Does the Use of Computer-Assisted Instruction with Incarcerated Adult Female Learner Impact on Reading Achievement when Compared to Classroom Instruction without Computers?

Abstract

The study investigated the impact of Computer-Assisted Instruction over a five month period on the reading levels of incarcerated adult female learners when compared to classroom instruction without computers. The experimental CAI group (N=20) consisted of Adult Basic Education students enrolled in school at least one module of three hours, five days a week. This group utilized Ideal Software for CAI reading instruction. The control group of non-CAI students (N=20) utilized the Adult Basic Education classroom for reading instruction without computers. They were enrolled in school at least one module of three hours, five days a week. Their instruction included a variety of reading materials, individualized or group instruction, and cooperative as well as individualized learning styles to promote and enhance reading achievement. Both groups were pre- and posttested on the TABE. The data obtained were statistically analyzed using a t-test. It was found that there was no significant statistical difference between the two groups.