Relationships among Information Communication Technology Skills, Proficiencies in Literacy, Numeracy, Problem-Solving in Technology-Rich Environment, Enrollment in Distance Learning, and Student-Employment Status of Adult Immigrants in the United States

Autor/in	Zamzam, Raghida D.
Titel	Relationships among Information Communication Technology Skills, Proficiencies in Literacy, Numeracy, Problem-Solving in Technology-Rich Environment, Enrollment in Distance Learning, and Student-Employment Status of Adult Immigrants in the United States
Quelle	(2019), (160 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Keiser University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-9626-4
Schlagwörter	Hochschulschrift; Dissertation; Adults; Immigrants; Information Technology; Technological Literacy; Numeracy; Problem Solving; Distance Education; Enrollment; Employment Level; Income; Educational Attainment; Skills; Gender Differences; Vocational Education; International Assessment; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Immigrant; Immigrantin; Immigranten; Informationstechnologie; Technisches Wissen; Rechenkompetenz; Problemlösen; Distance study; Distance learning; Fernunterricht; Einschulung; Beschäftigungsgrad; Einkommen; Bildungsabschluss; Bildungsgut; Skill; Fertigkeit; Geschlechterkonflikt; Ausbildung; Berufsbildung; USA
Abstract	Workforce education and development are necessary to prepare individuals to compete in the global market. Building individuals' key job skills ensures career success and economic growth of the United States. The purpose of this quantitative cross-sectional survey study was to describe the U.S. adult immigrants' information communication technology (ICT) skills, literacy, numeracy, and problem-solving in technology-rich environment (PS-TRE) stratified by student and employment status using the U.S. PIAAC data, 2012/2014. The research questions served to identify statistically significant (p < 0.05) predictors of literacy, numeracy, PS-TRE, ICT skills, open--distance education, educational attainment, employment, and income using multiple linear--logistic regression models. Descriptive statistics showed most of the active segment of adult immigrants (student-employed) were ranked the lowest in education with a high school diploma or less. A considerable proportion of the active adult immigrants performed at Level 1 or below in literacy, numeracy, and PS-TRE. A sizable number of the disconnected adult immigrants (unemployed--out of labor force) were classified as highly educated or working-age groups. Results revealed that ICT skills were a positive and significant predictor of literacy, numeracy, and PS-TRE, educational attainment, and income. There were positive and significant relationships between open--distance education and educational attainment, participation in learning activities, and gender, with females having greater odds to enroll in open-distance education. Findings indicate that ICT skills and distance learning opportunities could be powerful and flexible training tools for U.S. adult immigrants to enhance their vocational and educational skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01