DEPARTMENT OF ADULT EDUCATION
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Item Interlanguage features of adult learners’ continuous writing: implications for adult literacy teaching(Department of Adult Education, University of Ibadan, Ibadan, 2009-06) Odiaka, S. I.Communication is an indispensable activity in the lives of individuals in society. For proper communication to take place, language as a tool for communication must be adequately developed. Adults and adult learners are constantly in the process of communication, given the various roles they play in society. As a result of varying levels of educational attainment, some adult learners have developed defective interlanguage patterns that have not affected their roles positively. This paper examines the features of adult learners’ interlanguage among some Diploma students in the University of Ibadan. Through the use of descriptive research design and random sampling, a group of adult learners’ continuous writing skills were examined. Findings revealed that some adult learners lack syntactic competence and mechanical accuracy in their writings. The study, among other things recommends that adult learners be exposed to good literature as well as constant practice in grammar.Item Analysis of “baby talk” and its implications for language teaching and learning(2007) Odiaka, S. I.“Baby talk" is an integral part of a child’s language acquisition process. From what appears to be a child's empty babbling, the acquisition process takes the child through other overt stages of pronunciation of syllables, morphemes, words, phrases and sentences all of which are relevant to language pedagogy. With the child totally immersed in a rich literacy environment, coupled with reinforcement by parents and relations, the capabilities exhibited at each learning stage are strengthened to prepare the child for further language learning. This paper is an attempt to explore the richness of the stages of the child's language acquisition stages with a view to linking it up with language learning thereby equipping the child for readiness in the different language skills. The study aligns the natural acquisition processes of the child with existing learning theories and suggests the whole language approach for home and classroom applications.Item Achieving unity in a multicultural nation through multicultural literacy and meta-language approach(International Development in Africa Committee, a standing committee of International Reading Association, 2008) Odiaka, S. I.Item Moulding self esteem in Nigerian university undergraduates(Common Ground Research Networks, US, 2009) Duyilemi, A.; Omoregie, C. O.Researches on Higher Education in Nigeria have been focusing mostly on the problems of finance, efficiency equity, quality and governance. Besides these issues of financing and equity, moral quality of university graduate is an issue that should bother parents and lecturers who are involved indirectly and directly in University system. This study investigates the effect of self esteem on undergraduates anti suggests way s of moulding their self esteem for learning outcomes that University . duration should produce in developing countries.Item A critique of formal educational system as an instrument for sustainable development in Nigeria(Spectrum Books Limited, Ibadan, 2008) Ojokheta, K. O.; Omoregie, C. O.Item Towards a fusion of pedagogy and andragogy: a paradigm shift from malcolm knowles’ andragogical principles(Institute of Education, University of Port Harcourt, 2006-12) Ojokheta, K. O.; Omoregie, C. O.This paper critically examines Malcolm Knowles’ andragogical principles as the basis for the learning process of adults. Knowles’ contention that the learning processes and principles of children (pedagogy) must be completely, different from that of the adults (andragogy) was vehemently disputed by some scholars based on the fact that humanistic psychology, upon which andragogy is rooted, assumes the problem of definition. Humanistic psychology does not make Knowles distinction between adults and children distinct enough. Instead, it applies its principles to all humans in spite of age. In essence, the four well-known features of adults (self directedness, rich experience, specific learning needs, and applied learning base) can all be applied in different ways to children. These submissions made Knowles to moderate his position regarding the differences between adult and younger learners. What he once strongly held on to as exclusive unique characteristics of adults, he later acknowledged as innate tendencies in all beings. Based on these contentions, this paper concludes that there is the need for a fusion between pedagogical and andragogical principles of learning which allows a bridge between the two methods of learning irrespective of the age of the learners.Item Influence of e-learning on secondary school students’ moral values and academic achievement in two local government areas in Ondo State(Social Studies Association of Nigeria, 2009-10) Ojo, G. T.; Omoregie, C. O.Electronic media can make learning realistic and lively by motivating and generating interest in learning. Educational media as it is often called also facilitates and promotes assimilation and retention of facts, it can equally be abused which can result in poor academic performance and moral vices among students. This paper employed a survey design with a single- type questionnaire that showed the influence of electronic media on students’ moral development and academic performance. The data collected was analyzed using a descriptive statistics of frequency count and percentages. Findings show that electronic media have negative influence on students’ moral development and academic performance. Hence, parents and teachers have to guide students’ use of electronic media for the purposes of information, education and even entertainment.Item ACTIVE-DIRECTIVE STRATEGY IN THE IMPROVEMENT OF NIGERIAN ADULT-LEARNERS’ TEACHING PERCEPTION AND EFFECTIVENESS(1991-08) ADESINA, O. EThis study investigated the relative effectiveness of active-directive learning strategy over lecture method in enhancing the satisfaction, self-concept and cognitive performance of adult learners. One hundred adults; holders of Teachers’ Grade Two Certificate with a minimum of five years experience were selected by cluster sampling. The age-range was between twenty-eight and fifty years. Using a 2x 2 factorial design, fifty adult learners were exposed to the experimental Programme while fifty others served as the control. Three psychological instruments namely - Akinboye Self-Concept Scale with a coefficient alpha of =0.75, Adult Learner Perception of Programme Scale (&=0.98) and Teaching Effectiveness Scale (&=0.89) were validated and used as criterion measures. They were administered before and after treatment. Nine hypotheses were tested at 0.001 level of significance. The following results were obtained: (i) Treated subjects showed no main significant increase in self-concept compared with untreated subjects. (F = 0.71; df = 1/98, NS). (ii) Results from t-test analysis indicated that the experimental subjects improved significantly on self-concept. There was a significant increase in the self- concept of high self-concept active-directive group compared with the high self-concept control group. (t = 9.62, p < . 001, df = 47) The high self-concept active-directive strategy was superior to the low self- concept control (t = 14.53, p. < 001, df = 49). Treated subjects showed significant increase in satisfaction as measured by the perception of programme scale. (F = 9.48, df = 1/96, p < 001), (t = 87.92, df = 47, p < . 001), (t = 86.19, df=49, p< .001), (t = 77.99, df= 49, p < .001). There was a significant increase in the cognitive performance of treated subjects (F = 17.64, df = 1/96, p < 001). Active-directive was significantly superior to the control. (t = 19.63; df= 47, p< .001), (t = 12.02, df = 49, p < .001), (t = 11.04, df=49, p< .001). Active-directive Learning Strategy proved to be effective in enhancing the cognitive attainment and satisfaction of learners. The relevant implications in the instruction and training of adult learners were discussed. Recommendations were also made for adult educators who are concerned with skill-building effectiveness and for extension workers.Item RETENTION AND FAILURE IN DISTANCE EDUCATION: THE EXPERIENCE OF THE NATIONAL TEACHERS INSTITUTE (NTI) KADUNA(1992) ADERINOYE, R. A.This study sets out to determine the factors leading to wastages among distance learners of the Teachers' Grade II Programme of the National Teachers' Institute Kaduna. This is with a view to finding possible solutions to reducing the failure rate and increase the rate of retention. The data collected through the instruments used were analysed with the chi-square and analyses of variance (ANOVA) to determine the influence of the various factors on the failure and retention rate of the Teachers’ Grade II distance learners. The findings from the study established that: i. the educational background of Teachers1 Grade II distance learners were found inadequate and it greatly affected their retention and failure rate. ii. the course materials significantly affected the learners' rate of retention and failure. iii. the facilitator/tutor factor significantly affected the rate of their retention and failure. iv. the environmental variables were not conducive to learners' need and thus significantly affected the subjects' rate of retention and failure. v. the financial inadequacies of the distance learners grossly affected their rate of retention/ failure. vi. the distance learners' are burdened with too much of social responsibilities and this invariably affected their rate of retention and failure. vii. the motivation available to learners was not adequate and it thus affected the rate of retention and failure. viii that factors like boredome, Professional advancement, learners' welfare, external expectation of learners' and their cognitive ability variedly affected the Teachers' Grade II distance learners. Based on the findings, the following suggestions are made on how distance learning System can sustain learners' interest and improved performance that: i. distance learners should understand the basic concepts and attributes of Distance Education. ii. entry qualification of learners for a particular course of study be uniform. iii. the cost of course materials be highly subsidized by the Government or the employers of the learners. iv. distance learners be motivated and encouraged during the course of their programmes through appropriate reward System in the work place. v. qualified and trained course writers on distance learning System be employed to write course materials for the learners. vi. study centres be adequately equipped with support materials to facilitate better learning environment for the learners. vii. course materials be produced and distributed early enough for the learners use. viii. tutorial masters, Supervisors and others involved in any distance learning Programme be promptly paid their honorarium to motivate them. ix. the various Government policies should take into consideration the implication on the working populace.Item UTILITARIANISM AND THE AIMS AND OBJECTIVES OF ADULT EDUCATION(1991) ADESANYA, L. A.Much of what has been said and written on educational aims has been prescriptive; it has asserted not what they are, but what they should be. That happiness has been prescribed indicates that it is an ideal, which finds expression in a natural phenomenon. Because of its natural and comforting illusions, aims such as this carry a persuasive force of positive connotations which encourages varieties of hyperbolically optimistic assumptions about its effects, in order to avoid these assumptions becoming unchallenged fashionable ideas in educational arena, particularly in the realm of adult education, the need for a careful scrutiny arises. Thus in prescribing Utilitarianism as an aim for adult education.; this study has examined the following issues: (1) The meaning of aims and the justification for the formulation of aims in adult education; (2) Some philosophical theories that form the basis of the aims and objectives of adult education; (3) utilitarianism and education; (4) utilitarianism as an aim of adult education; and (5) Problems associated with the achievement of Utilitarianism in adult education. The above examination was carried out using the instrument of philosophical analysis in the following manner: First, major concepts were picked out for analysis in order to understand the principles by which their uses are determined. Thereafter, some crucial themes subjected to critical analysis so as to eliminate psuedo-problems that are likely to arise at the practice and implementation stages. This led to the clarification of the underlying basic assumptions arising there from, so as to put the real issue in clear perspective. Later, a synthesis of all the positive ideas highlighted in the process of our critical analysis of concepts and issues on the topic was drawn together. The result of this exercise was the restatement of the theory of happiness in the context of adult education. Finally, counter-objections to the new statement was raised in the form of unbiased criticism and answers were provided for such objections. The reason for this task is to dig up any ambiguity that may be hidden in the new formulation. It was found out that Utilitarianism is made up of very many component parts of ethical theories that renders it almost an impossible target to be aimed at. The problem with utilitarian doctrine is that it obscures the identification of appropriate goals and standards of achievement in the education of adults. However, the utilitarian doctrine sees man as primarily concerned with the pursuit of happiness and as such regards the maximisation of happiness and the minimisation of suffering as the supreme of social action. Thus, the promise of a psychological well-being as is contained in the utilitarian doctrine is enough a factor that can attract political as well as Our conceptual analysis reveals it as a system of social economic and academic attention and political decision, as offering a criterion and basis of judgement for administrators as well as a system of personal morality. It is claimed that freedom of thought, autonomous decision making and truth are important elements for human happiness. Without freedom, there can be no genuine interaction with environment, no willing involvement in the life of society; and participation will become an irksome imposition, pedagogically, this points to an education oN, involvement, of participation, of activity and an education that involves discovery. Epistemologically, what is to be known and learnt is to be derived from the data of the product of the learner's experience. As such, it is argued that education should not be seen as the privilege of a few, but as the right and the obligation of all. If this is to be achieved, the government has to restructure its present role concerning adult education. It is therefore recommended that adequate financial provision should be made available for the establishment of adult centres for learning. Adult learning calls for distinct methods; as such, efforts should be made to train adult teachers, and access to the adult centres should be based on individual’s interest and not on government selection and finally, the curriculum of the centres should be structured in such a manner as to focus on the well-being of the learners.