Abstract
This paper summarizes the results of an experiment to assess the impact of introducing computer-assisted instruction (CAI) into an individualized educational program that previously used only print media. Participants were young adults (ages 16 to 22) enrolled in the Job Corps, a Federal vocational and educational program for the economically and educationally disadvantaged. An experimental group, with CAI added to their curriculum, was compared to a control group on pretest and posttest gains in reading and mathematics achievement. Multiple regression analysis yielded significantly greater reading achievement gains for the experimental group compared to the control group when adjusted for the effects of several covariates. No statistically significant differences were found in mathematics.
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