Thesis Abstract

Abstract
Access to quality education is a fundamental right that should be available to all individuals, regardless of age, background, or socio-economic status. In underserved communities, adults often face challenges in accessing educational resources to improve their literacy and numeracy skills. This thesis explores the potential of technology as a tool to enhance adult literacy and numeracy skills in underserved communities. The study aims to investigate the effectiveness of technology-based interventions in improving adult literacy and numeracy outcomes and to identify the factors that influence the success of these interventions. The research methodology employed a mixed-methods approach, combining quantitative data analysis with qualitative insights from interviews and focus group discussions. A comprehensive literature review was conducted to examine existing studies on technology-based interventions in adult education and to identify gaps in the current research. The study also included a review of relevant theoretical frameworks to inform the analysis of the findings. The findings of the study indicate that technology can be a valuable tool for enhancing adult literacy and numeracy skills in underserved communities. Technology-based interventions were found to improve access to educational resources, engage learners more effectively, and provide personalized learning experiences. However, the success of these interventions was found to be influenced by factors such as digital literacy skills, access to technology, and the availability of support systems. The discussion of the findings highlights the implications for policy and practice in adult education, emphasizing the importance of integrating technology into educational programs and providing support for learners to develop digital literacy skills. The study also identifies areas for further research, including the exploration of innovative technologies and pedagogical approaches to enhance adult literacy and numeracy outcomes in underserved communities. In conclusion, this thesis contributes to the growing body of research on technology-enhanced adult education and underscores the potential of technology to address the educational needs of underserved communities. By leveraging technology as a tool for learning, policymakers, educators, and stakeholders can work towards creating more inclusive and accessible educational opportunities for adults in underserved communities.

Thesis Overview