Thesis Abstract

Abstract
This thesis investigates the utilization of technology to enhance adult literacy skills within workplace education programs. The study aims to explore the potential of technology as a tool for improving adult literacy outcomes in professional settings. The research is motivated by the growing importance of digital literacy and the need for adults to continually develop their skills to remain competitive in the workforce. The study adopts a mixed-methods approach, combining qualitative and quantitative data collection methods to provide a comprehensive analysis of the topic. Chapter One provides an introduction to the research, including the background of the study, problem statement, objectives, limitations, scope, significance, and structure of the thesis. The chapter also defines key terms relevant to the study. Chapter Two presents a detailed literature review that examines existing research on technology integration in adult education, adult literacy skills development, workplace education programs, and the impact of technology on learning outcomes. The chapter identifies gaps in the current literature and provides a theoretical framework for the study. Chapter Three outlines the research methodology, including research design, data collection methods, sampling techniques, data analysis procedures, and ethical considerations. The chapter also discusses the research instruments used in the study and justifies their selection. Chapter Four presents the findings of the study, analyzing the data collected through surveys, interviews, and observations. The chapter discusses the impact of technology on adult literacy skills within workplace education programs and identifies best practices for integrating technology into adult education curricula. Chapter Five concludes the thesis by summarizing the key findings, discussing the implications for practice and policy, and offering recommendations for future research. The study contributes to the existing literature on adult education by highlighting the potential of technology to enhance adult literacy skills in professional settings. The findings of the study have implications for educators, policymakers, and employers seeking to improve adult literacy outcomes through the integration of technology in workplace education programs.

Thesis Overview