Learning environment as a determinant of adult learners' performance in adult education centres udechukwu emeka emmanuel

1
LEARNING ENVIRONMENT AS A DETERMINANT OF
ADULT LEARNERS’ PERFORMANCE IN ADULT
EDUCATION CENTRES IN NSUKKA LOCAL
GOVERNMENT AREA OF ENUGU STATE
BY
UDECHUKWU, EMEKA EMMANUEL
REG. NO.: 2013/187463
DEPARTMENT OF ADULT EDUCATION AND EXTRA -
MURAL STUDIES
UNIVERSITY OF NIGERIA, NSUKKA

3
LEARNING ENVIRONMENT AS MAJOR DETERMINANT
OF ADULT LEARNERS’ PERFORMANCE IN ADULT
EDUCATION CENTRES IN NSUKKA LOCAL
GOVERNMENT AREA OF ENUGU STATE
A RESEARCH PROJECT SUBMITTED IN PARTIAL
FULFILMENT OF THE REQUIREMENTS FOR THE
AWARD OF BACHELOR OF EDUCATION (B.ED)
DEGREE IN ADULT EDUCATION/LITERACY
BY
UDECHUKWU, EMEKA EMMANUEL
2013/187463

4
SURPERVISOR: MR. P.M.D. OKEKE
JULY, 2017.
TITLE PAGE
LEARNING ENVIRONMENT AS MAJOR DETERMINANT OF
ADULT LEARNERS’ PERFORMANCE IN ADULT EDUCATION
CENTRES IN NSUKKA LOCAL GOVERNMENT AREA OF ENUGU
STATE

5
APPROVAL PAGE
Thıs project has been approved for the department of Adult Educatıon
and Extra - Mural Studıes Unıversıty of Nıgerıa, Nsukka
BY
____________________________
_______________________
Mr. PMD Okeke Internal
Examiner
(Supervısor)
____________________________
______________________
External Examiner Professor (Mrs)
C.I. Oreh
Head of
Department

6
___________________________
Professor (Mrs) S.C. Nwızu
Dean, Faculty of Educatıon

7
DEDICATION
This project is dedicated to the Almighty God, for His guidance and
protection.

8
ACKNOWLEDGEMENTS
My sincere appreciation goes to my supervisor Mr. P.M.D Okeke, who
patiently guided and positioned me to the right direction in the course of this
study despite my inexperience and several mistakes.Also my apprecition goes
to all the lecturers in the Department of Adult Education and Extra-Mural
Studies, university of Nigeria, Nsukka, especially Mr. C.C. Onwuadi my
project defence supervisor, the Head of Department Prof. C.I Oreh, Dr. Ogu
Bala, Dr. Olori, Mrs Imo Charity, Miss, Okop and other lecturers and staff of
the Department of Adult Education and Extra - Mural Studies, University of
Nigeria, Nsukka for all their cooperation and encouragement.
I remain grateful to my parents, Mr.and Mrs. Udechukwu, Donatus
Osita and my siblings; Grace Udechukwu, Obinna Udechukwu, Chioma
Udechukwu Chukwuka Udechukwu for their prayers, encouragement support
and love in the course of my academic pursuit.
I appreciate the efforts of my friends Ibe Chizalum, Ugwu Patrick,
Atulegwu Godswill, among others for their support in the course of this study.
May God bless you all abundantly.
Finally, I very much appreciate Mr. Miss Grace Udechukwu, a linguist
and research person in the Department of English and Literary Studies, Lagos
StateUniversity, for her assistance in the production and correction of this
work.

9
TABLE OF CONTENTS
Title page -i
Approval page -ii
Dedication -iii
Acknowledgement -iv
Table of Content -v
List of Tables -vii
CHAPTER ONE: INTRODUCTION -1
Background of the Study -1
Statement of the Problem -8
Purpose of the Study -9
Significance of the Study -10
Research Questions -12
Scope of the Study -12
CHAPTER TWO: LITERATURE REVIEW -14
Concept of Learning Environment -14
Concept of Adult Learners -20
Concept of Adult Education -21
Social Learning Environment as a determinant of adult learners performances
in adult education centres -27
Physical Learning Environment as a Determinant of Adult Learners
Performances in Adult Education Centres -29
Psychological Learning Environment as a Determinant of Adult Learners
Performances in Adult Education Centres -37
Factors Affecting Learning Environment in Adult Education Education
Centres -38
Strategies for mproving Learning Environment in Adult Education Centres -40
Summary of Literature Review -43
CHAPTER THREE: METHODOLOGY -45
Design of the Study -45

10
Area of the Study -46
Population of the Study -46
Sample and Sampling Technique -47
Instrument for Data Collection -47
Validation of the Instrument -48
Reliability of the Instrument -48
Procedures for Data Collection -49
Method of Data Analysis -49
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS -51
CHAPTER FIVE: SUMMARY OF FINDINGS, DISCUSSION AND
RECOMMENDATIONS -66
Summary of the findings -66
Discussion of Findings -68
Implications of the Study to Adult Education -71
Conclusion -72
Recommendations -76
Limitations of the Study -77
Suggestions for Further Studies -78
REFERENCES -79
APPENDICES -85

11
LIST OF TABLES
1 Respondents Category
2 Sex Profile of the Respondents
3 Marital Status of the Respondents
4 Age Profile of the Respondents
5 Occupational Status of the Respondents
6 Mean score of the respondents responses on social learning
environment as a determinant of adult learners’ performance in adult
education centres.
7 Mean score of the respondents responses on physical learning
education centres.
8 Mean score of the respondents responses on psychological learning
education centres.
9 Mean score of the respondents responses on factors affecting learning
environment in adult education education centres
10 Mean score of the respondents responses on strategies for improving
learning environment in adult education centres

12
ABSTRACT
This study was designed to ascertain the learning environment as a determinant of
adult learners’ performances in adult education centresin Nsukka L.G.A. of Enugu
State. The specific purposes of the study were to ascertain the extent to which social
learning environment determines adult learners’ performances in adult education
centres; physical learning environment determines adult learners’ performances;
psychological learning environment determines adult learners’ performances; to find
out out factors affecting learning environment in adult education centres as well as
the strategies for improving the learning environment in the adult centres in Nsukka
local government area of Enugu state. The study was guided by 5 research questions.
The design of the study was a descriptive survey design; no sampling technique was
used as a result of the manageable size of the population. The sample consisted of
103 respondents made up of 12 instructors and 91 adult learners from six (6)
functional adult education centres in Nsukka L.G.A. of Enugu state. A researcher-
designed questionnaire titled (LEDALPAEC) was the main instrument used for data
collection. The instrument was validated by 3 research experts, two in Adult
Education and one in Educational Measurement and Evaluation. The instrument
overall reliability coefficient was0.84 which showed that it was highly reliable. The
data collected fromthe 5 research questions of the study were analyzed using mean
scores. The data analyses revealed among others that: components in the physical
learning environment such as seats/desks, current reading material, current books
for lending and the presence of functional librariesin the adult education centresare
critical areas that to a great extent determine the learning performance of adult
learners in adult education centres; cordial relationship amongst the learners and
facilitatorsimproves the teaching/learning outcomes, the adult learners carry out
tasks more effectively when grouped than while acting individually; absence of
library and library facilities reduces the performance of adult learners, and that
adult education centres that are accessible to the adult learners increase their rate of
punctuality and attendance to classes. More so, the study identified some factors
affecting learning environment as: poor management of instructional materials,
inadequate maintenance of library facilities, irrelevant curriculum and unsuitable
time scheduled foradult education programmes. The study indentified the following,
among others, as strategiesfor improving learning environment in adult eductaion
centres as; provision of relevant curriculum, , the use of small and large group
discussion methods and adequate provision of library and instructional materials.

13
CHAPTER ONE
INTRODUCTION
Background of the Study
The goal of every organized teaching/learning process is to equip the
participants with requisite skills, knowledge and attitude with which to
enhance their living standard and that of their society in general. Education is
widely accepted as major instrument for promoting socio-economic, political
and cultural development in Nigeria. Education provides knowledge, prepares
future leaders and develops the high-level technical capabilities that underpin
economic growth and development. To ensure that learning objectives are
optimally achieved and that learning performance as well as motivation to
learn is improved, it is pertinent to understand the impact of learning
environment as well as how to manage the learning environment as it is a,
major determinant of learner’s performance in any learning situation
especially adult learning carried out in adult education centres. Suffice it to
say that, the quality of any adult education programme is directly proportional
to the quality of the learning environment available. Therefore, attention
should not be placed on the content of delivery alone, but also the
environment within which the content is delivered.
There is no learning activity that takes place outside the context of an
environment. This implies that learning and learning environment are two

14
concepts that go hand in hand and affects each other equally. Adult Education
centres in Nsukka Local Government Area of Enugu State for instance cannot
exist if no learning activities take place in them. On the other hand, learning
cannot take place if there are no physical facilities, organizational structures,
social interactions and psychological/emotional readiness of the learners.
The centres which take the form of the physical environment and other
factors necessary for learning to take place constantly affect the general
performance of the participants of any adult education programme; positively
or negatively, depending on their level of availability and quality. Learners’
performance as observable in adult education centres in Nsukka Local
Government Area of Enugu State is greatly influenced by the learning
environment.
Nzeneri (2008) opines that for any teaching and learning effectiveness,
the environment is expected to have essential physical facilities, appropriate
social working conditions (conducive inter-personal interaction), informal
setting and conducive organizational setting for effective participation and
performance of the learners. He further noted that the role of the physical,
social, psychological and organizational environment is of immense relevance
in adult education process.
Environment refers to surrounding phenomenon. It includes living
things and natural forces. The environment of living things provides

15
conditions for development and growth as well as well as danger and damage
(Agu, 2010). The environment of man comprises of physical, social and
psychological and cultural events. The physical environment constitutes both
natural and man-made resources such as highlands, lowland, rivers, lakes,
stars, moon, trees, climatic conditions like rain, sun, cold, air, wind and all
things created by God (Nwachukwu, 2010). Proper arrangement of literacy
classroom environment plays a remarkable role in making instructional
process more effective and establishes an atmosphere favourable and
encouraging for learning. Thus, learning environment is one of the most
essential elements in adult teaching and learning. The role of the physical,
social, psychology and organizational environment are of immense relevance
in adult education learning process (Nzeneri, 2008). Learners’ performances
can be improved if facilitators of adult education programmes acquire in-
depth understanding of the impact of the nature and quality of the learning on
learners. A survey and analysis of the learning environment will reveal if there
are any lapses or environmental constraints which if adequately handled will
yield a boost in the performance of the learners. Most adult education centres
in Nsukka Local Government Area of Enugu State suffer low turn outs of
adult clienteles and in some cases abrupt closure because of the nature of the
environment within which the learning activities take place and also the level
of achievement of set goals. An adult who engages himself or herself in any
education programme has a huge tendency of performing poorly if the

16
learning environment afforded to him is unfriendly. More so if the learner
feels restrained and develops an attitude of indifference based on this
perceived environmental constraint may see dropout as an option and may
thereupon decide to quit.
There exists a strong relationship between learning (in this stance,
adult learning) and the environment within which the learning occurs as
expressed in the definition of learning put forward by Ugwoke (2010);‘In a
broad sense, we may simply define learning as a process which cause change
in behaviour of an individual. This change in behaviour results from
experience and interaction between the individual and the environment. The
above definition underscores the fact that whatever experience is learnt is
embedded in the environment. Thus if the prevailing environmental stimuli or
the learning environment itself is disrupted or negatively manoeuvred, the
learning outcomes in general and the learners’ performance in particular will
be affected, usually at an alarming rate.
Whatever aspects or type of learning a learner engages himself/herself
in is influenced by the learners’ experience and majorly the environment in
which such learning takes place. Hence, the principles of learning demands
that within which adult education programmes or classes take place must be
conducive for the participants, if the learning is expected to make sense to the
learners as well as the instructors (Nzeneri, 2008).Providing a conducive

17
environment for learning may not be enough, maintaining the conduciveness
of the environment is also a key to ensuring that the learners performances are
optimal. At the start of adult education programmes, the friendliness or
conduciveness of the learning environment may be adequate, but due to
mismanagement and negligence of the physical facilities, they tend to
deteriorate and may not be suitable for learning any longer. This has
implications on the performance of the learners within such centres.
Basically, adult learners in adult education centres especially adult
education centres in Nsukka local government area of Enugu state are faced
with challenges which impede their performance as a result of poor
environmental conditions. This has gone a long way in influencing their
performances both in the assimilation of what is being taught and in the
application of the literacy skills they have acquired. The quality of the
physical classroom setting significantly affects academic achievements of the
students. Physical facilities in classroom ensure effective and successful
teaching learning process as without these facilities, effective and fruitful
teaching learning process is not possible (Eze, 2010). Learning environment in
adult education is crucial to the successful performance of the adult learners.
The learning environment of the adult learners, in the context of this study,
will be viewed from two angles namely; the learning environment itself and
the learning interaction. The learning environment refers to the place
(physical, social and psychological) in which adult learning activities take

18
place; while the learning interaction refers to the relationship that exists
between the adult learners and the adult educator (facilitator). Learning
interaction is one of the most crucial factors which influence the outcome of
learning among learners. For Jegede (2003), the facilitator needs to be
conscious of the characteristics of the adults and let that dictate what takes
place or in the process of learning interaction. The environment must not only
be adequate; it must be conducive so as to ensure the optimum performance of
the learners.
In correlation with Jegede’s view, Khalid (2008) views conducive
learning environment as the environment that satisfy the needs of its
participants, not only in the acquisition of numeracy and literacy skills, but
also able to link the economic and occupational needs of the group to literacy
with their learning activities.
Madu & Ogechi (2014) gave the following as the most suitable
description of a conducive environment:
 Adequate classroom management, interaction and a climate of
innovation.
 Participatory in nature. This has to do with active involvement of the
learners in the classroom situation.
 Free from stress. The adult educator should strive to avoid unhealthy
competition among the learners. This is because conducive

19
environment will create tension and those that are less endowed will
feel marginalised while the vocal ones will dominate the class.
 The adult educator should incorporate a range of teaching strategies.
Different strategies should be adopted by the adult educator to enhance
effective teaching and learning.
 The environment should be one that the adult learner is allowed to
learn in a way that suits him best. The adult learner should be given
the opportunity to learn at his own pace. Any task that involves high
speed should be discouraged.
 The learning environment should be one that learners feel respected,
relaxed and learning something (i.e. the content) that is relevant to
them.
 The environment must be friendly, informal and humorous. This
means that the adult educator should be flexible enough to
accommodate learners’ individual differences in the classroom.
 The environment should be such that the adult learner can have option
to ask questions without fear of embarrassment.
These characteristics of a conducive environment, as enumerated above,
are encompassing and cut across a vast spectrum of adult learning in both time
and space.
The nature of adult education and its potentiality in providing a
conducive teaching and learning environment is undermined when the

20
surrounding environment is made unsafe by high levels of violence and crime
(Agbo, 2009). When the safety of educators and learners may be prevented
from participating in effective teaching and learning or these may be
hampered. In this way, lack of safety in the learning environment becomes a
barrier to learning such as electricity and other conveniences create an
unhealthy environment which undermines teaching/learning and place
learners at risk. Due to lack of government involvement in ensuring adequate
adult education environment engenders illiteracy. That is lack of funds and
low priority accorded to adult literacy programmes by federal government and
state government is a huge factor. Policies and policy makers at all levels give
less regard to adult education. Formulated policies are seldom executed. Adult
education receives low support and priority in fund allocation. Although
efforts are but put towards the provision of adult education significant efforts
on the parts, remain to be seen.
Statement of the Problem
The provision of adult education in Nsukka Local Government Area of
Enugu State has reached a state requiring urgent addressing. Adult education
delivery is inhibited by a number of challenges mostly when the physical,
cultural, social and psychological environment is unconducive. These militate
against the actualization of set learning objectives in the context of adult
education. Learning environment has proven to be the major factor that

21
influences the performance of learners in Adult Education centres in Nsukka
Local Government Area of Enugu State.
Although there has been much advocacy for the improvement of the
quality of learning environment; at community, local, state, national, regional
and international levels, within which adult literacy education takes place,
adult literacy centres in the area of study - Nsukka Local Government Area of
Enugu State, are still faced with challenges relating to the nature of the
environment with adult education programmes are run, ranging from poor
physical facilities, inappropriate social working conditions to poor
organizational settings for effective performance. The level of adult education
delivery in Nigeria, and in Nsukka particular especially with reference to
poverty and illiteracy reduction is still very low. This is caused by a number
of factors which includes the unconduciveness of social, cultural, physical and
psychological environment. The major problem this study is addressing is the
influence of environmental factors on adult learners’ performance in adult
education centres in Nsukka L.G.A.
Purpose of the Study
The main purpose of this study is to investigate the extent learning
environment as of learners’ performance in adult education centres in Nsukka
Specifically, the purposes of the study are:

22
1. to ascertain the extent to which social learning environment
determines adult learners’ performances in Adult Education
centres in Nsukka local government area of Enugu State.
2. to ascertain the extent physical learning environment determines
adult learners’ performances in Adult Education centres in Nsukka
3. to ascertain the extent to which the psychological learning
environment determines adult learners’ performances in adult
education centres in Nsukka Local Government Area of Enugu
State influences learners’ performance.
4. to find out factors affecting learning environment in adult
education centres in Nsukka Local Government Area of Enugu
State.
5. to find out strategies for improving the learning environment in
adult education centres in Nsukka local government area of Enugu
State.
Significance of the Study
The study will be of immense significance to the government policy
makers, organizers of adult education programmes, the instructors, adult
learners as well as researchers in the field of adult education and other related
fields. The study will also benefit curriculum experts by providing them with

23
useful information on the selection and implementation of instructional
objectives.
The study will provide for the government, a frame work that will
guide the management of adult education centres in terms of situation of the
centres, provision of facilities, literacy materials and time scheduling. The
frame work will then bring about effective teaching/ learning process of the
adult learners. It will also spur the federal, state and local government to
providing instructional materials and funds for the literacy centres therefore
reducing the growing rate of illiteracy and high number of dropouts and
making the teaching and learning programme more effective.
The study will be of immense significance to organizers of adult
education programmes as it will explore the indispensability of a conducive
learning environment in ensuring effective teaching and learning of adult
learners.
Also the study will be of immense help to adult education instructors.
It will avail them with necessary tools, information, knowledge and skills with
which to ensure effective instructional delivery. It will also help them to
motivate and encourage the learners.
The study will be beneficial to future researchers by adding up to the
body of knowledge on learning environment as major determinant of adult

24
learners’ performance learning environment thereby serving as a material for
consultation by other researchers for the sake of further studies.
Research Questions
The following research questions were formulated to guide the study:
1. to what extent can social learning environment determine adult
learners’ performances Adult Education centres?
2. to what extent can physical learning environment determine adult
learners’ performance in adult education?
3. to what extent can psychological learning environment determine adult
learners’ performances in adult education centres?
4. what are the factors affecting learning environment in adult education
centres?
5. what are the strategies for improving the learning environment in
Adult Education centres?
Scope of the Study
Generally, the scope of the study is to investigate learning
environment as major determinant of adult learners’ performance adult
education centres in Nsukka Local Government Area of Enugu State.
Specifically, it covers the extent physical, social and psychological
environment influences learners’ performance in adult education centres in

25
Nsukka L.G.A. as well the factors that affect learning environment and the
strategies for enhancing the learning environment in Nsukka L.G.A. of Enugu
state. The study seeks to collect data from adult learners and instructors in a
bid to ascertain the extent to which the environment determines learners’
performance in adult education centres.

26
CHAPTER TWO
LITERATURE REVIEW
The literature review for this study was examined under the following sub-
headings:
 Concept of Learning Environment
 Concept of Adult Learners
 Concept of Adult Education
 Social Environment as a Determinant of Adult Learners’ Performance
in Adult Education Centres
 Physical Environment as a Determinant of Adult Learners’
Performance in Adult Education
 Psychological Environment as a determinant of Adult Learners’
Performance in Adult Education Centres
 Factors that Affect Learning Environment in Adult Education Centres
 Strategies for Improving Learning Environment in Adult Education
Centres
 Summary of Literature Review
Concept of Learning Environment
Learning environment encompasses all resources human and material,
programmes and opportunities, for students to use these resources creatively
and imaginatively to learn and develop their potentials. According to
Oduwaye (2011), learning environment refers to the context in which learning
takes place. It is the surrounding circumstance which effects learning. An
environment in which learning occurs can be as wide as particular society and

27
it may be viewed as an educational institution. A learning environment is the
condition and influence which a learner comes in contact with, resulting in a
series of complex interactions and ensuring a permanent change in behaviour.
In the views of Obanya (2007), education does not occur in vacuum. It grows
in a socio-political-economic environment and there can be no education
without a society. Thus, a society provides a macro environment in which a
school is located and from which it draws it resources. Within the centres,
there is also a macro environment which influences the operation and the
extent to which educational objectives can be achieved.
OECD (Organization for Economic Co-operation and Development)
(2009) described learning environment as a physical space that supports
multiple and diverse teaching and learning programmes and pedagogies,
including current technologies; one that demonstrates optimal, cost effective
building performance and operation over time; one that respects and is in
harmony with the environment and stimulating setting for its occupants.
Learning environment in its narrow sense is a conventional classroom and in
its widest sense, is a combination of formal and informal education system
where learning takes place both inside and outside the school for the purpose
of achieving the set objectives (Achu, 2007). In the opinions of Cohen (2006)
learning environment is the quality and character of school life. It is based on
patterns of school life experiences and reflects norms, goals, values,
interpersonal relationships, teaching, learning and leadership practices, and

28
organizational structures. A sustainable, positive school environment fosters
youth development and learning necessary for a productive, contributing and
satisfying life in a democratic society. This climate includes norms, values,
and expectations that support people’s feelings socially, emotionally and
physically safe. Learning environment is a controlled environment that
facilitates the teaching and learning process through the various elements that
exist within it and as well protect the well-being of its occupants.
There exist a number of varying views and literatures from many
scholars who argue that learning environment is a learning variable that can
affect adult learners’ performances overtime. Learning environment which
includes classroom spaces planning, administrative planning, circulation
planning, spaces for convenience planning, general infrastructure planning,
the instructors, as well as the learners themselves are essential in teaching –
learning process (Duruji, Azuh & Oviasogie 2014).
Learning environment as defined by Alma-had (2016), refers to an
educational approach, cultural context or physical setting in which teaching
and learning occur. This definition points out the very fact that, learning
environment are not just the physical buildings and facilities alone but could
take the form of other non-material aspects of culture such as social
interactions, psychological/mental state of minds of both the instructors and
the learners among others. Fraiser (2014) recognizes learning environment as
common perception of learners and instructors in place where learning takes

29
place. Learning is one of the most essential elements in adult learning
processes. It may be viewed as class, a meeting, a hall, village gathering,
community learning centres or a wider society at large.
Learning environment consists of both material and non-material
resources in the learning centre. It includes the teachers, peers, cohesiveness,
the subjects, method of teaching. A healthy and attractive school environment
makes for conducive learning and promotes learners’ pride in their centres and
their interest to stay in school (Mgbodile, 2005). Marko and Danijela (2015),
gives an exceptionally encompassing explication of the concept of learning
environment which portrays the concept in connection to psychological, social
and cultural conditions. They defined learning environment as the physical
surroundings, psychological or emotional conditions and or cultural influences
affecting the growth of and development of an adult engaged in adult
educational enterprise. Studies on learning environment show that there is a
consistent correlation between the classroom environment and learners
cognitive and affective outcomes. For classrooms or other forms of learning
environment to be conducive for learners, it does not necessarily imply that
such classrooms must be equipped with modern technologies or appliances,
what it implies is that the classroom must meet up with the expectations of the
learners and match their level of experience or exposure.
A poorly equipped adult education centre may affect learners who
have had better experiences elsewhere while classrooms that are fully

30
equipped even to a state of sophistication, may tend to be unsupportive for
learners who had never experienced such level of sophistication as they may
become overwhelmed by the arrangement of the classrooms or the
temperature of the room or even the type of instructional materials used and
this may distract them thereby causing them to perform poorly in class. A
typical incidence is the heydays of the Better Life Programme (BLP) in
Nigeria, when a group of rural women from different rural communities in
Nigeria were lodged in one of the five star hotels in Abuja for an educational
programme. For most of the learning session, many participants from the rural
areas who were not used to air conditioned learning environment were
extremely uncomfortable because of the chilling learning environment. These
women were preoccupied with battling the ‘uncomfortable’ learning
environment than with the learning processes that went on (Obi, 2006).
Learning environment in which adult learning takes place is of great
importance to the learners, instructors, and indeed every stakeholder in the
project. This is because the learning environment can promote or mar adult
learning (Anyanwu, 1998). In the same vein, Cohen (2006) asserted that
learning environment is the quality and character of school life. It is based on
patterns of school life experiences and reflects norms, goals, values,
interpersonal relationships, teaching, learning and leadership practices, and
organizational structures. Learning environment includes all of the factors that
can affect the learning within and outside the classroom (example, method of

31
presentation, involvement of students, materials and resources, then outside
the classroom example, family influences, economic factors, social and
cultural interaction (Cheter, 2008). Obanya (2007) further noted that,
education does not occur in vacuum. It grows in a socio-political-economic
environment and there can be no education without a society. This assertion is
not only applicable to formal education carried out in schools but cuts across
every mode of education delivery. Learning environment encompasses all
resources human and material, programmes and opportunities, for students to
use these resources creatively and imaginatively to learn and develop their
potentials. According to Oduwaye (2011), learning environment refers to the
context in which learning takes place. It is the surrounding circumstance
which effects learning. An environment in which learning occurs can be as
wide as particular society and it may be viewed as an educational institution.
A learning environment is the condition and influence which a learner comes
in contact with, resulting in a series of complex interactions and ensuring a
permanent change in behaviour.
The role of supportive learning environment in promoting learning
performance postulates that the learning environment has broad influence on
the learning and growth including a significant aspect of their social,
economic and ethical development (Eric, 2005). Learners who perceive their
learning environment as conducive and supportive are likely to be motivated,
more, towards positive and sustained improvements in their performance than

32
learners who express or perceive their learning environment as unconducive
or unsupportive ranging from their classrooms to other facilities available.
Nwizu (2003) asserted that the environment in which the learner acquires
knowledge has a great influence on the cognitive achievement of the learner.
It has also been generally agreed that the quality of learning is grossly
influenced by environmental and organizational factors. Obi (2006) Observed
that adult learning environment can be broken into the following segments:
physical environment, social environment and psychological environment.
Concept of Adult Learners
Nzeneri (2008) sees an adult learner as anyone who consciously or
unconsciously, formally, informally or non-formally engages him or herself in
any adult educational programme with an intent to solve his problems. The
adult learners may constitute individual persons who are desirous to improve
themselves and their social, economic, political, intellectual or the cultural
well-being of their society. Aderionye (2012) added that adult learners are
adult learners are people who engage themselves in one form of adult
education programme or the order, in order to improve their productivity,
profession, knowledge or skill. The adult learner can be defined here as one
who desires more knowledge to assist him confront changing life problems so
as to make him survive, gain better employment, be more productive,
healthier and happier; one who desires being a good citizen and a liberated or
developed individual (Nzeneri, 2008). Adult learners are categorized into the

33
following classes: stark illiterates, illiterate adult learners, semi-literate adult
learners, literate adult learners,
Characteristics of Adult Learners
Malcolm Knowles adapted the theory of Andragogy, teaching
strategies for adult learners, to adults learning in the 1970s. Knowles’
andragogy outlines theoretical and practical methods based on six
characteristics of adult learners. Understanding these characteristics will help
the instructors to inspire their agents to improve their skills, improve the
quality of their training and improve the quality of teaching/learning in the
adult education centers.
Need to Know: According to Knowles, adults want to know why they need to
learn something before undertaking learning. Facilitators must help adults
become aware of their ‘need to know’ and make a case for the value of
learning. Adult learners will be more receptive and committed to training if
they understand why it is important to the organization, their management, the
government and most importantly themselves. Providing the reasons they
need to learn what is offered to them as early as possible will be boost their
participation and performance, such information as the time scheduling for the
training at the beginning of the training, will help ensure the adult learners get
the most out of the training.

34
Self-Concept: Adults believe they are responsible for their lives. They need to
be seen and treated as capable and self-directed. Providing an environment of
self-directed learning will increase the adult learners’ level of absorption of
the content of the educational programme. Providing the adult learners the
freedom to choose which skills they wish to improve will ensure the highest
level of attention and consequently increase their performances.
Large Reservoir of Experience: Adults come into an educational activity with
different experiences than do youth and children. There are individual
differences in background, learning style, motivation, needs, interests, and
goals, creating a greater need for individualization of teaching and learning
strategies. Agents more easily understand the experiences of their colleagues
and their own experiences. Incorporating discussions, simulations, problem-
solving activities or case methods helps the adult learners to more quickly
grasp the information in the training and how to apply that information to their
jobs.
Readiness to Learn: Adults become ready to learn things they need to know
and do in order to cope effectively with real-life situations. Adults want to
learn what they can apply in the present, making training focused on the future
or that does not relate to their current situations less effective. Adults are far
more interested in developing knowledge and skills that they can apply to
their current day-to-day activities. The less that the training applies to their
current role and the longer they would have to wait to utilize the knowledge,

35
the less attention they will be willing to provide to the training. Relating the
teaching content to their needs and aspiration matches up with their readiness
to learn and improve their in-class and out-of-class of involvement in self-
learning and this yields a sustained and improved performance
Orientation to Learning: Adults are life-centered (task-centered, problem-
centered) in their orientation to learning. They want to learn what will help
them perform tasks or deal with problems they confront in everyday situations
and those presented in the context of application to real-life. Much like the
readiness to learn, adult learners will be far more interested in developing
knowledge and skills that they can apply to their current day-to-day activities.
Teaching practical techniques in the context of the adult learners’ daily
activities will be far more welcomed than ambiguous and theoretical concepts
which may reduce their interest and cause a back-slide in their performance.
Motivation: Adults are responsive to some external motivators (e.g., better
job, higher salaries), but the most potent motivators are internal (e.g., desire
for increased job satisfaction, self-esteem). Their motivation can be blocked
by training and education that ignores adult learning principles. Helping the
adult learners to understand how the training will help them do their jobs
better, perform better and receive more rewards and recognition will earn
more of their focus and commitment which provide a synergistic response to
the improvement of their learning outcomes. The principles of adult learning
as put forward by Malcolm Knowles reveals a great deal of adult learners’

36
characteristics which must be considered if the teaching/learning process of
adults is intended to make sense to the adult learners. A consideration of the
principles as explored above will undoubtedly yield an effective adult
education enterprise.
Concept of Adult Education
Adewale (2009) defined adult education as the action of an external
agent in purposefully ordering behaviour into planned systematic experiences
that can result in learning for those whom such activity is supplementary to
their primary role in society and which involves more continuity in an
exchange relationship between the agent and another learner so that the
educational process is under constant supervision and direction. While Nates
(2003) advanced an encompassing definition of adult education as the
modification of behaviours, covertly or overtly of all persons literate or
illiterate and who have grown to full size; capable of marrying and being a
parent; able to earn a living and contribute to personal and to society’s
welfare. He further stated that, it is any planned or unplanned learning
activities undertaken by those who are physiologically mature, socially and
economically responsible. Nzeneri (2008) defined adult education as any form
of education (formal or otherwise) given to adults based on their felt social,
economic, political and cultural needs to enable them adjust fully to life
challenges. Adult education is intrinsically linked to the everyday life style of
the adults. It has transformed from the understanding of it as literacy,

37
remediation and retraining programmes alone to education for sustainable
development of the adults and the societies to which they belong. In
coherence to the views of Nzeneri, Alaezi (2006) regarded adult education as
the improvement of the knowledge, means, and methods, which adults who
are not in school or have not had the opportunity to go to school, use or can
use in combining various skills they have so that they may become more
intelligent or useful members of the community as long as they live.
Adult education as noted by Fasokun, (2005) is a practice of
programme, methodology or an organization, a science or system, a process or
a profession which takes the forms of continuing education, vocational
education, or high education with form and substance carried out in both
formal and non-formal settings for the sake of benefitting participating adults.
He further asserted that adult education activities cover different aspects of
life and fields of knowledge. Akintayo and Adeyemo (2013) noted that some
of the forms of adult education programmes in Nigeria are: adult literacy,
extra-mural studies, continuing education, distance education, vocational
education, extension education and community development/community
education. In view of these programmes, the objectives of adult education are
summarized as follows:
i. to provide functional literacy education for adult who have never
had the advantage of any formal education;
ii. to provide functional and remedial education for those young
people who prematurely dropped out of the formal school system;

38
iii. to provide further education for different categories of completers
of the formal education system in order to improve their basic
knowledge and skills;
iv. to provide in-service, on-the-job, vocational and professional
training for different categories of workers and professional, in
order to improve the skills;
v. to give the adult citizens of the country necessary aesthetic,
cultural and civic education for public enlightenment.
Adult education refers to the entire body of organized educational process,
whatever the content, level and methods, whether formal and otherwise,
whether they promote or replace initial education in the schools, colleges or
universities as well as in apprenticeship, whereby persons regarded as adult by
the society to which they belong develop their abilities, enrich their
knowledge, improve their technical or professional qualifications and bring
about changes in their attitude or behavior in the two fold perspectives of full
personal development and participation in balanced and independent social,
economic and cultural development (UNESCO, 1976 in Ihejirika 2013). The
above definition formed the foundations upon which various definitions of
adult education emerged.
Barikor (2002) defines adult education as any form of educative engaged
in by people who are chronologically mature, socially responsible and
mentally alert or deficient but eager to meet their specific needs, occupational
skills, socio-economic responsibilities, professional competencies and even
self – fulfillment or self – actualizing needs, to improve themselves, by
developing their knowledge, insights, tastes, attitudes and skills. In the same

39
vein, Mbalisi (2010) sees adult education as any educative and purposeful
learning activity organized for adults to initiate them into a new way of life by
providing them with relevant skills, competences, knowledge, information and
attitudes required to excel in that aspect of life. It is however note-worthy that
the term adult education is culture bound, hence definitions such as the ones
given above are based on the cultural background upon which the authors
view adult education from.
Social Learning Environment as a Determinant of Learners’
Performances in Adult Education Centres
Fischer (2010) refers to social learning environment as the immediate
social setting in which people live or in which learning takes place. It includes
the culture of the society, the people and the institutions with whom they
interact. The interaction may at the level of person – to – person or on a larger
scope with the use of communication media. The social environment offers
adult learners ample opportunities to be fully aware of their social needs and
those of the societies to which they belong, their effective participation in
group works provides the learners the means of achieving the feeling of self-
commitment in learning their task as well as having the sense of belonging.
There is need to stress here, that each adult learners’ physical, social and
psychological environment cannot be treated in isolation because they either
supplement or complement each other. Bloom (1987) in Obi (2008) rightly
asserts that forms and functions of literacy are determined by socio-cultural
factors. Elaborating further on this, he stated that each culture must establish

40
the task of establishing the way to literacy, determine the social function of
literacy in the society, defined the method of instructions and criteria for
measuring competence in the matter. Mereni (2008), wrote that the social
environment can be improved by the adult instructors through such social
interactions as outings, games etc, to make the group feel they are part of a
larger organization. His stands derives mainly from the cognitive field theory
which assumes that a man is a social being and needs other people as base for
self-knowledge and in determining private response to environmental
demands as well as in challenging and regulating current behaviour through
the operation of group norm.
Social psychologists have emphasized the effects of the human
environment on learning outcomes. The impacts of societal factors at play in
the lives of adult learners, mars or make effective the learning performance of
the adult learners usually at a gross level. The social learning environment
influences the nature and quality of the social relationships in which adults
engage in, and this serves as a good indicator of the level of performance of
learners in any educational setting. Unfriendly social relationships such as
envy, lack of trust, jealousy, social violence and injustice have negative
implications on adult learners and as such must be addressed to enable them
concentrate on their lessons or trainings in the adult education centres and also
for the improvement of their performances. Appraising the influence of the
social environment on adult learners’ performance, DeSilva (2005) noted that

41
the social learning environment is a crucial factor to be considered in any
teaching/learning process and it includes those related to safety, violence,
social order, and factors relating to the type, and stability of social
connections, including social participation, social cohesion which appears to
be part of the mental and physical make up of adults.
For effective learning according to Khalid (2008), the objectives of
making social environment of the adult learners conducive include to:
1. Make learning pleasurable and meaningful to the adult participants
2. Build on the positive experiences of the learners
3. Enhance the learning achievement of all learners
4. Decrease the dropout rate of learners
5. Promote good health, hygiene and sanitation practices
6. Make learning activities more practical
7. Improve the economic standard of learners.
Physical Environment as a Determinant of Adult Learners’ Performance
in Adult Education
The physical environment relates to the physical location, building or
space in which adult learning takes place. Other aspects of the physical
environment include the structures and the fittings put in place in the learning
centre. Onwuka, reiterating Mgbodile’s view in (2005) explains that the
physical facilities as school planning that involve the space interpretation of
the school curriculum. Adult education programme planners and instructors
must ensure that the physical environment afforded for the adult learners are
adequate and do not pose any challenge for them hence their learning

42
performance will be hampered. Nworgu as cited in Mgbodile (2005)
established that no matter the strength of manpower resources in the system,
educational processes must require conducive physical accommodation,
libraries, furniture and seating arrangement. Adult educators should take
cognizance of the impact the physical environment on the performance of
learners and ameliorate the effects of the impairment for the adult learners. To
ensure that the physical; environment is adequate adult education programme
planners or instructors can improve the facilities such as lighting, sitting
arrangements, instructional materials etc. The use of more effective
instructional materials such as marker boards will enhance visibility especially
to those with sight impairments. Physical learning environment if adequately
provided and maintained its‟ capable of influencing students and teachers
positively as suggested by Olagboye (2004) physical learning environment
reflects the political, social, economic and intellectual activities of given
school. He referred to them as physical resources, school plant or school
facilities. For Adewale (2009), teaching and learning environment ought to
implement six functions: inform, communicate, collaborate, produce, scaffold,
and manage. They added that conceptually speaking, the learning environment
refers to the whole range of components and activities which learning
happens.
More so, the instructor should modify the class arrangements so as to
ensure ventilation. Physical learning environment if adequately provided and

43
maintained its‟ capable of influencing adult learners’ performance positively.
Olagboye (2004) noted that the physical learning environment reflects the
political, social, economic and intellectual activities of given school. He
referred to them as physical resources, school plant or school facilities. There
are a number of physical facilities that are to be put in place in the
environment to ensure the optimum performance of the learners. These
include:
Library services: Library is a store house of resources and as such provides
many more opportunities to the learner to acquire the knowledge, which
facilitates to achieve greater academic performance. It contributes to the total
development of the learners and broadens their knowledge. Edoka (2000) sees
library as a resource centre where a collection of books, periodicals, book
materials are housed for use by teachers and researchers for learning, study,
research, recreational activities and personal interest. It has been observed that
there is a strong relationship between libraries and academic performance.
Keith (2000) claims that schools with well-equipped library perform higher
than schools where libraries are less developed. Libraries provide instructional
materials to enrich the curriculum and give unlimited opportunities for
students’ learning, (Aguolu 2002). An effective school library gives
foundation for self-education necessary for facing challenges of higher
education. The role of the library is also reflected in the National policy on
Education (FRN, 2004) which states that libraries constitute one of the most

44
important educational services; proprietors of schools shall provide functional
libraries in accordance with the established standard. They shall also provide
for training of librarians and library assistants for this service. Mazi (2006),
citing Obi contended that the number of books in the library would mean
nothing if the books are not used, are out of date, unattractive or inappropriate.
Library Research Service, (2000), libraries don’t make difference in learning
if they are merely ware houses of outdated stuff, place to drop students when
teachers have their planning periods or when staffed only by paraprofessional
or clerical staff members.
Trained Facilitators: In order to encourage effective learning among adult
learners, facilitators must be trained especially on andragogical method before
being sent to the literacy centres. Any facilitator who is not a trained adult
educator cannot handle the adult learners properly. Aderinoye (2004)
postulated that adult education requires special teachers, special methods and
special philosophy. Refresher, training and re-training courses for facilitators
can as well be organized from time to time to enable them update their
knowledge.
Motivation: Motivation plays an important role for effective learning to be
achieved among adult learners. Motivation can either be intrinsic (internal) or
extrinsic (external). Intrinsic motivation occurs when the adult learner is
interested and enjoys what he /she learns. While extrinsic motivation depends

45
on rewards. Ugwoegbu (2003) pointed out that for learning to be effective,
there must be motivation. He further stressed that it is necessary for an adult
educator to sustain the attention and interest of the adult learners. For any
programme to be carried out effectively, the learning situation must be
attractive and appealing to the participants. If there is no motivation, there is
no learning. The adult educator or instructor has a special responsibility to
motivate and sustain the interest of the learner. If the instructor fails in his
duty, he may succeed for all time in discouraging the desire and enthusiasm of
the learner.
Physical Ability of the Learner: Learners with special learning needs like
hearing or eye problems should always be assisted. They can be helped with
hearing aids or asked to always sit in front of the class so that they can see the
writing on the board and hear what the facilitator is saying during the lesson.
Location of the Centre: The influence of location on the achievement of adult
learners in adult education centres has been the concern of many
educationists. Bello in Ezeh (2008) opined that school locations are known to
influence the students learning through quality of teaching staff, class size and
availability of infrastructure. The choice and location of school sites have
been an indispensable aspect of any effective educational planning. This is so
because it is the site that can influence the type of the centre to be built and
the quality and quantity of the buildings. On the one hand, an adult learners

46
environment that is rural or urban exerts considerable influence on his
intellectual development, it is most likely that adult learners who enrol into
adult education centres in rural areas are likely to face the problem of poor
achievements due to the inequality in the provision of human and material
resources necessary for positive learning performances. On the other hand, an
urban adult learner has an edge over the rural ones in terms of “life chances”
such as better education and the socialization pattern. The rural adults are
hardly exposed to those facilities because they are mainly from lower social
class. As a result, children from this background have low academic
achievement.
Seating and Classroom Layout: For learning to be effective for the learners, it
is important to make sure all tables and chairs are in good condition. The
classroom should be arranged such that learners should be able to clearly see
all visual aids including blackboard, presentations and displays from where
they seat. Seating should be arranged so that the educator can move easily
among learners to monitor their work and behaviour. Placing the learners in
small groups can provide opportunity for them to become more actively
engaged in learning. Omolewa (2008) asserted that group discussions will
help the adult learners to feel at home among themselves, and to rediscover
themselves. A circular arrangement of seating, with the teacher seated on one
of the available and vacant seats, possibly in the middle has been advised by
Omolewa.

47
Age of the Learners: It is not ideal to find an 18 year old learner in the same
class with 50 years old adult. This can affect free flow of communication
among learners. In an ideal learning situation, participants in a literacy class
can be grouped based on their age range in order to encourage peer learning
among the learners and to create an atmosphere for free interaction among the
adults.
Occupation of the Target Group: Occupation of the target group should be
considered before deciding on the time a programme learning activity should
take place. For instance, a learner in an urban area is quite different from that
in a village where many of them are farmers. In order to make learning
interesting and effective, the time for a learner must not conflict with the time
he/ she goes to work.
Culture of the Participants: Culture of the target group is also crucial when
timing an adult education programme. For instance, in Akwa Ibom state, there
are days women do not come out at night like during their masquerade festival
period. As a result, programmes should not be put late into the night during
such periods to avoid disrespecting their culture. Any programme fixed on
such days will incur the wrath of the people.
School facilities: School facilities are essential ingredients in the effort to
realize effective teaching and learning outcome. Ayodele (2004) pointed out
that the availability of adequate chairs, desks and other facilities are necessary
for the accomplishment of any educational goals and objectives. They

48
revealed that effective management of school facilities brings about
development of educational programmes and facilitates educational process. It
also results to boosting of the morale of instructors and learners and enhances
the usefulness in the determination of the worth of a school. There is a
significance relationship between adult learners’ achievement and the
condition of the built environment. Adegboyega (2002) observed that little
attention is paid to education in terms of funding and this money is spent on
recurrent expenditure leading to the deterioration of the existing facilities. The
general conditions of infrastructure as well as instructional materials in some
public secondary schools are poor, (Oredein, 2000). Investment in adult
education entails the provision of the necessary infrastructure and facilities
that could lead the system to the desired goals and objectives, (Umoru-Onuka
2004). These prevailing condition would definitely show negative influence
on the instructional quality which may translate to poor performance.
Adequate infrastructures are quite essential for conducive and productive
learning. There is an indication that the adult education centres in Nsukka
Local Government Area of Enugu State cannot function successfully without
adequate provision of facilities. This is because adult learners need desks and
chairs, instructors need offices and instructional materials if learning must be
effective.

49
Psychological Environment as a Determinant of Adult Learners
Performances in Adult Education Centres
This implies the emotional and interactive climate in the learning
environment. It also represents the human dimension to adult learning (Obi,
2006). He further mentioned that the adult literacy instructors have much to
contribute towards the development of a supportive psychological
environment for adult learners. The mental and psychological states of adult
learners play important roles in their learning. The interest, needs and
motivations of the adult learners are essentially a matter of emotions and not
of intellectual capabilities although they do have a part to play too (Kidd,
1998 in Adewale, 2009). He also posited that adult learners may have some
emotional impediments which may act as stumbling blocks to the learning
process and effective adaptation to changes. Some of these emotional
impediments include:
i. The fear of self or inferiority complex
ii. Fear of other learners as a result of the bruising contact of the world
iii. Lack of association or personal uncertainties in their economic or
community lives.
iv. Conservatism as a result of strict adherence to the culture and norms of
the society.
These emotional impediments are enough to warrant the attention of
the adult education instructors and programme planners. They must therefore
take into consideration the psychological background of the adult learners.
Psychological environment factors are equally focused on fundamentally and

50
uniquely human issues, such as individual free will, personal growth, self-
actualization, self identity, death, aloneness, freedom, and meaning (Selbar
2004). Effective teaching/learning is directly related to and dependent on the
emotional well-being of the learner. It is therefore pertinent to recognize that
issues that may arise in the psychological environment of the learners may
impact negatively on the learners’ performance (Osokoya, 2008). Ezimah
(2004) noted that factors such as substance abuse may affect the learners or
may affect the learners’ families, causing family breakdown and increased
stress. This stress affects the affective and cognitive domains of the adult
learners causing them to perform poor in classes
Factors that Affect Learning Environment in Adult Education Centres
The environment within which adult education programmes take place
is faced with a lot of factors affecting them. These factors if not properly
addressed will continue to negatively influence the performance of adult
learners in affected adult education centres. The factors include: poor
management of instructional materials by instructors, inadequate maintenance
of library facilities, irrelevant curriculum, unsuitable timing
Poor management of instructional materials by instructors: When
instructional materials are poorly managed, they wear and tear quickly making
the unsuitable for use by the adult learners and instructors. Igbo (2008)
pointed out that the provision of instructional materials is not enough to
promote efficiency, proper management of the instructional materials is also

51
crucial. This indicates that in situations where the adult education instructors
fail to take proper care of the instructional materials provided a problem of
insufficiency may arise once more.
Inadequate maintenance of library facilities: Library facilities aid the
promotion of a healthy reading habit among adult learners. Library facilities
include; book and non – book materials, computers, educational softwares,
primers etc. Where these facilities are inadequately maintained, they suffer
damages and lose their qualities overtime as a result of frequent use by the
adult learners (Nwachukwu, 2010).
Irrelevant curriculum: The curriculum of any educational enterprise stipulates
the intended learning content and other variables crucial to attaining set
learning objectives (Larson, 2001). Adult education curriculum are designed
in line with the needs and aspirations of the adult learners and their social
realities, any curriculum that falls short this description is regarded as
irrelevant. He further noted that the loftiness of the content of any adult
education programme notwithstanding cannot yield any meaningful result if
does not address the needs of the adult learners. Irrelevant curriculum restrains
the adult learners from taking active parts in the learning process hence they
perform below average.

52
Strategies for Improving Learning Environment in Adult Education
Centres
There are a number of strategies for improving learning environment
in adult education centres, however it important to note that no one strategy
can be described as the best strategy or is enough to tackle the several factors
affecting learning environments. Strategies such as the provision of relevant
curriculum, the use of small and large group discussion methods, adequate
provision of library and instructional materials, training and retraining of adult
education instructors and regular payment of stipends and incentives to adult
education facilitators.
Provision of relevant curriculum: The curriculum of any educational activity
spells out, what is to be taught, to who will be taught and how what is to be
taught will be taught. Ubani (2009) revealed that there is need for curriculum
transformation in order to take into consideration the changes that take place
in our societies. Curriculum are designed in line with the norms and dictates
of the society as well as the needs of the learners, therefore any curriculum
used or intended to be used that does not conform to the norms of the target
society or the needs of the target learners is distortive. In agreement to the
above claims, Ezeani (2007) posited that curriculum content of adults is
beyond the context of a textbook which only covers the total knowledge of a
subject or course. It includes what is to be learnt by the adults from textbooks,
oral instructions from the experiences imbedded in the environment and the
society.

53
The use of small and large group discussion methods: Dependence on the use
of lecture method as the only method for facilitating the teaching and learning
of adults is not appropriate. James (2009) pointed out that an effective adult
teacher must be capable of switching between different teaching methods
depending on the context and nature of the adult learners. Discussion method
is a process whereby or more learners express, clarify and share their
knowledge, experiences opinions and feelings about a topic for the purpose of
learning. The discussion group according to (Ejezie, 2010) is characterized by
probing questions from the tutors designed to elicit adults’ interpretations,
opinions, and questions. Preferable, small and large group discussion methods
is suitable for adult education practices as it avails the learners the advantage
of participating in the learning process other than passively listening to a
speaker which could be very boring. Duruji (2009) maintained that the interest
of adult learners in adult education centres is better aroused when they are
fully engage in the learning exercise, by way of matching theory with practice.
Adequate provision of library and instructional materials: A library is a place
where books and other reference materials which may take the form other than
book forms are kept. Library facilities in adult education centres are crucial to
the improvement of the performance of adult learners as it provides them with
a wide range of reading materials which aids their retention of what they have
previously learnt (Okoro, 2004). Instructional materials in adult education
refer to anything thing that can assist the facilitators in promoting the teaching

54
and learning process (Adekunle, 2008). The use of appropriate instructional
materials provides the instructors with interesting and compelling platforms
for conveying information since they motivate learners to learn more. Ezegbe
(2004) classified instructional materials into visual materials and audio visual
materials. The provision of library and instructional materials is geared
towards the promotion effectiveness and efficiency of the educational process
which impacts on the performance of the adult learners.
Regular payment of stipends and incentives to adult education facilitators:
Problems associated with learning environment are often linked with the adult
education facilitators’ level of response to the teaching of adults (Obasi,
2004). This is true as it has been observed by Ezeani (2007) that literacy
facilitators often constitute a challenge to the actualization of adult learning
objectives owing to their non – challant attitudes to the jobs they are
employed to do. Most adult education facilitators barely come to classes and
when they do, they rush over the lesson or trainings. Suleman (2011) while
investigating the reasons for this trend noticed that the adult education
facilitators who show less regards for their jobs are those who are not
regularly paid their stipends and who, most of the time, get half of what it is
meant to be. Regular payment of stipends and incentives to adult education
facilitators motivates them to carry out their duties more effectively; on the
other hand, irregular payments to the facilitators may lead them to come to the

55
centres only when they feel. These and other behaviours perpetrated by
aggrieved facilitators influence the performance of the adult learners.
Summary of Literature Review
Adult education is a vital tool for improving the nation and the adults
constituting them. It aims at empowering adults economically and to make
them socially and politically relevant. However, the relevance of adult
education to the development of the nation is hampered by poor learning
environment within which adult education programmes takes place. Reviewed
literatures in this study examine social, physical and psychological factors
influencing adult education centres. The social learning environment and the
social context within which the teach/learning process take place refers to the
immediate physical and social settings in which adults learn. These include
the cultural background of the adult learners, the institution and people with
which the adult learners interact.
Furthermore, the physical environmental factors influencing adult
learners’ performances in adult education centres were reviewed. The physical
learning environment encompasses a combination of physical phenomenon
such as the physical characteristics of the room. The physical learning
environment is a sum total of a number of factors such as lighting,
temperature, ventilation system, seats and seating arrangements etc.

56
With regards to psychological learning environment, reviewed
literatures show that it is focused on fundamentally and uniquely human
issues, such as individual freewill, personal growth, self-actualization, self-
identity etc.
Factors which affect the learning environment in adult education
centres and the strategies through which the learning environment can be
improved were explored. The strategies included; provision of relevant
curriculum which reflects the needs and aspirations of the adult learners in the
adult education centres, the use of small and large group discussion methods
to facilitate the participation of the adult learners in the teaching/learning
process, adequate provision of library and instructional materials for use in the
adult education centres improves the performance of adult learners, training
and retraining of adult education instructors in order to equip them with the
necessary skills, methods and techniques for the effective teaching of adult
learners and regular payment of stipends and incentives to adult education
facilitators spur them to ensure optimum delivery of the instructional
contents/trainings to the adult learners

57
CHAPTER THREE
METHODOLOGY
This chapter presents the research methodology that was employed in
the course of this study and is discussed under the following sub-headings:
Design of the Study, Area of Study, Population of the Study, Sample and
sampling Techniques, Instrument for Data Collection, Validation of the
Instrument, Reliability of the Instrument, Procedure for Data Collection and
the Method of Data Analysis.
Design of the Study
The research design that was adopted for this study is a descriptive
survey research design which according to Nworgu (2006), aims at collecting
data on, and describing in a systematic manner, the characteristics, features or
facts about a given population. The design was deemed appropriate for the
study because it deals with describing, in a systematic manner, the data
obtained from the adult learners and instructors objectively in a bid to explore
Learning Environment as Major Determinant of Adult Learners Performance
in Adult Education Centres in Nsukka Local Government Area of Enugu
State.

58
Area of the Study
The study was carried out in Nsukka Local Government Area of
Enugu State. As at the time of this study, Nsukka Local Government is
composed of 37 autonomous communities namely: Agbamere, AguUmabor,
Ehandiagu, AjuonaObimo, AjuonaObukpa, AkpaEdem, Alor-Uno, Anuka,
Breme, Ede Enu, Ede Oballa, Edem Ani, EhaAzuabor, Eha Uno, Eze Bunagu,
Ezi Ani Obimo, İbagwaAgu, İbekuOpi, İdi-Opi, İhe N’ Owerre,
Lejja,Nkpunano, Nru, Obimo, ObigeObukpa, OgbozallaOpi,
ObouaguObukpa, Okpaugbo, Okpuje, Okutu, Opi-Agu, OwerreObukpa,
OzziEdem, Umabor, Utobolo and UwaniLejja (Adult Education Unit of
Nsukka Local Government, 2017).
Nsukka is geographically situated in the Northern part of Enugu, hence
categorized under Enugu North Senatorial zone with. A majority of her
population are farmers, traders and civil servants, with the number of civil
servants ranking more than other occupations mainly, due to the location of
the University of Nigeria, Nsukka (UNN) and other government ministries
and agencies.
Population of the Study
The population of the study comprised 103 respondents consisting 12
instructors and 91 adult learners from the six functional adult education
centres in Nsukka local government area of Enugu State. See table below:

59
Population Distribution
S/N Adult Education Centres Instructors
Adult
learners Total
1. Adult Education Centre, Odenigbo,
Nsukka.
2 21 23
2. Adult Education Centre, Opi Primary
School.
3 15 18
3. Adult Education Centre, UgbeneAlor. 2 13 15
4. Adult Education Centre, Ugwoye, Nsukka. 2 16 18
5. Adult Education Centre, Union Primary
School, Eha-Alumona.
2 18 20
6. Adult Education Centre, Beach Junction
Ihe N’Owerri, Nsukka.
1 8 9
TOTAL 12 91 103
Source: Adult and Non – Formal Education Unit, Nsukka Local Government
Area of Enugu State.
Sample and Sampling Techniques
No sampling was done due to the manageable size of the respondents.
Hence all the instructors and adult learners in the adult education centres in
Nsukka L.G.A. were used for the study.
Instrument for Data Collection
The Instrument used for data collection by the researcher is a
researcher-structured Questionnaire titled; “Learning Environment as a

60
Determinant of Adult Learners Performance in Adult Education Centres”
(LEDALPAEC). The instrument is made up of two sections (A and B).
Section A elicited information on the demographic characteristics of the
respondents, whereas Section B which was divided into five (5) clusters
elicited information on the extent to which learning environment determines
adult learners’ performance in adult education centres.
Validation of the Instrument
Validity can be ensured through consultation with experts in the field
in which a phenomenon is being studied. This is due to their knowledge and
experience which can be brought to bear on the preparation of the
questionnaire. The instrument to be used was validated by two experts, one
from the department of Adult Education and Extra - Mural Studies and the
other from the Measurement and Evaluation both from the University of
Nigeria, Nsukka. This is to check the appropriateness and clarity of terms
used. Corrections and recommendations provided afterwards will be noted and
effected in the final draft of the questionnaire.
Reliability of the Instrument
To ensure that the instrument will reliable to elicit required data from
the respondents, a multiple form technique was used to measure the reliability
of the measuring instrument. Multiple forms techniques refer to scrambling or
mixing up of questions on your survey and giving it to the same group twice

61
(Nworgu, 2006). Twenty (20) copies of the initial questionnaire and mixed up
questionnaire was distributed to 15 adult learners and 5 adult literacy
facilitators from 4 (four) adult education centres in Igbo Etiti Local
Government Area of Enugu State which is outside the area of this study but
shares similar features with the area of this study. To calculate the reliability
of the instrument, the Cronbach Alpha estimate was used to test the degree of
internal consistency of the items making up the instrument. The overall
reliability coefficient was given as 0.84.
Procedure for Data Collection
All the copies of the questionnaire developed by the researcher (103)
were personally distributed by the researcher to the respondents. This was
done with the aid of two field assistants and also for the sake of providing
clarifications and explanations to the respondents whenever the need may
arise. Duly completed copies of the questionnaire were collected on the spot
by the researcher. In the end, a total of one hundred and three copies of the
instrument appropriately filled were collected accounting for hundred percent
return.
Method of Data Analysis
The researcher used frequency and simple percentage in analyzing the
personality characteristics of the respondents, while weighted mean will be
used to analyze the research questions. For research questions one, two and

62
three scores were assigned to the responses as follows: Very High Extent
(VHE) – 4 points, High Extent (HE) – 3 point, Low Extent (LE) - 2 point,
Very High Extent (VLE) – 1 point. While research questions four and five
was analysed using a rating scale of Strongly Agree (SA) – 4point, Agree (A)
– 3points, Disagree (D) – 2points, and Strongly Disagree (SD) – 1point.
The decision rule was based on the criterion mean bench mark of 2.50
mathematically denoted as derived from the mathematical expression below:
4 + 3 + 2+ 1 = 2.50
4
Any item with total score of above 2.50 was accepted while that below
2.50 was rejected.
The formula used in finding the percentage is given below as:
% = ∑F × 100 , where
N 1
Where ∑ = Summation
% = Percentage
F = Frequency of responses under each responses item
N = Total number of respondents
Formula for the mean score is X = ∑Fx
∑F
Where X = Mean
X = Score
F = Frequency
FX = Frequency multiplied by score
∑FX = Sum of FX
∑F = Sum of frequency

63
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
In this chapter, the researcher presented and analyzed the data collated
from the respondents through their responses as indicated on the questionnaire
administered. This was done by using frequency and percentage distribution
methods. The research questions were analysed on a four point rating scale of
Strongly Agree (SA) which indicates 4points, Agree (A) which indicates
3points, Disagree (D) which indicates 2points, and Strongly Disagree (SD)
which indicates 1point.
SECTION A: PERSONAL INFORMATION
Table 1: Respondents Category
S/N Category Frequency Percentage (%)
1. Instructor 12 11.7
2. Adult Learner 91 88.3
Total 103 100
The above table shows that the number of adult learners in the sampled
area of study is 91 or 88.3% whereas the instructors are 12 or 11.7% of the
sampled population. Thus a majority of the respondents are adult learners.

64
Table 2: Sex profile
S/N Sex Frequency Percentages (%)
1. Male 61 59.2
2. Female 42 40.8
Total 103 100
The above table shows that a total of 61 or 59.2% of the respondents
were male while 42 or 40.8% of the respondents were female. This implies
that a majority of the respondents are males.
Table 3: Marital status of respondents
S/N Marital Status Frequency Percentage (%)
1. Married 64 62.1
2. Single 25 24.3
3. Divorced 5 4.9
4. Widowed 9 8.7
Total 103 100
The table above clearly shows that married respondents exceeds the
other categories. There were 64 or 62.1% married respondents, 25 or 24.3%
single respondents 9 or 8.7% widowed respondents and the least category of
respondents being the divorced with a total of 5 or 4.9% of the total
population. The implication is that married singles make up the majority of
the respondents used in the study.

65
Table 4: Age profile of the respondents
S/N Age range Frequency Percentage (%)
1. 18 – 30 47 45.6
2. 31 – 44 31 30.1
3. 45 – 54 12 11.7
4. 55 and Above 13 12.6
Total 103 100
The table showed that most of the respondents fell within the age range
of 18 – 30 with 47 or 45.6% of the sampled respondents. The range of 31 – 44
represent 31 or 30.1%, 45 – 54 represents 12 or 11.7% while 55 and above
represent 13 or 12.6% of the total sampled population. Thus, majority of the
respondents were at the age range of 18 – 30.
Table 5: Occupational status of the respondent
S/N Occupational status Frequency Percentage (%)
1. Employed 44 42.7
2. Unemployed 15 14.6
3. Self – employed 43 41.7
Total 103 100
The table shows that a majority of the respondents are employed or
self - employed with 44 or 42.7% and 43 or 41.7 of the total respondents
whereas the total population of the respondents who are unemployed is 15 or
14.6%. Thus, majority of the respondents are employed.

66
SECTION B
Research question one: to what extent can social learning environment
determine adult learners’ performances in adult education centres?
Table 6: Mean score of the responses of the respondents on the extent social
learning environment determine adult learners’ performances in adult
education centres in Nsukka local government area of Enugu State.
(N = 103)
S/N Item Statement
4
VHE
3
HE
2
LE
1
VLE
Total
Score
Mean
Score Decisions
1. Cordial relationship
amongst the learners and
facilitators improves the
teaching/learning
outcomes.
69 34 0 0 378 3.7 Accepted
2. The adult learners carry
out tasks more effectively
when grouped than while
acting individually.
42 37 14 10 307 2.98 Accepted
3. The level of interaction
between the adult learners
and the facilitators create
room for the learners to
ask questions on issues
that are unclear to them
thereby improving their
performance.
71 13 13 6 355 3.4 Accepted
4. The facilitators’ level of
respect for the adults
encourages them to
participate in on-going
class activities with keen
32 48 20 3 215 2.08 Rejected

67
interest.
5. Lesson contents that go
against the norms and
cultural beliefs of the
adult learners reduce their
interest in the lesson.
51 37 9 6 329 3.2 Accepted
6. Cultural issues such as the
responsibilities of a
woman in her family,
limits their participation
and attendance in most
teaching/learning
activities.
47 38 11 7 333 3.2 Accepted
7. Religious engagements
and practices such as 5
times prayers for the
Muslims and Bible study
and other weekly
activities by the Christians
inhibit the full
participation of both
Muslim and Christian
adult learners in adult
education classes.
71 21 8 4 367 3.7 Accepted
8. Maternal and child birth
issues reduces the rate of
participation and
performance of women in
adult education classes
owing to the some widely
held beliefs that a
pregnant mother and
mothers who have just
delivered.
53 21 29 0 333 3.2 Accepted
Grand Mean 3.2

68
The table shows that the mean scores of the responses of the
respondents on the extent social learning environment determines adult
learners’ performance in adult education centres are as follows: Cordial
relationship amongst the learners and facilitators improves the
teaching/learning outcomes has (3.7), The adult learners carry out tasks more
effectively when grouped than while acting individually (2.98), The level of
interaction between the adult learners and the facilitators create room for the
learners to ask questions on issues that are unclear to them thereby improving
their performance (3.4), The facilitators’ level of respect for the adults
encourages them to participate in on-going class activities with keen interest
(2.08), Lesson contents that go against the norms and cultural beliefs of the
adult learners reduce their interest in the lesson (3.2), Cultural issues such as
the responsibilities of a woman in her family, limits their participation and
attendance in most teaching/learning activities (3.2), Religious engagements
and practices such as 5 times prayers for the Muslims and Bible study and
other weekly activities by the Christians inhibit the full participation of both
Muslim and Christian adult learners in adult education classes (3.7), and
Maternal and child birth issues reduces the rate of participation and
performance of women in adult education classes owing to the some widely
held beliefs that a pregnant mother and mothers who have just delivered with
a mean score of 3.2. The analysis above shows that all the items making up
the cluster (i.e. items 1 - 8) except item 4 were rejected as one of the factors in

69
the social learning environment that determine adult learners’ performances.
A grand mean score of 3.2 was obtained indicating a very high level of
acceptance of the above listed items.
Research Question Two: To what extent can physical learning environment
determine adult learners’ performances in adult education centres?
Table 7: Mean score of the responses of the respondents on the extent physical
learning environment determine adult learners’ performances in adult
education centres.
(N = 103)
S/N Item Statement
4
VHE
3
HE
2
LE
1
VLE
Total
Score
Mean
Score Decisions
9.
10.
11.
Absence of library
and library facilities
reduces the
performance of adult
learners
Adult education
centres that are
accessible to the
adult learners
increase their rate of
punctuality and
attendance to
classes.
Adequacy of
instructional
materials improves
the performance of
the adult learners.
48
43
50
32
31
25
20
21
29
3
8
0
318
235
333
3.1
2.3
3.2
Accepted
Rejected
Accepted

70
12. The conduciveness
of the adult
education centres in
terms of ventilation,
seats and seating
arrangements,
improves the
teaching/learning
process.
71 13 7 12 349 3.4 Accepted
13. Provision of
conveniences (toilet
facilities) around the
adult education
centres also helps to
improve the level of
comfort of both the
adult learners and
the instructors which
positively impacts
on their
performances.
47 38 11 7 331 3.2 Accepted
14. Curriculum that
reflect the needs and
aspirations of the
adult learners are
easily implemented
as the adult learners
show keen interest in
understanding the
lesson of skills been
taught.
69 30 2 2 372 3.6 Accepted
15. The provision of
adequate teaching
materials for use by
the instructors
enables them to
facilitate the
21 53 29 0 301 2.9 Accepted

71
learning process
effectively.
Grand Mean 3.1
The table shows that the mean scores of the responses of the
respondents on the extent physical learning environment determines adult
learners’ performance in adult education centres are as follows: Absence of
library and library facilities reduces the performance of adult learners with
mean score of 3.1, Adult education centres that are accessible to the adult
learners increase their rate of punctuality and attendance to classes (2.3),
Adequacy of instructional materials improves the performance of the adult
learners (3.2), The conduciveness of the adult education centres in terms of
ventilation, seats and seating arrangements, improves the teaching/learning
process (3.4), Provision of conveniences (toilet facilities) around the adult
education centres also helps to improve the level of comfort of both the adult
learners and the instructors which positively impacts on their performances
(3.2), Curriculum that reflect the needs and aspirations of the adult learners
are easily implemented as the adult learners show keen interest in
understanding the lesson of skills been taught (3.6), and The provision of
adequate teaching materials for use by the instructors enables them to
facilitate the learning process effectively with a mean score of 2.9. All but
item 10, with mean score of 2.3, were accepted and a grand mean score of 3.1
was derived. This further shows that the above mentioned elements of the

72
physical learning environment play crucial roles in determining the
performance of adult learners in adult education centres.
Research Question Three: to what extent can psychological learning
environment determine adult learners’ performances in adult education
centres?
Table 8: Mean scores of the responses of the respondents on the extent to
which psychological learning environment determine adult learners’
performances in adult education centres
(N = 103)
S/N Item Statement
4
VHE
3
HE
2
LE
1
VLE
Total
Score
Mean
Score Decision
16. Adult learners with the fear
of mathematics and general
calculations shy away from
functional numeracy
thereby performing poorly
in their assessments
21 53 29 0 301 2.9 Accepted
17. Low performance is
witnessed in adult learners
with low self-esteem who
often withdraw themselves
from group and class
activities.
65 39 0 0 377 3.66 Accepted
18. Adults who are haunted by
fear of failure due to their
poor past learning
experiences do poorly
during class activities as
they hardly show interest in
the teaching/learning
process.
37 48 8 10 318 3.08 Accepted

73
19.
20
Financial constraints the
adult learners face, affect
their concentration in
classes causing them to skip
classes or become passive in
class
Adult learners facing
marital conflicts barely
come to class regularly to
the detriment of the training
53
47
21
38
20
11
9
7
324
280
3.14
2.7
Accepted
Accepted
Grand Mean 3.09
Table 8 above shows the mean scores of the responses of the
respondents on the extent psychological learning environment determines
adult learners’ performance in adult education centres as follows: Adult
learners with the fear of mathematics and general calculations shy away from
functional numeracy thereby performing poorly in their assessments with
mean score of 2.9, Most adult learners with low self-esteem often withdraw
themselves from group and class activities 3.66, Adults who are haunted by
fear of failure due to their poor past learning experiences do poorly during
class activities 3.08, Financial constraints the adult learners face, affect their
concentration in classes with mean score of 3.14 and Adult learners facing
marital conflicts barely come to class regular with mean score of 2.7. All the
items in the cluster were accepted with a grand mean score of 3.09.
Research Question Four: what are the factors affecting learning environment
in adult education centres?
Table 9: Mean score of the responses of the respondents on factors affecting
learning environment in adult education centres

74
(N = 103)
S/N Item Statement
4
SA
3
A
2
D
1
SD
Total
Score
Mean
Score Decision
20. Poor management of
instructional materials
by instructors causes
them to wear and tear
easily.
60 34 9 0 360 3.5 Accepted
21. Inadequate
maintenance of library
facilities leads makes
the library unsuitable
for reading and
research by the adult
learners and
instructors.
21 53 29 0 301 2.9 Accepted
22. Irrelevant curriculum
reduces the interest of
the adult learners in
the teaching/learning
process
53 21 29 0 280 2.7 Accepted
23. Unsuitable time
scheduled for adult
education programmes
affects the adult
learners participation
in the programmes
even though it will
benefit them
30 50 20 3 313 3.03 Accepted
Grand Mean 3.03
The table above shows that the mean scores of the responses of the
respondents on e impacts of psychological factors on learners’ performance in
adult education centres in Nsukka Local Government Area of Enugu State as
follows: Adult learners with the fear of mathematics and general calculation

75
shy away from functional numeracy with a mean score of 2.9, Most adult
learners with low self-esteem often withdraw themselves from group and class
activities (3.66), Adults who are haunted by fear of failure due to their poor
past learning experiences do poorly during class activities (3.08), Financial
constraints the adult learners face, affect their concentration in classes (3.14)
and Adult learners facing marital conflicts barely come to class regular with a
mean score of 2.7. The items in this cluster were accepted by the respondents
and the grand mean score was a total of 3.09.
Research Question Five: what are the strategies for improving learning
environment in adult education centres?
Table 10: Mean score of the responses of the respondents on the strategies for
improving learning environment in adult education centres.
(N = 103)
S/N Item Statement
4
SA
3
A
2
D
1
SD
Total
Score
Mean
Score Decision
25. Provision of relevant
curriculum which reflects
the needs and aspirations
of the adult learners in the
adult education centres.
53 21 23 6 32. 3.17 Accepted
26. The use of small and large
group discussion methods
to facilitate the
participation of the adult
learners in the
teaching/learning process.
32 48 20 3 222 2.15 Rejected
27. Adequate provision of
library and instructional
47 38 11 7 324 3.14 Accepted

76
materials for use in the
adult education centres
improves the performance
of adult learners.
28.
29
Training and retraining of
adult education instructors
in order to equip them with
the necessary skills,
methods and techniques
for the effective teaching
of adult learners.
Regular payment of
stipends and incentives to
adult education facilitators
spur them to ensure
optimum delivery of the
instructional
contents/trainings to the
adult learners.
34
41
69
37
0
18
0
7
343
318
3.3
3.09
Accepted
Accepted
Grand Total 2.96
The table above shows that the mean scores of the responses of the
respondents on the strategies or improving learning environment in adult
education centres as follows: Provision of relevant curriculum which reflects
the needs and aspirations of the adult learners in the adult education centres
with mean score of 3.17, The use of small and large group discussion methods
to facilitate the participation of the adult learners in the teaching/learning
process (2.15), Adequate provision of library and instructional materials for
use in the adult education centres improves the performance of adult learners
(3.14), Training and retraining of adult education instructors in order to equip
them with the necessary skills, methods and techniques for the effective

77
teaching of adult learner with mean response of 3.3 and Regular payment of
stipends and incentives to adult education facilitators spur them to ensure
optimum delivery of the instructional contents/trainings to the adult learners
3.09. Item 26 was rejected as one of the strategies for improving learning
environments in adult education centres with mean response of 2.15. An
overall mean of 2.96 was obtained.

78
CHAPTER FIVE
SUMMARY OF FINDINGS, DISCUSSION, CONCLUSION AND
RECOMMENDATIONS
This chapter is discussed under the following sub-headings; summary
of findings, discussion of findings, implication of the study to adult education,
conclusions, recommendations, limitations suggestions for further research.
Summary of the study
The major findings of this study are as follows:
 The total number of respondents are 103 consisting of 12 (11.7%)
instructors and 91(88.3%) adult learners.
 Sixty one are males and occupy 59.2% of the population whereas 42
are females and represent 40.8%.
 The results of the study indicated that 64 (62.1%) are married, 25
(24.3%) are single, 5 (4.9%) are divorcees while 9 (8.7%) are
widowers.
 The findings also indicated that 47 (45.6%) of the respondents fall
within the ages of 18 and 30, 31 (30.1%) fall into the age range of 31 –
44, respondents who fall within the age bracket of 45 -54 are 12 (11.7)
while 13 (12.6%) are of the ages of 55 and above.
 On the occupation status of the respondents, 44 (42.7%) are employed,
15 (14.6%) are unemployed whereas 43 (41.7%) are self – employed.

79
 The findings further showed that That seats/desks, current reading
material, current books for lending and the presence of functional
libraries in the adult education centres are critical areas that to a great
extent affect the learning performance of adult learners in adult
education centres.
 Inadequate experienced adult education instructors, classes,
accommodation as well as conveniences for the learners and
instructors to a great extent affect the learning performance of the
adult learners.
 The result showed that poor access to the adult education centres
affects both the adult learners and the instructors hence access has a
great effect on the learning performance of adult learners in adult
education centres.
 More so, the study also identified that adequate electricity supply for
use in evening classes is an important factor which can affect the
learning performance of adult learners in adult education centres.
 Findings from the research also revealed that the level of interaction
between the adult learners and also with the adult education instructor,
to a high extent determines the learning performance of adult learners
in adult education centres.

Learning environment as a determinant of adult learners' performance in adult education centres udechukwu emeka emmanuel

Learning environment as a determinant of adult learners' performance in adult education centres udechukwu emeka emmanuel

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Learning environment as a determinant of adult learners' performance in adult education centres udechukwu emeka emmanuel

Similar to Learning environment as a determinant of adult learners' performance in adult education centres udechukwu emeka emmanuel (20)

Recently uploaded

Recently uploaded (20)

Learning environment as a determinant of adult learners' performance in adult education centres udechukwu emeka emmanuel