Abstract
Computer-assisted instruction was utilized by Chrysler Learning, Inc. to study its impact on economically and educationally disadvantaged youth subjects in basic but specific academic areas within a given time period. The program took the form of an experiment that involved two groups: 1) an experimental group that participated in an educational training sequence with an interactive computerized learning system coupled with traditional classroom instruction and work experience; and 2) a control group that received no structured instruction in basic skills but was exposed to counseling, hands-on industrial experience and job search skills.
Comparison of the pre- and post-test scores indicated that the experimental group had made significantly higher gains than the control group in reading and mathematics. Reading in general was more indicative of growth but math was also positively affected.
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