The purpose of this study was the systematic development and formative evaluation of a research-based model program for teaching alphabetic keyboarding skills via microcomputer. A microcomputer instructional program was developed based on instructional strategies and psychological concepts that were considered appropriate during the early stages of teaching typewriting. These strategies and concepts were identified from a review of the literature and validated by subject-matter experts.

The model program was presented in two lessons and provided instruction on keyboarding the home, the “e,” the “n,” and the return keys and the space bar. A minimum criterion performance level based on subject scores on one-minute timed writings was specified. A formative evaluation design was used in program tryout and revision. Sixty-six community college nontypists participated in three tryout cycles: initial developmental testing, Field Test A, and Field Test B. Two sources of background information were collected for each subject: demographic data and keyboarding aptitude data.

Diagnostic and revision data were analyzed from subjects' performance scores, time required to complete the program, researcher's technique ratings, subjects' interviews, and researcher's observations. Ninety percent of the subjects in Field Test A achieved the instructional objectives and reached the criterion level, and ninety percent of the subjects in Field Test B also reached criterion level.

The revisions made to the program during the formative evaluation process made the program more efficient as evidenced by the reduction in time required to complete the program. The decrease in the number of problems identified after each testing cycle also indicated that the program became more effective. Based on data analyzed from the study, the microcomputer is an effective medium for teaching initial keyboarding skills. The study recommends that teachers of typewriting or keyboarding consider microcomputer-based instruction as a teaching method.