The main purpose of adult education in 1950s was to train citizens to become democratic and civilized.

Adult education was greatly supported by the adult education organization/institutions, some adult education associations, and certain financial support from the federal government, industry and associations, etc.

Features of adult education research in 1950s:

• Adult education research in the 1950s was mainly descriptive, borrowed, and quantitative based.

• Researchers borrowed ideas and theories from other fields. Researchers also described and reflected experience in the practice and absorbed the scientific research methods and research achievements from the university.

• Growth of professional training in universities contributed to adult education research by emphasizing the application of scientific research methods to problems in adult education. The increasing number of doctoral dissertations contributed to the growing recognition of adult education as an area for study (Verner, 1956).

• The methods used in the research include those such as test, survey, experimental methods, interview, observation, case study, historical methods, etc. The quantitative research method dominated in adult education research, especially in the mid and late 1950s. Qualitative research methods such as interview, observation, case study, historical, etc. were also largely used in the mid and late 1950s.