Assessing Adult Learner’s Numeracy as Related to Gender and Performance in Arithmetic
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Date
2014
Authors
Awofala, A. O. A.
Ayinkwa, Blessing E.
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Abstract
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).
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Keywords
ADULT NUMERACY, GENDER, ADULT EDUCATION, PERFORMANCE IN ARITHMETIC