Development and application of a scale to measure the efficiency of adult education centres

Abstract

This study on the development and application of a scale to measure the efficiency of Adult Education Centres (AECs) was designed to develop and standardize a scale to measure the efficiency of AECs, to evaluate the selected AECs by using the scale developed and to suggest a model for the efficient functioning of AECs. The study was conducted in the Rural Functional Literacy Programme (RFLP) centres of the Rural Development Blocks of Ollukkara and Kodakara in Thrissur district during 1989. A three stage sampling design was adopted for the study. Instructors and learners of the AECs were the two types of respondents included in the study. Efficiency of AEC (dependent variable) and selected 41 factors (independent variables) were the variables for the study. The data were collected from the instructors by using questionnaires and from the learners by using interview schedules. The collected data were analysed using appropriate statistical techniques including percentage analysis, simple, linear correlation analysis, multiple linear regression analysis, step-wise regression analysis and path coefficient analysis. The salient findings oDepartment of Agricultural Extension College of Agriculturef the study are as follows : 1. Thirty seven independent variables out of the 41 were found to have significant positive relationship with the efficiency of AEC. Job commitment of instructor had the highest value of correlation coefficient. 2. The selected 24 independent variables taken together accounted for 98.35 per cent variation in the efficiency of AEC. The nine variables which were found to exert significant influence on the efficiency of AEC when taken together accounted for 96.27 per cent variation in the efficiency of AEC. 3. The best prediction equation was with eight variables which accounted for 93.97 per cent variation in the efficiency of AEC. These variables were instructor-learner communication, information processing behaviour of instructor, job commitment of instructor, job satisfaction of instructor, human resources, supply of inputs, monitoring and empathy of learner. 4. Job commitment of instructor alone explained 89.03 per cent variation in the efficiency of AEC. 5. Job commitment of instructor had the largest direct effect on the efficiency of AEC and its three components, namely, achievements of learners in literacy, awareness and functionality. The high positive correlations of all the other factors with the efficiency of AEC and its components were due to their positive inter-relationship with job commitment of instructor. 6. The scale developed to measure the efficiency of AECs was found to have high validity (content, criterion – related and concurrent) and reliability (test-rest and split-half). 7. The distribution of scores obtained on evaluating the selected AECs by using the scale was found to be normal. 8. A model was suggested for the efficient functioning of AECs based on the results of this study.