A Comparative Study of Adult Education Indianapolis/Richmond. Third-Party Evaluator Final Report.

Institution	Indiana Opportunities Industrialization Center of America State Council, Indianapolis.
Titel	A Comparative Study of Adult Education Indianapolis/Richmond. Third-Party Evaluator Final Report.
Quelle	(1990), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Learning; Adult Literacy; Adult Students; Cognitive Style; Computer Assisted Instruction; Conventional Instruction; Disadvantaged; Instructional Effectiveness; Literacy Education; Outcomes of Education; Program Effectiveness; Teaching Methods; Indiana; Indiana (Indianapolis) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Cognitive styles; Kognitiver Stil; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A study measured the effectiveness of traditional classroom instruction versus computer-assisted instruction (CAI) in raising the competency levels of adults enrolled in adult basic education (ABE) classes one grade level for each 80 hours of instruction. Classes were conducted in Indianapolis and Richmond, Indiana, from November 1988 to April 1990. Target population for the study was economically disadvantaged adults, predominantly female, aged 17 to 67; 50 of 149 students completed the program and were compared for the study. Evaluation methodology included classroom observation, student surveys and interviews, reviews of instructional records and materials, joint site meetings, and interviews of project administrators. Testing was conducted upon entry, at 30-day intervals, and upon exit. The overall average grade level gain for all study completers was 2.2 grades at Indianapolis and 1.96 at Richmond. The overall average grade gain for CAI students was 2.6 grades compared with an average of 1.84 grades for non-CAI students. Older students made greater progress and dropped out less frequently than younger students. According to the study, the major strength of CAI was that students could monitor their own progress and affirm their mastery of skills. The traditional classroom approach often brought back earlier negative experiences for students, although instructors in both classrooms were empathetic and supportive. The study concluded that CAI works well with this population, particularly when there is an appropriate range of software. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC