Date of Award

2003

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

Education programs within the Indiana Department of Correction are evaluated on the number of student to teacher contact hours provided, the number of students enrolled and the number of students promoted or graduated from each program. Since each facility develops its own program design forEducation, it is important for each program to evaluate the effectiveness of the program design based on the individual program goals and objectives. The purpose of this study was to investigate the relationships among program placement, motivational time factors (i.e., age, length of sentence, time served, earliest possible release date, and time cut eligibility) and academic gains in reading and math skills for adult learners at the Pendleton Correctional Facility. A stepwise multiple regression analysis was conducted to predict if there is a relationship among program placement, motivational time factors (i.e., age, length of sentence, time served, earliest possible release date, and time cut eligibility) and academic gains in reading and math skills for adult learners at the Pendleton Correctional Facility. Academic gains in reading and math were the dependent variables with program placement and motivational time factors being the independent variables. It was found that program placement was a significant predictor of academic gains in reading and math skills for the adult learners at the Pendleton Correctional Facility. It was also found that motivational time factors (i.e., age, length of sentence, time served, earliest possible release date, and time cut eligibility) were not significant predictors of academic gains in reading and math skills for adult learners at the Pendleton Correctional Facility.

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