Effect of computer-based instruction on students’ functional task performance

This study was designated to examine the effectiveness of Computer-based intervention (CBI) on high school students’ reading performance and self-efficacy. Fifty high school students from 2 resource rooms were recruited. The students in the experimental group (CBI group) received training on the Kurzweil 3000 by the classroom teacher and the researcher and use the Kurzweil to do homework/coursework for 10 weeks. The control group did homework/coursework using paper and pencil. Scholastic Reading Inventory (SRI), Self-Perception Profile for Adolescents (SPPA; Harter, 1987), and Self-Perception Profile for Learning Disabled Students (SPPLD; Renick & Harter, 1988) were obtained to compare the changes prior to and following the study period. The CBI intervention has a significant effect on students’ reading comprehension scores. In addition, there was significant difference between CBI and control group students’ self-efficacy in reading competence the preand post-study period. The study results suggested that this reading enhancement software program is an effective CBI tool to enhance students’ reading comprehension and self-efficacy in reading.