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
How to Cite:
Valentine, T., Milton, J., Lipnevich, A. A. & Beder, H., (2006) “Mapping Cognitive Engagement in Adult Literacy Classrooms”, Adult Education Research Conference 1(2006).
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