This paper examines the usefulness of computer database technology at an adult basic education center to assist adult refugee learners in meeting formal accountability requirements. The researcher conducts a pilot training with a group of recently arrived Hmong refugees who are participants in a functional work English program. These adult learners are trained to use a newly designed database. Through this database the adult learners are given access to their attendance hours, test scores, progress reports, and personal information. Using a grounded theory approach, research data is collected through observations and interviews with these adult learners. The researcher collects supplementary data from teachers, job counselors, and program staff. The researcher then creates and synthesizes subjective categories that emerge in the data. These categories include organizational readiness, learner willingness, learner aptitude, importance of information, low level learners, and organizational & programmatic improvement. Each category is defined and outlined in detail. The final output is a framework that can serve as a basis for further development of technology to promote understanding of and participation in accountability issues by adult learners in adult basic education.
Weaverling, Jennifer Claire, "Learner accountability in adult basic education : Hmong refugee use of database technology" (2006). Capstone Collection. 632.