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GENDER AND ACHIEVEMENT IN ADULT EDUCATION PROGRAMME

GENDER AND ACHIEVEMENT IN ADULT EDUCATION PROGRAMME

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgements

Abstract

Table of Contents

 

CHAPTER ONE – INTRODUCTION 

1.1     Background to the Study

1.2     Statement of the Problem

1.3     Purpose of the Study

1.4     Significance of the Study

 

1.5     Research Questions

1.6     Research Hypotheses

1.7     Delimitation of the Study

1.8     Limitation of the Study

1.9     Definition of Terms

 

CHAPTER TWO – REVIEW OF RELATED LITERATURE 

CHAPTER THREE – RESEARCH METHOD

3.1     Area of the Study

3.2     Research Design

3.3     Population of the Study

3.4     Sample and Sampling Technique

3.5     Instrument for Data Collection

 

3.6     Validation of the Instrument

3.7     Administration of the Instrument

3.8     Scoring of the Instrument

3.9     Method of Data Analysis

 

CHAPTER FOUR – DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1     Data Analysis

4.2     Discussion of Findings

 

CHAPTER FIVE – SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1     Summary

5.2     Recommendations

5.3     Conclusion

5.4     Suggestions for further Study

References

Appendix –   –

 

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Gender is a natural status of male and female. It is one of the factors that influence achievement of learners in adult education programme and activities in school. Moreover, Kever (2020) defined it is a cultural construct that distinguished the roles, behaviour, mental and emotional characteristics between males and females assigned by the society.

Psychologically, Okoro (2022) described Learner’s gender in adult education to encompass male and female adults whom a perspective teacher would meet during classroom instruction. Thus, their chronological age spans lies between twenty-six years and above.

 

Lowie (2015) noted that adult and non- formal education is seen by many developing countries as an instrument for promoting and regulating social changes rather than consumption among male and female adults. By this position, adult and non-formal is meant to enable their citizens to acquire skill competence which they need to live and work in this modern society irrespective of gender. It is obviously a well known facts that in every country to improve their own knowledge and environment through educational activities.

 

GENDER AND ACHIEVEMENT IN ADULT EDUCATION PROGRAMME

Since independent, adult and non- formal education is a process by which male and female adults who no longer attend school at the regular and full time basis undertake sequential and organized activities with the conscious intention of bringing about changes in Information, knowledge, understanding, Skills, appreciation and attitudes or for the purpose of identifying and solving personal and community problems.

 

Hausmann, Tyson and Zahidi (2019) reported that there is no country in the world that has not yet reached equality between men and women in different critical area such as economic participation and education. In fact, research on gender difference in academic achievement offers education information on implications and guidance on specific directions to take. In mathematics and science in particular, gender difference as well documented and revealed certain stereotypes perpetuated by society, school and families (Manning, 2023).

Gender differences can also manifest in adult learners within the environment which each sex is exposed to. Moreover, in the home, school, church and the larger society, each sex is treated, cared for, developed and brought up with the purpose of becoming a self reliant and full independent adult (member) in the society. Thus, the kind of social, moral, emotional and intellectual sources are of great significance in shaping adult personality ad inculcating positive values towards academic achievement irrespective of gender (Eneh and Nkang, 2021).

 

In adult and non-formal education (ANFE), academic achievement in such programme (adult education programme) may depend on several factors. Some of which are hereditary, psychological, physiologically, social and other environment variables.

These factors which equally contribute to the sex constitution of a particular individual can impinge positively or negatively on the academic achievement of each sex group in the profession. Therefore, it was based on this promise that the research attempted to to examine gender and achievement in adult education programme.

 

1.2  Statement of the Problem

Despite the fact that adult learners differ in terms of gender and other characteristics, teachers still continue to treat them as if they were all alike and needed the same kinds of learning and other forms of common treatment. Okoro (2022) noted that uniform treatment of adult learners at any level is erroneous because the same learning activities, teaching strategies and instructional content will not evoke the same achievement or responses from both sexes at any given time. Gender and achievement in adult education programme.

However, this uniform treatment of adult in their education programmes made many adults over the years to perform differently in examinations. Also, the performance seems to follow a gender pattern. Since an empirical study had not been readily available to establish the truth of the observation, the researcher thus undertake this research to examine gender and achievement in adult education programme.

 

1.3 Purpose of the Study

The main purpose of the study was to examine gender and achievement in adult education programme. Specifically, the objectives of the study are:

  1. To find out the academic achievement of male and female adult education learners.
  2. To ascertain the attitude of male and female adult education learners in their quest for vocation.

 

1.4 Significance of the Study

The findings from this study will be of beneficial to a group of people including teachers, school administrators, curriculum planners and prospective researchers in the area of adult and non- formal education.

To adult learners, the finding is expected to sharpen their minds towards positive self concept of themselves, their personality, characteristics and better learning.

Furthermore, the findings of this study will expose teachers, school administrators and curriculum planners for adult education programme to those gender characteristics that should be married into classroom management to really cater for gender difference in the school system. Gender and achievement in adult education programme.

 

In addition, the knowledge gain from this study will make them plan school lessons and other school programmes to meet the specific needs of adult learners for each sex groups.

Also, the results of this study will laid change the attitude of male and female adult learners in their guest for vocation. Finally, the outcome of this study will remain as a body of knowledge an literature to other researchers on related topics in the academic system.

 

1.5 Research Questions

The following research questions were formulated to guide the researcher in the study:

  1. To what extent does academic achievement of male differ from that of female adult education learners?
  2. How does attitude of male adult differ from female adult education learners in their quest for vocation?

 

1.6 Research Hypotheses

The following null hypotheses were formulated to guide the study:

  1. There is no significant difference in the academic achievement of male and female adult education learners
  2. There is no significant difference in the attitude of male and female adult education learners in their quest for vocation.

 

Definition of Terms

Gender: This is the classification of the individual into either male or female.

Achievement: This is measured as the capacity of a learner in terms of the attainment in qualitative form of specified learning objectives, in a given curriculum.

Adult Education: Is any form of learning undertaken by or provided for mature men and women outside the formal schooling system.

 

Conclusion

Evidence from the study has led the researcher to conclude that gender is one of the factors that influence achievement in adult education programme. Based on the objectives of the study the following conclusions were drawn:

  1. There is a significant difference in the academic achievement of male and female adult education learners.
  2. There is a significant difference in the attitude of male and female adult education learners in their quest for vocation.

 

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Ikemesit

Ikemesit Akpan is my name. I am a Nigerian author. I work with projectboss.com.ng. I'm a researcher and a writer of academic research. ikemesitetukapan20233@gmail.com

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