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.

Education is a continuous process in life. It is the process of training and developing the knowledge, skill, mind and character of people. It is also the process by which the latent abilities of individuals are developed so that they may be useful to themselves and the society (Olaniyonu, Adekoya and Gbenu, 2008). Meaningful improvements in the quality of education that adult learners receive are determined by the quality of teachers (Anderson, 1991). Therefore quality teaching and learning are good for adult learners’ academic achievement.

For a nation that wants to achieve rapid technological development, academic achievement in Mathematics and English Language is central to the attainment of this laudable goal. Mathematics is the foundation science subject for the other science subjects like, Physics, Chemistry, Biology, and Additional Mathematics, while English Language is an indispensable tool of expression and communication. This recommendation was made to address the public concern on the poor academic achievement of adult learners in Senior Secondary Certificate Examination (SSCE) in Mathematics and English Language in recent years.

This recommendation has not been implemented till date and the poor academic achievement in these two key subjects politiciation. Poor academic achievement has been linked to several factors which include shortage of good teaching staffs, poor quality of educational leadership, political instability of educational programmes, automatic promotion, age of the learners, and unavailability of effective instructional materials (Ewetan, 2010; Akinwunmi and Odunsi, 2008). Information gathered through the National Bureau of Statistics shows that as at 2008, there were 14,829 secondary schools in Nigeria. Out of this number 2,930 secondary schools or 19.76% were from South West while 508 secondary schools or 17.34% were from Ogun State. Better adult learners‟ results are the main indicator of the experience and effectiveness of teachers. In developing and developed countries, the teacher factor has been linked to low achievement in Mathematics and English Language (Akpo, 2012; TIMSS, 2002; Afrassa and Peeves, 1999; Jacob and Lefgen, undated).

The issue of teacher as a factor that affects adult learners academic achievement has received a lot of attention in the literature and findings have been mixed and inconclusive. A strand of the literature revealed that a number of teacher variables which include years of teaching experience, level of educational attainment or academic qualifications, teacher development programmes, availability of qualified teachers, teacher-student ratio, teacher attitude, degree of job satisfaction, motivation and salary affect adult learners‟ learning outcomes (Daso, 2013; Akpo, 2012; Odiri, 2011;Ewetan, 2010; Akinsolu, 2010; Adesoji and Olatunbosun, 2008; Bressoux et al, 2008; Adeyemi, 2008; Abu and Fabunmi, 2005). Another strand of the literature found that a number of teacher variables which include teacher years of experience, teacher academic attainment or qualifications, teacher-student ratio, and teacher development programmes had no significant influence on adult learners‟ academic achievement (Yara and Surumo, 2012; Ayodele and Ige, 2012; Zaku, 1983).

1.2 Statement of the problem.

Teachers’ teaching method has a lot to with the academic achievement of adult learners in a school. Teachers need to be well equipped/ trained on effective teaching method in order to positively influence the academic achievement of senior adult learners in Lagos state.

1.3 Objective of the study.

The main objective of the study is to investigate the relationship between teaching method and academic achievement of senior adult learners in Lagos state.

1.4 Research Questions.

What is the meaning of Teaching method?

What is the meaning of Academic achievement?

What is the effects of teachers’ teaching method on academic achievement of senior adult learners in Lagos state?

1.5 Significance of the study.

This study will help in examining the effect of facilitation methods on academic achievement of senior adult learners in Lagos state.

1.6 Scope of the study.

This study focus on the investigation into the relationship between facilitation methods and academic achievement of senior adult learners in Lagos State.

1.7 Limitation of the study.

This study is limited to senior adult learners in Lagos state.

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