Abstract:

In today's data-driven world, data literacy has emerged as an essential skill set and its lifelong learning has gained significant importance. However, despite the recognition of its importance, encouraging learners to apply their acquired knowledge and skills beyond the confines of the classroom remains a persistent challenge, especially for adult learners who seek to gain practical expertise beyond mere academic achievement.

This study aims to delve into the crucial question of whether data competency among adult learners is linked to the application of learnt skills in real-life professional settings. Our focus is the Data Literacy Programme (DLP) implemented at the National University of Singapore (NUS), a mandatory course for all NUS executive and administrative staff coming from diverse backgrounds and different age groups. By examining the association between self-reported data competency and the subsequent application of the acquired skills, we seek to shed light on the transformative potential of the DLP.

Data for this study was collected through surveys that assessed perceived data competency before and after the course. In addition, learners provided feedback on the course following its completion.

In our analysis, we discovered that 78% of our learners found the skills taught to be useful, and 60% of them were able to apply the skills in their job roles within two months. Conversely, among the remaining 22% of learners, 36% managed to apply the acquired skills. The perceived data competency at the end of the programme was a better predictor of skill application than the perceived data competency at the start of the programme. In addition, there was no relationship between perceived difficulty and skill application. These findings are highly encouraging as it suggests that, with an appropriate programme design and teaching approach to support learning, individuals with diverse backgrounds and data competency levels can successfully learn and apply their skills beyond the classroom. In our further analysis and discussion, we will delve deeper into our programme design and explore the aspects that our learners appreciate and find beneficial in enhancing their learning experience.

Through this investigation, we strive to contribute to the growing body of knowledge on effective lifelong learning programmes, especially in the context of data literacy. The outcomes of this study will not only provide empirical evidence but also offer valuable implications for the design and evaluation of similar educational initiatives. Ultimately, we aim to foster a better understanding of the factors that facilitate the practical application of learnt skills and enhance learners' overall educational experience.

Keywords:

Adult learners, data literacy, data competency, lifelong learning, skill application.