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Effect of Adult Education on Adults’ Understanding of Captioned Learning Materials

Abstract

Adult Education refers to organized learning opportunities that equip adults with relevant knowledge, skills, attitudes, and competencies for personal, social, and community development. Captioned learning materials are educational resources that present spoken words or audio information as synchronized written text, particularly in videos and other audiovisual learning content. Adults’ understanding of captioned learning materials is important because the effective use of such resources can support comprehension, information access, and inclusive learning. However, limited awareness of how captioned materials function and how to use them effectively may reduce their educational value for adult learners. This study therefore seeks to examine the effect of Adult Education on adults’ understanding of captioned learning materials. Adult Education can introduce adults to captioned learning materials through demonstrations, audiovisual activities, guided discussions, and practical learning experiences. Such learning can expose participants to different forms of captions and explain how written text can complement spoken information in educational videos and other digital resources. Adults can also learn how to follow captions, connect written text with visual information, identify key ideas, and use captioned materials as additional support when learning new concepts or accessing audiovisual content. Adults’ understanding of captioned learning materials involves their ability to recognize captioned educational resources, explain their purpose, identify the relationship between captions and spoken information, and use captions to support comprehension. It also includes awareness of how captions can make audiovisual learning content more accessible and easier to follow in appropriate learning situations. Adult Education may strengthen this understanding by providing adults with opportunities to interact with captioned resources and practise interpreting information presented through both written and audiovisual formats. The study will adopt a suitable descriptive survey research design. The population will comprise adults participating in selected Adult Education and inclusive-learning programmes, from which an appropriate sample will be selected using a suitable sampling procedure. Data will be collected through a structured questionnaire and an appropriate assessment designed to measure participants’ understanding of captioned learning materials. The research instruments will be subjected to appropriate validation procedures, while their reliability will be established before administration. Data collected will be analysed using relevant descriptive and inferential statistical techniques to determine the effect of Adult Education on adults’ understanding of captioned learning materials. The study is expected to establish that Adult Education has a positive effect on adults’ understanding of captioned learning materials. Adults exposed to relevant educational activities are expected to demonstrate improved knowledge of the purpose, features, and appropriate use of captions in audiovisual learning resources. The study is also expected to indicate that practical exposure to captioned materials can strengthen adults’ ability to follow educational content, identify important information, and appreciate the role of captions in supporting accessible learning. The findings are expected to have important implications for Adult Education practitioners, instructional-material developers, inclusive-learning practitioners, and programme planners. Adult Education programmes may benefit from incorporating captioned videos and other accessible audiovisual resources into relevant learning activities. Demonstrations, guided viewing, caption interpretation exercises, and discussions can help adults develop familiarity with captioned learning materials and understand their educational usefulness. Such activities may also encourage greater awareness of inclusive approaches to presenting learning information. The study is expected to contribute to the understanding of how Adult Education can promote awareness and effective use of accessible learning resources among adults. It is recommended that Adult Education programmes provide appropriate exposure to captioned learning materials and include practical activities that help adults understand their purpose and educational value. Learning programmes should emphasize accessibility, comprehension, information interpretation, and effective use of audiovisual resources. The study concludes that effective Adult Education can improve adults’ understanding of captioned learning materials and support more inclusive and accessible learning experiences.

Keywords: Adult Education, Adult Learning, Captioned Learning Materials, Educational Resources, Captioned Videos, Audiovisual Learning, Accessible Learning, Inclusive Education, Learning Materials, Educational Technology, Information Access, Learning Comprehension, Digital Learning, Captioning, Adult Learners