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The Effects of Programmed Instruction As a Supplementary Teaching Aid in Adult Basic Education at the Ohio State Reformatory, Mansfield Ohio

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The Effects of Programmed Instruction As a Supplementary Teaching Aid in Adult Basic Education at the Ohio State Reformatory, Mansfield Ohio 71- 74-15 CARSON, James Edward, 1932- THE EFFECTS OF PROGRAMMED INSTRUCTION AS A SUPPLEMENTARY TEACHING AID IN ADULT BASIC EDUCATION AT THE OHIO STATE REFORMATORY, MANSFIELD, OHIO. The Ohio State University, Ph.D., 1970 Education, adult University Microfilms, A XEROX Company , Ann Arbor, Michigan j THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED THE EFFECTS OF PROGRAMMED INSTRUCTION AS A SUPPLEMENTARY TEACHING AID IN ADULT BASIC EDUCATION AT THE OHIO STATE REFORMATORY, MANSFIELD, OHIO DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By James Edward Carson, B.S., M.S. ^ % >|c ^ % >}« The Ohio State University 1970 Approved by: Adviser College of Education ACKNOWLEDGEMENTS The writer acknowledges his indebtedness to the many persons who have made this study possible. He is particularly appreciative to Dr. William D. Dowling whose encouragement and thoughtfulness have been invaluable dur­ ing the course of this study and the total graduate program. I wish to extend special gratitude to Dr. Charles Glatt and Dr. Robert McCormick. To Mr. Edward Frinley and the Division of Corrections, State of Ohio, and the staff and inmates at the Ohio State Reformatory and the Lebanon Correctional Institution, all of whom have gone beyond the call of duty in assisting with this study, the writer expresses his deepest appreci­ ation. Special thanks are due Miss Connie Warren and Mr. Bruce Gansneder for their advice on statistical analysis and procedures. In addition, he wishes to express special thanks to Patricia Ryan who typed the first draft of this manuscript. Finally, the writer wishes to extend his appreciation to his wife, Gloria, and sons, Anthony and Brian, who have made what appeared to be unbearable sacrifices while he was going through this rigorous but very valuable experience. VITA September 16, 1932 Born - Reynolds, Georgia 1953 - 1955 Active duty, United States Army 1962 Bachelor of Science, .Fort Valley State College, Fort Valley, Georgia 1962 - 1966 Teacher, Lanier County Public Schools, Georgia 1968 Master of Science, Tuskegee Institute, Alabama 1968 - 1969 Research Assistant, The Ohio State University, Columbus, Ohio 1969 - 1970 Counselor, Division of Continuing Education, The Ohio State University, Columbus, Ohio FIELDS OF STUDY Major Field: Adult Education Professor William Dowling Minor Field: Agricultural Education Professor Robert McCormick Minor Field: Audio-Visual Education Professor Sidney Eboch TABLE OF CONTENTS Acknowledgements ............................................................................ ii V ita....................................................................................................... iii List of Tables........................................ ....................................... v Chapter I Introduction ......................................................... 1 Problem Statement............................................................... 5 Purpose of the Study ............................................................ 10 Population of the S tudy ......................................................... 14 Instruments of Evaluation ..................................................... 16 Related Literature .............................................. 18 Definition of T erm s ............................. 34 Chapter II Methods and Procedures ............................... 36 Treatment of the Data ............................................................ 38 Hypotheses ............................................................................. 40 Level of Significance ............................................................ 41 Chapter HI Analysis of the Data............................................ 42 Chapter IV Summary and Recommendations ..................... 64 Appendix 1 .......................................................................................... 71 2 .......................................................................................... 87 3 .......................................................................................... I l l 4 ............................................................................... 112 Bibliography........................................... 119 iv LIST OF TABLES TABLE PAGE 1 Distributions of Participants by Institution and Level of Difficulty........................................................................................... 43 2 Correlations Between Institutions and Questionnaire Items .......................................................................................... 3 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Easy Level of Diffi­ culty for Reading Vocabulary...................................................... 46 4 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Easy Level of Diffi­ culty for Reading Comprehension ................................................ 47 5 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Easy Level of Diffi­ culty for Reading T o ta l ................................................................ 48 6 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Easy Level of Diffi­ culty for Arithmetic Reasoning ................................................... 49 7 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Easy Level of Diffi­ culty for Arithmetic Fundamentals ............................................. 50 8 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Easy Level of Diffi­ culty for Arithmetic Total ............................................................. 51 9 Adjusted Means, Pretest and Posttest Means for Exper­ imenting and Control Groups for the Medium Level of Difficulty for Reading Vocabulary................................................ 52 v TABLE PAGE 10 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Medium Level of Difficulty for Reading Comprehension ......................................... 53 11 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Medium Level of Difficulty for Reading T o ta l ..................................................... 12 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Medium Level of Difficulty for Arithmetic Reasoning ............................................ 55 13 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Medium Level of Difficulty for Arithmetic Fundamentals ..................................... 56 14 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Medium Level of Difficulty for Arithmetic Total ...................................................... 57 15 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Difficult Level for Reading Vocabulary...................................................................... 58 16 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Difficult Level for Reading Comprehension ................................................................ 59 17 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Difficult Level for Reading Total ................................................................................ 60 18 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Difficult Level for Arithmetic Reasoning ................................................................... 61 19 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Difficult Level for Arithmetic Fundamentals ............................................. 62 20 Adjusted Means, Pretest and Posttest Means for Exper­ imental and Control Groups for the Difficult Level for Arithmetic Total ............................................................................. 63 vi CHAPTER I INTRODUCTION Prison education for many years was associated with religion and vocational training initiated in the late sixteenth and seventeenth centuries. The development of significant educational programs is relatively recent. Education, training, and placement of youthful offenders at the Draper Correctional Center in Alabama; the remedial reading program at the Nassau County Jail, Rikers Island, New York; the apprenticeship training program at three institutions in the state of Ohio, all have become a reali­ ty since 1965. The first evening school for prisoners began in the state of New York in January, 1884.1 Prisoners were given instruction in reading and writing and other rudimentary branches of the ordinary common school education. However, the evening school was confined to illiterates. In 1884 a night school was established at the Ohio Penitentiary. A staff of 20 teachers was selected from the educated prisoners who gave instruction under the direction of a paid officer.2 Advanced studies were lc. R. Henderson, Penal and Reformatory Institutions, (New York: Charities Publications, 1910), p. 57. 2Ibid., p. 59. 1 also pursued at that time, and the night school was not at all confined to il­ literates. The state of Maryland established the first school system for all prisoners in
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