The Effectiveness of a Training Program Based on Adult Education Principles in Enhancing University Students’ Participation in Literacy: A Value-Added Assessment Perspective

Document Type : Original Article

Authors

1 faculty of women for arts, science and education- ain shams university

2 faculty of education- ain shams university

Abstract

The study aimed to measure and evaluate the effectiveness of a training program based on adult education principles in enhancing university students' participation in literacy eradication from the perspective of value-added assessment. To achieve this goal, the study employed a descriptive approach to explore the theoretical frameworks of adult education and the cognitive and intellectual foundations of value-added assessment. Additionally, a quasi-experimental approach was used to evaluate the program's effectiveness.
The research utilized various tools, including observation, focus groups, in-depth open interviews, and an achievement test. The sample consisted of 408 students who participated in the training program and completed pre- and post-achievement tests to assess the value-added impact of the program and its effect on enhancing their participation in literacy.
The results indicated a significant effectiveness of the program in promoting university students’ involvement in adult education, the program helped students identify potential challenges in literacy and strategies to address them. An indirect value-added impact was also observed, where some students shared their acquired knowledge with peers who had not participated in the program, raising awareness about the importance of student involvement in literacy eradication as a humanitarian, religious, and national duty.
Additionally, the program showed practical value-added outcomes, as some students successfully applied methods of recruiting and persuading illiterate individuals to pursue education immediately after completing the program. These results confirm the program's substantial effectiveness in enhancing university students’ participation in literacy and adult education.

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