The Influence of Adult Learners’ Background on their Perception of Adult Functional Literacy Curriculum

By Susan Wambui Mukiri, Francis Chisikwa Indoshi and Lucas Othuon.

Published by The International Journal of Adult, Community and Professional Learning

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In Kisumu East District in Kenya, 80% of the learners come from low income areas while 70% of the learners are women. This may create the impression that adult education is meant for women and low income earners. The purpose of this study was to establish the influence of the adult learners’ background on their perception of Adult Functional Literacy Curriculum (AFLC). The study employed the correlation design. The study population was 472 adult learners. A sample of 156 adult learners was selected through stratified random sampling technique based on gender and location. Data was collected through a questionnaire. The relationship between adult learners’ background on their perception of AFLC was determined by Point Biserial Correlation Coefficient (rpb). Findings indicated that female learners comprised the majority of adult learners in Kisumu East District. All the adult learners were low income earners. Enrolment rate in rural areas was higher than that of urban areas. Adult learners in Kisumu East District had positive perception towards the objectives, content, teaching methods and evaluation methods of AFLC. Learners had negative perception towards individualized instruction and the use of the lecture method. There was no significant relationship between gender and adult learners’ perception of AFLC. similarly, there was no significant relationship between location and adult learners’ perception of AFLC. However, there was a weak but statistically significant relationship between gender and adult learners’ perception of the teaching methods of AFLC with males having a stronger perception than the females. Based on the results it is advisable that teachers take into consideration the background characteristics of the learners as they select the various teaching methods as this was found to influence their perceptions of the teaching methods.

Keywords: Adult Learners, Perception, Adult Functional Literacy Curriculum

The International Journal of Adult, Community and Professional Learning, Volume 19, Issue 1, pp.1-16. Article: Print (Spiral Bound). Article: Electronic (PDF File; 342.136KB).

Susan Wambui Mukiri

Senior Graduate Teacher, Department of Humanities, Kisumu Boys, Kisumu, Kenya

Ms Susan Wambui Mukiri holds of B.Ed. (Arts) and M.Ed. (Curriculum Studies). She has 15 years of teaching experience. She is currently a teacher of Geography and Islamic Religious Education at Kisumu Boys High School in Kenya.

Prof. Francis Chisikwa Indoshi

Associate Professor, Faculty of Education, Department of Educational Communication, Technology and Curriculum Studies, Maseno University, Maseno, Kenya

Professor Francis Chisikwa Indoshi is Associate Professor in Curriculum Studies and current Chairman of the Department of Educational Communication, Technology and Curriculum Studies, Faculty of Education, Maseno University, Kenya. He holds a B.Ed. (arts) and M.Phil. (curriculum studies) degrees, both from Moi University, Kenya and a Ph.D. in curriculum studies from Maseno University, Kenya.

Prof. Lucas Othuon

Professor, Department of Educational Psychology, Maseno University, Maseno, Kenya

Prof. Lucas Othuon is a holder of B.Ed. (Sc.) from the University of Nairobi and MA, Ph.D. (measurement,evaluation and research methods) from the University of British Columbia. he has risen through academic ranks through dedication and scholarly work. Currently, he is a Professor of Psychometric at Maseno University, Kenya.