Exploring the influence cognizance on academic performance in adult literacy initiatives

Abstract

Cognizance, or the self-awareness individuals have of their cognitive processes, is a critical factor in adult learning and literacy, which are fundamental for personal and social development. This study aims to explore the psychometric properties of the instrument used and investigate how cognizance affects the academic achievement of new learners in literacy programs in Morocco. The research included 560 male and female learners, who were assessed using a cognizance scale designed for novice learners. The results showed significant correlations between cognizance and academic performance among these learners, indicating their ability to continue learning independently despite facing new challenges in learning to read, write, and do mathematics. This suggests that learners can overcome challenges through self-representation, self-regulation, self-adaptation, and understanding their abilities. This study has implications for improving education and developing programs to enhance cognizance and adult learning, as well as strategies to combat illiteracy. It also aims to deepen human understanding and enrich societies with knowledge and culture.