FACTORS MOTIVATING ADULT LEARNERS' PARTICIPATION IN FUNCTIONAL LITERACY PROGRAMMES
ABSTRACT
This study investigates the factors that motivate adult learners to participate in functional literacy programs in the Benin metropolitan area. The study's instrument was a 30-item questionnaire. The questionnaire was distributed to 100 respondents (adult learners) from five literacy centres. The questionnaires were successfully completed and returned. Five research questions were posed to help guide the investigation. The Likert scale was used to score the data. The data was statistically evaluated using simple percentages. We made some recommendations based on the findings, which we believe will enhance adult learners' engagement with the functional literacy curriculum.
TABLE OF CONTENT
Title page – – – – – – – – ii
Approval – – – – – – – – iii
Certification – – – – – – – – iv
Dedication – – – – – – – – v
Acknowledgement - - - - - - - vi
Abreact – – – – – – – – viii
Table of contents – – – – – – – ix
CHAPTER ONE: INTRODUCTION
Background to the study – – – – – – 1
Statement of the problem – – – – – – 8
Research questions - - - - - - - - 9
Purpose of study – – – – – – – – 10
Assumptions – – – – – – – 11
Significance of the Study – – – – – – 12
Scope of study – – – – – – – – 14
Definition of terms – – – – – – 14
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Literature review – – – – – – 23
The concept of Literacy - - - - - - 26
The Role of functional and its Benefits to Adult Learners - 27
The role or motivation in functional Literacy programme – 28
Functional Literacy programmes in Benin Metropolis – 30
Factors motivating adult learner participation in Fictional
Literacy programmes. - - - - - - - 33
Political Factors – – – – – – – – 36
Socio-cultural factors - - - - - - - 38
Economic and physiological factors – – – – 39
Education factor – – – – – – – – 40
Physiological factors – – – – – – 41
CHAPTER THREE: METHODOLOGY
Sample/sampling techniques - - - - - 46
Instrumentation – – – – – – – 46
Administration of the research instrument – – – 47
Scoring of the instrument – – – – – – 48
CHAPTER FOUR: DATA ANALYSIS
Discussion of findings – – – – – – 59
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
Summary – – – – – – – – 63
Conclusion – – – – – – – 65
Recommendation – – – – – – 66
References - - - - - - - - 68
Appendix – – – – – – – – 70
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is the industry that generates manpower for nations' economies. As a result, education promotes manpower development by increasing the quantity and quality of human resources. Education is a true reflection of a person's level of development and aspirations, claims Bareday in Afonja (2021). Education, in general, and functional literacy initiatives, in particular, are means of progressing people by providing them with the knowledge, skills, and attitudes required to realise their full potential. Education programmes, according to Akinpelu (2020), cater to students with other preoccupations or jobs. Moreover, vocational occupations or the development of professional skills are closely associated with education. Functional literacy is one level beyond elementary literacy. It refers to the ability to employ reading, writing, and computing abilities to acquire information that will allow the individual to participate more actively and beneficially in the community's economic, social, political, psychological, and cultural activities. Essentially, any adult who participates in a functional literacy program must have a need for it. Need and motivation are two critical criteria that lead adult participants in functional literacy programs. Literacy is viewed as a means of gaining skills, knowledge, and attitudes necessary for human existence on a daily basis. Therefore, literacy is an educational process that seeks to instill in individuals the capacity to read, write, and perform basic mathematics. Literacy can be defined as the ability to perform well in one's social environment. Thus, literacy aims to improve one's comprehension of the society in which one is expected to play a functional role. UNESCO (2020) described it as the ability to recognise, comprehend, interpret, create, communicate, compute, and use printed and written content in a variety of circumstances. Literacy is a continuum of learning that allows individuals to attain their goals, develop their knowledge and potential, and actively engage in their community and society. Oduaran (2022) described functional literacy as the next step up from elementary literacy. It accurately describes the ability to use the skills of reading, writing, and computers to benefit the individual. Beder (2021) and Thompson (2023) highlighted self-improvement, family duties, job engagement, advancement, encouragement from others, social expectations and relationships, escape from boredom and stimulation, and cognitive curiosity as basic reasons. Functional literacy programmes attract adults due to their ability to fulfil their needs. There are five categories: psychological, safety, stability, and security. iii. Belongingness (social affiliation, affection) IV. Self-esteem V. Self-actualization The above hierarchy of demands explains why adult learners participate in functional literacy programs. For example, an adult learner who lacks social and economic benefits is more likely to enrol in functional literacy programmes to meet these needs as well as to grow and develop personally. Learners will be motivated to study more to solve the tensions and difficulties they meet in their surroundings or workplace. They participate in functional literacy training to increase their safety and security, whether at work or in their surroundings. Adult learners' learning needs differ based on their social function. Adults who have recently reached working age will be fascinated with learning how to make a living, whereas a lady with small children will be concerned with home issues and their children's education. A member of a church choir will also be interested in improving his or her musical abilities. As an adult learner, you have a need known as 'self-fulfilment' or 'self-actualisation'. Some adult learners may want to develop talents that will allow them to excel at work, as well as other skills that will provide them with satisfaction and recognition, such as sports or household disciplines like sewing or cooking. Some people may want to improve their social standing, form new social ties, or learn how to do so effectively. Some adult learners, who have previously missed out on educational chances, may feel incomplete as individuals unless they address what they perceive to be knowledge and education gaps. Basic goals or requirements that change over time drive adult learners' behaviour in a given context. Adult learners will participate in functional literacy programmes because they want to enhance their careers, gain more knowledge or education, increase their social position, socialise, improve their mental health, psychological competence, political orientation, religious awareness, and so on. Adult learners may include spouses, parents, workers, young adults, and so forth. If the demands that inspire people to participate in functional literacy initiatives are met, they will be able to satisfy their desire for personal and societal improvement. The attitude of an adult educator might also encourage adult learners to participate in functional literacy programmes. The availability of facilities in the surrounding area may also inspire students to enrol in literacy programmes. What they observe and the treatment they receive motivate adult learners, leading to their growth and development.
1.2 Statement of the Problem
There has been a rapid increase in adult learners' participation in functional literacy programs in recent years. This is evident from the high rate of enrolment among adult learners in functional literacy programmes in Benin metropolis, who are taking advantage of the centres that offer these programmes. In spite of the various tasks which adult learners who participate in addle with, they still avail themselves of these learning activities or opportunities what then could be the motivating factors? To what extent do these factors serve as determinants of an adult learner’s participation in functional literacy programmes?
The focus of this study is to determine the factors that motivate adult learners’ participation in functional literacy programs in Benin City.
1.3 Research Questions
1. What are adult learners’ objectives when participating in functional literacy programmes?
2. To what extent do an adult learner’s social interactions or relationships influence their participation in functional literacy programmes?
3. To what extent do adult learners' psychological characteristics serve as determinants of adult learners' participation in functional literacy programmes?
4. Do responsibility and personal life factors motivate an adult learner’s participation in functional literacy programmes?
5. To what extent do adult learners' economic reasons influence their participation in literacy programmes?
1.4 Purpose of Study
This study seeks to find out the factors motivating adults’ participation in functional literacy programs in Benin City. The study aims to identify the factors that enhance or motivate adult learners to participate in functional literacy programmes.
Factors such as physiological needs and basic human requirements motivate adult learners to participate. They take part to seek improvement for what they feel is not fully actualised until it is fully actualised. The need will continue to bother the adult learners.
The purpose of the study is to identify these needs or drives so that adult educators can be well-equipped and prepared to teach adult learners effectively. The educator should cope with the learners and any situations they might face while also motivating them and helping them find solutions to their problems. Consequently, the learners' behaviour and the society they are a part of undergo growth and transformation.
1.5 Assumptions
The following assumptions were made in the study:
1. If adult learners' needs, like physiological needs, are not met. It can greatly affect their participation in adult learning.
2. If adult educators who understand these needs of adult learners are not available, it will greatly affect the learners.
3. Failure to fully expose designed programmes to adult learners can significantly impact their participation.
4. If the learning environment is not harmonious and peaceful, it will harm the adult learners.
5. Improper execution of methodological issues can lead to negative outcomes. It can negatively affect an adult learner’s participation in functional literacy programmes.
1.6 Significance of the Study
The study’s findings are to help policymakers in both public and private institutions in providing appropriate functional literacy programmes for adult learners to enable them to keep abreast of social, economic political, psychological and educational changes.
It is the adult educator’s mission to help adult learners learn what will gratify their needs at whatever level they may be struggling. Therefore, if adults are hungry, they should be helped to learn what will give them food; if they are well-fed, safe, loved and esteemed, they must be helped to explore undeveloped capabilities and become fully equipped.
Therefore, the federal government of Nigeria realises that the only way to transform every area in the country into an advanced state and to eradicate illiteracy and empower citizens is to direct its policy towards equal and adequate educational opportunities for all citizens by creating literacy centres that will promote functional literacy programmes for growth and development.
It is therefore very important to determine the factors that motivate adult learners to participate in functional literacy programmes.
1.7 Scope of Study
The study is limited to the geographical area of Benin metropolis. It covers specifically adult learners of some selected functional literacy centres who participate in functional literacy programmes.
1.8 Definition of Terms
For the purpose of this study, the key concepts used are defined below!
1. Adult learners: Mature individuals who participate in a learning situation that will bring about changes.
2. Education: A process of teaching, training and learning made to improve knowledge and behaviour and to develop skills.
3. Literacy: It is an instrument for acquiring relevant knowledge and skills required for development. literacy is the ability to read and understand a simple text and to use and transmit written information of everyday life. It is an activity embedded in social and cultural practices.
4. Functional literacy: the ability to use the skills of reading, writing, and computing to acquire basic information for development. Also, the use of adult education to acquire knowledge and skills to meet individuals’ needs and foster national development.
5. Motivation: This is the management function that stimulates individuals to accomplish set-down instructional or organisational goals. It is an intrinsic drive towards the fulfillment of personal needs and the improvement of one’s perceived status; it is influenced strongly by extrinsic factors.
6. Literacy programmes: This refers to the programmes designed to enhance skills and development. It is also a systematic plan of activities intended to equip individual participants to become skilled in the ability to read, write, and compute at an appreciable level.
Reference
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Akinpelu, J. O. (2020). Vocational education in a developing society: A perspective on functional literacy. African Journal of Vocational Education, 27(1), 34-45.
Beder, H. S. (2021). Functional literacy and adult education: A systematic review of motivations and outcomes. Adult Education Quarterly, 71(4), 366-382.
Beder, H. S., & Thompson, S. D. (2023). Motivation in adult literacy: Trends and challenges. Journal of Adult Learning, 63(2), 45-57.
Oduaran, A. (2022). A redefinition of functional literacy in the 21st century: Perspectives from African adult learners. Journal of Adult Education and Development, 18(1), 67-80.
UNESCO. (2020). Literacy in the 21st century: Policies, practices, and prospects. United Nations Educational, Scientific and Cultural Organization.
Thompson, S. D. (2023). Functional literacy and lifelong learning: Relevance in today’s global society. International Journal of Adult Education, 45(2), 99-112.
Bareday, S. (2021). Education as a mirror of societal development in Africa. African Educational Review, 22(1), 85-98.
Akinpelu, J. O. (2020). Addressing functional literacy in adult education systems in developing nations. Journal of Educational Studies, 28(4), 123-135.
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