Committee Chair

Rausch, David W.

Committee Member

Crawford, Elizabeth K.; Browne, Andy; Pipes, Ashleigh

Department

Dept. of Applied Leadership and Learning

College

College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

Education and workforce development programs, like vocational training programs, have been the cornerstone of programming for individuals in correctional facilities to reduce the likelihood of recidivism. During and after the coronavirus-19 pandemic, correctional facilities struggled to maintain their educational programs for justice-involved individuals. There is a need for a long-term solution to help incarcerated individuals in county jails to have equitable access to education and workforce development programs taught by highly qualified instructors. The purpose of this study was to determine the effectiveness of tablet-based educational programs versus traditional in-person instructional practices in correctional facilities. Since federal, state, and local governments have made significant financial investments in tablet-based educational programs in correctional facilities, the researcher provided data to determine if these entities should continue to invest funds into tablet-based educational programs in correctional facilities. The researcher followed a quasi-experimental design to answer the following quantitative research questions: 1) What is the difference in program engagement in high school equivalency courses for incarcerated students who participate in the tablet-based adult education program versus participating only in face-to-face instruction in local adult education programs in correctional facilities?; 2) What is the difference in overall percentage of completion for each types of educational program (workforce, personal development, rehabilitation, reentry, and education) using the tablet-based adult education program?; 3) What is the difference between males and females in program engagement in high school equivalency course for incarcerated students who participate in the tablet-based adult education program versus participating only in face-to-face instruction in local adult education programs in correctional facilities?; and 4) What is the difference in preparedness scores for HiSET High School equivalency exam practice test scores for participants in the tablet-based adult education program versus those who did not participate in the tablet-based adult education program in correctional facilities? The results, data analysis, and conclusion will be included upon completion of the study.

Acknowledgments

I would like to express thanks and praise to God for strengthening and guiding me through this journey. Thank you to my friends, colleagues, and adult education advocates for supporting me through my doctoral journey. Your words of encouragement were the motivation I needed to complete this journey. Thank you to all the LEAD faculty for supporting me through the myriad of challenges I faced during this process. There were moments when I doubted my ability to complete this process, and you encouraged and motivated me. I am forever grateful to my dissertation committee, Drs. Rausch, Crawford, Browne, and Pipes. Your guidance and feedback helped me to stay focused during this journey.

Degree

Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.

Date

5-2026

Subject

Educational technology--Social aspects; Prisoners--Deinstitutionalization; Prisoners--Vocational education--Effect of technological innovations on

Keyword

corrections education; technology; adult education; program design; gender-responsive reintegration; reentry

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

ix, 101 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/4.0/

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