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

Area of Science:

• Educational Technology
• Special Education
• Human-Computer Interaction

Background:

• Students with learning difficulties often face challenges in academic self-perception and functional task performance.
• Computer-based instruction (CBI) offers potential benefits through assistive technologies.
• Evaluating the impact of specific CBI tools is crucial for effective educational interventions.

Purpose of the Study:

• To investigate the effects of computer-based instruction (CBI) on academic self-perception and functional ability in high school students with learning difficulties.
• To assess the efficacy of the Kurzweil 3000 (K-3000) assistive reading software.

Main Methods:

• A 10-week study involving 50 high school students with learning difficulties.
• Two groups: one receiving intensive CBI with K-3000, and a control group in a regular English class.
• Standardized measurements (SPPLD, job application form) assessed academic self-perception and functional task performance before and after the intervention.

Main Results:

• The CBI group showed significantly greater improvement in reading competence and general competence compared to the control group.
• Students using K-3000 demonstrated enhanced performance in completing the education and work experience sections of a job application form.
• These findings indicate positive impacts of the K-3000 software on specific academic and functional skills.

Conclusions:

• The Kurzweil 3000 software program effectively enhances academic self-perception and functional task performance for high school students with learning difficulties.
• CBI, specifically using K-3000, is a valuable tool for supporting students with learning challenges.
• Further research can explore long-term effects and broader applications of such assistive technologies.