Enhancing Science Literacy in Manufacturing Apprenticeships: A Case Study

Thesis Abstract

Manufacturing sectors increasingly recognize that formal science instruction alone is insufficient to cultivate the applied scientific literacy required for modern production environments, where engineers, technicians, and machinists must translate abstract principles into tangible process improvements. This study addresses the persistent gap between classroom science concepts and shop-floor application within manufacturing apprenticeships, examining how targeted literacy interventions influence apprentice problem-solving, safety compliance, and continuous improvement behaviors. The aim is to enhance science literacy among manufacturing apprentices through an integrated curriculum and workplace learning model anchored in situated cognition and cognitive apprenticeship. Specific objectives include (1) identifying baseline science literacy competencies among first-year apprentices in a mid-sized automotive components plant; (2) developing and implementing an embedded science-literacy module aligned with manufacturing workflows; (3) evaluating changes in science literacy using a mixed-methods approach; (4) examining the relationship between literacy gains and operational performance indicators such as defect rate, scrap reduction, and downtime; and (5) producing a scalable framework for industry-wide deployment. The study employs a mixed-methods research design within a single-case framework, conducted at a 700-employee automotive components facility that runs an established four-year apprenticeship program. The population comprises all enrolled apprentices (n = 120) across electrical, mechanical, and quality assurance tracks, with a purposive sample of 60 participants for quantitative data and 20 mentor-educators for qualitative insights. Quantitative data are collected through a Science Literacy Assessment Battery (SLA-B) administered at three intervals (pre-intervention, mid-term, post-intervention), performance metrics extracted from company records (defect rate, scrap rate, machine downtime), and a Knowledge Utilization Index constructed from task-based assessments. Qualitative data are gathered via semi-structured interviews with apprentices and mentors (n = 40 total interviews), and focus groups (6 groups). Instrument validity and reliability are ensured through expert validation, pilot testing (n = 15), and Cronbach’s alpha for the SLA-B (>0.82). Triangulation is achieved by cross-validating survey results, performance data, and interview-derived themes. Analytical procedures include descriptive statistics, paired t-tests and repeated-measures ANOVA to detect changes in science literacy over time, and multiple regression analyses to assess the predictive power of literacy gains on operational outcomes, controlling for prior academic achievement and baseline technical aptitude. The qualitative data are analyzed thematically using a framework approach, supported by NVivo, with coding reliability established through intercoder agreement (Cohen’s kappa > 0.80). A conceptual model grounded in situated cognition and Vygotsky’s social constructivism guides interpretation, supplemented by Kolb’s experiential learning cycle to elucidate the phases of literacy acquisition within apprenticeship activities. Expected findings indicate a statistically significant improvement in SLA-B scores post-intervention (p < 0.01) and a meaningful association between literacy enhancements and reductions in defect and downtime (? > -0.25, p < 0.05), moderated by mentor support quality. Qualitative findings are anticipated to reveal that embedded science-literacy tasks—such as interpreting sensor data, diagnosing root causes of deviations, and documenting corrective actions—facilitate tacit knowledge articulation and transfer to shop-floor practice. The study is expected to identify critical enablers, including structured cognitive apprenticeship cycles, co-created work-based scenarios, and cross-disciplinary collaboration between engineering and technical trades. The contribution to knowledge includes (i) empirical evidence on the efficacy of an integrative science-literacy intervention within manufacturing apprenticeships; (ii) a validated SLA-B instrument for assessing applied scientific literacy in industrial contexts; (iii) a theoretically informed, scalable framework for embedding science literacy into apprenticeship curricula and continuous-improvement programs; and (iv) practical guidelines for employers and policymakers seeking to bridge classroom science with production realities. The study concludes that improving science literacy yields measurable operational benefits and enhances professional identity formation among apprentices, and it recommends (a) adoption of the embedded literacy module across similar manufacturing settings, (b) ongoing mentor development focused on cognitive apprenticeship and diagnostic teaching, and (c) periodic evaluation using the SLA-B alongside robust performance metrics to sustain literacy gains and continuous improvement in production processes.