Assessing adult learner's numeracy as related to gender and performance in arithmetic

• Autores: Adeneye Awofala, Blessing E. Anyikwa
• Localización: NAER: Journal of New Approaches in Educational Research, ISSN-e 2254-7339, Vol. 3, Nº. 2, 2014, págs. 83-92
• Idioma: inglés
• DOI: 10.7821/naer.3.2.83-92
• Títulos paralelos:
  • Evaluación de habilidades aritméticas de alumnos adultos con relación al género y desempeño en Aritmética
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    En el estudio llevado a cabo fueron investigadas las habilidades aritméticas de los estudiantes adultos en relación al género y desempeño en aritmética. Fueron examinados los 32 alumnos adultos nigerianos pertenecientes a un centro de alfabetización de adultos acreditado por el gobierno en el Estado de Lagos mediante el método cuantitativo de investigación y con un diseño descriptivo de la encuesta. Los datos recogidos fueron analizados mediante las estadísticas descriptivas de porcentajes, promedio y desviación estándar, y las estadísticas inferenciales del análisis factorial, muestras independientes, test-t, y análisis de regresión múltiple. Los resultados revelaron que la habilidad aritmética evaluada por la escala de autoevaluación en aritmética fue una construcción pluridimensional (la aritmética en la vida cotidiana, la aritmética en las tareas laborales, y la aritmética en las tareas matemáticas). Los estudiantes adultos mostraron efectivos medios de aritmética como las diferencias de género en la percepción de las habilidades aritméticas, y el desempeño en aritmética entre los alumnos adultos alcanzó el nivel cero de tolerancia. La aritmética en las tareas laborales y la aritmética en las tareas matemáticas contribuyeron significativamente a la variación del desempeño de los estudiantes adultos en la aritmética. Basándose en este estudio de línea base, se recomendó que los futuros estudios en Nigeria deban investigar las habilidades aritméticas de los estudiantes adultos haciendo el uso de los instrumentos más sólidos y psicométricos como la Encuesta de la Alfabetización de Adultos y Competencias prácticas esenciales (ALLS) y la Encuesta Internacional de Alfabetización de Adultos (IALS).

  • English

    The study investigated adult learner numeracy as related to gender and performance in arithmetic among 32 Nigerian adult learners from one government accredited adult literacy centre in Lagos State using the quantitative research method within the blueprint of descriptive survey design. Data collected were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of factor analysis, independent samples t-test, and multiple regression analysis. Findings revealed that numeracy skill assessed by the numeracy self-assessment scale was a multi-dimensional construct (numeracy in everyday life, numeracy in workplace, and numeracy in mathematical tasks). Adult learners showed average numeracy strength as gender differences in perception of numeracy skills and performance in arithmetic among adult learners reached zero-tolerance level. Numeracy in workplace and numeracy in mathematical tasks made statistically significant contributions to the variance in adult learners� performance in arithmetic. Based on this base line study, it was thus, recommended that future studies in Nigeria should investigate adult learners� numeracy skills using more robust and psychometrically sound instruments such as the Adult Literacy and Life Skills Survey (ALLS) and the International Adult Literacy Survey (IALS).

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