Adult Learner Perspectives on Skill- and Life-Based Outcomes Following Literacy Remediation

Jacqueline Cummine (), Amberley Ostevik, Kulpreet Cheema and Angela Cullum
Additional contact information
Jacqueline Cummine: Department of Communications Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, 8205 114 Street, Edmonton, AB T6G 2G4, Canada
Amberley Ostevik: Department of Communications Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, 8205 114 Street, Edmonton, AB T6G 2G4, Canada
Kulpreet Cheema: Neuroscience and Mental Health Institute, University of Alberta, Edmonton, AB T6G 2G4, Canada
Angela Cullum: Department of Communications Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, 8205 114 Street, Edmonton, AB T6G 2G4, Canada

Social Sciences, 2023, vol. 12, issue 6, 1-12

Abstract: Using the situated expectancy value theory (SEVT), we explored self-perceived attainment perspectives of adults with low literacy on skill-based (i.e., reading, writing, listening, speaking) and life-based (i.e., management of day-to-day challenges, use of skills in daily living, confidence) improvements following a literacy-focused remediation program. Participants (N = 103; Canadian, urban adults) completed a remediation program for low literacy via one-on-one tutoring over a period of 1 year. Four to six months into the program, participants completed a survey that asked about their perspectives regarding improvements in skill- and life-based areas of functioning. A series of Chi-Square tests provided evidence for self-perceived improvements in skill-based functioning in reading, writing, listening and speaking. Perceived improvements were not noted in areas not targeted by the remediation, namely, math and computer literacy. Further, there was a significant, positive correlation between self-perceived improvement and (1) self-perceived ability to deal with daily challenges, (2) self-reported use of literacy skills in day-to-day activities, and (3) overall confidence. Together, these findings underscore the importance of including activity- and participation-based outcome measures when evaluating adult literacy remediation. In addition, this work demonstrates an application of SEVT to explore changes over time in continuing adult education.

Keywords: adult literacy; confidence; remediation; skill-based outcomes; life-based outcomes (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2023
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2076-0760/12/6/315/pdf (application/pdf)
https://www.mdpi.com/2076-0760/12/6/315/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jscscx:v:12:y:2023:i:6:p:315-:d:1153676

Access Statistics for this article

Social Sciences is currently edited by Ms. Yvonne Chu

More articles in Social Sciences from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().