Predictors of Adult Learning Outcomes Among Teacher Education Students in Philippine Local College

Abstract

This study examined the predictive influence of functional literacy and community engagement on adult learning outcomes among teacher education students at Trece Martires City College. Anchored on John Dewey's Theory of Education and Democracy and Robert Putnam's Social Capital Theory, the study investigated how these variables contribute to the cognitive, psychomotor, and affective domains of adult learning. A quantitative descriptive-correlational research design was employed involving 433 teacher education students selected through convenience sampling. Data were collected using a researcher-developed questionnaire that underwent content validation and reliability testing. Weighted mean, standard deviation, Pearson Product-Moment Correlation, and Multiple Linear Regression Analysis were used to analyze the data. The findings revealed that the respondents demonstrated proficient functional literacy, a great extent of community engagement, and positive adult learning outcomes, with affective outcomes receiving the highest ratings. Functional literacy exhibited a strong positive and statistically significant relationship with adult learning outcomes, while community engagement showed a moderate positive and statistically significant relationship. Regression analysis further established that both variables significantly predicted adult learning outcomes, with functional literacy emerging as the strongest predictor. The study also identified opportunities to strengthen higher-level communication skills, applied numeracy, leadership, and active participation in community organizations. Based on these findings, the study proposed the Civic-Pedagogical Integration Program (CPIP) to enhance communicative competence, applied numeracy, leadership, and community engagement among teacher education students. The study concludes that strengthening functional literacy together with meaningful community engagement can improve the professional preparation and lifelong learning of future educators. The study supports Sustainable Development Goal (SDG) 4: Quality Education, SDG 11: Sustainable Cities and Communities, and SDG 17: Partnerships for the Goals by promoting quality education, community participation, and collaborative educational initiatives. Its findings contribute to educational, institutional, and community sustainability by supporting evidence-based curriculum enhancement and community-based learning.