An Ex Post Facto Study of a Computer-Based Instruction Program and Adult Learner's Educational Gains

Autor/in	Kovacs, Paula Marie
Titel	An Ex Post Facto Study of a Computer-Based Instruction Program and Adult Learner's Educational Gains
Quelle	(2023), (106 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-1413-4
Schlagwörter	Hochschulschrift; Dissertation; Adult Basic Education; Computer Assisted Instruction; Adult Students; Achievement Gains; Mathematics Achievement; Numeracy; Scores; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adult; Adults; Education; Adult education; Erwachsenenbildung; Computer based training; Computerunterstützter Unterricht; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rechenkompetenz; Unterrichtserfolg
Abstract	The problem addressed in this study was approximately 50% of adult learners enrolled in adult basic education (ABE) classes do not have an educational learning gain in mathematics and numeracy from ABE coursework (National Reporting System, 2022) and were often not promoted to the next level (Smith, 2022). The purpose of this quantitative ex post facto study was to investigate the impact a computer-based instruction program had on ABE students' Comprehensive Adult Student Assessment Systems (CASAS) scores from pretest to posttest in mathematics and numeracy from ABE coursework. The guiding theoretical framework was Knowles's theory of andragogy. Archival data were collected from a computer-based instruction program and CASAS data administrator. The first research question sought to determine the difference in ABE students' CASAS scores from the pretest to the post-test in mathematics and numeracy from ABE coursework. A paired-samples t-test was performed in Statistical Package for Social Sciences (SPSS) to compare ABE students' (n = 50) with a CASAS mathematics and numeracy pretest and posttest scores. The findings of research question one revealed that the paired samples t-test showed a significant difference in ABE students' CASAS scores from the pretest to post-test in mathematics and numeracy from ABE coursework. The paired samples t-test showed the difference between ABE students' CASAS mathematics and numeracy pretest scores and ABE students' CASAS mathematics and numeracy post-test scores (-4.740) was statistically significant, t(49) = -6.312, p < 0.001. The null hypothesis was rejected because there was a significant difference between ABE students' CASAS mathematics and numeracy pretest and posttest scores. A one-way analysis of variance (ANOVA) was intended to be performed in SPSS to compare ABE students' educational learning gain (the difference score between the pretest and post-test) and ABE students' attendance hours in a computer-based instruction program. There were not enough data records to conduct a one-way ANOVA. As a result, RQ2 could not be answered, so the null hypothesis was neither accepted nor rejected. Practice recommendations include expanding the implementation of computer-based instruction programs in other adult education classes. Further research suggestions are replicating this study to include a larger sample size, including other adult education schools, and a qualitative study to understand the implementation and usage of the computer-based instruction program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01