Facilitating Strategies Influencing Learning Outcomes of Adult Learners in Literary Education Centres in Ibadan North Local Government Area in Oyo State
Chapter One
Objective of the study
The objectives of the study are:
- To find out the strategies to be used in teaching adult learners
- To find out the relationship between the instructor’s‟ cognitive ability and learners‟ learning outcomes in basic literacy programmes
- To examine the implications of learning characteristics adult learners, display in learning situations
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Concept of Adult Education
There are various definitions of adult education in literature by different authors. A critical look at the views of some authors as they relate to this work shows that defining adult education with precision is difficult. However, getting a working definition is not impossible. Adewale (1996) defined adult education as the action of an external agent in purposefully ordering behaviour into planned systematic experiences that can result in learning for those whom such activity is supplementary to their primary role in society and which involves more continuity in an exchange relationship between the agent and another learner so that the educational process is under constant supervision and direction. Nzeneri (2002) posits that adult education is any education given to adults based on their social, economic, political and cultural needs to enable them adjust fully to change and challenges in their lives and society. Adult education from Nzeneri`s perspective can be perceived as an educational activity which is oriented towards the needs of the adult in a particular society and setting. Adults unlike the children are need oriented in nature and will only participate in educational activity that borders on the areas of their prioritized needs and interest. Woodhall (1989) defined adult education as a wide range of educational activities in which adults take part and which includes vocational education and training, nonvocational courses, correspondence education, full-time and part-time courses. Furthermore, Merriam and Brockett (1997) conceived adult education as the activities intentionally designed for the purpose of bringing about learning among those whose age, social role or self perception define them as adults. While Ani (2003) advanced a summary definition of adult education as “the modification of behaviours, covertly or overtly of all persons literate or illiterate and who have grown to full size; capable of marrying and being a parent; able to earn a living and contribute to personal and to society’s welfare. He further stated that, it is any planned or unplanned learning activities undertaken by those who are physiologically mature, socially and economically responsible. Houle (1996) conceived it as the process by which men and women (alone, in groups or institutional settings) seek to improve themselves or their society by increasing their skill, knowledge or sensitiveness; or any process by which individuals, groups or institution try to help men and women improve in these ways. In the same vein, Igbo (2008) sees adult education as the collective name for all forms of schooling and learning programme in which adults participate. The target group includes youths of 15 years of age (sometimes younger) as well as men and women with varying education needs. She went further to assert that unlike other types of education, adult education is defined by the student population rather than by the content or complexity of a learning programme. It includes literacy training, community development, university credit programmes, on-the-job training and continuing professional education. Similarly, Nzeneri (2008) noted that, it is in adult education that great emphasis is placed on life-long education as a process and agent of liberation, a tool for adjustment for self and national survival or development; for cultural awareness and integration; for conscientization or animation and for group dynamism. Adult education is any educational programme designed for adults in a particular context/environment, which are development oriented with the sole intention of making them to be more useful to themselves and their society in general. Oluborode (2007) conceived adult education as education given to a person to develop him in all aspects of life to make him useful to the society, nation and to his immediate family.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to Facilitating strategies influencing learning outcomes of adult learners in literary education centres in Ibadan north local government area in oyo state
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on Facilitating strategies influencing learning outcomes of adult learners in literary education centres in Ibadan north local government area in oyo state. 200 staff of selected adult education centres in Ibadan was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Facilitating strategies influencing learning outcomes of adult learners in literary education centres in Ibadan north local government area in oyo state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of strategies influencing learning outcomes of adult learners in literary education
Summary
This study was on Facilitating strategies influencing learning outcomes of adult learners in literary education centres in Ibadan north local government area in oyo state. Three objectives were raised which included: To find out the strategies to be used in teaching of adult learners, to find out the relationship between the instructors‟ cognitive ability and learners‟ learning outcomes in basic literacy programmes and to examine the implications of learning characteristics adult learners, display in learning situations. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of adult education centres in Ibadan The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up adult organizer 1, adult organizer 2, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Adult learners are not under any compulsion; their participation in learning situations is of their own volition after perceiving the need for education or after realizing the need to make up their educational deficiencies. The lots of life experiences adult learners have gained from the home, work place, clubs, meetings, etc. have contributed to their maturation. As they go to learning centres, adults do not leave behind their varied experiences which they interpret differently, sometimes to the disagreement of the instructor’s plans and opinions. Adults attend learning sessions with felt-needs and other problems which they look up to the new learning and information derived there from for satisfaction and solution of such needs and problems.
Recommendation
The instructor should make sure the adult students understand why they are being taught. As most of them are there for various reasons of their own; the instructor should make sure that each thing he teaches them is an important part of the learning episode.
- The instructor should make use of different methods and strategies for students have different learning styles so that if one fails to understand through one method, he can have solace in another.
- Students should be allowed to experience what they are learning. Any activity that gets the students involved makes the learning experiential, such as small group discussions, experiments, role playing, writing or drawing, something specific – activity of any kind.
- Adult instructors must honour the life experiences students bring to the classroom by making sure they tap into that wealth of wisdom whenever it is appropriate
References
- Aderinoye, R. A. (2004). Literacy Education in Nigeria. Ibadan: Ibadan University Press.
- Apps, J. W. (1979). Problems in continuing Education. New York: McGraw-Hill Books.
- Blakely, E. J. (1981). Adult Education Principles and Practice In L. Bown and J.T. Okedara (Eds) An Introduction to the Study of Adult Education. Ibadan: University Press, 255- 274.
- Houle, C. (1976). The Design of Education. San Francisco, California: Jossey-Bass Ltd.
- Ibe, A. E. (2008). Theory and Practice of Adult Education in Nigeria. Port Harcourt: University of Port Harcourt Press.
- Ihejirka, J. C. (2012). Utilization of Adult and Non-Formal Education Programmes in Combating Rural Poverty in Nigeria. World Journal of Education, 2(3), 25-35.
- Ihejirika, J. C. (2007). Fundamentals of Adult Education and Community Development. Uyo: Abigab Associates Ltd.
- Ihejirika, J. C. (2000) Fundamentals of Adult Education Delivery: A Sociological Perspective. Owerri: Spingfield Publishers.
- Kawawa, R. M. (1971). An Opening Address delivered at the Third Conference of the African Adult Education held at the University of Dar es Salaam, Tanzania from 19th to 24th , 11-15.
- Knowles, M. S. (1978). The Modern Practice of Adult Education: Pedagogy versus Androgogy. New York: Association Press.
- Nzeneri, I. S. (2008). Handbook on Adult Education Principles and Practices. (New Edition). Uyo: Abigab Associates Ltd.
- Okoroma, N. S. (2012). Adult Literacy College: Importance, Learners’ Characteristics and Programme benefits. A Paper Presented at a workshop organized by the Niger Delta Development Commission (NDDC) at Le Meridian Hotel, Uyo: Akwa Ibom State on December 6-8.
