INFLUENCE OF FACILITATION METHODS ON ACADEMIC ACHIEVEMENT OF ADULT LEARNERS

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INFLUENCE OF FACILITATION METHODS ON ACADEMIC ACHIEVEMENT OF ADULT LEARNERS

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Methodology is an integral part of facilitation. It is a veritable tool to convey theories or principles in addition to materials to the learner for the purpose of achieving the instructional goals or objectives. Zuofa [21] explains that methodology encompasses the study and practice of various facilitation methods instructional techniques adopted during facilitation-learning process. Nzeneri [14] distinguishes three elements in adult facilitation process as methods, techniques and devices.

Methods relates to the way in which learners are organised in order to carryout educational activity. It establishes the relationship between the learner and the institution through which educational tasks are solved. This implies that facilitation method forms a path to a pre-determined goal or objective. Technique is the way the facilitator helps or guides the learner to establish a relationship between his or herself and the learning task. Invariably, techniques are series of activities which direct the learner to go through the path laid by the facilitation method. Device involves the use of instructional materials which facilitate facilitation-learning experiences shared by both facilitator and the learner.

According to Ajalabi [2], facilitation is an activity that is systematic interactive organised and purposive to achieve the desired objective for both the learner and the facilitator. This means that for the facilitator to enter into facilitation relationship with the adult learner there would be need to understand who he/she is. The adult learner in learning to attain, has characteristics that make it possible for him or her to be an achiever [3]. Anyanwu [4] pointed out that the adult learner exhibits sense of purpose and commitment as one of the characteristics. These characteristics enable him or her study with a meticulous sense of purpose and dedication. Age as characteristics contributes to the ability to grasp the meaning and relevance of subject matter faster than a young learner who is identified as a more dependent learner who comes to school with no accumulated experience.

Apart from individual characteristics of the adult learner, Anowor et al [3] identified some common characteristics of an adult class. They are of the view that the adults are too old to learn and are sceptical over being able to learn as well as being laughed at when mistake is made. Some of the adults in a class have never been to school before as such do not know what to expect. Some have bad memories as a result of negative experience while in school. Most of them are engaged in one form of livelihood or another. Many of them are married and are parents. They are confronted with one family challenge or another. Many are engaged in addition to both communal and religious activities.

The stated characteristics on adult class become imperative that the facilitator who engages the adult learners for facilitation-learning activity should be competent in handling such a class. No wonder Tough [17] and Tennant and Philip [16] posited that successful facilitators should view themselves as participating in dialogue between equals, be open to change and new experiences to learn from helping activities, be genuine in entering into personal relationships with learners rather than consistent adherence to the prescribed role of the teacher, able to accept and trust the learner as a person of worth and have empathy for the learners perspective.

Imhabekhai [11] while discussing adult learners facilitation method noted that adults learn better and achieve more when learning tasks are practical and highly participatory. There are many facilitation methods that could be utilised in facilitation of the adults. Scholars like Brookfield [6], Sitler [15], Knowles [13], Kerka [12] and Turoczy [18] all advanced various forms of adult facilitation methods which included but not limited to discovery method spaced lecture, group work, dialogue, scaffolding and constructivism. Adekola [1], Nzeneri [14] and Zuofa [21] identified the following facilitation methods as mostly used in Nigeria, lecture method, discussion method, project method, simulation method and problem solving method. For the purpose of this study, only four of them would be further discussed.

Zuofa [21] describes the simulation method as a method whereby old and discarded materials like radios, television sets, wrist watches, fans etc. are made available in the class or workshops to the adult learners for practice. It is the use of mock objects to hasten the understanding of learners. The learners are opportuned to acquire particular skills to perform specific tasks.

1.1.1 Lecture Method

Nzeneri [14] and Gbamanja [10] agree that lecture method involves a group of persons/learners. It is a method in which the teacher explains and expresses ideas giving examples and occasionally writes on the chalk board. Facilitator in this instance presents a verbal discourse on a particular subject, theme or concept. It is otherwise referred to as talk-chalk method or telling method as noted by Zuofa [21]. The facilitator talks most of the time, explains, expresses ideas with examples and occasionally writes on the black board.

1.1.2. Project Method

Zuofa [21] describes this method as the cooperative study of a real life situation in a class under the auspices of a teacher or facilitator. This method has its root on John Dewey’s work that emphasised the necessity of active participation of individuals in education. Project method encourages both individualised and small group instruction.

1.1.3. Drama Method

Adekola [1] refers to this method as role-play method. It is basically a group-oriented method concerned with feelings and reactions in the course of interacting with one another. Zuofa [21] explains that usually a small group is formed from the class while other members of the class act as observers.

For a facilitator to determine or select a particular facilitation method for adult learning, Imhabekhai [11] observation on adults is very relevant. He observed that adults learn better and achieve more when learning tasks are practical and highly participatory. In addition, determining the appropriate facilitation method to adopt for an adult learning process involves being guided by certain principles and questions which may include, what does the facilitator expect from the learners? What is the expectation of the learners from the facilitator? How can both expectations be achieved? Providing answers to these questions would form a guideline for determining what facilitation method to adopt. In Nigeria other additional factors may be considered in selecting a particular facilitation method for adult learning. Such factors include but not limited to quantity and quality of resources available which may include human, space, time of a particular lesson, type and duration of programme and availability of facilitation devices. There is also the challenge of non-professionals who organise and teach adult learners. Adult learners for the purpose of this study are adults engaged in learning activities in adult education centres in Nigeria.

1.2. Statement of the Problem

From the background of the study, it is obvious that different adult facilitation methods are employed in adult facilitation in Nigeria. These methods positively or negatively affect the adult learners. Studies have also shown that scholars have not been able to establish the adult facilitation methods that are most effective for adult facilitation especially in Nigeria to the best of the researcher’s knowledge. This therefore provides the knowledge gap which this study intends to fill. The problem of this study therefore is to assess the adult facilitation methods mostly utilised by facilitators in adult facilitation and its effect on the adult learners in Nigeria.

1.3. Purpose of the Study

The main purpose of the study was to assess the different adult facilitation methods in Nigeria and its effect on adult learners. Specifically, the study sought to:

1. Identify adult facilitation methods that are mostly used in adult facilitation in Nigeria.

2. Identify the most effective facilitation methods for adult learners in Nigeria.

3. Identify some factors that inhibit the effective application of adult facilitation methods for adult facilitation in Nigeria.

1.4. Research Questions

The following research questions are developed to guide the study:

1. What are the adult facilitation methods mostly utilised in the facilitation of adults in Nigeria?

2. What are the most effective facilitation methods employed in adult facilitation in Nigeria?

3. What are the factors that inhibit the effective application of adult facilitation methods for adult facilitation in Nigeria?

1.5. Hypotheses

The hypotheses of this study are tested at .05 level of significance.

Ho1: There is no significant difference in the perception of male and female adult learners on adult facilitation methods that are mostly utilised in adult facilitation in Nigeria.

Ho2: There is no significant difference in the perception of male and female adult learners on the most effective facilitation methods employed in adult facilitation in Nigeria.

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