ABSTRACT
The study sought to determine the extent media resources are utilized by adult instructors for
instructions in adult literacy centres in Abia State, Nigeria. It adopted a descriptive survey
design. The population of the study comprised of 5,936 respondents (5,361 adult learners
and 575 Adult Literacy instructors (facilitators)} in adult literacy centres in Abia State. The
sample of the study consisted of 1,118 respondents made up of 575 adult facilitators and 543
adult learners) selected from the population of study using purposive sampling technique.
The instruments for data collection were Questionnaire, Checklist and Observation
Schedules respectively. The internal consistency of the questionnaire was established using
Cronbach’s Alpha Technique with overall reliability coefficient of 0.82. Data collected were
analysed using frequency counts, percentages and mean statistics with respect to research
questions while t-test was used to test the null hypotheses at 0.05 level of significance. The
findings showed among other things that some media resources especially traditional ones
are available and are utilized by adult literacy instructors/facilitators to a low extent for
instructional purposes in adult literacy centres in Abia State. Significantly, both the male and
female adult instructors/facilitators equally utilized media resources for instructional
purposes to a low extent. Similarly, experienced and less experienced adult
instructors/facilitators also utilized media resources for instructional purposes to a low
extent. Thus, both gender and teaching experience did not determine nor influence adult
instructors/faciltators’ utilization of media resources for instructional purposes in adult
literacy centres in Abia State. The findings also revealed that the problems affecting
utilization of media resources for instruction in adult literacy centres in Abia State included
costs of procuring media resources (which are usually high), usage of media resources being
time consuming, lack of maintenance of media resources, administrative bottleneck, Power
outage; lack of skills by teachers; and lack of qualified technicians as well as phobia among
others. The perceived solutions or remedies to the problems affecting the use of media
resources by adult literacy instructors included the need for more funding of adult literacy
campaign by governments, donor agencies and bodies, encouragement of stakeholders’
investment in instructional media provision, effective maintenance of available instructional
media among others. The findings were properly articulated and comprehensively discussed
with far reaching educational implications. Based on the foregoing, it was recommended
among other things that governments through the federal ministry of education and other
relevant stakeholders should provide needed media resources (mostly ICT facilities) which
were found in this study to be seriously inadequate and support optimum utilization of
instructional media resources in adult literacy centres through motivational strategies/
incentives, moral support and regular in-service training. It was therefore concluded that
although media resources especially traditional ones were available there is still the need for
their maximum utilization for instructional purposes in adult literacy centres in order to
enhance service delivery which are geared towards the promotion of adult literacy in Abia
State in particular and Nigeria in general.
TABLE OF CONTENTS
Title page i
Dedication ii
Certification iii
Approval Page iv
Acknowledgements v
Table of Contents vii
List of Tables x
Abstract xi
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 11
Purpose of the Study 12
Scope of the Study 12
Significance of the Study 13
Research Questions 14
Hypotheses 15
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework 17
Media Resources 17
Instructional Media 18
Utilization of Instructional Media 21
Adult Education 22
Adult Literacy 30
Theoretical Framework 34
Media Theory (Normative) 34
Theory of Instruction 34
Resource-Based Theory 35
Review of Related Empirical Studies 35
Studies on available resources for instruction in Adult Literacy Centres 35
Studies on the extent of Utilization of available resources for instruction in Adult
Literacy Centres 38
viii
Studies on the extent to which Gender determines the utilization of Media Resources
in Adult Literacy Centres 41
Studies on extent to which teaching experience determines Adult Literacy Instructors’
Utilization of Media Resources 42
Studies on problems affecting utilization of instructional Media in Adult Literacy Centres 44
Summary of Literature Review 45
CHAPTER THREE: RESEARCH METHOD
Design of the Study 47
Area of the Study 47
Population of the Study 48
Sample and Sampling Technique 49
Instruments for Data Collection 49
Validation of the Instruments 50
Reliability of the Instruments 51
Procedure for Data Collection 51
Method of Data Analysis 52
CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION OF RESULTS
Summary of Findings 65
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION, SUMMARY
AND RECOMMENDATIONS
Discussion of Findings 68
Conclusion 73
Educational implications of the findings 74
Recommendations 75
Limitation of the study 76
Suggestion for further research 76
Summary of the Study 77
REFERENCES 81
APPENDICES 87
Appendix A: Questionnaire 87
Appendix B: Observation Schedule 95
Appendix C: Checklist on Availability of Media Resources 98
ix
Appendix D: Population and Enrolment trends in Mass Literacy/Adult Education
Programmes in Abia State (Basic Literacy) 100
Appendix E: Population and Enrolment trend in Mass Literacy/Adult
Education Programmes in Abia State (Post Literacy) 101
Appendix F: Summary Data on Literacy Centres in the Seventeen Local Government
Areas of Abia State 102
Appendix G: Media/instructional Materials provided by Donor Agencies 103
Appendix H: Sample of Adult Learners drawn from the Seventeen Local
Government Areas of Abia State 104
Appendix I: List of Part-time Adult Education Facilitators in the 17 Local Government
Areas of Abia State 105
Appendix J: Analyzed Male/female for each Education Programme for the Seventeen
Local Government Areas in the State 106
Appendix K: Reliability of the Questionnaire using Cronbach Alpha 107
CHAPTER ONE
INTRODUCTION
Background of the Study
Effective teaching and learning in any educational system are based on several factors
one of which is the availability and utilization of appropriate media or resources. This is so,
because instructional media are generally perceived as integral part of any functional
classroom teaching and learning interactions. This position is further reinforced by the often
acknowledged claim that man learns through the various senses namely – touch, smell,
hearing, and sight respectively (Egbowon, 2007; Nwizu, 2003). These senses form not only
part of human sensibilities and behavioural patterns but also could have some far-reaching
implications on how man acquires knowledge. This therefore, makes the need for the
utilization of wider choices of media by teachers (which could appeal to different human
senses) in teaching and learning processes imperative and instructive. These media are
usually in form of different curriculum material resources and related technologies, which
could assist both teachers and learners in the classroom.
Media with respect to instruction connote information carriers between a source
(teacher) and receiver (student) used to facilitate or improve the quality of teaching and
learning. Media resources are therefore used to make teaching and learning real and concrete.
Media resources can be seen (visual), heard (audio), read (printed), spoken about or even
manipulated (Information Communication Technology – ICT). All these activities are meant
to facilitate teaching and learning activities. Media therefore include real objects, models,
books, charts, diagrams, television, radio, machines, internet, etc, (Onyejemezie, 2002).
Instructional media are therefore classified into visual, audio-visual aids, and audio-aids. The
visual aids or media indicate appeal to sense of sight and include materials and resources
such as pictures, diagrams, photographs, charts, chalkboards, maps, exhibits, bulletins,
models, mock-ups, slides, film strips, drawings, etc. On the other hand, audio-visual media
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1
2
refer to resources or materials which appeal to both senses of sight and hearing. These
include sound film strips, television, printed materials with recorded sound, video-tapes and
cassettes. Audio media appeal only to the sense of hearing and they include audio-tapes,
cassettes, telephones, radio, etc. (Eze, 2005).
Instructional media constitute indispensable components of effective teaching and
learning interaction. The National Policy on Education in Nigeria stated clearly government
intentions in ensuring that effective teaching or instructional media are employed by teachers
at different levels of the educational system to enhance learning by stimulating spirit of
inquiry, problem-solving, critical thinking skills and values among learners (Federal Republic
of Nigeria, 2004). Specifically, the current edition of the policy (Federal Republic of Nigeria,
2013: 15) states that government shall take measures to ensure that educational activities are
“learner-centered to maximize self-development and self-fulfillment” …and that “teaching
shall be practical, activity-based, experiential and IT supported”.
The above position is further justified by recent developments in educational
technology and other available media resources including Information Communication
Technologies (ICTs) facilities which have very strong teaching or instructional appeal.
Instructional media or resources therefore, refer to all materials, devices, objects, places,
persons that are capable of facilitating teaching and learning within and outside the formal
classroom setting. They are information carriers employed in instruction or channels of
communication in teaching and learning process (Okwo, 2005). Similarly, Esu (2004)
observes that instructional media or materials, refer to all the resources within the reach of
teachers and learners which are used to facilitate teaching and learning. Instructional
materials or media are kinds of tools or equipment which facilitate instruction effectively in
the classroom. Media or instructional materials or objects promote teacher-learner
communication. Thus, within the context of this study, instructional media refer to all
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materials, devices, technologies which are available and functionally utilized by both teachers
and students to enhance effective teaching and learning outcomes.
Instruction generally perceived is the implementation stage of organized curriculum
contents. It means the current or on-the-teaching or planned interactive encounter between
the teacher, the learner, subject-matter and materials, which assist in the ultimate realization
of instructional objectives. It connotes teacher-learner activities and other related facilitative
resources in the classrooms. Similarly, utilization within the context of this study is the ability
to apply an object, instrument or resources of varying facilitative potentials in productive
process (William, 2003). It is the act of harnessing and utilizing skills, techniques, methods
effectively to achieve certain expected positive procedures or outcomes. With reference to
teaching and learning situation, it is the application of educational materials, resources and
methods in the process of education (Eya, 2005).
The effectiveness of media resources in the process of teaching and learning has been
aptly reflected in extant literature on methodology both for adult and young learners (Ezeano,
2013; Yoloye, 2004). These authors argue that the use of media resources encourage learners
to participate actively and attain better in terms of learning outcomes. This position is further
supported by Federal Republic of Nigeria (2013) which posits that media resources help to
improve communication, reduce boredom, motivate learners and teachers as well. Similarly,
Nwoji (2002) argues that instructional media or resources assist both learners and teachers in
the teaching and learning process especially with respect to sustenance of attention span,
retention of information, provision of concrete and real life experiences, clarification of
abstract ideas, reinforcement of learning, etc. With specific reference to adult learners,
experts are of the opinion that effective utilization of media resources could assist in
promoting adult literacy programmes in Nigeria (Ebirim & Okenwa, 2009; Nwizu, 2003).
This position in the main supports the need for the use of effective methodological
approaches in adult literacy programmes.
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Indeed, the mission of adult education is very challenging especially as it concerns
those who never had opportunity of formal education. As rightly argued by Okebukola (2010)
many adult learners who participate in mass literacy programmes are workers, farmers,
wives, husbands, artisans, (who may be slightly literate or completely illiterate). The major
challenge has always been on how to stir or arouse and sustain their interest in learning
despite some constraints they face as learners. Thus, mass literacy as advocated by the
Federal government Mass Literacy Campaign is aimed at training all segments of the
population (male and female, young and old) to become functional and useful to the society
(Federal Republic of Nigeria, 2013). The need for quality instruction in the non-formal
education programmes has therefore attracted the attention of educational experts. This
position justifies the need for this study to find out how adults learn and can be assisted to
learn better.
Adults refer to those who are above the legal age of 18 years as stated in Nigerian
Constitution. This is the age a person can enjoy some rights and perform certain basic
responsibilities. However, Okenimkpe (2004) perceives the adult in terms of both his/her
identity and characteristics namely – intellect, physiology, psychology and socio-cultural
traits. Thus, the author argues that the adult is more technically defined based on his/her
identity and characteristics rather than mere chronological age. That is, both identity and
character combined to define who the adult is and signs or symptoms of what he/she displays.
An adult is therefore, somebody or person who is socially and economically responsible as
well as physiologically and psychologically mature (Nwagugu, Anyikwa & Olategu, 2002).
This implies that adults require teaching and learning processes that are very peculiar to their
psychological and social needs.
Adult education as a concept within the context of education practice has attracted
different definitions. These definitions reflect adult needs for education just like the youth.
Significantly, this type of education demands specialized training of its personnel and
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technique for its management. Adult education generally refers to the kind of education
provided for men and women who for one reason or the other dropped out of the formal
school system or based on purposes of work and economic engagements are unable to pursue
full-time educational endavours (Omolewa, 2000). It is therefore a practice in which adults
engage in systematic and sustained self-educating activities for the purpose of acquiring new
knowledge, skills, attitudes or values. It also refers to forms of learning adults engage in
outside the traditional or conventional schooling which covers both basic literacy and lifelong
skills. Adult Education is a “specific philosophy about teaching and learning which is
based on general adult needs, problems, nature and aspirations” (Canadian Encyclopedia,
2011). Thus, adult education can be directed towards achieving vocational, social and
recreational interests of adults for the purpose of self-development.
Adult learning can be in three forms namely: formal-structured learning (typically in
education or training institutions with set of curricula and requisite credential demands); nonformal
learning (usually organized by educational institutions but without credential
demands); and informal learning which focus on socialization processes related to daily
activities such as work, family, and wider communal relationship as well as life related skills
(Oreh, 2014). The practice of adult education is called andragogy which is remarkably
different from the traditional school based education – pedagogy (Omolewa, 2000).
Literacy refers to “the ability of people to read and write with understanding short
simple statements in their everyday life (UNESCO, 2012). Literacy assists people to apply
skills of reading and writing in daily life and for them to continue with learning. Literacy
represents the potentials for individual’s further intellectual growth required for the
development of the society. Literacy is therefore the skill of transmitting and receiving
messages in an intelligible manner in written form (Aderinoye, 2002). Illiteracy on the other
hand is an individuals’ inability to master reading and writing. Adult literacy rate therefore,
refers to the proportion of the population 15 years of age and above who can read “easily or
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with difficulty” in any language including English, local languages, Arabic or any other
languages (Okebukola, 2010).
Adult learning calls for prudent use of available media resources which cater for the
unique learning needs and styles of adults. This methodological insight resonates with the
popular assertion that andragogy (adults teaching) is distinct from pedagogy (general
teaching for non-adults) especially with respect to meeting adults’ increased interest in
learning, arousal and sustenance of attention and retention as well as communication skills
for active participation (Egbowon, 2010). This position further suggests that adult learners
have their distinct characteristics usually defined by age, level of formal education or lack of
it, family obligations/responsibilities. These distinct features may have far-reaching
implications on how adults are taught especially in terms of utilization of media resources by
instructors (Jegede, 2002).
The above needs among others prompted the Federal Government to institute adult
and non-formal education which is primarily conceived in form of “literacy, post literacy or
vocational education provided in the formal institutional settings for adults and youths who
did not have the opportunity to go to school or complete primary education” (Okebukola,
2010:9). The National Policy on Education states that the goals of mass literacy, adult and
non-formal education shall be to:
· provide functional literacy and continuing education for adults and youths who have
never had the advantage of formal education or who did not complete primary
education. These include the nomadic, migrant families, the disabled and other
categories or groups especially the disadvantaged gender;
· provide functional and remedial education for those young people who did not
complete secondary education;
· provide education for different categories of completers of the formal education
system in order to improve their basic knowledge and skills.
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· provide in-service, on-the-job, vocational and professional training for different
categories of workers and professionals in order to improve their skills; and
· give the adult citizens of the country necessary aesthetic, cultural and civic education
for public enlightenment (Federal Republic of Nigeria, 2004:25).
To achieve the above goals, the Federal Government established the National
Commission for Mass Literacy, Adult and Non-formal Education. The efforts of this
commission are also complemented at the state level by the State Agency for Mass Literacy
which is part of the larger national efforts to eradicate mass illiteracy. Expectedly, the
commission monitors and evaluates the mass literacy programmes in order to ensure effective
cooperation between the commission and state agencies (Federal Republic of Nigeria, 2004).
The literacy centres act basically as teaching and learning arms of the State Mass
Literacy Board which works hand-in-hand with its local counterparts in achieving the
mandate of the National Commission for Mass Literacy Adult and Non-formal Education via
decree 12 of 1990. This decree provides that National Commission for Mass Literacy should
“develop and disseminate teaching materials in distance education programmes aimed at
primary school leavers as well as mass literacy, adult and non-formal education personnel”
(Umar, 2000:46). Thus, to ensure effective adult teaching and learning, the National
Commission for Mass literacy in collaboration with State Agency for Mass Education and
Non-Governmental Organizations (NGOs) (involved in literacy activities) promote various
effective approaches and media for adult literacy. These range from each-one-teach one or
fund the teaching-of-one approach to development of basic literacy materials such as radio
programmes, primers, course materials/modules, computers, textbooks, drawings, maps,
globes, etc, (Oreh, 2014) The Each-one-Teach-one approach was initiated by an American
Missionary Frank Laubach in the Philippines in the year 1930 to overcome challenges posed
by insufficient teachers for the promotion of mass adult education. Correspondingly, this
teaching approach involves those who could read, to teach or assist those who cannot
8
(illiterates) within a specific neighbourhood. Similarly, radio and other related media have
also been used to reach a wider target audience of illiterates (Amedzro, 2005).
It is a generally acknowledged official position across the globe that there cannot be
meaningful development in any society without education. In Nigeria, this position is aptly
articulated in the National Policy on Education (NPE) which describes education as an
instrument per excellence for effecting national development (Federal Republic of Nigeria,
2013). Thus, there cannot be sustainable development in any modern society where majority
of the population is illiterate. This is succinctly supported by the United Nations Education,
Scientific and Cultural Organization report (UNESCO) which in UNO (2011) disclosed that
“there are about 60 million adults in Nigeria, 85% of them under the age of 35 years who can
neither read nor write”. This situation places Nigeria in a very disadvantaged position of
being in league of countries with lowest literacy rate in the world (UNO, Human
Development Report, 2011).
The apparent low level of literacy particularly accounts for the perceived low level of
development in Nigeria. This is because the likely contributions of adult citizens who are
illiterates towards national progress and development are grossly undermined ostensibly due
to low level of literacy in the country. This situation among other things justify the concerted
efforts being made by Nigerian governments and other strategic stakeholders towards
sustained adult mass literacy campaigns. These sustained efforts have led to the establishment
of adult literacy centres and programmes across Nigeria (Federal Republic of Nigeria, 2013).
Available statistical information from Abia State Agency for Mass Literacy (2015)
indicates that several donor agencies, governmental and non-governmental organizations
have donated various media resources for effective prosecution of adult literacy campaign
between 2005-2008. The media resources include – knitting machines, singer-sowing
machines, chalkboards, life line multi-band radios, exercise books, school registers,
9
facilitators handbooks, primers in various subject areas, dusters, etc. These media resources
were provided largely for effective instruction and skill acquisition purposes.
However, in spite of the above efforts, there are still increases in the rate of adult
illiteracy in the state. For instance, the National Literacy Survey (2010) conducted by the
National Bureau of Statistics and National Commission for Mass Literacy, Adult and Nonformal
education showed that there is 27.8% and 35.6% awareness of adult literacy
programmes and centres respectively in the state. This calls for concern considering the deeprooted
tradition of adult literacy programme in the state as indicated in the same report.
In 2007, there were a total of 444 classes with 25353 enrolments consisting 8,950
males and 16,403 females respectively in Abia State. These figures increased in 2008 to
1,250 classes and 54,991 enrolments (17,918 males and 37,073 females). However, there
were noticeable decline in enrolments and performance in 2009, 2012, 2013 and 2014
respectively (Abia State Agency for Mass Literacy Adult and Non-formal Education
Programme, 2015). Specifically, the number of adult learners that passed the basic literacy
examinations in the various Adult education centres were disappointingly low in 2013 (434,
480 and 2,244 in 2007, 2008, 2009 while 351 in 2013). At the post literacy level while
enrolment remained stable and steady between 2007 and 2014, there seem also to be a decline
in the number of adult learners who passed examination from 480 in 2008 to 262 and 386 in
2013 and 2014 respectively. The decline in enrolment of adult learners into mass
literacy/adult education programmes and the corresponding drop in number of those who
passed both at basic literacy and post literacy levels could be attributed to many factors
among which is poor utilization of instructional resources (Jogwu, 2010; Oreh, 2014).
However, considering the fact that these media resources are available to some extent,
it remains a source of worry why enrolment into mass literacy/adult education programmes
and performance in the same programmes should be low or in serious decline in recent years.
Indeed, could this trend be attributed to non-utilization of the available media resources by
10
adult education instructors or to the fact that donation of media resources by donor agencies
may have also declined in recent times? Therefore, the extent to which these facilities or
resources are utilized by instructors consisted the main concern of this study. The study
therefore sought to determine the extent media resources are utilized for instructional
purposes by adult literacy instructors in Abia State, Nigeria. It also sought to ascertain the
extent to which gender and experiences of instructors could influence utilization of media
resources.
In this study, gender and teaching experience were considered as intervening
variables. Experience connotes familiarity in terms of mastery of skills or knowledge in a
field of study over time. It is not merely duration or time spent on a job but the corresponding
expertise one has acquired in course of practice on a particular job or vocation. According to
Jekayinfa (2009) most studies have accepted approximately 5 years and above as appropriate
years of experience. Although, it is expected that the more years one has spent on a job could
determine efficiency or otherwise, it needs to be empirically proven especially with respect to
teachers’ utilization of media resources in adult learning centres. It is therefore, part of the
aim of this study to ascertain the extent teaching experience of centre instructors could
influence the utilization of media resources. Thus, it is speculated that instructors who have
been on the job for a longer period may have greater zeal to utilize media resources than
those that are newer on the job.
Gender is another related factor which could possibly influence utilization of media
resources in Adult Mass Literacy Centres. Available statistics show that women constitute
60% of Nigeria Teaching Population while men constitute remaining 40% (National Teachers
Institute, 2006). Gender refers to the social attributes and opportunities associated with being
male and female (Offorma, 2009). Similarly, Okoro (2000) perceives gender as the
characteristics of males and females determined and assigned to each set by a particular
society. In this respect, Offorma (2009) argues that these characteristics not only become
11
stereotypes but seem to have implications for the behaviour a particular society demands or
expects from male or female children. There was therefore the need to verify if gender and
teaching experiences of instructors could possibly influence utilization of media resources for
instructional purposes in adult literacy centres in Abia State, Nigeria.
Statement of the Problem
Literacy is a vital aspect of the developmental indices in contemporary world. It
enables both young people and adults to be appropriately positioned to take advantage of
opportunities. The right to literacy is an inherent part of the right to education which is also a
prerequisite for the development of personal, social, economic, and political empowerment of
individuals, especially adult citizens. However, despite concerted efforts made by Nigerian
governments, United Nations (UNESCO) and other relevant International bodies in
promoting adult mass literacy in Nigeria, certain challenges such as poor performance by
adult learners, lack of interest in adult education programmes and low enrolment as well as
high dropout rate in adult education programme still persist. Given the persistence nature of
the challenges which range from waste of human resources, cultural complexity, poor state of
the economy to inadequate delivery of mass literacy campaigns, the global commitment
towards reducing illiteracy by 50% by 2015 seems unattainable.
Adult literacy as pointed out above has received both governmental and nongovernmental
attention. Statutorily, there are already mapped out strategies and resources
provided by concerned bodies to promote adult literacy programmes. However, the extent to
which these media resources are utilized towards breaking cycle of low literacy especially in
Abia State constitutes the problem of this study. The concerns of this study in specific terms
were to address the problems related to available media resources for instructional purposes
in adult literacy centres in Abia State; the extent to which the available media resources are
utilized by adult instructors; the possible influences of gender and teaching experience on
12
utilization of these media resources; the problems affecting utilization of media resources and
their possible solutions. This study therefore, sought to determine the extent to which media
resources are utilized in adult literacy centres in Abia State.
Purpose of the Study
The general purpose of this study was to determine the extent to which media
resources are utilized in adult literacy centres in Abia State. Specifically, the study sought to:
1. identify media resources that are available in adult literacy centers for instructional
purposes in Abia State;
2. find out the extent to which media resources are utilized in teaching and learning in
adult literacy centres in Abia State;
3. find out the extent to which gender determines adult literacy instructors’ utilization of
media resources in teaching and learning in adult literacy centres in Abia State;
4. ascertain the extent to which teaching experience determines adult literacy instructors’
utilization of media resources in teaching and learning in adult literacy centres in Abia
State;
5. ascertain the problems affecting utilization of media resources for instructions in adult
literacy centres in Abia State; and
6. identify the solutions to the problems affecting utilization of media resources for
instructional purpose.
Scope of the Study
The study was conducted in Adult literacy centres in Abia State, Nigeria. Similarly,
the study was dealt with inherent content issues in adult education instructors’ utilization of
media resources such as availability of media resources, gender influence on utilization of
media resources as well as how teaching experience determine adult literacy instructors’
utilization of media resources.
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Significance of the Study
This study has both theoretical and practical significance to teachers, adult learners,
adult education bodies/organizations, Adult educators, Community Development Agencies,
Administrators, etc. The theoretical significance of this study was anchored on both Jerome
Bruner’s theory of Instruction and Resource-based theory of Coase (1937) respectively.
This study has contributed to knowledge theoretically since the findings of the study
agree with the ideas of both theories (used in the study) that learners (including adults) learn
better if effective media resources are used by teachers or instructors to stimulate active
participation. Significantly, the findings of the study have not deviated from the positions of
both theories and this could strengthen the need for new directions on innovative
methodological insight into adult education and Mass literacy campaign as a whole.
With respect to practical significance, the findings of the study would be of immense
benefit to adult educators, adult learners, adult education and mass literacy bodies/ agencies
and curriculum planners. Naturally, findings of the study will be available in the university
library which has online facilities to connect users (Adult educators) with the information
emanating from the study. It is therefore hoped that the information obtained from the
findings can help the adult educators to reposition adult education teaching and learning
through exposure to conferences, workshops, seminars which are organized by relevant adult
educators and mass literacy organization, bodies/agencies.
The study would also be of benefit to adult learners themselves who are likely to be
effectively taught by adult educators and instructors who benefitted from the findings of this
study. This could be done through contact with relevant information from the findings of the
study process through workshops and conference organized by appropriate Mass literacy and
Adult education programme agencies.
The relevant adult education and mass literacy bodies/ agencies such as Federal
Ministry of Education, National Commission for Mass Literacy, Adult and Non-formal
14
Education, UNICEF, UNDP, UNESCO and other adult education professional
bodies/Academic departments and non-governmental organizations that promote mass
literacy and adult education would gain new insight into innovative strategies needed to
overcome national and global challenges to the dissemination of mass education and adult
learning. This would enable them to re-strategize on the best or appropriate methodological
approaches to promote adult mass literacy. This is plausible because academic departments in
adult education and extra-mural studies in tertiary institutions and the university library here
at the University of Nigeria, Nsukka where this study was domiciled have wider contacts and
collaborative networks with people both within and outside Nigeria.
Finally, the findings of the study will be of immense benefit to curriculum planners in
adult education because it will enable them to appreciate the need to reinforce the use of ICT
related media resources and other materials adult learners need to learn effectively and
conveniently in adult literacy centres in Abia State. Significantly, the study will enable them
to understand not only the available ones but how best they are utilized by adult instructors in
promoting the cause of adult education in Nigeria.
Research Questions
The following research questions guided the study:
1. What are the media resources available for instruction in adult literacy centres in Abia
State?
2. To what extent are media resources utilized for instructional purposes in adult literacy
centres in Abia State?
3. To what extent does gender determine adult literacy instructors’ utilization of media
resources for instructional purposes?
4. To what extent does teaching experience determine adult literacy instructors’
utilization of media resources for instructional purposes?
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5. What are the problems affecting the utilization of media resources for instructions in
adult literacy centres in Abia State?
6. What are the perceived solutions or remedies to the problems affecting the use of
media resources by adult literacy instructors?
Hypotheses
The following null hypotheses guided the study and were tested at 0.05 level of
significance:
Ho1: There is no significant difference between the mean ratings of adult literacy
instructors and adult learners on the extent media resources are utilized for
instructional purposes in Abia State.
H02: There is no significant difference between the mean ratings of male and female adult
literacy instructors on the extent media resources are utilized for instructions in adult
literacy centres in Abia State.
H03: There is no significant difference between the mean ratings of experienced and less
experienced adult literacy instructors on the extent media resources are utilized for
instructions in adult literacy centres in Abia State.
Ho4: There is no significant difference between the mean rating of adult literacy instructors
and adult learners on problems affecting utilization of media resources for
instructional purposes in adult literacy centres in Abia State.
Ho5: There is no significant difference between the mean ratings of adult literacy instructors
and adult learners on the perceived solutions to the problems affecting utilization of
media resources for instructions in adult literacy centres in Abia State.
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