Table of Contents
Abstract. 2
CHAPTER ONE. 5
INTRODUCTION.. 5
1.1 Background to the Study. 5
1.2 Statement of the Problem.. 7
1.3 Objectives of the Study. 8
1.4 Research Questions. 8
1.5 Research Hypothesis. 8
1.6 Significance of the Study. 9
1.7 Scope of the Study. 9
1.8 Limitations of the Study. 10
1.9 Organization of the Study. 10
1.10 Definition of Terms. 11
CHAPTER TWO.. 14
REVIEW OF RELATED LITERATURE. 14
2.1 Introduction. 14
2.2 Theoretical Review.. 15
2.2.1 Self-Determination Theory (SDT). 15
2.2.2 Transformative Learning Theory. 15
2.2.3 Expectancy-Value Theory. 16
2.2.4 Adult Learning Theory (Andragogy). 16
2.3 Conceptual Review.. 17
2.3.1 Overview.. 17
2.3.2 Theoretical Framework. 17
2.3.3 Cultural Context. 18
2.3.4 Socioeconomic Factors. 18
2.3.5 Educational Infrastructure. 18
2.3.6 Relevance of Content. 19
2.3.7 Instructional Strategies. 19
2.3.8 Support Systems. 19
2.3.9 Personal Goals and Aspirations. 19
2.3.10 Work-Life Balance. 20
2.4 Empirical Review.. 20
2.5 Summary of Chapters. 22
Chapter Three. 23
Research Methodology. 23
3.1 Introduction. 23
3.2 Research Design. 24
3.3 Population of the Study. 24
3.4 Sample Size and Sampling Technique. 24
3.5 Research Instruments. 25
3.6 Validity and Reliability of Instruments. 25
3.7 Method of Data Collection. 26
3.8 Data Analysis Techniques. 26
3.9 Ethical Considerations. 27
3.10 Conclusion. 27
CHAPTER FOUR. 28
DATA ANALYSIS AND INTERPRETATION.. 28
4.1 Preamble. 28
4.2 Socio-Demographic Characteristics of Respondents. 28
TABLES BASED ON RESEARCH QUESTIONS. 33
4.3 Analysis of the Respondents’ Views on Research Question one:. 33
4.4 Research Hypothesis. 48
Discussion of Findings. 51
CHAPTER FIVE. 55
SUMMARY CONCLUSION AND RECOMMENDATIONS. 55
5.1 Summary. 55
5.2 Conclusion. 56
5.3 Recommendations. 57
REFERENCE. 58
Questionnaire: Assessment of the Factors that Influence Adult Learners’ Motivation and Engagement in Uyo LGA, Nigeria. 60
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Understanding the factors that influence adult learners' motivation and engagement is crucial for developing effective educational strategies, particularly in diverse contexts like Uyo Local Government Area (LGA) in Nigeria. In this region, as in many other parts of the world, adult education plays a significant role in personal development, professional growth, and community empowerment. The dynamics of motivation and engagement among adult learners in Uyo LGA are influenced by a variety of factors, including socio-economic conditions, cultural expectations, and educational resources. Examining these factors helps to identify barriers and enablers to effective learning, which can inform tailored interventions to enhance educational outcomes for adult learners.
One critical factor influencing adult learners' motivation is socio-economic status. According to Akpan and Umoh (2021), socio-economic factors such as income level, employment status, and educational background significantly affect adult learners' participation and engagement in educational programs. In Uyo LGA, where economic disparities can be pronounced, these socio-economic variables play a pivotal role in determining learners' access to and enthusiasm for adult education opportunities (Akpan & Umoh, 2021). This socio-economic lens is essential for understanding the broader context within which adult learning occurs.
Cultural influences also shape adult learners' motivation. As highlighted by Edem and Udo (2022), cultural values and community expectations in Uyo LGA impact how adult education is perceived and prioritized. Cultural norms can either support or hinder educational engagement, depending on whether they value lifelong learning and skill development. For instance, traditional views on education and gender roles may affect adult learners' willingness to participate in educational programs, particularly for women and marginalized groups (Edem & Udo, 2022). Understanding these cultural dimensions provides insight into how motivation can be fostered or constrained by local customs and beliefs.
Educational resources and infrastructure are another significant factor affecting adult learners' motivation and engagement. As noted by Ekanem and Ibok (2020), the availability and quality of educational resources, such as learning materials, technology, and qualified instructors, directly impact learners' experiences and outcomes. In Uyo LGA, where resource constraints may be prevalent, the effectiveness of adult education programs can be limited by inadequate facilities and support systems (Ekanem & Ibok, 2020). Addressing these resource gaps is crucial for enhancing engagement and ensuring that adult learners have the tools they need to succeed.Top of Form Bottom of Form
1.2 Statement of the Problem
In Uyo Local Government Area (LGA) of Nigeria, understanding the factors that influence adult learners' motivation and engagement is crucial for improving educational outcomes. Adult learners, who often juggle multiple responsibilities such as work and family, face unique challenges that can impact their learning experiences and outcomes. Recent studies suggest that various factors—including personal, social, and educational elements—affect their motivation and engagement (Adewale & Afolabi, 2023). For instance, the relevance of the learning content to their personal or professional lives and the quality of support provided by educational institutions play significant roles in maintaining their motivation and engagement.
Moreover, the socio-economic context in Uyo LGA presents additional layers of complexity. The regional disparities in educational resources and infrastructure, coupled with economic pressures, may influence adult learners' ability to participate fully in educational programs. According to Eze & Okeke (2022), adult learners in similar contexts often experience motivational fluctuations due to factors such as financial constraints and inadequate access to learning materials. These external pressures can undermine their engagement and hinder their overall learning experience.Top of Form
Bottom of Form
1.3 Objectives of the Study
The main objective of the study is to examine Assessment of The factors that influence adult learners motivation and engagement in Uyo LGA, Nigeria. Specific objectives of the study are:
- To investigate the socio-demographic factors that influence adult learners' motivation and engagement in Uyo LGA.
- To examine the instructional factors that impact adult learners' motivation and engagement in Uyo LGA.
- To explore the social and cultural factors that affect adult learners' motivation and engagement in Uyo LGA.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- What is the relationship between age, gender, marital status, and educational level of adult learners with their motivation and engagement in Uyo LGA?
- How do teaching methods, curriculum design, and assessment practices influence adult learners' motivation and engagement in Uyo LGA?
- What is the impact of cultural norms, social support networks, and community involvement on adult learners' motivation and engagement in Uyo LGA?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no significant relationship between the factors influencing adult learners' motivation and engagement and their actual levels of motivation and engagement in Uyo LGA, Nigeria.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the Adult Education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analysed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organisations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Uyo LGA, Nigeria. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
1.10 Definition of Terms
1. Adult Learners
Individuals who engage in educational activities beyond traditional schooling age, typically 18 years and older, and who pursue learning opportunities for personal or professional development.
2. Motivation
The internal and external factors that stimulate, drive, and sustain an individual's effort and desire to achieve learning goals. In adult learners, this includes intrinsic motivations (such as personal satisfaction or self-improvement) and extrinsic motivations (such as career advancement or financial incentives).
3. Engagement
The level of involvement, enthusiasm, and commitment that adult learners demonstrate in their educational activities. This includes active participation, attendance, effort in completing assignments, and interaction with peers and instructors.
4. Educational Environment
The physical, social, and cultural context in which adult learning occurs. This encompasses the learning facilities, resources available, social support systems, and the overall atmosphere that can impact learners' motivation and engagement.
5. Cultural Factors
Elements of culture such as traditions, values, beliefs, and practices that influence adult learners' attitudes toward education and their engagement in learning activities. In Uyo LGA, this may include local customs, language, and community norms.
6. Socioeconomic Status
The social and economic position of an adult learner, which includes factors like income level, employment status, and educational background. Socioeconomic status can significantly affect access to educational resources, time available for learning, and overall motivation.
7. Support Systems
The network of assistance available to adult learners, including family support, community resources, peer networks, and institutional support services. Effective support systems can enhance motivation and engagement by providing encouragement, resources, and practical help.
