The effectiveness of computerized adult literacy education: A meta-analysis of literature from 1979 to 1994
Abstract
The present study applied Hedges and Olkin's meta-analysis methodology to synthesize experimental research concerning the effectiveness of computer-based instruction on adult literacy education. Analyses were completed to provide answers to two major questions: (1) what was the overall effectiveness of CBI on adult literacy education? and (2) what variables were associated with effective computerized adult literacy learning results? This study included 13 studies comparing the effectiveness of CBI to traditional instruction for adult literacy education. Data from these 13 studies were quantified into 15 effect sizes. The data quantification methods used in this study differed from previous meta-analysis in two major ways: (1) studies were weighted by their sample sizes and (2) a homogeneity test was applied to each category. The present study obtained a moderate and positive mean effect size of +0.28 (95% confidence interval = +0.15 to +0.42) for CBI on adult literacy learning effectiveness compared to traditional instruction. The effectiveness of CBI on adult literacy education was not related to developments in computer technology. More advanced media, such as interactive video, multimedia and hypermedia were used by very few studies. Authoring systems, such as HyperCard and Authorware Professional, were rarely used to develop software for adult literacy learning. The present study found the effectiveness of computerized adult literacy education was associated with the following variables: (1) document type (publication source), (2) learner's age, (3) learners' gender, (4) learners' reading level, (5) type of organization conducting literacy education, (6) program type, (7) subject matter, (8) computer application mode, (9) type of software interactivity, (10) CBI delivery platform, (11) experimental design, (12) authorship of measuring instrument, and (13) instructional method for comparison group. The dissertation includes implications and recommendations for computerized adult literacy education for the following three areas: (1) CBI design, (2) instructional implementation, and (3) future research.
Degree
Ph.D.
Advisors
Lehman, Purdue University.
Subject Area
Adult education|Continuing education|Curricula|Teaching|Educational software
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