Adult Education- Scholarly Publications

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Browsing Adult Education- Scholarly Publications by Subject "Adult learners"

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    Open Access
    The Adult Learners’ Relationship with Information Communication Technology (ICT) and its Implications for Adult and Non-Formal Education
    (Ibadan: The Adult Education Department, University of Ibadan., 2008-01) Bakare, T.V.
    This study was survey in nature and investigated the adult learners’ familiarity with, access to, and use of Information Communication Technology (ICT) gadgets and its implication for adult education practice. Five research questions were generated to guide the study. The questions were to establish the extent of familiarity with, ownership of, or access to and use of some computerized technology tools for various purposes. Data for analysis were collected with the use of the self validated instrument – Adult Learners’ relationship with ICT (ALFICT). Four major adult education programs were used for the study. Out of these programs, purposive sampling technique was used to select 300 adult learners randomly to constitute the sample size (according to their population and also propensity for use in the different programs). Data obtained were treated using descriptive statistics and data were graphically presented. Results of the analysis indicated that 79.7% of the respondents were familiar with ICT and other gadgets. 42% had access to the gadgets and 38% used them. This implies that the number of adult learners who have access to or use ICT tools generally was relatively low. The awareness and utilization patterns call for more concerted efforts on the part of all stakeholders to make ICT more accessible to adult learners at all levels, along with awareness programs and to make ICT and gadgets more user-friendly and accessible. The study underscored the importance of adult education in Nigeria, moving into the 21st century and the computer age, especially in order to expand the learning paradigm and create more learning opportunities for all.
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    Open Access
    A Comparison of Some Teaching Methods in an Adult Education Programmes
    (Nsukka: University of Nigeria, Department of Adult Education and Extra-Mural Studies, 2011) Bakare, T.V.
    Over the course of two consecutive years, the scores of learners in an adult education program who were taught by various student instructors using the Lecture and Media methods were documented. The combined class of adult learners was designated the control group and received the normal Lecture classes for 45 minutes each week. The same class of adult learners was also used as the experimental group and received their teaching through the use of media methods. Part of the lessons was conducted using the radio/tape-recorded material and another group of instructors used power point presentation. An evaluation of the two separate methods’ test scores was compared at the end of the semester along with their entry scores using the t-test statistical technique. The nature of the problem was that the researcher sought to discover if there is a difference in the learners’ reception of these different methods. The result of the experiment shows that there is a slight difference in the learners’ performance between the Lecture and Media methods. The results may not be conclusive but there is evidence to believe that the use of media method holds a slight edge over the usual Lecture method that was more commonly used. It was therefore advocated that more use of varied methods and devices be encouraged in the conduct of adult education classes, especially considering the adult learners’ special circumstances.
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    Open Access
    Equipping Adult Learners with Basic Literacy Skills for Cognitive Sustainability in Lagos State, Nigeria
    (Department of Non-Formal Education, Faculty of Education, Universitas Negeri Malang, Indonesia, 2021) Anyikwa, E.B; Oyekunle, Y
    The non-literate adult citizens in Nigeria are often faced with the inability to apply mental intelligence in their lifestyles which is reducing their worth and relevance in the 21st century literate society. The study therefore, seeks to equip adult learners with basic literacy skills for cognitive sustainability in Lagos state, Nigeria. Four research questions were raised and answered; and four hypotheses were tested to guide the study. The study adopted descriptive survey research design. The instruments adopted for the study were Key Informant Interview (KII) and a Questionnaire. A 20-item questionnaire titled “Adult Learners’ Basic Literacy Skills Questionnaire”, (ALBLSQ) was developed by the researchers. The instrument was validated using content and face validity according to the standard approved by the National Mass Education Commission in Nigeria, and the State Agency for Mass Education in Lagos State, Nigeria (NMEC/NOGALSS). A total of one hundred and eighty (180) questionnaires were administered purposively to adult learners across the six NMEC/NOGALSS literacy centers in Lagos state, and one hundred and forty-five (145) were retrieved. The reliability of the instrument was confirmed using a test-retest procedure, which gave a correlation coefficient of 0.87. The data was presented using frequency distribution tables, percentages, and Bar Charts. The data was analyzed using Spearman Rank Order Correlation Coefficient and T-test statistical tools to test the hypotheses at 0.05 significance level. The study revealed that a significant difference exists between the performance of adult learners before intervention and the performance of adult learners after intervention of the adult basic literacy programme amongst others. The study concluded and recommended that the curriculum of the adult basic literacy should be designed to have a combination of English and mother tongue language as a medium of instruction in order to aid cognitive development among adult learners, inter alia.
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    Open Access
    Use of Teaching Methods and Approach in the Nigerian University System: The curriculum and Policy Implications for Change
    (Clute Institute, Colorado: Littleton, USA, 2011) Bakare, T.V.
    Teaching method and approach are vital to the education delivery at the tertiary level. The Nigerian National Policy on Education influences the teaching/learning curriculum and method have been found to contribute to the teaching/learning outcomes at the University level in Nigeria. This study surveyed popular teaching methods at the undergraduate level in Universities within the South-West geo-political zone in Nigeria. Multistage sampling technique was adopted while proportionate sampling was utilized to select two Universities each from the Federal, State and Private sectors. Using stratified random sampling technique, 270 Lecturers were selected from those Universities to participate in the study. The standardized test Principles of Adult Learning Scale (PALS) was adapted to suit the Nigerian situation and used for the study. There was also a Sit-in-Observation/Interview schedule. Findings revealed that the popular method of teaching used by Lecturers tended towards teacher-centered pedagogy. This is not in consonance with the principles of andragogy. The fact that a teaching background is not emphasized along with the stipulated Ph.D degree for Lecturers may be a contributory factor to the present state of affairs. It was therefore recommended that lecturers be encouraged to obtain a diploma in the art of working with adult learners and also focus more on getting the learners to be more self directing in learning.