Abstract
Using exploratory factor analysis to examine self-reported survey data from adult learners, this study identified three factors of cognitive engagement in the adult literacy classroom: program involvement, focus, and independent effort. A model that demonstrates the impact of independent effort on gains in reading test scores was developed using multivariate analysis.
Keywords
Adult literacy, cognitive engagement, quantitative research
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Valentine, T.,
Milton, J.,
Lipnevich, A. A.,
&
Beder, H.
(2006).
Mapping Cognitive Engagement in Adult Literacy Classrooms.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2006/papers/62
Mapping Cognitive Engagement in Adult Literacy Classrooms
Using exploratory factor analysis to examine self-reported survey data from adult learners, this study identified three factors of cognitive engagement in the adult literacy classroom: program involvement, focus, and independent effort. A model that demonstrates the impact of independent effort on gains in reading test scores was developed using multivariate analysis.
