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ERIC Number: ED516448
Record Type: Non-Journal
Publication Date: 2010
Pages: 145
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-3102-6
ISSN: N/A
Effect of Instructional Design on Academic Success of Adult Basic Education Learners: Individualized versus Group Design
Frazier Varner, Debrah
ProQuest LLC, Ph.D. Dissertation, Walden University
Many adult basic education (ABE) programs do not achieve a high success rate in meeting student academic needs. Rooted in Knowles' theory of andragogy and Bandura's theory of modeling, this quantitative causal comparative study examined the effects of individualized instruction (IGI) and of facilitated, participatory group programs (SPOKES) on the achievement of ABE students in reading and mathematics. A sample of 360 participants was drawn from a population of 6,266 English speaking ABE students, with the sample proportionally divided into IGI and SPOKES groups. Paired "t" tests were used to analyze pretest and posttest changes within groups by subject area. Results indicated statistically significant gains for both groups from pretest to posttest. However, independent "t" tests for reading and mathematics between groups did not support the alternative hypotheses that there was a significant difference in the mathematics or reading scores of adult learners who attended individualized group instruction adult literacy programs as compared to adult learners who attended facilitated, participatory group designed programs. Based on the data, it is reasonable to conclude that both types of instructional design (IGI and SPOKES) positively impacted the reading and mathematics achievement of adult ABE student, with neither instructional design emerging as superior. This study has implications for social change because it provides information program planners and designers can use to develop ABE programs that allow adult learners to achieve academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Basic Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A