Classroom action research : exploring the effects of career-relevant teaching and learning on student engagement in employment skills literacy instruction : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Tertiary Education at Massey University, Manawatu, New Zealand

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Massey University
This study examined the effects of career-relevant, personalised teaching and learning on student engagement in employment skills literacy instruction for low-literate adult learners. The focus of the study was to improve student engagement in triweekly employment skills literacy instruction. The six-week study involved a small group of six low-literate adult students from the same literacy classroom and one teacher, who was also the researcher in the study. Data was collected through participant observations, qualitative questionnaires, individual coaching session discussions, and my reflective teacher journal. Analysis of the data identified several key factors that enhanced student engagement, which were: career-relevant, personalised learning; well-defined career goals; learning that has the potential for real-life application; individual task work; computer-based learning; and providing a variety of model samples. The results also indicated that, all students in this study experienced an improvement in engagement and found the personalised instruction more interesting and enjoyable than their previous instruction.
Workplace literacy, Study and teaching, New Zealand, Case studies, Adult education, Motivation in education, Individualized instruction, People with social disabilities, Education, career-relevant, classroom action research, employment skills literacy, low-literate adult learners, personalised learning, student engagement