Retention of mathematics and reading comprehension skills among Navy Functional Skills Program graduates

Abstract

This study was conducted to investigate mathematics and reading comprehension skill retention of Navy’s 1987 Functional Skills Program graduates over three to twelve month period immediately following training. Two separate studies were conducted. One studied math retention for a course using Computer-Assisted Instruction (CAI). The other study investigated a reading comprehension course using Personalized System Instruction (PSI). subjects (N = 97) were divided into four groups based on the length of time elapsed since graduation (3 to 12 months). The sample was the same for both courses, which ran concurrently for eight weeks. Subjects were primarily low academic achievers. The majority were male caucasians (median age 23) from low socio-economic background.

A quasi-experimental design using pre-, post, and delayed posttest with a two-way within-subjects ANOVA (Achievement x Time) with repeated measures on the time factor was used to analyze the data. Fisher’s LSD tests were utilized in post hoc contrast of the group’s pre-, post and delayed posttest mean scores.

Supplementary data collection and analysis conducted using an orally administered questionnaire suggested that many students were intimidated by computer-based instruction. They also reported that Navy related materials used in the PSI course were too easy to read and did not challenge the reader enough.

A statistically significant increase was detected between the pretest and posttest of the math groups under the CAI treatment, indicating that learning took place from pre- to posttest. However, a significant decline was found in math skills over time (posttest to delayed), possibly due to the lack of opportunities for practice of those skills after the training. Likewise, the reading comprehension course using PSI modality produced evidence of a significant increase between pretest posttest scores. This treatment showed no evidence of significant changes over time in reading skills from posttest to delayed test. Practice effects of informal reading activities and the self-motivating effect of skill development were offered as explanatory mechanisms for sustaining these skills.