AN ASSESSMENT OF SOCIO-PSYCHOLOGICAL APPROACH TO THE ANALYSIS OF TEACHING METHODS AND LEARNING IN ADULT EDUCATION PROGRAMMES IN THE ENUGU STATE
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- NGN 5000
BACKGROUND OF THE STUDY
Adult education is a process in which adults engage in systematic and organized activities in order to improve their understanding and learning. Individuals are required to upgrade their knowledge, skills, abilities, and aptitude throughout their lives. As a result, the primary goal of adult education is to ensure that people can improve their understanding of various concepts. When adults need to meet their needs or achieve their desired goals, they develop motivation and interest in learning. The main goal of this research paper is to explain what adult education is and why it is important. The history of adult education in India, adult education during the British period, adult education after independence, types of education, meaning and purpose of adult education, objectives of adult education, the need for adult education in India, basic principles of adult education, characteristics of adult education, and adult education policy are the main aspects that have been considered.
Education is a process that lasts a lifetime. It's a one-of-a-kind investment for the present and the future. It results in an increase in the completeness and richness of people's lives. It is a crucial tool for the country's socioeconomic development. It is a powerful social change tool. It's a way to learn new things and improve your skills. It has the ability to make people think and empower them. Individuals develop the competencies and traits necessary to alleviate poverty, ignorance, misery, inequalities, exploitation, degradation, unemployment, and other societal problems through the acquisition of education. Individuals have the right to learn and obtain education at any time in their lives. There is no set age for obtaining an education. The definition of adult education has evolved. Adult education is defined as the field that provides educational services to adults who were unable to complete a regular course of formal education during their school years. Existing approaches to understanding adult learning can be divided into three categories. The first type aims to give a balanced overview of psychological, sociological, and philosophical theory and research, as well as an assessment of its applicability to adult education (Candy, 1991). A description of various aspects of psychology is developed into an eclectic understanding of how adults learn best, which may be followed by a tentative list of principles to be adopted or procedures to be used when teaching adults. There will almost always be some comments about a theory's conceptual ambiguities or the difficulties in verifying a specific research finding, but these are usually footnotes separated from the main text. A second type of approach to understanding adult learning is one that has a well-articulated thesis and relies on literature to back up the thesis (Illeris, 2011). Typically, a programmatic (and sometimes prescriptive) statement about adult teaching and learning is developed by identifying and drawing upon a selected set of psychological, sociological, and philosophical concepts and principles. In terms of the psychological dimension, neither of the approaches above leads to a critical understanding of the theories in question. This is understandable, because addressing the conceptual and methodological problems of psychological theory and research appears cumbersome and unnecessary when the agenda clearly states "adult learning" rather than "psychology." Nonetheless, if this is not done, psychology will continue to be used in an uncritical manner to support adult education's normative rhetoric. A third approach starts with a critical analysis of adult education theory and research and builds a view of adult teaching and learning from there (e.g. Griffin, 1983; Hart, 1990a, 1990b; Collins, 1991; Brookfield, 2005). To date, such cases have typically drawn on a variety of disciplines, including sociology, history, educational theory, and, of course, psychology. The purpose of this book is to evaluate the socio-psychological approach to the analysis of teaching methods and learning in Enugu State's adult education programs. Specifically, with situated action, action that takes place in a cultural setting and in the participants' mutually interacting intentional states.
1.2 THE PROBLEM'S STATEMENT
"Adult education has tended to regard the teacher as an adjunct to learning, often necessary and frequently important but not always essential to it," writes Jarvis (2010:141). As a result, it has been suggested that adults can learn without the assistance of a teacher (Jarvis, 2010). While this is partially true, the researcher contends that teaching is one of the ways in which adult learners can progress from ignorance to knowledge. The educator can assist adult learners in achieving the desired learning outcomes by using appropriate teaching strategies, methods, and techniques. It could be said that when teaching adult learners, the educator is confronted with the fundamental but crucial question of which methods are most effective. The researcher contends that one of the most important decisions in the adult teaching and learning encounter is the educator's choice of teaching methods. Adult learners, according to the researcher, require methods that are different from those used to teach young learners because of their unique characteristics (age, life experiences, and occupation) and goals (Knowles, 1980).
1.3 OBJECTIVE OF THE STUDY OBJECTIVE
The overall goal of the research is to:
- Assess the teaching method used in facilitating the learning process of adults in Enugu state.
- Assess how effective the methods used in facilitating learning among adults are in Enugu state.
- Evaluate the challenges lecturers face when implementing different methods of the learning process in Enugu state.
1.4 RESEARCH QUESTIONS
The following research questions guide the objective of the study:
- What are the teaching methods used in facilitating the learning process of adults in Enugu state?
- How effective are the methods used in facilitating learning among adults in Enugu state?
- What are the challenges lectures face when implementing different methods of the learning process in Enugu state?
1.5 SIGNIFICANCE OF THE STUDY
The findings of the study may be useful in informing school administrators about the numerous approaches employed by educators to aid learning, as well as the efficacy of these methods in meeting the needs of students. This could aid in the development of policies to direct instruction in schools. Again, the research could point to strategies to improve adult learning facilitation in other nations. This might go a long way toward informing adult education departments to put in place tools to help educators enhance their facilitating skills. This research has the ability to provide practitioners and students in the field of adult education with information about the role of facilitators' teaching styles in ensuring the success of adult education programs. The findings of this study will be useful to researchers looking into the efficacy of school inputs in other institutions or organizations.
1.6 SCOPE OF THE STUDY
The Enugu State agency for mass literacy adult education school was used as a case study. The study focused on assessing the teaching methods used in facilitating the learning process of adults in Enugu State. The study went further to assess how effective the methods used in facilitating learning among adults are in Enugu State. Finally, the study evaluated the challenges lecturers face when implementing different methods of learning in Enugu State.
1.7 LIMITATION OF STUDY
Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview), which is why the researcher resorted to a moderate choice of sample size. More so, the researcher will simultaneously engage in this study with other academic work. As a result, the amount of time spent on research will be reduced.
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