AN ASSESSMENT OF THE APPLICATION OF ANDRAGOGY METHODS IN ADULT EDUCATION IN AKWA IBOM STATE
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- 1-5 Chapters
- Qualitative
- Simple Percentage
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- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
BACKGROUND OF THE STUDY
Knowles (1980) defines andragogy as "the art and science of assisting adults in learning, as opposed to pedagogy, which is the art and science of teaching children". Andragogy is a term with a lengthy history of development and evolution. Alexander Kapp, a German educationalist, originated the word in 1833 (Howard, 1993). However, it was not until Eduard C. Lindeman expanded the notion in 1926 that it became widespread (Gessner, 1956 cited in Ozuah, 2005). Malcolm Knowles expanded on Lindeman's work on andragogy (Ozuah, 2005) in 1959, helping to build it into an adult learning theory (Zmeyov, 1998).
Knowles' perspective on andragogy is founded on six fundamental assumptions, according to Merriam, Caffarella, and Baumgartner (2007) and Forrest and Peterson (2006). Adult learners are self-directed, autonomous, and independent, according to their self-concept.
2. The Role of Experience: An adult's experience can be a valuable learning resource. Adults learn by applying what they've learned in the past.
3. Readiness to Learn: Adults are more likely to be prepared to learn what they believe they require.
4. Learning Orientation: Adults learn for immediate applications rather than future applications. Their learning style is problem-solving, task-oriented, and life-oriented.
Adults are more internally motivated than they are externally motivated.
6. Adults must understand the importance of learning and why they must study.
Andragogy has gained popularity among educators and scholars in a number of nations, and its corpus of study is developing (Savicevic, 1991). According to Savicevic, at least ten European countries, including Germany, England, Poland, France, Finland, the Netherlands, Czechoslovakia, Russia, Hungary, and Yugoslavia, have adopted andragogy. Multiple areas, including education (Bolton, 2006), medicine (Bedi, 2004), criminal justice (Birzer, 2004), and management, have adopted the andragogical approach (Forrest & Peterson, 2006). The following accounts look at how Knowles' andragogy has been applied in a range of sectors.
According to Forrest and Peterson (2006), the andragogical method is critical in management education since it helps students prepare for their future workplace. “Modern management demands real implementation of skills taught, not control of principles,” Forrest and Peterson add. Students will be unable to adapt to the ever-changing workplace if they do not put their learning into practice” (p.114). In short, management students place a high priority on job experience. By including students in the creation of learning objectives and activities, as well as solving real-world business challenges, the instructor can personalize the lesson to fit student interest. Andragogy increases communication between the student and the teacher by allowing them to collaborate as partners in the creation of instructional content and methods that are tailored to the needs of the students. As a result, the principles foster trust between students and instructors while also increasing students' self-awareness. Birzer (2004) looked at how andragogical ideas are used in criminal justice programs. According to Birzer (2004), behavioral and cognitive learning approaches have become embedded in criminal justice classrooms, but both have two flaws: (a) teachers control the teaching and learning process with little learner participation, and (b) learners are taught in the same consistent manner without differentiation between children and adults. Instead, the andragogical approach offers advice on how to create learner-centered training that will help criminal justice professionals develop the skills and attributes they need. Birzer (2004) proposes that the following six elements of andragogical practice be applied to criminal justice:
1. Create an environment that is both physically and psychologically conducive to learning. In criminal justice classrooms, a positive physical and psychological climate aids the instructor in fostering mutual respect and a collaborative setting that promotes learning effectiveness. Furthermore, a psychologically favorable environment aids in the promotion of trust during the initial meeting, which is critical in the legal system.
2. Involve students in mutual planning: The instructor and students can work together to plan the learning process and change the syllabus based on student interests and activities.
3. Involve students in identifying learning needs: The instructor can assist students in determining their degree of competency in their chosen field of study.
4. Encourage pupils to come up with their own learning goals.
5. Encourage students to find resources to meet learning objectives: The teacher collaborates closely with students to identify resources and develop ways for utilizing those resources to meet the learning objectives. Students must, however, be self-directed and motivated in order to attain the objectives with the instructor's help.
6. Involve learners in the evaluation of their learning. In andragogy, learning assessment is crucial. Not only does the instructor grade the students' work, but the students also grade themselves. This procedure helps to eliminate prejudice resulting from a single instructor's judgment.
In teaching medical registrars, Bedi (2004) used an andragogical method. Bedi used andragogical concepts to engage registrars in active learning to acquire practical skills, which challenged the traditional pedagogical approach that fostered training passivity and reliance on the trainer for a training structure, curriculum development, and training activities.
In addition, Bedi suggests that in medical consultations, the andragogical method be used. Doctors must be active listeners to their patients' ideas, worries, and expectations in order to provide good consultations. Doctors can build knowledge, collaboration, and improved relationships with patients using this patient-centered approach. “A pedagogical approach is doctor-centered and results in a poor consultation, with the doctor giving information to the patient and encouraging dependency,” Bedi claims (p. 96).
Birzer (2003) investigated the use of andragogy in police training. Many police training programs have used behaviorist and militaristic tactics, which are not appropriate for police training and can lead to difficulties. Police personnel, according to Birzer, should be self-starters when it comes to resolving neighborhood issues. The andragogical technique assisted police officers in developing problem-solving abilities and becoming self-directed in dealing with community concerns such as drugs, crime, fear of crime, and urban deterioration by using the andragogical approach. These abilities enable officers to avoid minor issues from becoming major crime-related issues. Furthermore, andragogy encourages the use of relevant learning experiences, which is an important component of police training. In the classroom, the instructor might generate case situations and urge students to use their prior knowledge to solve difficulties.
According to Roberson (2002), andragogy's informality fosters learners' participation in their learning experiences while also defining the bounds of those experiences. “The aesthetic side of andragogy can catch all the thoughts of a shaman, a silent knower, as well as a deer conversing in the woods,” says the author (p. 7). “Andragogy encapsulates not only the birth of the adult education movement, but its perspective is ageless and applicable to adult education in a global world,” Robinson continues (p. 2). Cretchley and Castle (2001) state that andragogy has had a significant impact on adult educators' views and teaching philosophy in a number of nations, including South Africa, where the andragogical method has been used from adult literacy to adult higher education. Furthermore, Cretchley and Castle claim that in South Africa, the andragogical approach provided an alternative to education dominated by the goals and philosophies of an undemocratic state with a solid grip on primary and secondary education. By empowering individuals, adult education and higher education allowed at least some opportunity for resistance (494 p.).
1.2 STATEMENT OF THE PROBLEM
It has been argued that in Adult Education, knowledge of teacher behavior and its impact on adult learning is less developed than in other sectors of education (Solomon, 1980). Solomon further claims that no research has been done on the relationship between teaching behavior and Adult Education learning. Many scholars have undertaken studies in the field of methodology over the years. There haven't been enough comprehensive studies on the many Adult Education teaching/learning methods available, as well as what educators know about their effectiveness and application. There's also the question of whether adults choose to participate in programs voluntarily, which needs to be revisited. In comparison to adult learners in rich countries, this is even more important in developing countries.
1.3 OBJECTIVE OF THE STUDY
The primary aim of this study is to assess andragogy application methods in adult education in Akwa Ibom state, thus, the following objectives;
1. To investigate the awareness level of facilitators on the various adult education methods.
2. To determine the role of the application of andragogy in adult education.
3. To investigate the current methods adopted by facilitators in adult education.
1.4 RESEARCH QUESTIONS
The following questions guide this study;
1. What is the awareness level of facilitators on the various adult education methods?
2. What is the role of the application of andragogy in adult education?
3. What are the current methods adopted by facilitators in adult education?
1.5 SIGNIFICANCE OF THE STUDY
The findings of the study clarified various concerns and shed light on the utility of each method as well as the importance and benefits of using specific methods in specific situations. The study looked into the methods that best assist Adult Education students in achieving their learning goals. A categorization of common teaching approaches in Lagos State Adult Education programs was also tried.
The study's findings should help a wide range of people, including facilitators, adult learners, and policymakers in Adult Education, among others. The study's findings should raise awareness of different teaching approaches in Adult Education. The findings should inspire teachers to use effective teaching strategies. It will improve understanding of the need of using proper teaching approaches for various educational types.
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