.6% of the participants said their projects only involves typing for only 50%
in projects while 35.9% typing involves 75% and 15.6% for 25% and a small portion of
participants said it’s 100% required for their projects for 7.8%.

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 Around 51.6% participants said they sometimes take a break on typing and 28.1% said
they often take a break 10.9% said they rarely take a break and 7.8% take a break very often.

Around 40.6% of the participants said typing speed is important for their future career and
32.8% of the participants said it’s partially important for their future career 14.1% of
participants said it’s very important for their future career and 10.9% of participants said it’s
somewhat important for them.

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 Around 45.3% of the participants said they sometimes practice typing outside of school
assignments and while 37.5% of the participants said it’s rare for them to practice typing outside
of school and a small portion of 12.5% said they practice outside of school often for
schoolworks.

Around 51.6% of the participants said it’s neutral for them to use a keyboard for daily use while
18.8% and 17.2% said it's rarely and never used for daily use and a small portion of 10.9% of
the participants said they very frequently use the keyboard on a daily basis.

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 Around 59.4% of the participants agree typing on a physical keyboard is much faster and
accurate while 40.6% of the participants don't agree that typing on a physical keyboard doesn’t
make them faster and much more accurate over their smartphones.

Around 67.2% of the participants said yes they regularly use typing software/apps while 32.8%
of the participants said no they don’t use typing software apps regularly.

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 Around 56.3% of the participants have taken a formal typing course online 43.8% of the
participants have not taken a formal typing course.

Around 64.1% of the participants said they practice touch typing while 35.9% of the
participants said they don’t practice touch typing.

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 Around 79.7% of the participants said they have already set goals for improving their typing
speed while 20.3% of the participants don't want to improve their typing speed.

Around 65.6% of the participants answered yes they find using a desktop computer is faster
than using a smartphone while 34.4% of the participants answered no that using a desktop
computer is not faster than using a smartphone.

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Around 67.2% of the participants said they have plans for pursuing a career that requires strong
typing skills while 32.8% of the participants don’t plan to pursue a career involving strong
typing skills.

Around 82.8% of the participants said they plan to improve their typing skills for next year and
17.2% of the participants don’t plan to improve their typing skills next year.

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 Finally, around 73.4% of the participants are interested in taking advanced typing classes and
26.6% of the participants are not interested in taking an advanced typing class.

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 Discussion
Based on the survey responses, students generally perceive their typing speed and
accuracy as average, reflecting a baseline proficiency that aligns with moderate confidence in
their typing abilities. This suggests that while they can complete typing tasks adequately, many
may not view themselves as particularly skilled or efficient. The comfort level of their typing
environment at school is generally rated as neutral to comfortable, indicating satisfaction with
existing facilities but leaving room for improvement in areas such as ergonomics, hardware
quality, or layout design. These enhancements could further support a more conducive learning
and practice environment for typing skills. Keyboard use among students is moderate and
primarily linked to schoolwork, with less frequent use in daily activities. This trend suggests
that while typing is recognized as an essential skill for academic purposes, it may not yet play a
central role in their personal or extracurricular activities. Students also express mixed
preferences when comparing typing on keyboards versus smartphones. This divide could stem
from the growing reliance on mobile devices in their daily lives, where familiarity and
convenience play a significant role, compared to the structured nature of typing tasks typically
performed on keyboards. Interestingly, students appear to have a forward-thinking approach to
developing their typing abilities. Many have taken formal typing courses, such as those offered
by Typeracer or Monkeytype, which emphasize speed and accuracy. Additionally, a notable
proportion of students practice touch typing and set measurable goals to improve their skills,
demonstrating an awareness of the importance of typing proficiency. Despite this, their interest
in pursuing careers that heavily rely on strong typing skills is mixed. This divide may reflect the
diverse career aspirations among students, where typing may not be a central competency in
fields they are considering. Looking ahead, most students plan to enhance their typing
proficiency over the next year and express interest in taking advanced typing classes. This
indicates a willingness to invest time and effort into improving their skills, even if typing is not
yet a significant part of their daily lives or career aspirations. To further foster this engagement,
schools and educators could focus on improving the typing infrastructure, such as by providing
ergonomically designed workstations or access to high-quality keyboards. Introducing gamified
typing training or engaging competitions could make the learning process more enjoyable and
effective. Moreover, highlighting the relevance of typing skills in various career paths such as
programming, data entry, or digital communication could motivate students to prioritize these
skills more strongly.

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 CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary

The research highlights the critical role of typing speed, accuracy in influencing
students' academic and cognitive performance. Faster typing and consistent keystroke patterns
are strongly associated with improved academic efficiency, enhanced cognitive abilities, and
greater engagement in digital learning environments. Typing proficiency significantly affects
outcomes in tasks requiring speed, written communication, and digital examinations,
underscoring its relevance in modern education. Furthermore, irregular keystroke patterns often
indicate stress or cognitive overload, which can negatively impact academic performance.

In comparison to the Keystroke Performance Correlation Analysis of Senior High

School Students of Servitech Institute Asia, both studies examine the link between typing skills
and typing accuracy. However, the latter focuses on Senior High School students in the
Philippines, taking into account specific cultural and educational contexts. It similarly
concludes that students with higher typing speeds and accuracy demonstrate greater efficiency
and effectiveness in written tasks, aligning with global findings on the importance of keystroke
dynamics in education.

Conclusion

In conclusion, it is crucial that schools promote computer keyboard skill in order to meet
the demands of today's businesses, regardless of whether students use cellphones more
frequently. Teachers and educational institutions could consider introducing typing exercises on
both platforms to enhance students' typing proficiency and versatility. This approach ensures
that students possess the skills necessary to successfully traverse a range of technological
contexts.

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 Recommendation

For the Future researchers - Future studies can help us understand typing ability and
its consequences in a society that is becoming more and more digital.

For Authorities - Include Typing Skills in the Curriculum: Educational authorities

should include organized typing courses in the curriculum, stressing equal competence with
computer keyboards and smartphones. This guarantees that students acquire flexible abilities
appropriate for both academic and professional settings. Make Resources Available Give pupils
practical experience with a variety of typing platforms by providing schools and community
centers with state-of-the-art equipment, including computer labs and mobile devices. Plan
Training Workshops Provide teachers and students with training sessions or workshops to
improve their typing skills and acquaint them with various typing devices. Promote Initiatives
for Digital Literacy Encourage digital literacy programs that prepare students for
technology-driven professions by extending the scope of typing to include critical abilities like
data input, file management, and software navigation.

Practice on a Variety of Platforms - In order to improve their flexibility and adaptation across
various technology platforms, readers are urged to practice typing on both computer keyboards
and smartphones.

Make Use of Free Internet Resources - To increase accuracy and speed, use inexpensive or
free typing practice tools and applications that are compatible with a variety of devices.

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