Determination Of Preferred Learning Styles Of Adult Learners As A Means Of Enhancing Their Schooling Behavior In Adult Literacy Centres In Cross River State
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Determination Of Preferred Learning Styles Of Adult Learners As A Means Of Enhancing Their Schooling Behavior In Adult Literacy Centres In Cross River State
ABSTRACT
This study aimed to identify adult learners’ preferred learning modes and improve their schooling behaviour at literacy centres in Cross-River State. Four research questions were addressed and four hypotheses were proposed to address distinct aims. The study used a descriptive survey research design. The study’s population is 2779.
Yaro-Yammani was used to draw a sample size of 400. Data was collected using a 28-item questionnaire termed “Adult Learners Preferred Learning Styles Questionnaire” (ALPLSQ). The questionnaire provided four rating options: Very High Extent (VHE), High Extent (HE), Very Low Extent (VLE), and Low Extent (LE).
Three experts validated the instrument: one from Adult Education Department, one from Measurement and Evaluation Unit, and another from Library and Information Science Unit. A grand dependability coefficient of.963 was achieved.
The data was analysed using mean and standard deviation for research questions and t-test statistics for hypothesis testing at a significance level of 0.05.
The study found that adults prefer visual, auditory, kinaesthetic, and environmental learning techniques in literacy centres in Cross River State. Teaching adults in Cross-River State literacy centres using their personal learning modes can improve their academic performance.
The study suggests that adult literacy centres in Cross River-State should prioritise incorporating adult learners’ preferred learning styles to increase learning. Adult learners who prefer kinaesthetic learning should be encouraged to form study groups for optimal learning outcomes.
The findings suggest that adult learners in Cross River State should have the option to pick their preferred learning style. To improve learning outcomes, instructors and educators in the state should personalise their teaching approaches to each adult learner’s unique style.
Chapter One: Introduction
Background for the Study
Learning styles are basically various techniques or methods of learning. Individual learning styles are thought to be the most effective way for them to learn. Dunn & Dunn (2003) define learning styles as an individual’s approach to concentrating, processing, internalising, and remembering challenging academic knowledge.
For some adults, visual aids such as diagrams and demonstrations are more effective. Anita (2004) defines learning styles as individual preferences for a particular learning environment. Individuals may have preferences for studying locations, times, and materials.
Preferred learning styles are the methods or approaches that adult learners use to learn.
According to Sadker & Sadker (2003), some adult students excel at learning in libraries, while others prefer studying at home. Adult students may benefit from learning in groups, with educational tools, or without them.
Adult learners acquire different learning methods over time (Quellette 2000). Ani (2003) defines an adult learner as someone who participates in adult education programs such as seminars, workshops, conferences, weekend schools, part-time schools, sandwich programs, continuing education programs (CEP), and other educational activities that promote personal and societal development.
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Adult learners’ self-concept contributes to the development of learning styles. Adults, unlike toddlers, prefer to set their own learning goals and methods through learning styles. According to Ugwuegbu (2003), instructors play a significant role in shaping what and how adults learn.
They encourage students to take responsibility for their learning. Adult learners who use a certain learning style are more engaged, focused, and committed to the topic.
According to Dunn and Dunn (2003), adult instructors should analyse their learners’ learning styles and tailor their lesson to maximise learning outcomes.
There are various learning styles in literature today. Dunn and Dunn (2003) identified five types of adult learning styles: environmental, emotional, social, psychological, and physical.
Rochester Institute of Technology (2011) identified four learning modes for adults: visual, auditory, kinaesthetic, and environmental. The two learning style classifications are complementary rather than contradictory.
Visual learning methods use graphics to represent ideas, concepts, data, and other information. Auditory learning involves listening to cassettes, lectures, and discussions.
Auditory learners primarily acquire knowledge by hearing and speaking. In contrast, a kinaesthetic learning style involves physical movement rather than lectures or demonstrations. According to Rochester Institute of Technology (2011), kinaesthetic learners are 3
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