Design, implement, and evaluate an adult literacy modular course for workplace learning

Thesis Abstract

This study addresses the persistent gap in workplace literacy competencies among adult learners, exploring how a modular course can be designed, implemented, and evaluated to enhance practical reading, writing, numeracy, and digital literacy within organizational contexts. The aim is to develop a scalable, evidence-driven adult literacy program that aligns with workplace demands, augments employee performance, and informs policy for continuing professional education. Specific objectives include (1) diagnosing baseline literacy needs and constraints among employees in manufacturing and service sectors, (2) designing a modular curriculum informed by adult learning theory and social constructivism, (3) implementing the course with two organizational partners over two 12-week cycles, and (4) evaluating learning outcomes, transfer to job tasks, learner engagement, and cost-effectiveness to generate actionable recommendations for stakeholders. The study advances knowledge on how modularization and contextualization of literacy instruction influence skill transfer, motivation, and workplace productivity. A mixed-methods design underpins the inquiry, combining a quasi-experimental component with qualitative case studies. The population comprises 420 adult employees across three mid-size enterprises, with a purposive sample of 180 participants stratified by role and education level. For the quantitative strand, a quasi-experimental pretest–posttest control design is employed, with 90 participants in the intervention group and 90 in a wait-listed control group. Instruments include a validated Workplace Literacy Assessment Battery, a Job Task Analysis instrument, and the Utrecht Work Engagement Scale, administered at baseline, immediately post-intervention, and three-month follow-up. Reliability is ensured through Cronbach’s alpha coefficients above 0.80 and test–retest reliability checks. For qualitative inquiry, 24 participants (12 intervention, 12 control) and 6 facilitators will participate in semi-structured interviews and focus groups conducted after each course cycle, with field notes and reflective journals analyzed to triangulate findings. Data analysis employs robust quantitative and qualitative techniques. Descriptive statistics characterize baseline competencies; ANCOVA tests assess post-intervention differences while controlling for covariates such as prior education and job tenure. Regression analyses examine predictors of learning transfer to workplace tasks, while cost-effectiveness analysis compares training expenditures against productivity gains. Thematic analysis of interview and focus group data identifies perceived enablers and barriers to engagement, with findings mapped to a conceptual framework combining adult learning theory, social constructivism, and Transfer of Training theory. A convergent parallel design integrates results at interpretation, exploring convergence and divergence between quantitative outcomes and qualitative insights. Key expected findings include (i) statistically significant improvements in participant literacy scores, task performance, and work engagement in the intervention group relative to the control group; (ii) higher transfer rates for learners who completed all modular units and engaged in collaborative workplace tasks; (iii) positive cost-benefit ratios indicating favorable return on investment within six months post-implementation; and (iv) contextual factors such as supervisor support, peer collaboration, and flexible scheduling identified as critical enablers of success. The study anticipates that modular design, anchored in adult learning principles (andragogy), authentic assessment, and situated practice, will yield superior transfer compared with traditional one-size-fits-all literacy programs. The contribution to knowledge is threefold. First, it provides empirical evidence on the effectiveness and efficiency of modular literacy curricula tailored to workplace contexts, including measurement of transfer outcomes. Second, it advances theory by integrating Transfer of Training with social constructivist and andragogical perspectives to explain how modularization affects motivation, engagement, and application of skills on the job. Third, it offers a pragmatic framework and operational guidelines for organizations seeking to implement scalable adult literacy interventions, including curriculum mapping, facilitator competencies, assessment strategies, and cost considerations. The study concludes that a carefully designed, contextually grounded adult literacy modular course can measurably improve literacy competencies and job performance, with sustained benefits when reinforced by supervisory support and structured opportunities for authentic practice. Recommendations include adopting modular curricula aligned with specific workplace tasks, investing in facilitator professional development, embedding ongoing performance feedback mechanisms, and conducting periodic evaluation to adapt content to evolving organizational needs. Future research should explore longitudinal effects across diverse industries, the role of digital literacy components in remote work settings, and the scalability of modular designs in large-scale implementations.