ADDRESSING LEARNING BARRIERS IN GREGG SHORTHAND AND MACHINE SHORTHAND MASTERY: ENHANCING EDUCATIONAL QUALITY FOR BSOA STUDENTS

Shorthand remains a fundamental competency in office administration. Despite its significance, many students struggle to master both Gregg Shorthand and Machine Shorthand, which are essential for developing speed, accuracy, and efficiency in transcription. These challenges often lead to decreased confidence, lower academic performance, and limited practical application of skills, underscoring the need to examine the barriers to mastery in these areas. The primary objective of this study was to identify and analyze the learning barriers experienced by second- and third-year Bachelor of Science in Office Administration (BSOA) students at Bohol Island State University–Candijay Campus. Specifically, the study aimed to assess the extent of difficulties students face across four domains: cognitive and learning difficulties; skills and technical challenges; learning resources and environment; and institutional and curriculum-related barriers. A descriptive-quantitative research design was utilized. The research instrument combined an enhanced survey questionnaire adapted from Capistrano's (2021) study with a researcher-developed questionnaire tailored to shorthand learning. The final instrument was administered to 141 student-respondents. Data analysis used percentages and weighted means to assess the severity of barriers across the identified domains. Findings indicated that skills and technical difficulties (WM = 3.21) constituted the most significant challenge, particularly in maintaining consistent shorthand strokes, ensuring accuracy, and operating the steno machine. Cognitive and learning difficulties (WM = 2.97), such as symbol retention, comprehension of shorthand rules, and sustained focus, followed. Institutional and curriculum-related barriers (WM = 2.87) and learning resources and environment (WM = 2.82) were also identified, reflecting issues such as outdated instructional materials, limited practice opportunities, and insufficient laboratory facilities. In conclusion, the study demonstrates that mastery of shorthand is hindered by a combination of technical, cognitive, institutional, and environmental factors. Addressing these barriers through enhanced teaching strategies, adequate facilities, and curriculum improvements is vital for strengthening shorthand education and improving academic outcomes for BSOA students.