Assessing Adult Learner’s Numeracy as Related to Gender and Performance in Arithmetic

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Awofala, A
Anyikwa, E.B
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University of Alicante
The study investigated adult learner numeracy as related to gender and performance in arithmetic among 32 Nigerian adult learners from one government accredited adult literacy centre in Lagos State using the quantitative research method within the blueprint of descriptive survey design. Data collected were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of factor analysis, independent samples t-test, and multiple regression analysis. Findings revealed that numeracy skill assessed by the numeracy self-assessment scale was a multi-dimensional construct (numeracy in everyday life, numeracy in workplace, and numeracy in mathematical tasks). Adult learners showed average numeracy strength as gender differences in perception of numeracy skills and performance in arithmetic among adult learners reached zero-tolerance level. Numeracy in workplace and numeracy in mathematical tasks made statistically significant contributions to the variance in adult learners’ performance in arithmetic. Based on this base line study, it was thus, recommended that future studies in Nigeria should investigate adult learners’ numeracy skills using more robust and psychometrically sound instruments such as the Adult Literacy and Life Skills Survey (ALLS) and the International Adult Literacy Survey (IALS).
Adult Education , Adult Numeracy , Gender , Performance in Arithmetic
Awofala, A. & Blessing, A. (2014). Assessing Adult Learner’s Numeracy as Related to Gender and Performance in Arithmetic. Journal of New Approaches in Educational Research (NAER Journal), 3(2), 83-92. University of Alicante.