Abstract
The psycho-physical technique of magnitude estimation was used to determine whether there is a social consensus concerning the magnitude of learning that occurs in adult learning activities. Previous research using magnitude estimation suggested that it is possible to develop ratio scales to quantify certain social norms, opinions and attitudes which frequently defy quantification by direct scaling procedures. Subjective estimates of learning in 26 adult learning activities were obtained from 191 community college credit course participants, 147 university adult education depart ment students and faculty members and 165 participants in a school district adult education program. The Subjective Estimation of Adult Learning Scale (SEALS) was found to be reliable by test re-test and cross modal matching techniques.
Evidence of a consensus was found when geometric mean esti mates for each activity were compared between the three groups of respondents. Analysis of covariance revealed age and years of schooling to be significant sources of variance on several scale items. Sex and an interaction of sex and years of schooling com pleted, were found to have a significant effect on one scale item.
Further research is needed to determine the validity of the study findings and to determine whether the SEALS has ratio properties. There is a need to replicate the study using different populations and alternate means of obtaining the subjective esti mates of respondents. Additional applications of magnitude esti mation techniques in adult education research are proposed.
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