A Field Test of a Structured Television Curriculum on the Mathematics Achievement of Incarcerated High School Equivalency Learners.

Autor/in	Burnham, Tom
Titel	A Field Test of a Structured Television Curriculum on the Mathematics Achievement of Incarcerated High School Equivalency Learners.
Quelle	(1985), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Audiovisual Aids; Dropouts; Educational Research; Field Tests; High School Equivalency Programs; Mathematics Achievement; Mathematics Instruction; Television + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Audiovisuelles Medium; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsforschung; Pädagogische Forschung; Praxisübung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Fernsehen; Fernsehtechnik
Abstract	Problems connected with school dropouts and illiteracy are discussed. The need for decreasing recidivism and prison populations through educational programs is presented, with data on the costs of not doing so. The use of television as a teaching resource is proposed as a possible solution. A field test was conducted to determine the effects of a series of instructional television programs ("Adult Math"), designed to present mathematics concepts measured by the General Educational Development test on learners in a state correctional institution. Data were obtained for 22 persons in the experimental group and 18 persons in the control group. Two forms of the General Educational Performance Index were used as pre-and post-tests, and data were compared using analysis of covariance. The use of television curriculum did not significantly increase the mathematics achievement of the incarcerated learners. Those scoring at the 6.0 and above grade levels on reading and arithmetic skills attained the best results. (MNS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC