NCJ Number
193495
Journal
Corrections Compendium Volume: 27 Issue: 2 Dated: February 2002 Pages: 1-5,16-18,20
Date Published
February 2002
Length
9 pages
Annotation
This study compared computer-aided instruction for inmates with traditional inmate basic education and explored other factors with an influence on inmate outcomes.
Abstract
Methodological inadequacies have hindered previous studies attempting to quantify differences in academic achievement. This study used a true experimental design intended to minimize disruption of the regular prison education program. It randomly selected equally sized control and experimental groups and equalized the treatment times of the groups at 80 hours over 4 weeks. Each inmate completed pretests and posttests in mathematics, reading, and language via the Test of Adult Basic Education. The control group received 4 hours of traditional classroom instruction each day; the experimental group received 3 hours of classroom instruction and 1 hour of computer-aided instruction each day. The research used a paired sample t-test to test the assumption that achievement scores would increase significantly in both groups. Results revealed that computer-aided instruction plus traditional instruction was not significantly more effective than traditional instruction alone in improving the test scores. The 80 hours of instruction did not result in significant gains in mathematics and language achievement, although significant gains occurred in reading scores. The analysis concluded that inmate attitudes toward testing, the dynamics of inmate society, and the lack of appropriate instructional materials or software hindered inmate education. The study also concluded that encouraging active support and enthusiasm of teachers may help inmates in that computer-aided learning may improve inmate self-efficacy and help minimize the stigma generally associated with prison education programs. Tables and 44 references