Structured English Tutorials and English Competence among Women Persons Deprived of Liberty: A Mixed-Methods Study
Keywords:
correctional education; women persons deprived of liberty; English competence; structured tutorials; personal developmentAbstract
Education within Philippine correctional facilities is underexamined, particularly regarding structured language instruction for women Persons Deprived of Liberty (PDLs). This study evaluated the impact of the Education Behind Bars (EBB) tutorial program on English competence and personal growth among 44 women PDLs. Guided by Transformative Learning Theory (Mezirow, 2018) and Social Cognitive Theory (Bandura, 1991), a convergent parallel mixed-methods design was employed, combining quantitative pre-test and post-test assessments analyzed via paired-sample t-test (pre-test M=72.98, SD=7.84; post-test M=84.09, SD=6.91; t(43)=10.20, p < .001, Cohen’s d=1.54) with qualitative thematic analysis of 13 in-depth interviews. Results indicated significant improvements in English competence, reflected in enhanced subject mastery and exam readiness, alongside gains in personal growth, including increased self-esteem and motivation for further education. Participants also provided actionable recommendations to strengthen the program, emphasizing educational opportunities (access to advanced learning and teacher availability), personal growth support (psychological counseling and life skills training), and reintegration support (family support programs and job placement assistance). These findings highlight the effectiveness of structured correctional education in improving both academic and psychosocial outcomes and offer practical guidance for program design, instructional support, learner feedback, and post-incarceration preparation. This study contributes to evidence-based approaches for enhancing educational provision among women PDLs in low-resource correctional contexts.
https://doi.org/10.26803/ijlter.25.5.25
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