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Effectiveness of the Social Practice Approach: Enhancing the Application of Basic Literacy in Daily Life among Adult Learners

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Title: Effectiveness of the Social Practice Approach: Enhancing the Application of Basic Literacy in Daily Life among Adult Learners
Language: English
Authors: Sidra Noreen (ORCID 0000-0003-1049-721X), Zafar Iqbal (ORCID 0000-0003-3323-229X)
Source: International Review of Education. 2025 71(4):561-589.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Adult Basic Education
Elementary Education
Descriptors: Foreign Countries, Adult Students, Adult Literacy, Adult Basic Education, Functional Literacy, Literacy Education, Intervention, Adult Programs, Teaching Methods
Geographic Terms: Pakistan
DOI: 10.1007/s11159-025-10129-6
ISSN: 0020-8566
1573-0638
Abstract: Literacy is widely acknowledged as a necessary 21st-century skill, particularly for adult learners. However, continued low academic achievement among adult basic literacy learners remains a global concern. This study aimed to address the challenge of limited application of literacy in daily life among adult learners by examining the effectiveness of a social practice approach (SPA) in basic literacy programmes. Two adult literacy centres in a metropolitan city in Pakistan were selected for a four-month literacy intervention, with experimental and control groups (each with 35 female learners). The mixed-methods research design included a pre- and post-test worksheet based on social context and everyday life tasks, followed by a literacy intervention for the experimental group and traditional instruction for the control group, and concluding with semi-structured interviews with 10 learners from the experimental group to gain deeper insights. Quantitative data were analysed using independent sample t-tests, while qualitative data underwent thematic analysis. Results indicated significant improvements in knowledge, comprehension and application among the experimental group compared to the control group. Learners in the experimental group attributed their enhanced academic achievement to everyday life-related, interactive, engaging literacy activities and consistent practice of learned skills both in the classroom and in daily life. Based on their findings, the authors recommend conducting a needs assessment to align literacy content with identified social needs; providing context-based training for teachers, especially in lesson planning; allocating adequate resources; providing multiple literacy skills under one roof; and implementing feedback mechanisms for continuous improvement in adult basic literacy programmes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487695
Database: ERIC
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  Value: <anid>AN0187381777;ire01aug.25;2025Aug20.02:30;v2.2.500</anid> <title id="AN0187381777-1">Effectiveness of the social practice approach: Enhancing the application of basic literacy in daily life among adult learners </title> <p>Literacy is widely acknowledged as a necessary 21st-century skill, particularly for adult learners. However, continued low academic achievement among adult basic literacy learners remains a global concern. This study aimed to address the challenge of limited application of literacy in daily life among adult learners by examining the effectiveness of a social practice approach (SPA) in basic literacy programmes. Two adult literacy centres in a metropolitan city in Pakistan were selected for a four-month literacy intervention, with experimental and control groups (each with 35 female learners). The mixed-methods research design included a pre- and post-test worksheet based on social context and everyday life tasks, followed by a literacy intervention for the experimental group and traditional instruction for the control group, and concluding with semi-structured interviews with 10 learners from the experimental group to gain deeper insights. Quantitative data were analysed using independent sample t-tests, while qualitative data underwent thematic analysis. Results indicated significant improvements in knowledge, comprehension and application among the experimental group compared to the control group. Learners in the experimental group attributed their enhanced academic achievement to everyday life-related, interactive, engaging literacy activities and consistent practice of learned skills both in the classroom and in daily life. Based on their findings, the authors recommend conducting a needs assessment to align literacy content with identified social needs; providing context-based training for teachers, especially in lesson planning; allocating adequate resources; providing multiple literacy skills under one roof; and implementing feedback mechanisms for continuous improvement in adult basic literacy programmes.</p> <p>Résumé: Efficacité de l'approche fondée sur les pratiques sociales : renforcer la mise en pratique de la littératie de base dans la vie quotidienne chez les apprenants adultes – La littératie est largement reconnue comme une compétence essentielle au 21<sup>e</sup> siècle, en particulier pour les apprenants adultes. Cependant, les faibles résultats scolaires persistant chez les apprenants adultes engagés dans des activités d'alphabétisation de base restent une préoccupation mondiale. La présente étude visait à répondre au défi que pose une mise en pratique limitée de la littératie dans la vie quotidienne des apprenants adultes en examinant l'efficacité d'une approche fondée sur les pratiques sociales dans les programmes d'alphabétisation de base. Deux centres d'alphabétisation pour adultes situés dans une grande ville du Pakistan furent sélectionnés pour une intervention d'une durée de quatre mois, et deux groupes, l'un expérimental et l'autre témoin, respectivement composés de 35 apprenantes, furent constitués. Le dispositif de recherche mixte mis en œuvre comportait une feuille d'évaluation préalable et postérieure à ce test, basée sur le contexte social ainsi que sur des tâches de la vie quotidienne. Vint ensuite une intervention d'alphabétisation s'appuyant sur des pratiques sociales pour le groupe expérimental, tandis que le groupe témoin recevait un enseignement traditionnel. Enfin, des entretiens semi-directifs furent menés avec 10 apprenantes du groupe expérimental afin d'approfondir les résultats obtenus. Les données quantitatives ont été analysées à l'aide de tests t pour échantillons indépendants, tandis que les données qualitatives ont fait l'objet d'une analyse thématique. Les résultats ont révélé de nettes améliorations des connaissances, de la compréhension et de la mise en pratique des compétences au sein du groupe expérimental, par rapport au groupe témoin. Les apprenantes du groupe expérimental ont attribué leurs progrès à des activités d'alphabétisation interactives et engageantes, liées à la vie quotidienne, ainsi qu'à une pratique constante des acquis, tant en classe que dans la vie de tous les jours. Sur la base de ces constats, les auteurs recommandent de procéder à une évaluation des besoins en vue d'aligner les contenus de l'alphabétisation sur les besoins sociaux identifiés ; d'offrir aux enseignants une formation contextualisée, notamment en matière de planification des cours ; d'allouer des ressources adéquates ; de proposer au même endroit des cours permettant d'acquérir des compétences variées en matière de littératie et de mettre en place des mécanismes de rétroaction pour assurer une amélioration constante des programmes d'alphabétisation de base pour adultes.</p> <p>Keywords: Social practice approach; Academic achievement; Adult learners; Basic literacy; Pakistan; Education Specialist Studies In Education Psychology and Cognitive Sciences Psychology</p> <p>Copyright comment Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</p> <hd id="AN0187381777-2">Background and rationale</hd> <p>Literacy is widely acknowledged as a necessary skill in the 21st century, particularly for adult learners who may seek it both for its personal benefits and to exercise their agency in pursuing societal aims (UNESCO [<reflink idref="bib57" id="ref1">57</reflink>]). The Organisation for Economic Co-operation and Development (OECD) defines adult basic literacy as the acquisition of skills that enable learners to be productive workers, engaged citizens and contributing members of their families, thus promoting their full participation in society (OECD [<reflink idref="bib44" id="ref2">44</reflink>]).</p> <p>The continuously low academic accomplishment among adult basic literacy learners remains a serious global concern, in spite of intensive efforts to improve literacy (Frey [<reflink idref="bib19" id="ref3">19</reflink>]). In response to the widely acknowledged need to address this issue, nations all over the world have been investigating and putting into practice a variety of literacy initiatives and programmes targeted at improving adult learners' involvement in basic literacy programmes (Aroge and Olaniyi [<reflink idref="bib4" id="ref4">4</reflink>]). Previous research by James Byrnes ([<reflink idref="bib8" id="ref5">8</reflink>]), Sean Courtney ([<reflink idref="bib12" id="ref6">12</reflink>]) and Minalbat Yitayew ([<reflink idref="bib62" id="ref7">62</reflink>]) has demonstrated the urgent need to address the low academic attainment of adult basic literacy learners.</p> <p>In the context of Pakistan, the setting for the study described in this article, the academic achievement of adult learners is often inadequate and requires improvement. This is mostly due to the enormous challenges learners face in applying their academic skills to real-life settings (Kayani [<reflink idref="bib29" id="ref8">29</reflink>]). Although these learners may excel intellectually in the classroom, their ability to apply literacy skills to real-world tasks, challenges or scenarios remains unknown (Belzer and Grotlüschen [<reflink idref="bib5" id="ref9">5</reflink>]).</p> <p>According to the 5th Global Report on Adult Learning and Education (GRALE 5), learners require assistance in understanding the practical application of knowledge acquired in the classroom (UIL [<reflink idref="bib55" id="ref10">55</reflink>]). A lack of clarity might demotivate them and impede their ability to maintain their skills over time. Thus, the disparity between knowledge acquired in the classroom and its practical application can significantly hinder academic advancement.</p> <p>Recent research conducted in Pakistan, including studies by Muhammad Shahzad et al. ([<reflink idref="bib51" id="ref11">51</reflink>]), Mahwish Siraj et al. ([<reflink idref="bib52" id="ref12">52</reflink>]), Humaira Khizar ([<reflink idref="bib31" id="ref13">31</reflink>]), Zara Kayani ([<reflink idref="bib29" id="ref14">29</reflink>]) and Tassawar Iqbal et al. ([<reflink idref="bib27" id="ref15">27</reflink>]), highlights a range of sociocultural and economic factors that contribute to low academic achievement among adult learners in literacy programmes. A key sociocultural challenge is the widespread belief that literacy offers little long-term benefit, which diminishes motivation among learners to engage in education. This belief is particularly prevalent in disadvantaged communities, where the immediate value of literacy skills is often questioned. Additionally, the disparity between male and female literacy rates remains stark, with female rates significantly lower than those of males, especially in rural areas. Early marriages further restrict women's educational opportunities, as young brides are typically expected to prioritise household duties over schooling.</p> <p>Economic barriers also play a significant role. Poverty makes it difficult for many families to afford the costs associated with education, such as transportation and materials, which leads to low enrolment rates, particularly for women. Many adult learners, burdened with financial responsibilities, are forced to prioritise work and family obligations over attending literacy classes. These daily life demands limit their ability to consistently participate in educational programmes, resulting in limited academic progress and an inability to effectively apply literacy skills. Together, these sociocultural and economic challenges create significant obstacles to improving literacy rates among adults in Pakistan.</p> <p>In response to these challenges, international organisations such as the Japan International Cooperation Agency (JICA [<reflink idref="bib28" id="ref16">28</reflink>]), the United Nations Educational, Scientific and Cultural Organization (UIL [<reflink idref="bib56" id="ref17">56</reflink>]) and the United States Agency for International Development (USAID [<reflink idref="bib58" id="ref18">58</reflink>]) have underscored the importance of addressing poor academic performance, which they note as a critical factor behind Pakistan's low literacy rate (Smith et al. [<reflink idref="bib53" id="ref19">53</reflink>]; UNESCO [<reflink idref="bib57" id="ref20">57</reflink>]). To tackle this issue, the National Report of Pakistan (MoFEPT [<reflink idref="bib40" id="ref21">40</reflink>]) advocates for integrating social context-based content into adult literacy programmes, which was a motivating reason for our research study. This approach aims to make learning materials more relevant to learners' daily tasks and environments, enabling them to immediately apply literacy skills in real-world situations.</p> <p>By linking education to practical activities like managing finances or navigating community interactions, the strategy seeks to enhance learners' motivation and engagement. Making literacy more directly relevant to their personal and economic lives may help overcome both sociocultural apathy and economic barriers, ultimately improving academic achievement and sustaining literacy efforts. Basic literacy content should be restructured to integrate practical activities and real-life scenarios that enable learners to apply their acquired knowledge to everyday settings. Providing continuous support and guidance to adult learners as they strive to apply their academic knowledge to their daily lives is an essential aspect of this transformation (Noreen and Iqbal [<reflink idref="bib43" id="ref22">43</reflink>]). Enhancing the connection between classroom instruction and practical application could potentially enhance the academic progress of adult learners in Pakistan. Ensuring that acquired knowledge is effectively applied both in practical and theoretical contexts could enhance learners' sense of empowerment and long-term prosperity.</p> <hd id="AN0187381777-3">The social practice approach in basic literacy</hd> <p>Currently, literacy is understood from a social perspective, whereby everyday customs and activities serve as the foundation or focal point for education. Various nations across the globe have been endeavouring to implement a social approach in their adult literacy programmes (Mtika et al. [<reflink idref="bib41" id="ref23">41</reflink>]). The issue at hand is not low literacy but rather about finding effective methods to enhance engagement in literacy activities, thus empowering each individual to lead an independent life within society (Minor [<reflink idref="bib39" id="ref24">39</reflink>]). The viewpoints on literacy as a social practice revolve around the notion that literacy encompasses the actions individuals take in reading and writing within authentic settings, and the underlying motivations behind these actions. Literacy is influenced by values, attitudes, emotions and social interactions (Papen [<reflink idref="bib46" id="ref25">46</reflink>]). The social practice perspective of literacy instruction prioritises the incorporation of individuals' everyday life experiences at various points in their lifespan (Burnett and Merchant [<reflink idref="bib7" id="ref26">7</reflink>]).</p> <p>In the context of Rwanda, for example, a culturally sensitive, learner-centred, social practice approach (SPA) to adult literacy has been put into practice by the Community Adult Literacies Tutors (CALTs) initiative (Mtika et al. [<reflink idref="bib41" id="ref27">41</reflink>], [<reflink idref="bib42" id="ref28">42</reflink>]). It has been shown to be more successful for adult learners than the conventional teacher-centred approach. Adult learners develop the ability to recognise situations that are pertinent to them and acquire information and skills they can use in their everyday lives (Street [<reflink idref="bib54" id="ref29">54</reflink>]). The purpose of CALTs is centred on learners' daily routines and means of subsistence, and education is seen as meaningful and interwoven with social environments. Teaching methods include role play, group work, problem-solving activities, music and dance, ethnographic studies, case studies (e.g. on agriculture and hygiene) and games. After completing training, tutors were found to be eager to use the social practice method in literacy instruction. Adult learners have also embraced active participation in their learning, contributing to decision making in their curriculum and acquiring practical knowledge that applies to their daily lives (Mtika et al. [<reflink idref="bib41" id="ref30">41</reflink>]).</p> <p>The SPA to literacy, as described by Melissa Killian et al. ([<reflink idref="bib32" id="ref31">32</reflink>]) and Sean Courtney ([<reflink idref="bib12" id="ref32">12</reflink>]), aims to inspire adult learners to acquire knowledge and skills that will enhance their societal contributions by incorporating their social environment into literacy activities. Adult learners are concerned with whether or not literacy can facilitate their ability to discover more effective answers to the difficulties they encounter in their everyday lives (King [<reflink idref="bib33" id="ref33">33</reflink>]; Rowsell et al. [<reflink idref="bib49" id="ref34">49</reflink>]). Prior studies in this field (Grajo et al. [<reflink idref="bib22" id="ref35">22</reflink>]; Courtney [<reflink idref="bib12" id="ref36">12</reflink>]) have shown that learners exhibit increased academic achievement when literacy is integrated into their everyday tasks. Some examples include engaging in recreational reading and effectively using language and numerical skills to successfully accomplish daily duties. Proficiency in literacy is essential for learners to efficiently and autonomously complete everyday tasks (Killian et al. [<reflink idref="bib32" id="ref37">32</reflink>]; King [<reflink idref="bib33" id="ref38">33</reflink>]). These literacy activities should encompass the various dimensions of life, including social, cultural and economic aspects. Together, these factors can enhance the educational experiences of learners and provide them with greater opportunities to make valuable contributions to the long-term development of their communities.</p> <p>Recent research findings (Mtika et al. [<reflink idref="bib42" id="ref39">42</reflink>]; Noreen and Iqbal [<reflink idref="bib43" id="ref40">43</reflink>]) have shown that adult learners gain several benefits from engaging in literacy activities that are integrated into their social environments. Better knowledge of nutrition and hygiene, increased household income that allows money to be saved (e.g. for health insurance), a greater appreciation of the value of kitchen gardens and more participation in community events are just a few of the advantages. Recent studies conducted in Pakistan (Abid et al. [<reflink idref="bib2" id="ref41">2</reflink>]; Kayani [<reflink idref="bib29" id="ref42">29</reflink>]) have demonstrated that the absence of social context in adult basic literacy decreases learners' academic achievement. Furthermore, adult basic literacy unrelated to their socioeconomic circumstances dampens learners' motivation for academic progress.</p> <hd id="AN0187381777-4">Purpose of the current study</hd> <p>The purpose of our study was to empirically examine the effects of the SPA on enhancing the academic achievement of adult learners in basic literacy. Additionally, we wanted to explore learners' perspectives on how social practice in literacy activities contributes to their academic achievement. We aimed to address the following hypotheses (<emph>H 1–H 3</emph>) and research question (<emph>RQ</emph>):</p> <p></p> <ulist> <item> <emph>H1 </emph>There is a significant difference between the experimental and control groups' achievement mean scores in items related to knowledge.</item> <p></p> <item> <emph>H2</emph> There is a significant difference between the experimental and control groups' achievement mean scores in items related to comprehension.</item> <p></p> <item> <emph>H3 </emph>There is a significant difference between the experimental and control groups' achievement mean scores in items related to application.</item> </ulist> <p> <emph>RQ: What factors do learners attribute to their academic achievement?</emph> </p> <hd id="AN0187381777-5">Theoretical framework</hd> <p>Learning is essentially a social activity that is intricately entwined with daily living, according to Jean Lave and Etienne Wenger's ([<reflink idref="bib36" id="ref43">36</reflink>]) <emph>situated learning theory</emph>. This theory posits that adult learners' academic achievement in basic literacy can be significantly enhanced by purposefully incorporating social activities or routine tasks into reading and writing. In other words, the integration of social interactions and everyday experiences into the learning process is believed to foster a deeper understanding and application of literacy skills, ultimately leading to improved academic outcomes. Alistair Ross ([<reflink idref="bib48" id="ref44">48</reflink>]) also emphasises the need to connect daily activities to literacy, as these activities reflect individuals' thoughts, feelings and motivations that convey their needs and desires. This connection highlights the importance of aligning learning with these internal beliefs and aspirations, making education more relevant and meaningful.</p> <p>Moreover, it has been suggested by Florence Kluckhohn and Fred Strodtbeck ([<reflink idref="bib34" id="ref45">34</reflink>]) and Manon Grube et al. ([<reflink idref="bib23" id="ref46">23</reflink>]) that social context in literacy can enhance learners' cognitive performance. According to the concepts of autonomy, competence and relatedness, adult learners' desire to actively participate in learning naturally increases when they believe that literacy is directly relevant to their social and personal lives (Rogers [<reflink idref="bib47" id="ref47">47</reflink>]; Collins [<reflink idref="bib11" id="ref48">11</reflink>]). Adult literacy programmes that integrate literacy with learners' everyday responsibilities foster motivation and academic progress by making learning relevant to their daily lives. In contrast, when daily tasks and responsibilities are not incorporated into the learning process, learners often become demotivated and disengaged (Wahlgren and Anderson [<reflink idref="bib59" id="ref49">59</reflink>]; Scribner and Cole [<reflink idref="bib50" id="ref50">50</reflink>]).</p> <p>Learners' motivation and cognitive processes are inextricably linked to their comprehension, goals and experiences. They must believe that the topic is relevant. Raymond Wlodkowski ([<reflink idref="bib60" id="ref51">60</reflink>]) asserts that as learning is a social activity with social duties, it must be oriented on social contexts. Therefore, in order for adults to effectively apply what they have learned to society, and maintain practice, learning must take into consideration their interests and the literacy requirements of their everyday lives. The situated learning theory of Lave and Wenger ([<reflink idref="bib36" id="ref52">36</reflink>]) served as the theoretical foundation for this study in the following ways:</p> <p></p> <ulist> <item> Including reading exercises about everyday tasks and social contexts can greatly improve adult learners' literacy proficiency. A sense of purpose and accomplishment can be promoted by, for instance, reading aloud during group meetings or having discussions on written materials about personal interests or local issues.</item> <p></p> <item> Students learn best when they are actively engaged in social contexts, such as interacting with others, participating in group activities and collaborating on shared goals. In the context of adult literacy, this means that learners benefit from opportunities to read and write in meaningful social situations, such as discussions, storytelling or practical applications of literacy skills in daily life tasks.</item> <p></p> <item> Situated learning acknowledges the influence of personal, social and economic factors on individuals' literacy development. To support adult learners, it is important to provide learning settings that are socially appropriate, sensitive to a range of requirements and that encourage learners' goals to increase their literacy for social, professional or personal reasons.</item> </ulist> <hd id="AN0187381777-6">Methodological considerations</hd> <p></p> <hd id="AN0187381777-7">Research design</hd> <p>Our study was based on an explanatory sequential mixed-methods design. The key reasons for using this design were to: (<reflink idref="bib1" id="ref53">1</reflink>) identify trends and potential differences between the control and experimental groups; and (<reflink idref="bib2" id="ref54">2</reflink>) understand the reasons and mechanisms behind the quantitative findings through subsequent qualitative exploration (Creswell [<reflink idref="bib13" id="ref55">13</reflink>]; Denzin and Lincoln [<reflink idref="bib17" id="ref56">17</reflink>]). The overall research design is shown in Figure 1.</p> <p>Graph: Figure 1 Research design of the study</p> <p>In the quantitative phase of the study, a quasi-experimental design, with pre- and post-test measures, was administered to both experimental and control groups, which were intact (pre-existing) groups (Creswell [<reflink idref="bib14" id="ref57">14</reflink>]). The design we followed is shown in Table 1.</p> <p>Table 1 Experimental and control groups and methods</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>N<sub>1</sub></p></th><th align="left"><p>O<sub>1</sub></p></th><th align="left"><p>X</p></th><th align="left"><p>O<sub>2</sub></p></th></tr></thead><tbody><tr><td align="left"><p>N<sub>2</sub></p></td><td align="left"><p>O<sub>1</sub></p></td><td align="left"><p>C</p></td><td align="left"><p>O<sub>2</sub></p></td></tr></tbody></table> </ephtml> </p> <p> <emph>Notes:</emph> N<subs>1</subs> = Experimental group; N<subs>2</subs> = Control group; O<subs>1</subs> = pre-test; X = Treatment to the experimental group; C = Use of traditional method; O<subs>2</subs> = post-test</p> <p>Before the intervention began, we administered a pre-test to both the experimental and control groups to establish a baseline for comparison. This assessment provided important details about the learners' initial standing and present achievement levels. The pre-test data helped establish a reference point for evaluating the effectiveness of the intervention by comparing it with post-test results. Following the pre-test, a four-month literacy intervention was implemented exclusively with the experimental group. Meanwhile, learners in the control group followed conventional teaching methods in a structured classroom environment, focused on basic reading and writing in Urdu (the official language of Pakistan) and English. A literacy teacher assisted students' learning in the traditional (formal) classroom setting, using the literacy textbook as the main teaching resource and a whiteboard to present concepts and information. Classroom furniture was arranged formally, with three to four learners sitting on each bench, facing the teacher. After the intervention, semi-structured interviews were conducted with selected learners in the experimental group. The integration of both quantitative and qualitative findings are presented in the discussion and conclusion sections of this article, as well as the "why" behind the patterns that were seen in the quantitative results.</p> <hd id="AN0187381777-8">Setting and participants</hd> <p>The region in Pakistan where our study was based blends urban and rural areas, with an important urban population linked to the region's economic activities, including commerce, services and a variety of small-scale jobs. A variety of educational levels are served by the region's formal and informal schooling alternatives. At the time of our study,[<reflink idref="bib1" id="ref58">1</reflink>] there were 14 adult literacy centres (ALCs) operating in the metropolitan area; we chose two of them as intact groups. Control over the confounding variables was made possible by the use of these intact groups, ensuring unbiased and geographically representative sampling (McMillan [<reflink idref="bib37" id="ref59">37</reflink>]). The centres were run under the Literacy and Non-Formal Basic Education Department, which has been working under the mandate of the Government of Punjab to provide adequate access to basic literacy skills for adults with low literacy since 2002. Adult basic literacy aims to provide learners with the necessary functional abilities to improve their everyday lives, including reading, writing and basic arithmetic up to Grade 3. The department's primary goal is to assist adult learners in continuing their education throughout their lives so they may live independently. Normally, each ALC has about 35 enrolled/registered adults with low literacy under one literacy teacher. This was the case for the two intact groups in our study, with each group (experimental and control) comprising 35 adult learners. Thus, there was a total of 70 learners across both groups – along with two literacy teachers, one from each group – who participated in our quantitative data collection.</p> <p>For the qualitative phase, 10 learners from the experimental group voluntarily participated in face-to-face interviews. The learners were selected based on quantitative data outcomes, primarily those who performed well in the tests, to explore the underlying reasons and gain in-depth insights. Since almost all the learners performed well, the selection included a mix that represented varying levels of performance. The interviews also aimed to examine the varied experiences and viewpoints of the participants. The interviews continued until data saturation was reached (Creswell [<reflink idref="bib14" id="ref60">14</reflink>]).</p> <p>Both experimental and control group teachers had identical qualifications and years of experience, which minimised potential biases in the study. Their selection aimed to ensure a fair comparison between the experimental and control groups, isolating the impact of teaching methods from the individual characteristics of the teachers. The literacy teacher in the experimental group had a graduation qualification equivalent to 14 years of education. She possessed eight years of teaching experience in adult literacy instruction. In terms of receptiveness to the new teaching method, she displayed a positive attitude and openness to implementing the unfamiliar approach of embedding social context and everyday life tasks into her lessons. She actively participated in professional development opportunities and showed enthusiasm for adapting her teaching style to better engage her learners. Her willingness to embrace this method significantly contributed to the success of the literacy programme.</p> <p>Most learners in both groups had not attended regular/formal schooling. Their ages ranged from 14 to 60 years. According to the annual report of the basic education department, the majority of adult learners in the Punjab province of eastern Pakistan are males with low literacy who are employed and primarily engaged in manual labour (GoP [<reflink idref="bib21" id="ref61">21</reflink>]). Females generally remain in their homes; thus, the department has more opportunities to attract them by establishing literacy centres nearby. The learners studying in the centres in our study were all females from the poor and lower-middle classes. These centres are particularly for female learners only.</p> <p>The demographic characteristics of the learners in both the experimental and control groups comprise key factors such as age, marital status, prior education and occupation. These details provide a comprehensive understanding of the learners' backgrounds, offering valuable context for their participation and engagement in the study. The experimental group had a notable number of learners in the 44–53 age range (nine participants), while the control group had more individuals in the 14–23 age range (six participants). In terms of marital status, the majority of participants in both groups were married: 29 in the experimental group compared to 30 in the control group. Educationally, both groups exhibited a high proportion of participants with no formal education (24 in the experimental group and 23 in the control group), indicating overall low educational attainment. Regarding employment, the experimental group had more homemakers (<reflink idref="bib17" id="ref62">17</reflink>) and domestic workers (<reflink idref="bib11" id="ref63">11</reflink>), while the control group included a greater number of homemakers (<reflink idref="bib20" id="ref64">20</reflink>) and labourers (<reflink idref="bib3" id="ref65">3</reflink>), highlighting the diverse job roles and family responsibilities present in both groups. This distribution suggests that younger learners, even in non-formal settings, may achieve skill automaticity more easily within 100 hours of practice due to their cognitive flexibility and recent learning experiences, as supported by relevant research. Both groups showed similar patterns of attendance and retention. An equal number of learners from each group completed the four-month literacy course, suggesting no significant differences in terms of attendance and retention between the experimental and control groups.</p> <hd id="AN0187381777-9">Instruments</hd> <p>For quantitative data collection, a worksheet (focused on embedding social context/everyday life tasks in literacy practices), based on pictures/diagrams, was used as a pre-test and post-test for both groups. The worksheet aimed to create a medium through which the learners could grasp concepts and ideas more intuitively. It consisted of multiple-choice items designed to assess literacy content within the cognitive domain, which was further divided into three categories: knowledge, comprehension and application (Anderson and Krathwohl [<reflink idref="bib3" id="ref66">3</reflink>]). This framework was devised based on literacy content and specific learning objectives (SLOs) of Punjab Literacy Department national curricula, which are equally distributed across knowledge, comprehension and application items. The knowledge-based questions involved identifying, matching, encircling, labelling and sequencing elements and things. The comprehension questions, particularly those requiring the identification of correct answers, involved categorising, locating and interpreting. Finally, the questions on the application of literacy concepts and skills in a range of routine tasks included calculating, writing, measuring, demonstrating and solving problems. These tasks were designed to reflect real-life situations, requiring the learners to actively engage in problem solving and application of their literacy skills. For example, learners were asked to solve problems related to everyday life, such as assigning numbers to specific actions in certain scenarios, matching pictures with words, identifying symbols, performing basic computations for daily tasks, measuring items, encircling various concepts and solving routine problems in unfamiliar contexts.</p> <p>Subsequently, we prepared the semi-structured interview guide to explore the underlying reasons and participant perspectives behind the quantitative findings (Bryman [<reflink idref="bib6" id="ref67">6</reflink>]). There were seven questions for learners in the interview guide. The questions were based on various aspects, such as the learners' thoughts, experiences and reflections on the instructional strategies employed, and how they connected their newly acquired skills with everyday life tasks (Paddick et al. [<reflink idref="bib45" id="ref68">45</reflink>]).</p> <p>To validate the instruments and develop questions about literacy content, we computed the content validity index (CVI). To accomplish this, we asked five literacy experts with at least five years of professional experience to rate each question according to the study's objectives: 1 = Not relevant, 2 = Somewhat relevant, 3 = Quite relevant and 4 = Highly relevant (Davis [<reflink idref="bib16" id="ref69">16</reflink>]). To guarantee content validity, the experts also offered input on the choice and appropriate arrangement of the pictures/diagrams used in the worksheet. Next, we looked closely at the questions with lower CVI ratings, and considered the experts' input while making modifications. This resulted in consistency rates of 0.83 for the worksheet (which had knowledge, understanding and application components of 0.87, 0.84 and 0.88) and 0.81 for the interview guide, respectively. Three ALCs, separate from the two centres where our study was conducted, were randomly selected for pilot testing of the worksheet. From these three centres, we selected 24 learners, eight from each centre, to participate in the pilot testing. Cronbach's alpha was calculated to evaluate the internal consistency of the worksheet's elements. A consistency rate of 0.91 was achieved, indicating strong internal consistency. This analysis aimed to determine how well each item on the scale measured the same underlying construct by assessing the correlation between all the items.</p> <hd id="AN0187381777-10">Materials and methods</hd> <p></p> <hd id="AN0187381777-11">Lesson plans for the experimental group</hd> <p>The textbook used in the life skills course for the experimental group was bilingual, in both English and Urdu, and comprised 120 pages divided into three sections. These sections included lessons on individual letters, whole words, and content related to the learners' daily life activities. There were 24 lesson plans, comprised of different topics from six units. The lesson plans were designed to fit a 60-minute time duration. The lessons were delivered in both English and Urdu, primarily focusing on Urdu for clarification as all the learners could easily understand this language.</p> <p>The main aim in developing the lesson plans was to embed the social context of learners in literacy practices to support their motivation and learning performance; equip them to navigate real-world tasks and make informed decisions; and instil a sense of responsibility, empathy and ethical awareness, all of which are crucial for personal growth and meaningful societal contributions (CASEL [<reflink idref="bib10" id="ref70">10</reflink>]). Social values in the lesson plans mainly consisted of concepts such as humanity, patriotism, caring for and helping others, responsibility, citizenship, hospitality, and justice, whereas moral values included cleanliness, respect, honesty, truthfulness, tolerance and kindness. Patterns of activities in the lesson plans were based on different instructional strategies, including lectures, questioning/answering, discussions, role play, card games and videos, which were used during the course to maximise the involvement of learners. Question-and-answer sessions were designed so that learners could clarify any ambiguities. Classroom discussion was arranged after each literacy class for learner reflection. The learners were given literacy tasks related to their everyday life tasks, for example, on health and nutrition, daily hygiene, first aid, household management, community issues, voting simulation, reading signs, filling out forms, conflict resolution and stress management.</p> <p>Both the experimental and control groups received approximately the same amount of practice time, with each group allocated two hours daily for practice activities. Therefore, there were no additional or reduced practice hours as a result of the treatment; both groups had equal access to practice opportunities. This similarity indicates that any differences in performance outcomes between the groups can be attributed to the instructional methods employed rather than the amount of practice time received.</p> <hd id="AN0187381777-12">Teacher training manuals for the experimental group</hd> <p>Teacher training manuals were prepared for the experimental group literacy teacher as guidelines, for example, on how to use, explain and demonstrate literacy content, and how to use assessment strategies in the classroom. Training manuals included objectives to be fulfilled by the end of each training session. Each activity was explained to the teacher, such as how to embed social and moral values in each activity; how to pose questions before, during and at the end of each activity; how to use pictures and charts; and how to arrange classroom discussion to encourage learners' reflection. The purpose behind the development of the manuals was to break down complex topics into manageable sections, and to provide detailed explanations of key concepts, practical examples and strategies for effective explanation and demonstration in the classroom. Additionally, the manuals provided guidance for the teacher on how to foster learners' engagement, differentiate instruction and adapt teaching methods to diverse learning styles, as well as an explanation of when and how to give feedback to learners. Moreover, the inclusion of reflective discussion aimed to encourage the teacher to ask learners for insights about their learning.</p> <hd id="AN0187381777-13">Experiment procedure</hd> <p></p> <hd id="AN0187381777-14">Pre-experimental stage</hd> <p>In the pre-experimental stage, a worksheet assessment was administered to learners to evaluate their baseline knowledge. The assessment lasted for approximately 40 minutes. The literacy teacher of the experimental group underwent a two-week training session that adhered to the planned schedule. There were two sessions on each day of training, totalling 24 to 25 hours across the two weeks. Each training session consisted of two hours with a 20-minute break. Instructional strategies, such as discussions, PowerPoint presentations and reading, were used in training sessions. Literacy material, including lesson plans, charts, handouts and videos designed and arranged for learners, were given to the teacher to use during classroom teaching/activities. The trainer explained to the literacy teacher how to use this material in the classroom. Question-and-answer sessions were arranged at the end of each lesson to clarify any ambiguities. The aim of the comprehensive training was to equip the teacher with the necessary skills, knowledge and confidence to effectively use literacy strategies and resources in the classroom. Each training session was meticulously designed to align with the planned schedule, ensuring that it covered a wide range of topics pertinent to the use of literacy materials. The sessions were structured to progressively introduce the literacy teacher to the core concepts of the literacy content, highlighting its relevance and practical applications.</p> <p>The literacy teacher training was validated through expert opinion. Three experts were invited to observe a teacher training session held in a literacy centre. These experts were selected based on their five years of work experience in the adult literacy field, along with a PhD or MPhil degree. The experts were each given an evaluation sheet with three sections: (<reflink idref="bib1" id="ref71">1</reflink>) planning and delivery; (<reflink idref="bib2" id="ref72">2</reflink>) accommodation of individual differences; and (<reflink idref="bib3" id="ref73">3</reflink>) problem solving and use of critical thinking strategies for learners. There were 20 observation items for the experts to rate on a scale of: 3 = Effective, 2 = Somewhat effective, 1 = Ineffective and 0 = Not observed. The overall consensus among all three experts was used to validate the teacher training programme. The collective agreement highlighted the training efficacy and acceptance, affirming its credibility and impact as perceived by those who participated in the observation process.</p> <hd id="AN0187381777-15">Experimental stage</hd> <p>Throughout the intervention, classroom activities were planned to actively include students in the learning process. The learners were taught both individual letters and whole words used in everyday life. They were taught to read in English and Urdu simultaneously, allowing them to develop literacy skills in both languages. Both groups (experimental and control) received the same amount of teaching time and the same number of lessons. The intervention course lasted for four months, with learners participating in two hours daily of learning time, amounting to 12 hours weekly. The purpose of the activities was to increase learning and create a lively atmosphere for learners. As noted in the materials and methods section, the classroom activities were followed by question-and-answer sessions to clarify any ambiguities and group discussions to obtain learners' reflections. Different instructional strategies were employed as effective tools to relate literacy practices with the everyday life tasks of learners. This aimed to foster holistic learning experiences that not only provided knowledge but also instilled a sense of responsibility and awareness in the learners.</p> <hd id="AN0187381777-16">Post-experimental stage</hd> <p>After the four-month intervention, the same worksheet was administered to the learners to re-assess their academic achievement (Creswell [<reflink idref="bib14" id="ref74">14</reflink>]; Hall [<reflink idref="bib25" id="ref75">25</reflink>]). Although the course allowed learners to practise and apply their reading and writing skills within the classroom and in some social settings, we acknowledge that a longer timeframe might have provided a more accurate measure of how effectively these skills were integrated into their daily lives. While the post-experimental assessment reflected learners' immediate progress, further evaluation over an extended period would offer deeper insights into the long-term application of their literacy skills. The learners were allowed two hours to complete the worksheet.</p> <p>Interviews were then conducted with 10 selected learners to the point of data saturation to explore their experiences, perspectives and reflections. The interviews took place in a comfortable environment conducive to open and honest sharing. Before beginning the interviews, participants were informed about the purpose, the voluntary nature of their contribution and the assurance of confidentiality. Note-taking and audio-recording were done with the permission of the participants. Probing questions were asked for further clarification and information. The interviews were conducted in Urdu and followed a conversational style to encourage participants to share their perspectives in their own words.</p> <hd id="AN0187381777-17">Data analysis</hd> <p>Quantitative data were analysed using an independent samples <emph>t</emph>-test to assess the mean disparity between the experimental and control groups. We compared the calculated <emph>p</emph>-value with a predetermined significance level (alpha, α) to assess statistical significance. The assessment was a written exam (worksheet) worth 100 marks; one mark was given for each correct answer. Learners were evaluated based on the accuracy of their written responses, with each correct answer contributing to their total possible score of 100 marks. Their percentage scores were calculated by dividing marks gained by 100 and then multiplying by 100 to express it as a percentage. These percentage scores provided a comprehensive evaluation of the learners' ability to read and write, as well as their problem-solving skills in practical contexts. The evaluation of experimental results hinged on this comparison, and endorsement of the alternative hypothesis occurred when the <emph>p</emph>-value fell below the alpha threshold (< 0.05). This outcome indicated a statistically significant mean distinction between the two groups, providing a basis for meaningful conclusions from the analysis.</p> <p>Qualitative data were analysed through thematic analysis to uncover underlying codes, sub-themes and themes. We began the process of creating codes by categorising passages of transcribed text that conveyed important concepts or meanings. These codes, which captured the words and expressions of the participants, were generated straight from the data. We sorted the codes into possible sub-themes that captured more general trends in the data. The underlying linkages and patterns between the codes were used to define the sub-themes to present a framework for classifying and interpreting the data, revealing details about the viewpoints and experiences of the participants. To understand the connections and how they contributed to a holistic narrative, we examined the relationships among the sub-themes to make themes, which we then carefully examined and reformulated to better fit the research question.</p> <hd id="AN0187381777-18">Findings</hd> <p></p> <hd id="AN0187381777-19">Quantitative findings</hd> <p>Thorough analysis of the quantitative findings enables an in-depth look at the learners' achievements in three cognitive domains: knowledge, comprehension and application (as presented in Table 2). This analysis illuminates how the SPA in literacy practices affected the learners' abilities to acquire, comprehend and practically apply knowledge.</p> <p>Table 2 Comparison of experimental and control groups in academic achievement</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Domain</p></th><th align="left"><p>Test</p></th><th align="left"><p><italic>n</italic></p></th><th align="left"><p>Group</p></th><th align="left"><p>Mean</p></th><th align="left"><p><italic>SD</italic></p></th><th align="left"><p><italic>t</italic></p></th><th align="left"><p><italic>df</italic></p></th><th align="left"><p><italic>p</italic></p></th></tr></thead><tbody><tr><td align="left" rowspan="4"><p>Knowledge</p></td><td align="left" rowspan="2"><p>Pre</p></td><td align="left"><p>35</p></td><td align="left"><p>Experimental</p></td><td char="." align="char"><p>7.80</p></td><td char="." align="char"><p>2.82</p></td><td char="." align="char" rowspan="2"><p>–1.72</p></td><td char="." align="char" rowspan="2"><p>68</p></td><td char="." align="char" rowspan="2"><p>.088</p></td></tr><tr><td align="left"><p>35</p></td><td align="left"><p>Control</p></td><td char="." align="char"><p>9.00</p></td><td char="." align="char"><p>2.98</p></td></tr><tr><td align="left" rowspan="2"><p>Post</p></td><td align="left"><p>35</p></td><td align="left"><p>Experimental</p></td><td char="." align="char"><p>23.08</p></td><td char="." align="char"><p>1.91</p></td><td char="." align="char" rowspan="2"><p>26.89</p></td><td char="." align="char" rowspan="2"><p>68</p></td><td char="." align="char" rowspan="2"><p>.000</p></td></tr><tr><td align="left"><p>35</p></td><td align="left"><p>Control</p></td><td char="." align="char"><p>8.31</p></td><td char="." align="char"><p>2.56</p></td></tr><tr><td align="left" rowspan="4"><p>Comprehension</p></td><td align="left" rowspan="2"><p>Pre</p></td><td align="left"><p>35</p></td><td align="left"><p>Experimental</p></td><td char="." align="char"><p>14.94</p></td><td char="." align="char"><p>2.80</p></td><td char="." align="char" rowspan="2"><p>1.04</p></td><td char="." align="char" rowspan="2"><p>68</p></td><td char="." align="char" rowspan="2"><p>.302</p></td></tr><tr><td align="left"><p>35</p></td><td align="left"><p>Control</p></td><td char="." align="char"><p>14.34</p></td><td char="." align="char"><p>1.9</p></td></tr><tr><td align="left" rowspan="2"><p>Post</p></td><td align="left"><p>35</p></td><td align="left"><p>Experimental</p></td><td char="." align="char"><p>30.31</p></td><td char="." align="char"><p>1.49</p></td><td char="." align="char" rowspan="2"><p>27.58</p></td><td char="." align="char" rowspan="2"><p>68</p></td><td char="." align="char" rowspan="2"><p>.000</p></td></tr><tr><td align="left"><p>35</p></td><td align="left"><p>Control</p></td><td char="." align="char"><p>14.89</p></td><td char="." align="char"><p>2.93</p></td></tr><tr><td align="left" rowspan="4"><p>Application</p></td><td align="left" rowspan="2"><p>Pre</p></td><td align="left"><p>35</p></td><td align="left"><p>Experimental</p></td><td char="." align="char"><p>6.82</p></td><td char="." align="char"><p>3.45</p></td><td char="." align="char" rowspan="2"><p>–.198</p></td><td char="." align="char" rowspan="2"><p>68</p></td><td char="." align="char" rowspan="2"><p>.843</p></td></tr><tr><td align="left"><p>35</p></td><td align="left"><p>Control</p></td><td char="." align="char"><p>7.00</p></td><td char="." align="char"><p>3.77</p></td></tr><tr><td align="left" rowspan="2"><p>Post</p></td><td align="left"><p>35</p></td><td align="left"><p>Experimental</p></td><td char="." align="char"><p>36.00</p></td><td char="." align="char"><p>2.24</p></td><td char="." align="char" rowspan="2"><p>31.23</p></td><td char="." align="char" rowspan="2"><p>68</p></td><td char="." align="char" rowspan="2"><p>.000</p></td></tr><tr><td align="left"><p>35</p></td><td align="left"><p>Control</p></td><td char="." align="char"><p>10.90</p></td><td char="." align="char"><p>4.16</p></td></tr></tbody></table> </ephtml> </p> <p>The pre-test results with regard to knowledge show that there was no statistically significant difference between the two groups. The experimental and control groups had comparable average mean pre-test scores, of 7.80 and 9.00, respectively. This suggests that the knowledge levels of both groups were similar before the experiment. However, the knowledge post-test results show an important difference between the two groups. The experimental group had a much higher average post-test score of 23.08, while the control group had a significantly lower average score of 8.31. Thus, there was a substantial difference in knowledge development between the groups, with a <emph>p</emph>-value of.000.</p> <p>With regard to the comprehension component, again, there was no appreciable difference between the two groups' pre-test results. The experimental group's pre-test mean score was 14.94, while the control group's was 14.34. This suggests that the levels of understanding of both groups were similar before the experiment. When comparing the comprehension post-test scores, however, there was a discernible difference. The experimental group outperformed the control group, with mean scores of 30.31 and 14.89, respectively. When compared to the control group, a <emph>p</emph>-value of.000 shows the presence of a significant difference, indicating that the experimental group was successful in increasing knowledge comprehension.</p> <p>According to the application analysis, there was no significant difference between the two groups' pre-test findings. The experimental group's pre-test mean score was 6.82, while the control group's was 7.00. This indicates that both groups had similar application-related knowledge before the experiment, supported by the non-significant <emph>p</emph>-value of.843. On the other hand, the application post-test findings reveal a significant and noteworthy difference between the two groups. The experimental group's mean post-test score was 36.00, which is significantly higher than the control group's mean score of 10.90. The enormous <emph>t</emph>-value of 31.23 and <emph>p</emph>-value of.000 show that the experimental group's application skills considerably improved as compared to the control group.</p> <p>Based on the data analysis shown in Table 2, the experiment resulted in a substantial improvement in the knowledge, comprehension and application of the experimental group compared to the control group. Although there was no significant difference between both groups' pre-test scores, the post-test results for all three components clearly demonstrate that the experiment was effective in significantly improving the academic achievement of learners in the experimental group compared to the control group. This comparison highlights the impact of the intervention on the experimental group's progress.</p> <p>Table 3 presents a comprehensive analysis of the combined pre- and post-test results for the experimental and control groups, making it possible to compare their performance before and after the intervention in terms of overall academic achievement. The pre- and post-test results for the experimental group, in particular, indicate a notable and statistically significant shift. The mean pre-test score for this group was 29.68, and the post-test score rose to 89.40, a considerable increase. On the other hand, the control group's pre- and post-test results present a different picture. Their somewhat higher mean pre-test score of 30.48 increased to 33.87 on the post-test. These findings suggest that the control group's scores did not significantly improve between the pre-test and post-test.</p> <p>Table 3 Overall comparison of experimental and control groups in academic achievement</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Test</p></th><th align="left"><p>Group</p></th><th align="left"><p><italic>n</italic></p></th><th align="left"><p>Mean</p></th><th align="left"><p><italic>SD</italic></p></th><th align="left"><p><italic>t</italic></p></th><th align="left"><p><italic>df</italic></p></th><th align="left"><p><italic>p</italic></p></th></tr></thead><tbody><tr><td align="left" rowspan="2"><p>Pre</p></td><td align="left"><p>Experimental</p></td><td align="left"><p>35</p></td><td char="." align="char"><p>29.68</p></td><td char="." align="char"><p>5.74</p></td><td char="." align="char" rowspan="2"><p>–.578</p></td><td char="." align="char" rowspan="2"><p>68</p></td><td char="." align="char" rowspan="2"><p>.565</p></td></tr><tr><td align="left"><p>Control</p></td><td align="left"><p>35</p></td><td char="." align="char"><p>30.48</p></td><td char="." align="char"><p>5.83</p></td></tr><tr><td align="left" rowspan="2"><p>Post</p></td><td align="left"><p>Experimental</p></td><td align="left"><p>35</p></td><td char="." align="char"><p>89.40</p></td><td char="." align="char"><p>3.56</p></td><td char="." align="char" rowspan="2"><p>44.44</p></td><td char="." align="char" rowspan="2"><p>68</p></td><td char="." align="char" rowspan="2"><p>.000</p></td></tr><tr><td align="left"><p>Control</p></td><td align="left"><p>35</p></td><td char="." align="char"><p>33.87</p></td><td char="." align="char"><p>6.38</p></td></tr></tbody></table> </ephtml> </p> <p>The experimental group showed a noteworthy and statistically significant shift in pre- to post-test scores, signifying substantial improvement. By contrast, the control group exhibited a less pronounced change, with only slightly higher mean post- than pre-test scores, although this shift lacked statistical significance. These results indicate the effect of the SPA on the significant improvement in the experimental group. These learners' post-test scores showed a considerable improvement when compared to their pre-test scores, indicating that use of the SPA in literacy practices had a noteworthy effect on their academic achievement.</p> <p>At the beginning of the four-month course, learners' reading fluency in Urdu varied significantly across different age ranges in the experimental group. Younger learners aged 14 to 23 demonstrated an average reading speed of 20 to 25 words per minute (wpm), indicating some familiarity with basic reading but still facing challenges in fluency. In the 34–43 age range, learners exhibited slower speeds, averaging 15 to 20 wpm, often due to limited exposure to formal education. Among older learners aged 54 to 60, the situation was similar, with average reading speeds around 15 to 20 wpm, as many had little to no prior schooling.</p> <p>By the end of the course, marked improvements were observed across these age ranges. The younger learners saw their reading speed rise to an average of 50 to 55 wpm, while the 34–43 age group improved to about 40 to 45 wpm. Meanwhile, the older learners reached speeds of 30 to 35 wpm, highlighting the effectiveness of the context-based literacy intervention in significantly enhancing reading skills for learners of all ages. Based on statistical analysis with an alpha value of less than 0.05, the experimental group demonstrated significant improvements in knowledge, comprehension and application. The results show a notable and significant improvement in their academic achievement, thus confirming hypotheses (<emph>H</emph><emph>1, H 2</emph> and <emph>H 3</emph>) related to knowledge, comprehension and application (see Table 4).</p> <p>Table 4 Acceptance and rejection of hypotheses (<emph>H1, H2</emph> and <emph>H3</emph>)</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Academic achievement</p></th><th align="left"><p>Hypothesis</p></th><th align="left"><p><italic>p</italic>-value</p></th><th align="left"><p>Status</p></th></tr></thead><tbody><tr><td align="left"><p>Knowledge</p></td><td align="left"><p>H1</p></td><td char="." align="char"><p>< 0.05</p></td><td align="left"><p>Accepted</p></td></tr><tr><td align="left"><p>Comprehension</p></td><td align="left"><p>H2</p></td><td char="." align="char"><p>< 0.05</p></td><td align="left"><p>Accepted</p></td></tr><tr><td align="left"><p>Application</p></td><td align="left"><p>H3</p></td><td char="." align="char"><p>< 0.05</p></td><td align="left"><p>Accepted</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0187381777-20">Qualitative findings</hd> <p>The themes, sub-themes and codes for factors contributing to learners' academic achievement are presented in Table 5. To illustrate these findings, we also include in this section some of the individual responses from the experimental group learners who were interviewed. To maintain anonymity, learners' names have been replaced with codes, for example, "Maria Respondent" became "MR". This was done to ensure a clear and organised representation of the data while respecting the privacy of the participants (Cloutier and Ravasi [<reflink idref="bib9" id="ref76">9</reflink>]).</p> <p>Table 5 Factors contributing to learners' academic achievement</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Theme</p></th><th align="left"><p>Sub-theme</p></th><th align="left"><p>Code</p></th></tr></thead><tbody><tr><td align="left" rowspan="6"><p>Instructional strategies</p></td><td align="left" rowspan="2"><p>Interactive and engaging</p></td><td align="left"><p>Fostering curiosity</p></td></tr><tr><td align="left"><p>Visual guidance</p></td></tr><tr><td align="left" rowspan="4"><p>Daily life-related activities</p></td><td align="left"><p>Planting</p></td></tr><tr><td align="left"><p>COVID-19 safety measures</p></td></tr><tr><td align="left"><p>Videos on hygiene</p></td></tr><tr><td align="left"><p>Healthy eating</p></td></tr><tr><td align="left" rowspan="3"><p>Learning through dialogue</p></td><td align="left" rowspan="3"><p>Social interaction</p></td><td align="left"><p>Group work</p></td></tr><tr><td align="left"><p>Share responsibility</p></td></tr><tr><td align="left"><p>Enjoyable discussion</p></td></tr><tr><td align="left" rowspan="3"><p>Internalisation</p></td><td align="left" rowspan="3"><p>Incorporate practices</p></td><td align="left"><p>Encouragement to incorporate in daily life</p></td></tr><tr><td align="left"><p>Consistent practice</p></td></tr><tr><td align="left"><p>Tackling challenging tasks</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0187381777-21">Instructional strategies</hd> <p>According to the learners, the literacy practices that enhanced their academic proficiency were primarily beneficial because they did a great job at promoting their thirst for knowledge. ZR said:"In my opinion, the teaching was most effective when the teacher connected them to actual circumstances or recent events. For instance, during a class on cleaning, the teacher posed the question: 'How can we make our home germ-free and cleaner?' I felt more curious to learn and understand because it seemed useful to me."SR also recalled"... one instance where my teacher challenged us to solve calculation questions through a diagram. That diagram was comprised of different pictures of grocery [items] with their prices, and I marked those pictures which I wanted to buy, then I had to calculate their total prices. It was like shopping at the store. That activity really ... sparked my curiosity and made me realise that learning was an exploration."BR explained that visual engagement in literacy practices increased her passion for learning:"Visual aids, such as diagrams, films and photos, helped me learn difficult concepts. The material was more approachable and engaging when there were eye-catching graphics, graphs and charts next to the text. It seemed like figuring out a riddle or unravelling a tale, and the visual component made studying seem exciting, which kept me interested and inspired. I felt compelled to learn more since it was like watching the words come to life."The majority of the learners said the ability to ask more questions in their literacy classes was a result of engaging in activities connected to real life. For example, after participating in planting activities, several learners reported being more motivated. According to SR,"Planting has become my favourite activity since the teacher taught us about our surroundings and gardening. [The] teacher's inquiring about the kinds of plants I deal with and their development made me more curious to learn about gardening."Many of the learners also explained that the safety measures activities were the cause of their increased questioning in the literacy classroom. According to AR,"I wanted to be informed and safe, so I asked as many questions as possible during the COVID-19 safety measures activities. When the instructor displayed a chart in the classroom detailing the procedures involved in hand washing, I became interested in the science underlying these strategies, such as how masks and social distancing operate. I was able to comprehend the significance and rationale behind each safety measure thanks to [being able to ask] questions."BR gave another reason:"I was really interested in the issue of safety precautions during the epidemic [<emph>sic</emph>]. During that session, I raised concerns since I thought that prevention was mostly dependent on knowledge. My motivation [was] to adhere to those precautions carefully, i.e. how to lower the chance of illness. I took care to enquire as much as possible to make sure I understood the precautions that needed to be taken to keep my family and myself safe."FR explained that"practical and applicable to my everyday life were the healthy eating practices. I made sure I was on the correct road by asking questions when we talked about nutrition and food choices. Understanding the rationale behind healthy eating practices increased my awareness of the foods I choose to eat."Additionally, ZR said:"I enquired to learn about the nutritional content of meals and how they affected my health. I used to ask questions to help me make better decisions and keep my diet balanced."The learners' experiences emphasise that connecting literacy practices to real-life situations greatly enhanced their academic proficiency and curiosity. Activities such as solving practical problems related to daily tasks or exploring real-world topics like grocery shopping, gardening and safety measures made learning more relevant and engaging. The use of visual aids, including diagrams and charts, played a crucial role in simplifying complex concepts, making the material more approachable and stimulating. Moreover, the learners felt encouraged to ask more questions, which deepened their understanding, especially in areas like health and safety, where practical application was directly linked to their lives. Overall, these practices promoted their active participation and thirst for knowledge.</p> <hd id="AN0187381777-22">Learning through dialogue</hd> <p>The learners highlighted that through collaboration with others, they were able to challenge one another's ideas and improve their knowledge of the subject matter. They practised together and, because of the group learning process, they felt well prepared on exam day. FR noted that collaboration"... made learning more enjoyable, and I enjoyed working with my class fellows because we learned so much from one another. We talked about topics, thought ideas and told each other what we thought, which helped me comprehend things better."Additionally, learners who collaborated with their peers said they did so to gain a better knowledge of subjects. A large number of learners said they appreciated collaborating with others because it assisted them in handling difficult assignments in class. SR said:"I recall what our class teacher provided as an assignment; it was on the hand-washing steps. She separated us into groups and assigned us to discuss the procedure one by one. Collaborating with my classmates helped them feel more doable at the time. We debated steps in groups, shared ideas and encouraged one another, which finally enabled us to deliver every step well."Additionally, BR explained:"One time, we had a discussion about how we manage our time at home. The teacher asked us to share how we balance work, house chores and studying. I shared how I make a schedule for myself, and another student talked about how they prioritise tasks. It was interesting to hear different approaches, and the teacher encouraged us to think about which strategies could help us improve our own routines. I really enjoyed it because it wasn't just about right or wrong answers; it was about sharing our experiences and learning from each other. That kind of discussion made the lesson feel more personal and useful."The learners' responses highlighted the importance of collaboration in enhancing their understanding of the subject matter. By working together, they were able to exchange ideas, clarify concepts and support one another, which not only deepened their comprehension but also made learning more enjoyable. Group discussions and shared tasks, such as breaking down assignments or sharing personal strategies for time management, allowed the learners to approach difficult topics with more confidence and to feel well prepared. This collaborative learning environment fostered a sense of shared responsibility and mutual encouragement.</p> <hd id="AN0187381777-23">Internalisation</hd> <p>In literacy lessons focused on hygiene, such as fingernail-cutting, the learners indicated that they were able to correctly write down the steps involved because their teacher encouraged them to incorporate the activity into their everyday practice. As SR clarified,"My teacher urged me to incorporate hygiene practices into my everyday routine. Therefore, I recorded the procedures for that in my test. The teacher also underlined the importance of adhering to hygiene practices, which inspired me to write the instructions down resolutely and incorporate them into my everyday activities."Some of the learners also revealed that they wrote the Sunnah-compliant (Muslim) nail-cutting instructions in their exam because it was a practical exercise. ZR said:"I was encouraged to apply the practice into my everyday life, such as giving my kids and myself [a] regular nail trim. This regular practice enabled me to write exact answers in my exam."SR went on to say:"I could see how literacy practices would help me in my daily life, which naturally made me want to learn them. I need to be able to read and write to do everything, from writing notes to reading street signs. When I thought about how the things I was learning would affect my daily life, they pushed me to keep improving".ZR added:"I set reading and writing as one of my main goals because I wanted to be a better person. Being able to read and write helped me understand tough social problems, stay up to date on world events, and take part in important community activities. It also made me feel more comfortable saying what I think, backing issues I care about and making the world a better place."Furthermore, AR clarified:"I was highly driven to acquire reading skills because I truly wanted to be a decent citizen. Diverse activities in the classroom increased my awareness of the world, my empathy for other people and my desire to engage with my community, all of which I found to be fulfilling and inspired me to continue studying."These learners' responses emphasise the practical and personal significance of literacy practices in their lives. By incorporating everyday activities like hygiene and nail-cutting into learning, they found the content more relevant and easier to retain. This practical application not only helped them succeed academically but also encouraged them to integrate these skills into their daily routines. Additionally, the learners expressed how literacy empowered them to engage with social issues, stay informed and participate in community life, enhancing their motivation to continue improving their reading and writing skills.</p> <hd id="AN0187381777-24">Discussion</hd> <p>In our study we embarked on a rigorous journey to understand the transformative potential of a learner-centred, contextually relevant literacy intervention on adult learners' academic achievement. Initially, pre-test results revealed a notable similarity between the control and experimental groups across crucial metrics such as knowledge, comprehension and application. This initial parity set the stage for a thorough comparative analysis post intervention, where a significant disparity emerged in post-test results, particularly in domains like application, comprehension and knowledge. This stark improvement in academic achievement among learners in the experimental group hints strongly at the practicality of the SPA in literacy practices in the classroom. It underscores the indispensability of integrating learner-centred, contextually relevant literacy content, as this approach profoundly enhanced learners' academic success.</p> <p>This profound difference in academic achievement between the control and experimental groups could be attributed to the practical relevance of literacy practices intertwined with daily life. Learners in the experimental group corroborated these findings, attributing their enhanced performance to a myriad of factors, including consistent practice, effective use of audiovisual aids and encouragement from teachers to apply their newly acquired skills in real-life scenarios. Additionally, the seamless integration of literacy content into daily activities emerged as a pivotal contributor to their academic growth. These findings echo the sentiments of earlier research by Daris Hadianto et al. ([<reflink idref="bib24" id="ref77">24</reflink>]), which consistently accentuated the advantages of learning experiences possessing immediate applicability to learners' personal and professional lives.</p> <p>The insights from earlier research (Yeh [<reflink idref="bib61" id="ref78">61</reflink>]; Darling-Hammond et al. [<reflink idref="bib15" id="ref79">15</reflink>]; Ibe and Abamuche [<reflink idref="bib26" id="ref80">26</reflink>]) were harnessed in our study to underscore the significant enhancement in adult learners' academic achievement through a cohesive link between classroom instruction and practical application. This study, therefore, provides compelling evidence advocating for the reform of adult literacy instruction, championing a paradigm shift towards a context-based approach aligned with everyday life. Such an approach not only amplifies learner participation but also nurtures lifelong learning. This sentiment is echoed by Kelum Gamage et al. ([<reflink idref="bib20" id="ref81">20</reflink>]). Stressing the relevance of social context in crafting engaging and meaningful learning opportunities for adult learners, their study significantly propelled discourse in the domain of adult literacy, spotlighting the transformative potential of education that resonates with learners' daily realities.</p> <p>Recent studies by Daris Hadianto et al. ([<reflink idref="bib24" id="ref82">24</reflink>]), Oluwatoyin Kolawole and Tshegofatso Pusoetsile ([<reflink idref="bib35" id="ref83">35</reflink>]), and Stephen Merrill and Sarah Gonser ([<reflink idref="bib38" id="ref84">38</reflink>]), further bolster these conclusions by emphasising the pivotal role of an engaging learning environment coupled with a learner-centric approach in substantially boosting learners' academic achievement. Moreover, learners in our experimental group articulated a profound appreciation for pedagogical strategies such as collaborative group projects, real-world applications, audiovisual aids, engaging discussions and constructive criticism from teachers during class sessions. These strategies were perceived as pivotal in rendering the material more captivating, relatable and applicable to their daily experiences, thereby fostering heightened engagement and yielding improved academic outcomes. These insights closely align with research by Merrill and Gonser ([<reflink idref="bib38" id="ref85">38</reflink>]), Anh Nguyet Diep et al. ([<reflink idref="bib18" id="ref86">18</reflink>]), and Alex Kendall and Thomas Hopkins ([<reflink idref="bib30" id="ref87">30</reflink>]), which consistently underscored the significance of acknowledging and addressing adult learners' needs in order to increase engagement in the learning process.</p> <p>If both groups in our study were retested today, we expect that they would demonstrate varying degrees of retention of what they learned. The experimental group, which benefited from more interactive and context-based instructional methods, would likely show better retention of reading and writing skills and comprehension compared to the control group. This is because the engaging nature of the experimental group's learning activities may have facilitated a deeper understanding and longer-lasting memory of the content. Conversely, the control group, which experienced traditional literacy instruction, might show less retention. This could be attributed to the less engaging methods used, which may not have encouraged the same level of understanding or practical application of reading and writing skills in real-life contexts. Overall, the effectiveness of the instructional methods used, along with the learners' engagement and practice, would play a significant role in their ability to recall what they learned about reading and writing if retested.</p> <p>Our findings indicate that literacy practices grounded in real-life applications and collaborative learning significantly enhanced the learners' academic proficiency, curiosity and motivation. By connecting literacy instruction to daily tasks such as grocery shopping, hygiene and safety measures, the learners in the experimental group found the material more relevant and engaging than traditional textbooks, which increased their interest and questioning. Additionally, the use of visual aids simplified complex concepts, making learning more interactive and stimulating. Collaborative activities further deepened their understanding as they supported and learned from one another, fostering a shared learning environment. These strategies also promoted the internalisation of literacy skills by embedding practical activities into their lives, empowering the learners to engage in community and personal growth, which sustained their motivation to improve their literacy skills.</p> <p>In light of these findings, a balanced integration of both philosophical and neurocognitive perspectives could be highly beneficial. A philosophical lens emphasises literacy as a social and human right, underscoring its role in empowering individuals and improving their socioeconomic status. This perspective aligns with the context-based, learner-centred approach discussed, which prioritises real-life application of literacy skills to engage and motivate learners. On the other hand, neurocognition can offer insights into how adults learn, retain and apply literacy skills, revealing the cognitive processes behind reading comprehension, memory and problem solving.</p> <p>The success of the experimental group, as shown in our study, can be partially explained through neurocognitive principles of active engagement, collaborative learning and practical application, which contribute to deeper cognitive connections and better long-term retention by integrating philosophical considerations of empowerment and social context with scientific understanding of how the brain learns. Such literacy programmes would address not only the "what" of literacy (philosophical) but also the "how" (neurocognitive), offering a more comprehensive solution to addressing adults with low literacy (Abadzi [<reflink idref="bib1" id="ref88">1</reflink>]). This is an opportunity to move beyond ambivalence to design literacy interventions that combine the strengths of both frameworks, ensuring adult learners are better equipped to succeed.</p> <p>Overall, the comprehensive exploration we undertook in our study illuminates the intricate dynamics underpinning adult literacy instruction. By embracing the insights gleaned, educators and policymakers can more purposefully design and implement adult literacy programmes that cater to learners' immediate needs and empower them to flourish in their personal and professional domains. This holistic approach to adult literacy can foster lifelong learning and cultivate a profound sense of self-empowerment and agency among adult learners, contributing significantly to a more educated and empowered society.</p> <hd id="AN0187381777-25">Conclusion</hd> <p>Our study has illuminated the pivotal role of a social context viewpoint in adult literacy education, showcasing its profound impact on learners' educational journeys. The study's in-depth examination reveals the critical significance of incorporating the social context of adult learners into adult basic literacy programmes. By integrating everyday life tasks and responsibilities into literacy instruction, our study revealed a profound effect on learners' academic achievement, surpassing the outcomes of conventional teaching methods. This underscores the pressing need for literacy programmes and courses that bridge the gap between classroom learning and real-world experiences, facilitating deeper engagement and meaningful learning outcomes.</p> <p>Our findings strongly advocate for an SPA with experiential learning opportunities that resonate with learners' lived experiences, foster social interactions and promote hands-on learning. This highlights the vital need for literacy initiatives and educational programmes that connect classroom ideas to practical applications. These programmes should not only increase learners' involvement but also lead to better learning outcomes by promoting ongoing personal growth as learners continue to apply and expand their knowledge beyond the classroom.</p> <p>The importance of incorporating real-world experiences into the curriculum is growing as it adapts to the changing needs of adult learners. This not only highlights the transformative potential of such an approach in enhancing motivation and academic achievement among adult learners but also emphasises its role in empowering individuals to succeed in both personal and professional spheres. We urge educators and policymakers to heed these insights, crafting adult literacy programmes that are contextually relevant, inclusive, and conducive to lifelong learning that not only caters to the immediate needs of learners but also better empowers them to excel in their personal and professional lives. Such an approach has the potential to yield remarkable improvements in academic achievement among adult learners.</p> <hd id="AN0187381777-26">Limitations of the study</hd> <p>Study limitations include a small sample size and the fact that all participants were female. Additionally, the short duration of the study makes it difficult to assess the long-term impact of the literacy intervention. These factors limit the generalisability of the findings and suggest a need for further research with more diverse and larger groups or populations.</p> <hd id="AN0187381777-27">Recommendations</hd> <p>Based on the findings of this study, we offer the following practical suggestions:</p> <p></p> <ulist> <item> <emph>Thorough needs assessment:</emph> Conducting a thorough needs assessment, as demonstrated in this study, appears to be a valuable approach for understanding learners' unique needs, challenges, aspirations and daily life contexts. This could involve interviews, surveys and observations to gather diverse perspectives from learners, teachers and stakeholders. The data collected may help create a profile of learners' demographics, learning styles, motivations and goals. However, while this approach was beneficial in the context of this research, its applicability to other adult literacy situations requires further investigation. Tailored interventions and modifications to literacy practices based on such assessments may be effective, but the feasibility and scalability of implementing this process in different contexts should be carefully considered.</item> <p></p> <item> <emph>Teacher training and support:</emph> To establish a supportive learning environment that fosters the process of embedding social context in literacy practices, teachers need adequate training, encouragement and ongoing support. Professional development workshops focusing on pedagogical strategies, interactive teaching methods and incorporation of real-life scenarios into lesson plans could be beneficial. Additionally, mentorship programmes where experienced educators guide newer teachers to explore innovative approaches might enhance teaching quality. Encouraging collaborative learning among teachers from different literacy centres to share best practices and learn from each other's experiences could further strengthen this process. However, while these measures showed promise in this context, their effectiveness and feasibility in other adult literacy settings warrants further exploration. Challenges in implementation and sustainability should also be critically examined.</item> <p></p> <item> <emph>Resource allocation:</emph> Adequate resource allocation is essential to support effective teaching and learning in adult literacy programmes. It is important to ensure that courses are well resourced with updated materials, multimedia resources, interactive tools and real-life scenarios. It is also a good idea to invest in technology-enhanced learning solutions to cater to diverse learning styles and preferences. Providing access to online platforms and digital resources can complement classroom instruction and encourage self-directed learning. This can be done through collaboration with local communities, organisations and businesses to create partnerships that enrich learning experiences and provide practical insights into real-world applications of literacy skills.</item> <p></p> <item> <emph>Multiple literacy skills under one roof:</emph> Aligning literacy content with learners' everyday lives appears to enhance the effectiveness and relevance of literacy practices. One potential approach could involve encouraging learners to showcase and sell their own creations at the literacy centre, such as crafts or food dishes. This initiative may not only foster literacy skills but also provide learners with practical knowledge in areas such as buying, selling, communication and entrepreneurship. Additionally, offering such a platform could empower learners by promoting critical thinking, creativity and decision-making skills through real-world business interactions. Nevertheless, the feasibility and broader applicability of implementing such initiatives in other contexts requires further investigation, particularly in terms of resource availability and sustainability.</item> <p></p> <item> <emph>Evaluation system:</emph> There should be an assessment and evaluation system that measures how closely literacy practices align with learners' needs, interests and daily experiences. Implementing formative and summative assessments can help to gauge learners' progress, comprehension and application of literacy skills in real-world contexts. Incorporating feedback mechanisms, such as surveys, focus groups and peer evaluations, serves to gather insights into programme successes and identify areas for improvement. This could be implemented by offering both online and in-person feedback channels to ensure continuous dialogue between learners, teachers and programme administrators.</item> </ulist> <p>By following these practical steps, adult literacy providers can create engaging, relevant and effective learning environments that meet the specific needs of adult learners, promote academic achievement and empower individuals to succeed in their personal and professional lives.</p> <hd id="AN0187381777-28">Conflicts of interest:</hd> <p>The authors declared no potential conflicts of interest concerning the research, authorship and/or publication of this article. Ethical approval for this study was obtained from the relevant Institutional Review Board of the Literacy & Non-Formal Basic Education Department, Punjab, Pakistan.</p> <hd id="AN0187381777-29">Funding:</hd> <p>The author(s) received no financial support for the research, authorship and/or publication of this article.</p> <hd id="AN0187381777-30">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0187381777-31"> <title> References </title> <blist> <bibl id="bib1" idref="ref53" type="bt">1</bibl> <bibtext> Abadzi, H. (2019). Neo-literate adult dyslexia and literacy policies: A neurocognitive research review of a curious unexplored phenomenon. In-Progress Reflection No. 29. Geneva: UNESCO International Bureau of Education (IBE). https://hdl.handle.net/20.500.12799/6629</bibtext> </blist> <blist> <bibl id="bib2" idref="ref41" type="bt">2</bibl> <bibtext> Abid, S, Ali, S. 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Her research interest is adult learning, social aspect of literacy, pedagogical leadership, digital learning and e-learning.</p> <p>Zafar Iqbal Zafar Iqbal is an Assistant Professor at Allama Iqbal Open University, Islamabad. His research interest is pedagogy, professional development and E-learning.</p> </aug> <nolink nlid="nl1" bibid="bib57" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib44" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib19" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib12" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib62" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib29" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib55" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib51" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib52" firstref="ref12"></nolink> <nolink nlid="nl10" bibid="bib31" firstref="ref13"></nolink> <nolink nlid="nl11" bibid="bib27" firstref="ref15"></nolink> <nolink nlid="nl12" bibid="bib28" firstref="ref16"></nolink> <nolink nlid="nl13" bibid="bib56" firstref="ref17"></nolink> <nolink nlid="nl14" bibid="bib58" firstref="ref18"></nolink> <nolink nlid="nl15" bibid="bib53" firstref="ref19"></nolink> <nolink nlid="nl16" bibid="bib40" firstref="ref21"></nolink> <nolink nlid="nl17" bibid="bib43" firstref="ref22"></nolink> <nolink nlid="nl18" bibid="bib41" firstref="ref23"></nolink> <nolink nlid="nl19" bibid="bib39" firstref="ref24"></nolink> <nolink nlid="nl20" bibid="bib46" firstref="ref25"></nolink> <nolink nlid="nl21" bibid="bib42" firstref="ref28"></nolink> <nolink nlid="nl22" bibid="bib54" firstref="ref29"></nolink> <nolink nlid="nl23" bibid="bib32" firstref="ref31"></nolink> <nolink nlid="nl24" bibid="bib33" firstref="ref33"></nolink> <nolink nlid="nl25" bibid="bib49" firstref="ref34"></nolink> <nolink nlid="nl26" bibid="bib22" firstref="ref35"></nolink> <nolink nlid="nl27" bibid="bib36" firstref="ref43"></nolink> <nolink nlid="nl28" bibid="bib48" firstref="ref44"></nolink> <nolink nlid="nl29" bibid="bib34" firstref="ref45"></nolink> <nolink nlid="nl30" bibid="bib23" firstref="ref46"></nolink> <nolink nlid="nl31" bibid="bib47" firstref="ref47"></nolink> <nolink nlid="nl32" bibid="bib11" firstref="ref48"></nolink> <nolink nlid="nl33" bibid="bib59" firstref="ref49"></nolink> <nolink nlid="nl34" bibid="bib50" firstref="ref50"></nolink> <nolink nlid="nl35" bibid="bib60" firstref="ref51"></nolink> <nolink nlid="nl36" bibid="bib13" firstref="ref55"></nolink> <nolink nlid="nl37" bibid="bib17" firstref="ref56"></nolink> <nolink nlid="nl38" bibid="bib14" firstref="ref57"></nolink> <nolink nlid="nl39" bibid="bib37" firstref="ref59"></nolink> <nolink nlid="nl40" bibid="bib21" firstref="ref61"></nolink> <nolink nlid="nl41" bibid="bib20" firstref="ref64"></nolink> <nolink nlid="nl42" bibid="bib45" firstref="ref68"></nolink> <nolink nlid="nl43" bibid="bib16" firstref="ref69"></nolink> <nolink nlid="nl44" bibid="bib10" firstref="ref70"></nolink> <nolink nlid="nl45" bibid="bib25" firstref="ref75"></nolink> <nolink nlid="nl46" bibid="bib24" firstref="ref77"></nolink> <nolink nlid="nl47" bibid="bib61" firstref="ref78"></nolink> <nolink nlid="nl48" bibid="bib15" firstref="ref79"></nolink> <nolink nlid="nl49" bibid="bib26" firstref="ref80"></nolink> <nolink nlid="nl50" bibid="bib35" firstref="ref83"></nolink> <nolink nlid="nl51" bibid="bib38" firstref="ref84"></nolink> <nolink nlid="nl52" bibid="bib18" firstref="ref86"></nolink> <nolink nlid="nl53" bibid="bib30" firstref="ref87"></nolink>
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  Data: Effectiveness of the Social Practice Approach: Enhancing the Application of Basic Literacy in Daily Life among Adult Learners
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  Data: <searchLink fieldCode="AR" term="%22Sidra+Noreen%22">Sidra Noreen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1049-721X">0000-0003-1049-721X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zafar+Iqbal%22">Zafar Iqbal</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3323-229X">0000-0003-3323-229X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Education%22"><i>International Review of Education</i></searchLink>. 2025 71(4):561-589.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Y
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  Data: 29
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22Adult+Basic+Education%22">Adult Basic Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Students%22">Adult Students</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Literacy%22">Adult Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Basic+Education%22">Adult Basic Education</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+Literacy%22">Functional Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Programs%22">Adult Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
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  Data: 10.1007/s11159-025-10129-6
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  Data: 0020-8566<br />1573-0638
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  Data: Literacy is widely acknowledged as a necessary 21st-century skill, particularly for adult learners. However, continued low academic achievement among adult basic literacy learners remains a global concern. This study aimed to address the challenge of limited application of literacy in daily life among adult learners by examining the effectiveness of a social practice approach (SPA) in basic literacy programmes. Two adult literacy centres in a metropolitan city in Pakistan were selected for a four-month literacy intervention, with experimental and control groups (each with 35 female learners). The mixed-methods research design included a pre- and post-test worksheet based on social context and everyday life tasks, followed by a literacy intervention for the experimental group and traditional instruction for the control group, and concluding with semi-structured interviews with 10 learners from the experimental group to gain deeper insights. Quantitative data were analysed using independent sample t-tests, while qualitative data underwent thematic analysis. Results indicated significant improvements in knowledge, comprehension and application among the experimental group compared to the control group. Learners in the experimental group attributed their enhanced academic achievement to everyday life-related, interactive, engaging literacy activities and consistent practice of learned skills both in the classroom and in daily life. Based on their findings, the authors recommend conducting a needs assessment to align literacy content with identified social needs; providing context-based training for teachers, especially in lesson planning; allocating adequate resources; providing multiple literacy skills under one roof; and implementing feedback mechanisms for continuous improvement in adult basic literacy programmes.
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  Data: 2025
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  Data: EJ1487695
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      – SubjectFull: Adult Students
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      – SubjectFull: Adult Literacy
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      – SubjectFull: Adult Basic Education
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      – SubjectFull: Functional Literacy
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