FACILITATORS’ PROFESSIONAL QUALITY AS PREDICTOR OF ADULT LEARNING ACHIEVEMENT IN BASIC LITERACY EDUCATION PROGRAMME IN BENIN METROPOLIS, EDO STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study aims to investigate the role of facilitators’ professional quality as a predictor of adult learning achievement in basic literacy education programmes in Benin Metropolis, Edo State. The study recognizes that the quality of facilitators plays a vital role in adult education and directly influences learners’ achievements. The research is grounded in the belief that professional competence, experience, and instructional skills of facilitators significantly impact the effectiveness of adult literacy programmes.
A mixed-methods approach will be employed, combining quantitative surveys and qualitative interviews. The quantitative phase will involve administering a questionnaire to adult learners enrolled in basic literacy education programmes in Benin Metropolis. The questionnaire will assess various dimensions of facilitators’ professional quality, including educational qualifications, teaching experience, instructional strategies, and pedagogical content knowledge. Additionally, learners’ achievements will be measured through pre- and post-test assessments.
The qualitative phase will consist of in-depth interviews with a subset of adult learners, facilitators, and programme coordinators. These interviews will provide a deeper understanding of the facilitators’ professional quality from the perspectives of both learners and facilitators. The qualitative data will be analyzed thematically to identify common themes and patterns related to facilitators’ professional quality and its impact on adult learning achievement.
The findings of this study are expected to contribute to the existing literature on adult education by shedding light on the significance of facilitators’ professional quality in basic literacy education programmes. The results will provide empirical evidence to support the development of policies and interventions aimed at improving facilitators’ professional development and enhancing the overall effectiveness of adult literacy education in Benin Metropolis, Edo State.
Keywords: facilitators, professional quality, adult learning, basic literacy education, achievement, Benin Metropolis, Edo State.
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