Data Analysis

Statistical Analysis

Statistical analyses of the Impact Survey were completed using the Statview software program published by Abacus Concepts. Statview is an integrated statistical software package that combines the structure of a spreadsheet with the analytical capabilities of a stand-alone statistical program. Statview offers a comprehensive range of statistical analysis ranging from basic descriptive statistics to ANOVA, factor analysis and nonparametric tests. The format of Statview analyses allows for flexible analysis of data by specified characteristics. Most of the analyses in this study consisted of measures of central tendency, variability, frequency distributions, or in some cases measures of correlation and tests of significant differences.

Data were entered directly from each Impact Survey form into an Excel spreadsheet and transferred into Statview. For purposes of developing graphs and tables, summary data from Statview analyses were entered into Excel spreadsheets. Much of the data available from the Impact Survey were descriptive rather than quantitative and there was considerable variability in data reporting due to participants’ failure to make entries in all applicable areas. A thorough review of data available from the Informal Interviews and Success Stories Booklets succeeded in filling in sufficient past and present data to provide overall descriptive statistics and quantitative statistics in limited areas.

Qualitative Analysis

The qualitative analysis is a modified version of the system developed by Dr. Stephen Brookfield (1980) for his thesis on independent adult learners and utilized by Dr. Sherry Royce (1989) in her thesis on adult educators. The current reincarnation calls for exact transcription and coding of the interviews. Each interview was typed as an MSWord document with line numbers to assist in identifying quotations and a color-coding system highlighting participant statements that addressed specific topics. For example, each definitive point in a participant’s transcription dealing with Higher Education was changed to red type, marked with the participant’s code and transferred to a Higher Education Category document. Each document was then reviewed and examined for trends related to gender and/or ABE entrance levels (basic literacy, ESL, ABE and GED).

A classification system was arrived at by studying the first 15 interviews received from seven of the eight research assistants. Topics and sub-topics identified by nearly all participants were noted and definitive points were substantiated by quotations taken from the transcriptions. The remaining interviews were then transcribed and coded. Each partic ipant’s code (i.e. FW34-70) was assigned an arbitrary first name (i.e. Irene) for ease in reporting their comments in the study. The researcher found that the definitive points that emerged from the remaining interviews were easily assignable to the initial series of topics and sub-topics, with little revision needed. Topics and subtopics were then classified under two overarching themes presented in Table II: The Classification System.

The subtopic, Participant Background, includes five case histories, participants’ risk factors and motives for enrollment. Program Experiences begins with a listing of participants’ duration in ABE programs by enrollment category (Basic Literacy, ESL, ABE, GED) followed by an analysis of participation issues. Examples of practitioner and peer empowerment, adult theory in practice and leadership development complete the subtopic. Program Results presents the nononsense opinions of successful adult learners who discuss critical issues, program advocacy and the program’s impact on their lives.