Relationships between Student Variables and Pre-Post Gain in a Workplace Literacy Program.

Autor/in	Perin, Dolores
Titel	Relationships between Student Variables and Pre-Post Gain in a Workplace Literacy Program.
Quelle	(1994), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Adult Basic Education; Adult Literacy; Adult Programs; Literacy Education; Outcomes of Education; Prediction; Pretests Posttests; Staff Development; Student Characteristics; Student Motivation; Workplace Literacy + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Lernleistung; Schulerfolg; Vorhersage; Personnel development; Personalentwicklung; Schulische Motivation
Abstract	Five pre- and postevaluations were administered to 413 therapy aides who had participated in a workplace literacy program (which 273 had completed) to upgrade their job-specific reading, writing, and oral communication skills in five New York City psychiatric hospitals. Four of the measures showed significant pre-post gain. The data were then examined to determine whether the amount of gain could be predicted by four different kinds of variables: (1) student demographics, (2) newspaper-reading practices and knowledge of current affairs, (3) number of hours of instruction, and (4) students' learning goals. The analysis showed that although there was significant pre-post gain on four of the five outcome measures, the amount of absolute gain was small. The small amount of absolute gain in combination with the relative heterogeneity of the population led to difficulty in obtaining significant predictors of gain. However, subsequent informal analysis of the data revealed that a greater amount of gain was associated with the following factors: a tendency to follow current affairs, frequency of newspaper reading, a match between the worker's learning goal and the purpose of the course, higher educational level and educational credentials, and possibly lower age and fewer years in the job. Number of hours in instruction predicted gain for only two of the outcome measures, only one of which measured actual literacy skills. The research suggested that when the sample is heterogeneous, as it typically is in the adult literacy population, small group comparisons are more promising than large group analyses. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01