Effect of computer-based instruction on students' self-perception and functional task performance.

PURPOSE

This study was designed to investigate the effects of computer-based instruction (CBI) on the academic self-perception and functional ability of high school students with learning difficulties.

METHOD

Fifty high school students were assigned to one of two groups: (1) CBI or (2) a regular English language arts classroom, the comparison group. Students in the CBI group used the assistive reading software, Kurzweil 3000 (K-3000), intensively for 10 weeks. This specific CBI tool provides reading and auditory presentation of text and study-skills tools. Before and after the intervention period, standardised measurements such as self-perception profile for learning disabled students (SPPLD), the self-perception profile for adolescents and self-developed questionnaires such as a job application form were used to probe students' academic self-perception and functional task performance.

RESULTS

Repeated measure analyses of SPPLD revealed that the CBI group made more progress than comparison group on the reading competence subscale and general competence subscale. Repeated measure analyses of the job application form demonstrated similar results that the CBI group made more progress in filling out the education information section and the work experience information section.

CONCLUSION

The results suggest that the K-3000 software program improves academic self-perception and functional task performance of high school students with learning difficulties.