Assessment of Factors That Promote Adult Learning in Adult Literacy Centres in Plateau State.

By Oli, CI; Idakwoji, S (2022).

Greener Journal of Educational Research

Vol. 12(1), pp. 41-47, 2022

ISSN: 2276-7789

https://gjournals.org/GJER

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Assessment of Factors That Promote Adult Learning in Adult Literacy Centres in Plateau State.

Oli, Chijioke Innocent^1*; Idakwoji, Solomon²

¹ Department of Adult and Non Formal Education, Federal College of Education, Pankshin.

cinnocent001@ gmail. com

² Department of Educational Foundations, Federal College of Education, Pankshin.

kingsollyida@ gmail. com

ARTICLE INFO	ABSTRACT
*Article No.:* 122522103 *Type: Research* *Full Text: PDF, HTML, PHP, EPUB*	The study assessed factors that promote adult learning in adult literacy centres in Plateau state. Descriptive survey design was used for the study. Three research questions and three null hypotheses guided the study. A sample size of 896 respondents comprising 723 adult learners and 173 facilitators in adult literacy centres in Plateau State, were drawn through the use of proportionate stratified random sampling technique from a target population of 8,959. A 4-point rating scale questionnaire with face and content validity ascertained by three experts were used to collect data. Reliability index values of 0.64, 0.73 and 0.69 respectively for the three clusters as a measure of internal consistency was obtained through Cronbach Alpha method. The 896 copies of questionnaires were administered with the help of three briefed research assistants through on the spot administration method. All the 896 copies of the instrument were returned and used for data analysis. Research questions were answered using mean score of 896, while the hypotheses were tested using t-test analyses at 0.05 level of significance. The findings revealed that the economic factor promotes adult learning in adult literacy programme to a low extent, and the educational factor also promotes adult learning in adult literacy programme to a low extent in Plateau State. While psychological factor promotes adult learning in adult literacy programme to a high extent in the State. Therefore, the study concludes that economic and educational factors promote adult learning in adult literacy programme to a low extent in Plateau State. The researcher therefore recommended that: Government should sensitize people on the economic needs of adult literacy centres in Plateau state; Government at all levels including local leaders should as matter of importance enlighten the youths/adults on what they stand to gain educationally in adult literacy programme. In order to improve enrolment, retention and completion of adult learners psychologically, there is the need for increased sensitization and mobilization of the populace by government at all levels among others.
*Received:* 16/12/2022 *Accepted:* 24/12/2022 *Published:* 28/12/2022
Corresponding Author Oli, Chijioke Innocent* *E-mail:* cinnocent001@ gmail.com
*Keywords: Adult literacy centres, adult learning, literacy programme.*

INTRODUCTION

Education remains the key to human development. It is seen as the driving force for meaningful developments in every human society. The goal of any educational system is to provide or develop a balanced individual capable of surviving in his environment and contributing meaningfully towards the survival of that society to which he belongs. Adult education is one of the principal professions that can take adequate care of socio-economic, cultural political and environmental problems of the adults. The success of adult education in terms of achieving its goals as stated in the National Policy on Education (2004) cannot be over-emphasized. Adult education changes the social and psychological minds of adults more than any other profession, instills lost hope in them and liberates them from their prejudice of seeing themselves as not beings that are capable of learning. Adult education awakens adult learners to become aware of their environmental (social, economic, cultural and political) and psychological potentials and hidden abilities. It also exerts enormous influence on the larger society in terms of national development.

The definition of Adult Education at this point, becomes necessary to make this discussion intelligent, and clearly identify the basic issues that are examined in this discourse. Adult education as a concept is one most difficult to define. Yet we see people define it from different perspectives. Most writers seem to agree that adult education is the education geared towards the adult. This gives rise to the question “who is an adult”. An adult as a concept, just like adult education, has been defined by many different authors and writers from different perspectives. Some use the biological parameter in defining it, while others use the chronological, historical, economic, psychological, political and social parameters in defining who an adult is. One may ask “what then can be said about the concept of an adult”? (Bown, 2007 and Ibeh, 2008) see an adult as one who has achieved full physical development and is expected to have the right to participate as a responsible homemaker, worker and member of a society. Nzeneri (2010) perceives an adult as a person who is physically and psychologically mature, and the individual is socially, economically, politically, culturally and environmentally responsible. Looking at the above definitions of an adult, two key words exist, which are maturity and responsibility. He also informs that in advanced countries an adult is one who has attained the voting age of twenty-one (21) years and more, while in developing country like Nigeria, he is one who has attained the voting age of 18 years. In order to avoid disparities that exist in different various definitions, UNESCO (1976) gives a recommendation of who an adult is: it is as a person regarded as such by society to which he/she belongs. From this recommendation of UNESCO, we may now see the definition of who an adult is as culture referenced. It depends on who a particular society considers to be an adult in that society.

In defining adult education, Obidiegwu (2013) saw it as all organized and purposeful educational activities designed for adults for their personal and societal fulfillment in or out of school which enable them to adapt to global requirements. Furthermore, Apiti, Adebola and Agusiobo (2013) posited that any person learning anything new for the purposes of acquiring information, understanding, learning how to appreciate things new or learning a skill or learning how to manipulate things is engaged in adult literacy education.

Nigeria cannot develop in any significant way if the majority of Nigerians are not first considerably developed. Literacy is critical to the development of individual Nigerians and the country. The Independent Commission on Population and Quality of Life (ICPQL, 1996) graphically highlights the limitations of the illiterate. In contemporary society in which laws, rules and instructions are written, illiteracy is a “severe handicap when participating in decisions affecting life: it is tantamount to disability, affecting every aspect of living. It confines job opportunities to the most menial and low-paid tasks” (ICPQL, 1996, p. 174). For a significant number of citizens to be illiterate in multi-ethnic Nigeria is a national handicap. None of the three major indigenous languages (Hausa, Igbo and Yoruba) is the lingua franca, and the English language which the majority of the rural dwellers can either not speak or write well enough or cannot speak or write at all is the official language. Consequently, the participation of illiterate Nigerians in national discourse and in sundry social and economic transactions is hardly significant or meaningful.

In defining literacy, Agboeze (2014) saw it as the ability of an individual to read, write, calculate and be empowered on how best to make a living particular from the view of poverty reduction. Agboeze further defined literacy education as simply the teaching of literacy. This is true because according to Iyabo (2004) literacy expands the horizon of an individual and brings people out of their narrow and restrained vision to a broader and unrestrained vision. Through literacy education, people are properly informed of global best practices and are not taken unawares on the trends of the present day complexities. Similarly, Iyunade (2014) observed that in recognition of the roles of adult education in the development of any society, attention was drawn to the relevance of linking literacy to socio-cultural and economic development, aspirations of the people, and improved quality of literacy programmes in order to effectively facilitate adult literacy education in developing nations.

The Nigerian government through relevant agencies made deliberate attempts to provide and promote adult literacy education in the country. In practical terms, Ogbondah (2014) observed that adult literacy education centres increased in number in urban and rural communities in Nigeria. Some of the centres are located in primary schools, secondary schools, local government headquarters, while some are located in community halls and village centres. To further promote adult literacy education, Ogbondah (2014) further observed that a legislative backing was given in the year 1990. The year declared International literacy year following the Jomtien Conference held in Thailand. The conference was aimed at reasserting spelt out plan in pursuance of adult literacy education. The conference raised concern for the provision of learning opportunities for all, including those who are either excluded or unreached. It also demands that adults keep on acquiring more information, updating their skills and re-examining their values so as to be able to face life challenges.

Ordinarily adults who do not meet up with schooling during their young age should be happy and eager to enroll for adult learning programme. Adult learning centres should be adequately equipped with good facilities, competent teachers, motivational factors ranging from conducive classroom, adequate teaching aids, and subsidized tuition fee for interested learner, sensitization programmes in all the local centres, supervision, assessment and maintenance of materials and manpower required for effective teaching and leraning.

From the background information it is clear that literacy contributes significantly to the development of any country. It is also evident that countries with high poverty levels are characterized by high illiteracy rates. The same case applies to Plateau state in Nigeria with more than half of its residents living below the poverty line which correlates with its high illiteracy rates. This implies that economic empowerment of participants in adult literacy centres and education is an effective strategy for poverty reduction. High poverty levels go hand in glove with high illiteracy rates. However, the level of participation of learners in the adult literacy centres in Plateu State of Nigeria is generally low inspite of its high illiteracy rate and government efforts to provide education to its citizens. It is against this background that the study aimed at assessing the factors that promote adult learning in adult literacy centres in Plateau state.

Research Questions

The following research questions have been raised to guide the study:

1. To what extent do economic factors promote adult learning in adult literacy programmes in Plateau State?

2. To what extent do educational factors promote adult learning in adult literacy programmes in Plateau State?

3. To what extent do psychological factors promote adult learning in adult literacy programmes in Plateau State?

Hypotheses

The following null hypotheses were tested at 0.05 level of significant:

H0₁: There is no significant difference between the mean ratings of adult learners and facilitators on the extent economic factors promote adult learning in adult literacy centres in Plateau State.

H0₂: There is no significant difference between the mean ratings of adult learners and facilitators on the extent educational factors promote adult learning in adult literacy centres in Plateau State.

H0₃: There is no significant difference between the mean ratings of adult learners and facilitators on the extent psychological factors promote adult learning in adult literacy centres in Plateau State.

METHODOLOGY

The study adopted the descriptive survey design. This study was carried out in Plateau state Nigeria. The population of the study is made up of 8,959 respondents consisting of 7,225 adult learners and 1,734 facilitators in the 17 Literacy centres in three education zones in Plateau state, Nigeria. The sample size for the study is 896 respondents comprising 723 adult learners and 173 facilitators selected from 8,959 population. Proportionate Stratified simple random sampling was used to select the centres according to their zones. Questionnaire was the instrument used for data collection. It is titled “Factors that Promote Adult Learning Questionnaire” (FPALQ). The construction of the questionnaire was based on the purpose of the study. The questionnaire has two sections (Sections A and B). Section A of the FPALQ solicited the bio data of the respondents. Section B was organized in three clusters. Cluster A looked at the Economic factors that promote adult literacy programmes in Plateau state, cluster B looked at the Educational factors that promote adult literacy programmes in Plateau state and cluster C focused on the Psychological factors that promote adult literacy programmes in Plateau state. The face validity of the instrument was ascertained by three experts, two from the Department Adult and Continuing Education and one from the Department of Science Education (Measurement and Evaluation) in College of Education, Michael Okpara University of Agriculture, Umudike. To ensure reliability, the questionnaires were pilot tested in Pankshin, Mangu and Jos-South centres which ensured clarity of the items. The rational for the use of Cronbach Alpha procedure was that the items have no right or wrong answers, as they were not dichotomously scored. Again, it was considered appropriate as it ensures the homogeneity of the items in the clusters. The instrument reliability index of 0.73. The data collected for the study were analysed using mean and standard deviation to answer the research questions, while the null hypotheses were tested with t-test analysis at 0.05 level of significance.

RESULTS

Research Question 1

To what extent do economic factors promote adult learning in adult literacy programmes in Plateau State?

Table: 1: Mean ratings of respondents on the extent economic factors promote adult learning in adult literacy programmes in Plateau state

		N	Fac		A.L
S/N	CLUSTER A			S.D		S.D	Decision
1	Perceived improve income motivate adults to enroll in adult literacy programmes	896	2.33	1.4	1.34	1.3	Low extent
2	Being gainfully employed creates opportunity for adult literacy programmes	896	2.47	1.85	2.26	1.91	Low extent
3	Better standard of living makes one to enroll for adult literacy programmes	896	1.88	1.8	1.88	1.1	Low extent
4	Self-reliant and productive people enroll for adult literacy programmes	896	1.68	1.9	1.61	1.7	Low extent
5	An improve one’s economic wellbeing makes one to enroll for adult literacy programmes	896	1.74	1.6	1.73	1.9	Low extent
	Cluster Means	896	2.02	1.5	1.76	1.09	Low extent

Key; Fac = Facilitators and A.L = Adult Learners

Table: 2: Mean ratings of respondents on the extent educational factors promote adult learning in adult literacy programmes in Plateau state

		N	Fac		A.L
S/N	CLUSTER B			S.D		S.D	Decision
6	Obtaining certificate for a better job makes one to enroll for adult literacy programmes	896	2.04	0.65	1.92	1.66	Low extent
7	Improvement on communicative skills makes one to enroll for adult literacy programmes	896	2.36	0.71	2.26	1.91	Low extent
8	Ability to take decisions on developmental processes makes one to enroll for adult literacy programmes	896	2.02	0.64	2.45	2.13	Low extent
9	To be an educated citizen makes one to enroll for adult literacy programmes	896	2.42	0 .71	2.21	1.90	Low extent
10	To acquire knowledge that will help one to live a better life makes one to enroll for adult literacy programme	896	2.36	0.71	2.26	1.91	Low extent
	Cluster Mean	896	2.24	1.5	2.22	1.22	Low extent

Table: 3: Mean ratings of respondents on the extent psychological factors promote adult learning in adult literacy programmes in Plateau state

		N	Fac		A.L
S/N	S/N CLUSTER C			S.D		S.D		Decision
11	Overcoming inferiority complex makes one to enroll for adult literacy programmes	896	2.54	0.65	2.78	1.66	High extent
12	Occupying higher positions of authority in the society makes one to enroll for adult literacy programmes	896	2.67	0.71	2.62	1.91	High extent
13	Having control over your personal lives makes one to enroll for adult literacy programmes	896	2.55	0.64	2.87	2.13	High extent
14	Having attitudinal change makes one to enroll for adult literacy programme	896	2.66	0 .71	2.54	1.90	High extent
15	To improve one’s social well-being makes one to enroll for adult literacy programmes	896	2.73	0.71	2.50	1.91	High extent
	Cluster Mean	896	2.63	1.65	2.66	1.22	High extent

Table 4: t-test analysis of responses from Adult Learners and Facilitator on the extent economic factors promote adult learning in adult literacy programmes in Plateau state

Group	N		S.D	Df	t-cal	t-tab	Decision
Adult Learners	723	1.76	1.5	894	-1.26	1.96	Not Significant
Facilitators	173	2.02	1.09
Total	896

P = 0.05

Table 5: t-test analysis of responses from Adult Learners and Facilitator on the extent educational factors promote adult learning in adult literacy programmes in Plateau state

Group	N		S.D	Df	t-cal	t-tab	Decision
Adult Learners	723	2.22	1.22	894	1.70	1.96	Not Significant
Facilitators	173	2.42	1.5
Total	896

P = 0.05

The mean scores of the two groups were subjected to t-test statistic. The result presented in Table 6 showed that there is significant difference between the mean ratings of the two groups. This is because the t-calculated (2.32) is greater than the t-tabulated of 1.96 with degree of freedom 894. Since the value of t- calculated is greater than t-tabulated, this implies that there is a significant difference in the mean score responses of adult learners and facilitators on the extent psychological factors promote adult learning in adult literacy programmes in Plateau State.

DISCUSSION OF FINDINGS

The extent economic factors promote adult learning in adult literacy centres in Plateau state, which revealed that economic factors promote adult learning to a low extent in literacy centres in Plateau state. The findings of the study is in line with Yusuf (2014) who revealed that economic factors has not significantly promote adult learning in open and distance learning institutions in the north-east of Nigeria. Also, Tom (2016) agreed with the findings and revealed that economic factors to a low extent enhance adult learning in adult literacy centres in Kajiado County, Kenya. In a contrary view, Liani (2013) argued the findings and revealed that economic factors have the highest influence on the implementation of the adult literacy education programmes in Homa Bay County Kenya.

More so, the extent educational factors promote adult learning in adult literacy centres in Plateau state revealed that educational factors promote adult learning to a low extent in literacy centres in Plateau state. This findings is in line with Liani (2013) who revealed that educational factors were the least that promotes adult literacy programme in HomaBAy County, Kenya. In another view, Bua, Ogasele and Iorlaha agreed that educational factors have increased literacy rate in the rural communities of Benue.

Moreover, the extent psychological factors promote adult learning in adult literacy centres in Plateau state revealed that psyhological factors promote adult learning to a high extent in literacy centres in Plateau state. The findings are in line with Umezulike (2006) who revealed that psychological factors promote the adult learners to be responsible citizens of Enugu state. Also, Ugwuabonyi (2005) agreed with the findings and revealed that psychological factors promotes adult learners and liberates them from shackles of ignorance. Yusuf (2014) also agreed that increase in psychological factors has significantly promoted adult learning in Open and Distance learning centres in North-East.

CONCLUSION

Based on the discussion of findings of this study, the following conclusions are made; that economic and educational factors promote adult learning to a low extent in adult literacy centres in Plateau state. While psychological factors promotes adult learning to a high extent in adult literacy centres in Plateau state.

Also, the hypotheses revealed that there is no significant difference in the mean score responses of adult learners and facilitators on the extent economic factors promote adult learning in adult literacy programmes in Plateau State, there is no significant difference in the mean score responses of adult learners and facilitators on the extent educational factors promote adult learning in adult literacy programmes in Plateau State, there is a significant difference in the mean score responses of adult learners and facilitators on the extent psychological factors promote adult learning in adult literacy programmes in Plateau State.

RECOMMENDATIONS

Based on the findings of this study, the researcher made the following recommendations:

1. Government should sensitize people on the economic needs of adult literacy centres in Plateau state.

2. Government at all levels including local leaders should as matter of importance enlighten the youths/adults on what they stand to gain educationally in adult literacy programme.

3. In order to improve enrolment, retention and completion of adult learners psychologically, there is the need for increased sensitization and mobilization of the populace by government at all levels.

4. Facilitators should be trained to understand the psychological makeup of adult learners before planning their content and before making up their minds on the choice of relevant methodology.

REFERENCES

Agboeze, M. U. (2014). Literacy Education: A tool for entrepreneurship skills acquisition and development in Nigeria. Journal of Adult Educational and Development, 6 (1), 90-105.

Apiti, A. A., Adebola, H. E. & Agusioba, P. A. (2013). The Role of NYSC in the delivery of adult education programmes in Nigeria. UNIZIK Orient Journal of Education. 7 (1), 65-80.

Independent Commission on Population and Quality of Life (1996). Caring for the Future: Making the Next Decades Provide a Life Worth Living. Oxford: Oxford University Press.

Iyabo, T. U. (2004). Personnel preparation: recurring challenges and the need for action to ensure access of general education. Journal of Research and Practice for persons with severe Disabilities. 8 (8), 89-107.

Liani, M. L. S. (2013). Factors influencing the implementation of adult education programmes in adult literacy centres in HomaBay County, Kenya. Published thesis of Department of Adult and Continue Education, University of Nairobi.

Nzeneri, I.S. (2010): Adults in battle: Any hope of victory? Inaugural Lecture Series No. 71. Port Harcourt, University of Port Harcourt Press

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Ogbondah, M. D. (2014). An Analysis of the Place of Literacy in poverty Reduction Strategy. Retrieved from http://www.unesco.org/education

Tom, O. O. (2016). Factors that enhance adult learning in adult literacy centres in Kaijado County, Kenya. Published thesis of Department of Adult and Continue Education, University of Nairobi.

Ugwuabonyi, A. (2005). The role of adult education in community development. (A case study of literacy centres in Nsukka, Enugu State. An unpublished thesis submitted to the department of Adult Education, UNN.

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