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FACTORS MOTIVATING WOMEN’S PARTICIPATION IN ADULT LITERACY PROGRAMMES IN OJI
EDUCATION AND EXTRA
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NZEH, RITA IFEOMA (PG/MED/98/25925)
FACTORS MOTIVATING WOMEN’S PARTICIPATION IN ADULT LITERACY PROGRAMMES IN OJI-RIVER LOCAL GOVERNMENT
AREA OF ENUGU STATE
Adult Education and Extra-Mural Studies
A THESIS PRESENTED TO THE DEPARTMENT OF ADULT EDUCATION AND EXTRA-MURAL STUDIES, UNIVERSITY OF
NIGERIA, NSUKKA
Webmaster Digitally Signed by Webmaster’s NameDN : CN = Webmaster’s name O= University of Nigeria, NsukkaOU = Innovation Centre
2012
UNIVERSITY OF NIGERIA
FACTORS MOTIVATING WOMEN’S PARTICIPATION IN ADULT RIVER LOCAL GOVERNMENT
Mural Studies
A THESIS PRESENTED TO THE DEPARTMENT OF ADULT MURAL STUDIES, UNIVERSITY OF
Digitally Signed by Webmaster’s Name DN : CN = Webmaster’s name O= University of Nigeria, Nsukka
UNIVERSITY OF NIGERIA
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FACTORS MOTIVATING WOMEN’S PARTICIPATION IN ADULT LITERACY PROGRAMMES IN OJI-RIVER LOCAL
GOVERNMENT AREA OF ENUGU STATE
BY
NZEH, RITA IFEOMA (PG/MED/98/25925)
A THESIS PRESENTED TO THE DEPARTMENT OF ADULT EDUCATION AND EXTRA-MURAL STUDIES,
UNIVERSITY OF NIGERIA, NSUKKA
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DEGREE OF MASTERS OF EDUCATION
IN ADULT EDUCATION/ADMINISTRATION.
JUNE, 2012.
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TITLE PAGE
FACTORS MOTIVATING WOMEN’S PARTICIPATION
IN ADULT LITERACY PROGRAMMES IN OJI-RIVER
LOCAL GOVERNMENT AREA OF ENUGU STATE
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APPROVAL PAGE
This thesis has been approved for the Department of Adult Education and
Extra-Mural Studies, University of Nigeria, Nsukka.
By
______________________ _______________________ PROF. (MRS.) NWIZU, S. C. VEN. ONYECHI, C. A. (SUPERVISOR) (HEAD OF DEPARTMENT)
______________________ ____________________ (EXTERNAL EXAMINER) (INTERNAL EXAMINER)
______________________ PROF. EZEUDU, S. A.
(DEAN, FACULTY OF EDUCATION)
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CERTIFICATION
Nzeh, Rita Ifeoma, a post-graduate student in the Department of Adult
Education and Extra-Mural Studies, University of Nigeria, Nsukka with
Registration Number PG/M.ED/98/25925 has satisfactorily completed the
requirements for the course and research work for the Degree of Masters in
Adult Education/Administration. The work is original and has not been
submitted in part or in full for any other Diploma or Degree in this or any other
institution.
__________________________ Nzeh, Rita I.
Student
_______________________ _____________________ Prof. (Mrs.) Nwizu, S. C. Ven. Onyechi, C. A. Supervisor Head of Department
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DEDICATION
This work is dedicated to Our Lord, Jesus Christ who in his love and kindness
made it possible for me to complete my programme.
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ACKNOWLEDGEMENTS
The researcher acknowledges with pains the efforts of her former
supervisor late Prof. (Mrs.) J. D. C. Osuala. She also gives special thanks to her
incumbent supervisor, Prof. (Mrs.) S. C. Nwizu for her support, patience,
dedication, guidance and direction throughout the period that this work lasted.
She helped immensely to see that my dream became realty.
The researcher is mostly indebted to her husband, Engr. R. E. Nzeh and
all her children for their great support and prayers especially during the trial
periods of my academic pursuit.
She also appreciates the unalloyed efforts of Sir Chukwuemeka Obetta of
the Department of Adult Education and Extra-Mural Studies, University of
Nigeria, Nsukka. He proved his worth through his wonderful support, advice,
understanding, encouragement and suggestions which immensely contributed to
the success of this work.
The unreserved appreciation of the researcher also goes to Dr. Okey
Nwabuko; Dr. O. N. Nwakaire, Dr. (Mrs.) U. Ebirim, Dr. (Mrs.) F. Mbagwu
and Ven. C. A. Onyechi for their support and encouragement during the course
of the researcher’s study.
Finally, the researcher appreciates all the efforts of her friends and well-
wishers in ensuring that this thesis sees the light of the day through financial
and moral assistance.
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TABLE OF CONTENTS
Page
Title Page i
Approval Page ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vii
List of Tables ix
List of Appendices xi
Abstract xii
CHAPTER ONE: INTRODUCTION 1 Background to the Study 1
Statement of the Problem 7
Purpose of the Study 8
Significance of the Study 9
Research Questions 10
Hypotheses 11
Scope of the Study 12
CHAPTER TWO: LITERATURE REVIEW 13 Conceptual Framework 13
Theoretical Studies 36
Empirical Studies 46
Summary of the Reviewed Literature 51
CHAPTER THREE: RESEARCH METHOD 53 Design of the Study 53
Area of the Study 53
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Population of the Study 54
Sample and Sampling Technique 54
Instrument for Data Collection 54
Validity of the Instrument 55
Reliability of the Instrument 56
Procedure for Data Collection 56
Method of Data Analysis 57
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 59 CHAPTER FIVE: SUMMARY OF FINDINGS, DISCUSSION AND RECOMMENDATIONS 73 Summary of the Findings 73
Discussion of the Findings 74
Educational Implication of the Study 81
Conclusion 82
Recommendations 84
Suggestions for Further Research 86
REFERENCES 88
APPENDICES 95
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LIST OF TABLES
Table Page
1 Frequency Distribution of the Respondents by Marital Status 59
2 Frequency Distribution of the Respondents by Age 60
3 Frequency Distribution of the Respondents by Occupation 61
4 Economic Factors Motivating Women’s
Participation in Adult Literacy Programme 62
5 Education Factors Motivating Women’s
Participation in Adult Literacy Programme 63
6 Psychological Factors Motivating Women’s
Participation in Adult Literacy Programme 65
7 Political Factors Motivating Women’s
Participation in Adult Literacy Programme 66
8 Family Factors Motivation Women’s Participation
in Adult Literacy Programme 68
9 Factors Militating Against the Effective Participation
of Women in Adult Literacy Programme 69
10 t-test of significant difference between the mean ratings
of young and older female adult learners on the political
factors motivating women’s participation in adult
literacy programme 71
11 t-test of significant difference between the mean ratings
of female adult learners who are civil servants and those
who are non-civil servants on the economic factors
motivating women’s participation in adult literacy
programme 72
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LIST OF APPENDICES
Appendix Page
A Questionnaire 95
B Population Distribution 99
C Questionnaire Return Rate 100
D Computations of Data 101
E Validators’ Comments 117
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ABSTRACT
This research work was on the factors motivating the participation of women in adult literacy programme in Oji-River Local Government Area of Enugu State. To carry out the study effectively, six research questions and two null hypotheses were posed. Some of them are: 1. What are the economic factors motivating women’s participation in adult literacy programme in Oji-River Local Government Area? 2. What are the education factors motivating women’s participation in adult literacy programme in Oji-River Local Government Area? Also, this study reviewed some literature that related to the research work. The population for the study is 816 registered women learners in adult education programmes in Oji-River Local Government Area of Enugu State. The major instrument used for data collection was a FMWPALPQ Questionnaire with 36 items. Among the major findings are: 1. that the greatest education factors motivating women’s participation in adult literacy programme are obtaining certificate for a better job, becoming literate, and improvement on communicative skills; 2. that the greatest psychological factors motivating women’s participation in adult literacy programme are being respected in the family and society, boosting of ego in the society, occupying higher positions of authority in the society, and overcoming inferiority complex. Based on the findings of the study, recommendations were proffered. Some of them are: 1. that Enugu State Agency for Mass Literacy, Adult and Non-Formal Education, in conjunction with Commission for Women Affairs, should embark on a realistic and holistic campaign for women’s education, emphasizing that age is no barrier to education. 2. that adult education administrators, supervisors, co-ordinators and other people involved in the provision of adult education programmes should ensure that the time and venue for the adult education programmes are conducive and friendly to the female adult learners. Finally, suggestions for further research were made.
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CHAPTER ONE
INTRODUCTION
Background to the Study
Adult Education is the type of education that people desire and cherish as
long as they exist, irrespective of the level they have attained in life. According
to Reddy (2000), adult education is a part time or full-time education for men or
women of all ages, either organized by themselves or provided by schools,
learning centres, or other agencies which enable them to improve their general
or professional knowledge, skills and abilities by either continuing their
education or resuming their initial or incomplete education of previous years.
Federal Republic of Nigeria, FRN (2008) stated that adult education is an
integral part of education that involves a learning process or situation outside a
formal school system, emphasizing all forms of functional education
programmes for youth and adults outside formal school system. Such education
programmes include Basic literacy programme, post-literacy programme,
continuing education programme, vocational education programme. These
educational programmes are all geared towards human resource development in
particular and the national development in general. Adult education could also
be referred to as the education programme people attend despite the levels of
education they already acquired. Guodong (2003) therefore regarded adult
education as broad field education, vocational and technical education, higher
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education and professional development, and is offered through formal, non-
formal and informal education means, and by a variety of actors. He further
stated that adult education is a highly dynamic field associated with
innovativeness, and with values and practices once viewed as relevant and
desirable.
The motivation behind adult education is mainly to create a healthy and
prosperous community. Adult education creates steps that the illiterates follow
to improve themselves and contribute to the development of the society. It
helps the illiterate citizens to acquire skills that help them to improve their
standard of living. The importance of adult education in any society therefore
cannot be ignored. This is because the level of illiteracy among the populace
should not be allowed to continue because of national development needs.
According to Obetta (1998: 21):
Our economy cannot be said to have left the subsistence unless we are able to provide every human being in our land the opportunity to be able to read and write, for the modern man is not truly modern if he cannot read and sign his name. Any other approach would be as confusing and regrettable to the modern mind as the meaninglessness of the fingerprint to the illiterate who is asked to use that as the symbol of his signature. So often, we have witnessed the frustration and humiliation which are the constant companions of an illiterate in contemporary society.
In view of this, there is great need to make the non-literate masses, men and
women, workers and non-workers, marginalized and non-marginalized to be
literate through adult education programmes. One of the objectives of adult
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education is to reduce the level of illiteracy in the society. In our society today,
there are many people who had no access to education due to problems
emanating from their poor socio-economic background. Adult education is
therefore one of the means of bridging this gap.
Adult education could be used to supplement the earlier education
people had already acquired or could serve as an addition to what they already
obtained or remedy to those who could not complete the formal educational
system. This type of education is needed by workers in various spheres of life.
It could be in form of in-service training or on-the-job training. According to
Obetta (1998), mass education which includes within its purview adult
education, whether in terms of continuing basic education – should be the order
of the day both for individual’s self-actualization, for national development and
for international relations. Our people should be made to understand the need
for adult education especially those who were not privileged to pass through
formal system of education. Okeem (1991) stated that the world is striving daily
to transform into a literate entity. This brought about various literacy schemes
and programmes designed to meet the universal aspiration.
Changes in the economic conditions in the country have necessitated
women to awake from slumber by participating actively in adult education
programmes to enable them increase their productivity in money-yielding
ventures. In view of this, Ohakwe (1994) opined that some women in recent
times occupy important posts in various companies and some own business of
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their own. In the same vein, Agaba (1998) opined that the place of women in
Nigeria and the world over has changed from kitchen-bound position to the
assumption of important offices and responsible positions. He cited instances of
women prime ministers such as Mrs. Bardaranika of Ceylon, Mrs. Indira
Gandhi of India, among others. Education has played an important role in the
life of women presently. In view of this, Ngwu (2003) maintained that women
education becomes the instrument for their own liberation. It is also an
instrument for social transformation because it attempts to construct a new
society, which will conform to the interests and aspirations of the popular
sectors.
As it relates to the psychological factors, some women tend to enroll in
adult education programme to boost their ego. According to Obeta, Omeje and
Omeje (2003), the need for self-respect is strong among those people generally
classified as common people. This need also motivates women to participate in
adult literacy education programme and to work harder. They want to
understand the changes that are going on in their society and enjoy freedom to
act as socially responsible members of the community.
Through adult education programmes, women have been elevated to
some prominent political, social, religious and economic positions. As such,
they can play leadership roles effectively in the present society because of their
acquisition of political empowerment. Obetta (2004) noted that political
empowerment enhances democratic and responsible governance which have
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effective leadership skills, decision-making strategies and a mastery of the
dynamics of planned change as its components. Adult education improves
family-role matters as it enables women to enhance their family economic status
and provide their children with further opportunities and advantages. In the
same vein, adult education programmes enable women to widen their
knowledge and acquire skills for income-generation as a means of gaining the
much needed economic independence. Obi (2006) affirmed that adult education
programmes enable illiterate adults to improve their skills acquisition,
knowledge, economic, social, psychological, family-role, educational and
political roles in the society.
In a rapidly developing nation as Nigeria, the present status of women’s
education is still at the subsistence level. According to Eyibe (1999), the
Nigerian women still lag behind their counterparts in several parts of the world
in the area of education, employment, health, political participation, among
others. The Nigerian government has made several efforts to improve the level
of education of women in the country as can be seen in the various functional
literacy programmes that have been designed to provide them with courses in
family health, food and nutrition, childcare, domestic science and basic
education. It can therefore be seen that a lot of adult education programmes
have enabled the women to advance educationally, socially, politically,
psychologically and economically.
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Oji-River Local Government Area has six adult literacy centres that are
spread along the six communities. The communities are Oji-River town,
Ugwuoba, Achi, Inyi, Awlaw and Akpugoeze. In these literacy centres, there
are materials for teaching and learning. Instructors were recruited for the
exercise. The learners were engaged in many learning activities such as reading
and writing, skills acquisition, basic literacy, vocational education, cooperative
societies, family-planning methods, primary healthcare, nutrition, water and
sanitation and rural development among others in the various communities.
Through adult education programmes, these women would be properly
equipped with the right skills for the development of the society. Obetta (2004)
stated that no meaningful development can occur without women, so the extent
to which women should have enabling powers to contribute to, and benefit from
development, deserve proper and prompt attention. Adult education
programmes will help women immensely as they are the backbone of rural
development. They are found in agriculture and outside it. In the household,
they hold an unassailable preeminence tending to their children, and even their
husbands. The degree of disorganization and chaos that occurs when the women
are absent in their houses confirm the extent of their importance (Ijere, 1991).
Ijere also maintained that from the dawn of the day till the dusk, women are
involved in restless and all-consuming events. It then follows that programmes
of rural transformation would be better promoted when majority of the
citizenry, including women are educated. Obetta (2004) stated that it was in
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realization of the need to have women run their lives and become part and
parcel of socio-economic and political agenda in their communities and nations
that the United Nations in Mexico Conference of 1975 raised issues concerning
women and development. The ultimate goal was to empower women to
develop their potentials and contribute to the benefit and development of their
societies on equal basis with men. Education is the surest means of achieving
this empowerment for women.
Statement of the Problem
In Nigerian society in recent times, most women are denied the
opportunity of being educated due to some negative factors such as culture,
religion, sex, poverty, ignorance, discrimination, among others. Empowering
women with education will eliminate these inhibiting factors. Adebukola
(2001) stressed that when a women is professionally empowered, she will make
use of her endowment in a positive way and being a master in her profession,
she will not be deprived the right to practice, so as to benefit the nation.
According to Obetta (2004), since the declaration of women
empowerment at the Beijing Conference of 1995, there have been sporadic
changes in life of Nigerian women. Many of them enrolled in education
programmes including adult literacy programme. Through adult literacy
programme, many of them are now more self-reliant; have the ability to read
and write letters as well as keeping of proper account. In addition, some of the
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women have obtained certificates for better jobs. However, the present low
status of majority of Nigerian women cannot be neglected. This is because the
major objective of adult literacy programme in Nigeria is to make the nearly 60
million Nigerian illiterates functionally literate. The achievement of the
objectives of adult literacy programme cannot be effective without the reduction
of high illiteracy rate of the female population in Nigeria. This can be realized
by motivating them to participate in adult literacy programme.
In Oji-River Local Government Area of Enugu State, the task of
providing adult literacy programme to its populace, especially the womenfolk is
in progress. This is in realization of the enormous role women play in national
development. The adult literacy programme is to make the nearly 37.8 million
female illiterates functionally literate. The objective of the programme was
aimed at achieving social, economic, and political emancipation and progress of
female folk. It is therefore a fact that the process of adult literacy programme
cannot be sustained without the adult learners being adequately motivated. If
this is not done, it will create problems such as poverty, malnutrition and
diseases, women marginalization, among others, hence the need for the study.
Purpose of the Study
The main purpose of the study is to ascertain the factors motivating Oji-
River women to participate in adult literacy programme. Specifically, the study
sought to find out the:
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1. Economic factors motivating women’s participation in adult literacy
programme in Oji-River Local Government Area.
2. Education factors motivating women’s participation in adult literacy
programme in Oji-River Local Government Area.
3. Psychological factors motivating women’s participation in adult
literacy programme in Oji-River Local Government Area.
4. Political factors motivating women’s participation in adult literacy
programme in Oji-River Local Government Area.
5. Family factors motivating women’s participation in adult literacy
programme in Oji-River Local Government Area.
6. Factors militating against effective women’s participation in adult
literacy programme in Oji-River Local Government Area.
Significance of this Study
The findings of this study would be significant and useful to the
Department of Adult Education in the Nigerian Universities and other tertiary
institutions; Administrators of local government councils, the planners/policy
makers in Women Affairs Commission, community-based (women)
organizations (C.B.Os) and non-governmental Organizations (NGOs).
First, this will help the Department of Adult Education in the Nigerian
Universities and other tertiary institutions to be more equipped on the factors
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that promote women’s education and thereby train personnel that would
facilitate the adult women learners.
The findings would help the planners/policy makers of Enugu State
Women Affairs Commission to mount an effective adult education programmes
that would be beneficial to the women in particular and to the generality of the
people of the state. The findings of the study would also be of great use to
community-based (women) organizations (C.B.Os) and non-governmental
Organizations (NGOs). It would serve as a very useful working document for
them.
Finally, the findings would help the state agency for mass literacy, adult
and non-formal education (SAME) to identify the factors militating against
effective women’s participation in adult literacy programme. Surmounting such
factors would help the promotion of women’s education to be carried out
effectively and efficiently.
Research Questions
The following research questions guided the study:
1. What are the economic factors motivating women’s participating in
adult literacy programme in Oji-River Local Government Area?
2. What are the education factors motivating women’s participating in
adult literacy programme in Oji-River Local Government Area?
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3. What are the psychological factors motivating women’s participating
in adult literacy programme in Oji-River Local Government Area?
4. What are the political factors motivating women’s participating in
adult literacy programme in Oji-River Local Government Area?
5. What are the family factors motivating women’s participating in adult
literacy programme in Oji-River Local Government Area?
6. What are the factors militating against the effective women’s
participation in adult literacy programme in Oji-River Local
Government Area?
Hypotheses
The following null hypotheses were tested at 0.05 level of significance:
H01: There is no significant difference (P<0.05) between the mean ratings of
young and older female adult learners on the political factors motivating
women’s participation in adult literacy programme in Oji-River Local
Government Area.
H02: There is no significant difference (P<0.05) between the mean ratings of
adult learners who are civil servants and those who are non-civil servants
on the economic factors motivating women’s participation in adult
literacy programme in Oji-River Local Government Area.
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Scope of the Study
���� The study was conducted in Oji-River Local Government Area of Enugu
State. The study focused on only the registered women that participate in adult
literacy programme in the local government. It was restricted to the factors
motivating women’s participation in adult literacy programme such as
economic, education, psychological, political and family factors, as well as the
factors militating against the effective women’s participation in adult literacy
programme in Oji-River Local Government Area of Enugu State.
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CHAPTER TWO
LITERATURE REVIEW
The literature is reviewed under the following sub-headings:
Conceptual Framework
• The Concept of Adult Education
• The Concept of Motivation
Theoretical Studies
• Hierarchy of Needs Theory
• Theory of Conscientization
• Achievement Need Theory
Empirical Studies
Summary of the Related Reviewed Literature
Conceptual Framework
The conceptual framework is discussed under the following sub-
headings:
The Concept of Adult Education
Guodong (2003) regarded adult education as a broad field that includes
basic continuing education, vocational and technical education, higher
education and professional development, which is offered through formal, non-
formal and informal education. He further stated that adult education is a highly
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dynamic field associated with innovativeness. This means that adult education
is the education that is provided by the formal school system, college and
university. Adult education can also be seen as all-inclusive pattern of adult
development which focuses on the needs of the adult that helps him to live
effectively in his society.
In his own opinion, Anyanwu (1998) stated that Adult education is a
process by which man attempts to improve himself by developing his skills,
knowledge, insights, attitudes and values. This therefore includes any form of
educative activity engaged by an adult learner to meet his desired needs. In the
same view, Wang (2003) stated that Adult education plays important and unique
role in helping people adapt to the constantly changing world and in imposing a
strong or sense of rights and responsibilities on adults and communities. Adult
education could then be seen as the structuring of social processes for the
purpose of addressing the social issues and concerns, which have emerged as a
result of changed and changing circumstances. 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.
From these definitions, adult education can be seen as development
oriented. It is goal focused mainly on the development of individual capabilities
and also helps in the development of their economic, educational,
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psychological, political and family-role matters. On the objectives of adult
education, Federal Republic of Nigeria (2004: 25) stated the objectives 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;
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 is therefore designed to help individual citizens to meet up with
those things they could not do in the early stage of their lives.
In a related development, Anyanwu (1998) stated that one feature that
makes adult education difficult to administer is its scope. Adult education is so
broad in scope and diversified in content that it is rather difficult to be contained
under one administrative umbrella. Adult education has sometimes been said to
have contained all organized educational processes that are outside the formal
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school system. According to Anyanwu, the conception will include adult
education, functional literacy, remedial and continuing education, vocational
education, aesthetic and cultural education, civic education for youths and
adults, social work, health service and so on. This diversity in modes of adult
education makes it difficult to operate under one ministry or department. In this
view, Anyanwu (1998) observed that as a result, different programmes of adult
education are scattered in various governmental departments and ministries.
For example, aesthetic and cultural adult education is often located in the
ministry of information. The problem in this kind of location is that cultural
education is made occasional and incidental through annual cultural festivals
instead of a planned cultural education.
Anyanwu (1998) further stated that the ministry of education also
harbours an adult education department/agency where, most often, it is
subsidiary to the formal education of the school. From Anyanwu’s assertion,
one could see that adult education has not been given the full recognition it
needs to start functioning adequately.
The Concept of Motivation
Motivation can be defined as a state of derivation that influences
activities and or initiates actions (Ugwu, 2003). This definition therefore does
not embrace motivation holistically. Hence, motivation is the driving force that
spurs an individual into action. The direction could be a goal or objectives
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which in itself represents the states of deprivation. Ugwu further stated that it is
some kind of internal force, which arises, regulates and sustains all movement
towards actions. Supporting the assertion, Omeje (2010) pointed out that
motivation is a process by which the learner’s internal energies are directed
towards various goal objects in his environment. This presupposes that
motivation is intrinsic and individuals are manifesting it. Onu (2007) in
support of this view stated that motivation is a process by which a person is
internally or externally stimulated towards action. On this note, motivation is
the action which spurs an adult learner to engage in purposeful learning
experiences.
On the other hand, Ugwu (2003) indicated that motivation is a factor
popularly understood to be the cause of behaviour of human beings and other
animals. From this view, motivation is seen as an enduring force behind an
action. These forces are further classified into internal and external. It is internal
when the action or behaviour comes from within the person through his thinking
for instance, his state of health, sex, love, need, etc. Motivation because external
when an individual suffers environmental deprivation in his personality,
economic, social, political and family roles. The behaviour or action of the
individual arises as a result of what the person has seen or observed. This
becomes a response to the prevailing circumstances.
In the same vein, Kene (1998) stated that motivation is pronounced and
regulated through the release of energy within the tissue. According to Ngwu
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(2003), it is an antecedent to act of behaviour. One can therefore see through
these various definitions that motivation involves emotional and psychological
needs. These needs trigger off actions. Further observations from these
definitions show that all action taken originated not only from needs but from
other factors.
In his own opinion, Omeje (2010) stated that motivation answers why
human beings do certain things, and that is why human act is called motive. It is
a psychological process initiated by some needs or drive. Hence he said that a
“need” is the lack of something that if present would further the welfare of that
organization. The motivation to satisfy needs may be either cognitive or
emotional. It could also be expressed directly or indirectly. However, there are
many factors that motivate women to participate effectively in adult literacy
programme. They include economic, education, psychological, political and
family factors.
Economic factors motivating women’s participation in adult literacy programme:
Literature on economic factors for women’s enrolment in adult education
has been written by various authors. In one of such works carried out by
Azikiwe (1992), it was noted that women are more often than not forced to hide
their true potentials, talents and abilities. But one would observe that women in
recent times involve themselves in technical education for self-employment,
28
which implies development of competencies, necessary for success in a given
occupation.
Similarly, Ezeudu (2001) stated that the present emphasis on female
education and the increasingly roles of women in Nigerian society has seen a
good number of females now learning even those technical courses like
electrical/electronic engineering, building construction, woodwork, metal work,
auto mechanic, welding and smiting among others. Experience and research
evidence point to the fact that women are equally capable as men in many types
of work including academic professional undertaking and technical occupation
(Ivowi, 2007).
In explaining further on the economic motivational factors for women
learners, Obeta, et al (2003) maintained that women participate in those
activities which they feel will bring increased income, which they could use to
supplement whatever is available or brought in by the breadwinners of the
family. Similarly, Akinpelu (1992) stated that the search for functional literacy
for women must embrace a mixture of economic and liberation literacy method
capable of addressing the socio-economic and physiological peculiarities of
women. He praised the establishment of National Commission for Women and
suggested that national organizations such as the Directorate for Social
Mobilization; Directorate for food, roads and rural infrastructure (DFRRI) and
National Directorate of Employment (NDE) be compelled to run literacy
programme.
29
In the same vein, Ahurumonye (2000) stated that functional literacy
should create psycho-socio development especially in rural women and improve
the quality of human input to national development. Besides, she argued that
rural literate women would become asset to government’s better life campaign
by adopting basic method of hygiene, rudimentary technology and embracing
cooperative movement. On the other hand, Guodong (2003) agrees that most
participants in a wide literacy campaign were women and most of them were
members of women organizations. Kingdom (1997) stressed that there are two
important issues about the education of women. According to her, women’s
education is of greater importance than that of men because women play a
major role in the socio-economic life of any nation. Secondly, she noted that not
until the equality of opportunity in education for both men and women is
established will the foundation of segregation be removed.
It is important to note the establishment of a separate ministry of women
affairs and social development by the Federal Government is a right step in the
right direction. The duty of this ministry established in 14th January, 1995
include amongst others to stimulate actions that shall enhance women’s
economic empowerment through initiating programmes that promote the
economic empowerment of women. Azikiwe (1992) noted that Nigerian
government has initiated many policies and programmes aimed at educating the
Nigerian women to enable them contribute effectively to development process.
Some of these policies and programmes are: Educate Women for Development,
30
Mass Literacy and Non-formal Education, Women in Science, Technology and
Mathematics, Women Education Units, The Commission for Women Affairs,
Better Life for Rural Women, Family Support Programme and The Family
Economic Advancement Programme.
According to Azikiwe (1992), women have excelled in places where men
held monopoly some years back. They are no longer tied to domestic chores
only. In view of this, Ohakwe (1994) opined that women today occupy
important posts in various companies and some own business of their own. In
the same vein, Agaba (1998) opined that the place of women in Nigeria and the
world over has changed from kitchen-bound position to the assumption of
important offices and responsible positions. He cited instances of women Prime
Ministers such as Mrs. Margaret Thatcher of Britain, Mrs. Bardaranika of
Ceylon, and Mrs. Indira Gandhi of India among others. All these potentialities
would not have merged without their involvement in education.
However, Ajanaku (2001) observed that women have joined labour force
in Nigeria and work is central in redefining the roles of contemporary women.
There are potential opportunities for women in any entrepreneurial
development. The mere fact that one is a woman is the biggest opportunity
which one has, especially in this contemporary Nigerian situation. Women,
taken as a whole, have always been known for their patience, perseverance and
hard work. In line with this, Omeje (2010) asserted that:
31
Statistics show that women have entrepreneurial spirit than men, women have known for their patience and perseverance in whatever they set out to do, women are now very much interested in career change and with the effect of the Structural Adjustment Programme in the country, the economic climate is encouraging for maturity entrepreneurship. Entrepreneurship opens the door of opportunities and women have realized this.
Nevertheless, female entrepreneurship possesses very high influence on
the total economy of the society. Thus, Mba (1997) stated that it seems that the
Yoruba and Riverine Igbo women controlled trade and markets and possess
more wealth than men. Dignard (1995) on the other hand, stated that today,
such professional women entrepreneurs continue to exist in relatively high
numbers, they run profitable trading operation between Africa, Europe and Asia
despite the fact that many are illiterate. They are quite efficient managers and
are very much engaged in the day-to-day practice of their business. Some
women have succeeded in business seem to men to have been influenced by
them rather than handwork. Women because of gender discrimination are seen
as very good home managers and as such their managerial skill should end there
and does not extend into running a business.
Agreeing with the above view, Ugochukwu (2010) asserted that in the so
called third world countries which Nigeria presently belongs, women are at the
centre of all these economic, social and cultural activities that encompass our
national development they directly or indirectly involved. From the domestic to
the industrial level of the society, they operate as wives, mothers, nurses,
32
farmers, guardians, professional managers and even as parliamentarians. All
these cannot be achieved by women without be involved in the literacy
programmes. According to Dibu-Ojerinde (1999), ample evidence exists
indicating that women are likely to be clustered at lower level of organizations
where job presumable are less challenging, yet considerable recent data suggests
that males and females perform similarly in managerial positions and have
similar degree of managerial potentials. This ability to managerial positions by
women as men are as a result of women involvement in the literacy programme.
More women presently have received formal education and as such have
more economic power. Women are found in areas that once were exclusively
for men, in professions like medicine, law, engineering, architecture and rural
development (Ijere, 1992).
Education factors motivating women’s participation in adult literacy programme:
The need for women’s education cannot be overemphasized. Ugwuanyi
(1996) stated that illiteracy is a disease that can only be cured through a
balanced education. Education of a woman therefore, is good instrument
because of its cost effective with regards to the improvement of their living
standard and other aspects of their lives.
According to Azikiwe (1992):
33
It is believed that education as a catalyst for improvement will reduce, if not eliminate completely the inhibiting factors on women such as low income, inferior social status, superstition, ill-health, dogmatism, case of early marriage and low level of aspirations. To rural dwellers, there is need for education especially amongst the women folk. To educate a woman is to educate a nation. The education of women is an investment.
In view of this, Ngwu (2003) maintained that women’s education becomes the
instrument for their liberation. It is also an instrument for social transformation
because it attempts to construct a new society, which will conform to the
interests and aspirations of the popular sectors. Furthermore, Ngwu opined that
beyond the individual level, women’s education will lead to the creation of an
enlightened community which will have a sufficiently high level of self-reliance
and a comparatively high standard of living. Women’s education like non-
formal education promotes faster development because of the nature and
deposition of the adult women who acquire skills and knowledge for immediate
application.
Emphasizing on the need for women education, Osuala (1997) asserted
that women as mothers are educators within their families. What they learn,
they pass onto their children and thus to future generations. Stressing on the
importance of women education, Combs (1995) asserts that education of
women unlocks the entrance of all other elements on which socio-economic
transformation depends. These elements include population control, personal
hygiene and above all the educational motivation of children. Similarly, Obetta
34
(2004) stated that education is the foundation for the promotion and
improvement of the status of women. It is the basic tool which equips women to
fulfill their duties as wives, mothers and partners in development. Education
mobilizes the untapped resourcefulness of women in order for them to
contribute most effectively to their surrounding society. Okpoko (2002) agreed
with the above view that when provided with adequate non-formal education
programme, rural women will demonstrate a substantial improvement in their
skill domestic tasks, food production, healthcare and reproduction. Also, in
supporting of the right of women’s education, Obeta, et al (2003) cited strong
reasons why women should be educated. Further, they said that education helps
women to be proficient in their responsibilities towards their fellow-men and
emphasizes the need for their talents in their public services. Also, Obeta, et al
(2003) stated that educating a woman has a revolutionary impact on the well
being of children. Whether she enters the workforce or not, investing in a
minimum of four years at school for every girl is one of the most cost-effective
investment which any country can make in its future.
In his own opinion, Igbo (2000) was of the view that educated woman is
one who demands proper administration as an off-shoot of her good behaviours
both at home and in the office. Obetta and Ebirim (2009) noted the efforts of the
Eritrean Government in this regard. She noted that the government of Eritrean
has instituted policies and measures to encourage the participation of women in
adult education as well as other development programmes. Obetta and Ebirim
35
further stated that these policies and measures have led to an improvement in
the level of women’s participation in matters of national interest including adult
education and in particular, technical education.
Psychological factors motivating women’s participation in adult literacy programme:
Emphasizing further on the factors that facilitate women to participate in
adult education programmes, Ugwoegbu (1992) stated that participation in a
learning programme depends on the amount of burden which one faces. He
pointed out that women tend to face more burden of life and so participate more
in learning programme when their children are able to cater for themselves. This
explains why in most cases, middle aged women are more predominant in most
adult education programmes. In general terms, women are often confined to one
form of domestic chore or the other, and this in most cases prevents them from
participating in educational programmes. At a later age, however, a woman
may feel out of touch with the society. This feeling comes up more in age when
personality factor is constantly stressed and as a result motivates the person’s
desire to participate in an educational activity. The participation in the activity
provides a means of enhancing herself and others.
On the other hand, women may be interested in participating in a learning
programme as a result of events happening around them. In some cases, these
events may stimulate some level of needs. The developing countries has awaken
from their slumber with regards to women’s education as well as to sensitized
36
them to realize the invaluable potentials of women to development which have
wasted due to illiteracy, lack of skills and discrimination by men folks.
Obetta (2004) claimed that time has gone when it was believed that
women were only been seen and not heard. He argued that societal role of
women in the modern time has widened and so, they should not only been seen
but also heard. Continuing, Obetta asserted that it was in appreciation of this
important and widened role of women that Federal Government established a
special unit on women education in the ministry of education.
Ngwu (2003) stressed on popular education and active participation by
individuals in solution of their problems. He observed that it is an instance
whereby the masses and most importantly, women, collectively develop their
knowledge and ways of learning and explaining the events of social life, all of
which contribute to reinforce their power to transform their society. So,
achieving literacy education is the first step to enabling women to take control
over their lives to participate as equals in society and to free themselves from
economic and patriarchal exploitation (Phiri, 1992). A mother’s level of
education has a positive effect not only on her children’s development but also
on the health, education, mortality rate, preschool cognitive ability, etc. He
emphasized that the common motivation for female learners are:
i) Desire to help children to study;
ii) More self-reliance and control over personal life;
iii) Liberate from isolation and absolute submission to received authority;
37
iv) Wish to participate in society in the same way as men (p. 221).
Enemuo (2001) in his own view stated that affective and sustainable
process of women empowerment must necessarily include the expansion of
women’s access to educational opportunities, skills acquisition and positions of
authority. Adebukola (2001) noted that when a woman is professionally
empowered, she will make use of her endowment in a positive way, and being a
master in her profession, she will not be deprived the right to practice, so as to
benefit the nation.
In view of this, Ngwu (2003) stated that it is expected that women’s
education through the non-formal mode will enable them to take control of their
lives, participate in societal development in meaningful and fulfilling ways and
this become free of economic and patriarchal domination. Ngwu further
stressed that the objectives are best integrated with adult education which will
liberate women from ignorance and dependence but also will increase their
mental and physical potentialities that will enhance the achievement of their
goals in life. Exposing the women to quality education gives them equal
opportunity to compete with men, the opportunity to interact with the wider
world as their men counterpart, and allows them to perform or exhibit their
potentials. They are likely to give their best by playing very important role that
will uplift the socio-economic development of a nation.
38
Political factors motivating women’s participation in adult literacy programme:
In view of women enrolling in adult education for political involvement,
Nwabara (2007) stated that education which women lacked in the past brought
them to more awareness of their rights and how best to serve their country with
the knowledge acquired. Moreover, their awareness exposed the fact that men
played politics wrongly and are corrupt in their manner of transacting the affairs
of the country, and the fact that a majority of the people in general and women
in particular were finding the quality of their existence deteriorating, brought
women into a fuller awareness of the need to change not only a system that was
not fulfilling their expectations but to be integrated into the system to make it
work. Guodong (2003) stated that although the direction of causality is not
clear, the relationship between literacy and other forms of political participation
has been well documented. And that one can easily argue even in the absence
of clear documentation, that the contribution of investment in the education of
women seems to benefit the political development of a country well.
Women have taken some prominent positions and occupied many
leadership roles in many occasions. Eboh (2002) had it that the following
female leaders succeeded in their leadership positions in their various states
because they had the opportunity to acquire literacy which gave them the
backbone to stand: the Ethiopian Queen of Sheba, the Legendary Queen Amina
of Zaria, the Queens of Daura and the Queen mothers of Ashanti in Ghana,
Queen Elizabeth II of Great Britain and Prime Minister Margaret Thatcher of
39
United Kingdom, Corazon Aquino of Philippine, Indira Gandhi of India,
Genazir Bhutto of Pakistan, Prime Minister Gro Harlem Brundland of Norway,
the Prime Minister Golden Meir of Israel, Mrs. Bardaranika, The Chief
Executive of a National government in Sri Lanka, the Dominican Prime
Minister, Eugenia Charles and President Violeta Chamorro Nicaragua.
Educated women have achieved a lot in the leadership role in Africa.
According to Afigbo (1991), two women figured prominently in the Central
Sudan in the early history of the Hausa Communities. The first of these was
Queen Dauranana who was the ruler of the state of Daura at the time of the last
series of invasion that led to the emergence of the seven Hausa states. Another
woman of note in Hausa political traditions, Queen Amina of Zaria was a figure
who historicity is perhaps not in doubt. These remarkable women whose
political and military exploit dazzled all Hausa land in the 16th century came to
throne of Zaria only a few decades after the founding of Zaria city by Zarkin
Barkwa Turunku.
Abdul-Hameed (1997) recognized the contributions of Hadiza Bint Fodio
and Asman Bin Fodio. According to him, Hadiza Bint Fodio was one of the
erudite scholars in Islam. One of her great contributions towards the
development of our nation was a textbook of Maliki law; Mukhtasar Khalil,
which she rendered in Fulfulde language. Asman Bint Fodio has greatest
achievement in Medicine. All these were achievable by these women because of
literacy knowledge they acquired.
40
In view of the fact that literacy programme enhances women to acquire
political and leadership positions, Ijere (1992: 98) stressed that the women who
are politically and educationally empowered would do more home work in their
schedule of activities such as:
i. mobilizing other women for rural development;
ii. mobilizing rural savings and other sources of funds;
iii. find out areas of investment;
iv. waging war against conspicuous consumption, display of wealth
restrictive customs and law against women liberation;
v. ensuring that government listens to the voice of women through their
participation in decision making process;
vi. acting as a “think-tank” for women’s interest and general welfare;
vii. fighting for social security for women-Medicare, child-care,
unemployment benefits, widow-hood benefits, recreational facilities
for rural areas and youths, good drinking water, light and access to
farm;
viii. production of statistical information on the progress of women, and
ix. ensuring a fair deal from government with budgets, and banks with
loans so that women are not disadvantaged in any way.
Literacy programme is more needed by women this time around to enable them
fit in the new political era. More than ever before, women are now given the
41
opportunity to contribute their quota to the political, economic and
emancipation of the country (Azikiwe, 2001).
Family factors motivating women’s participation in adult literacy programme:
According to Udugwomen (2004), education has imbibed enough
discipline in our educated women to enable them maintain a healthier house and
a more organized family than her uneducated counterpart. Expressing further,
she asserted that an educated woman is an asset to the family.
Emphasizing the influence of educated women on the household, Aminu
(1996:2) remarked:
Women need special education. Women look after men and children in addition to themselves. So to educate a woman is highly cost effective. It is clear that from both qualitative and quantitative aspects, it makes eminent sense to treat women education as a distinct entity within the overall educational programme of our nation.
Ijere (1992) lamented the plight of women in the hand of men folk. Thus, he
maintained that it is as quite clear that women’s interest and needs were not
taken into account, nor was the most effective use made of women’s
capabilities, yet women were responsible for the provision of certain basic
household needs and the performance of a number of tasks necessary for
survival of their families, including many highly labour intensive form of
productive and reproductive works.
42
In recent times, women’s part in the family is no longer defined; no
longer funneled to that of domesticity, not the kitchen. According to Anaele
(2001), many women have come to realize that they need to contribute in one-
way or the other to the family’s well being. They now note with interest that
their efforts at complementary their husband’s financial efforts are appreciated.
Emphasizing the influence of an educated woman in the family, Osuala (1997)
stated that women as mothers are educators within their family. What they
learn, they pass on to their children and thus to future generations.
Factors militating against the effective women’s participation in adult literacy programme:
Several factors such as environment, religion, tradition, and culture, etc.,
have militated against women’s education and effective involvement in
scientific and technological advancement as their male counterpart all over the
world. In view of this, Indabawa (2004) noted that there are ten salient socio-
cultural factors which militate against girls and women participation in adult
education. These factors according to him include: early marriage, hawking
practice, the poverty level of families, poor practices on the support of/for girls’
education, some misunderstanding on the position of Islam on women’s
education, society’s poor attitude to girls’/women’s education, irrelevance of the
curriculum to the nature of women, poor female participation in studying the
sciences, female’s poor self-concept and poor link between education and
employment.
43
In the same vein, Udugwomen (2004) traced the militating factors against
women participation in adult education to the very home background; religion
and social community of the girl-child. He maintained that the girl-child may be
very brilliant and doing well at the early stage of her education but there might
be some underground forces acting against her progress. Notably, according to
the author, is the issue of early marriage, which has more destructive effect
upon the entire life of the girl. In the core north, according to Udugwomen
(2004), the system of Purdah permits wives to be excluded from taking active
part in the socio-cultural public activities of the community.
Also, Avoseh and Uwakwe (1995) noted that lack of fund, reading
materials, strict adherence to religion-cultural values which makes the society
conceive of literacy programmes as cultural invasions and the frequent changes
in government and of Education Ministers and Commissioners, as major
constraints to girls’/women participation in Adult Literacy Programme. Ekpo,
Orok, Ekukinam and Okon (2003) observed that other factors militating against
women participation in adult education include the social structure of the
society, geographical location, family structure, childbearing and rearing and
influence from other members of the extended family.
Commenting on the factors militating against women education, Ngwu
(2003) stated that majority of Nigerian women and girls live under conditions
which threaten their health, deny the choice of about childbearing, limit their
educational access and attainment, restrict economic participation for women
44
and fail to extent to them equal rights and freedom with men. Furthermore,
Ngwu (2003) stated that the situation is worsened by the fact that currently, in
Nigeria, non-formal education programme for parenting and women’s education
as well as early childhood education is not available and the few places that
exist are concentrated in the urban centres.
Again, Moda (1992) asserted that many women find it difficult to attain
adult basic education classes because the agencies fail to recognize the
importance of family-time table. At times, even if such conflicting
commitments are resolved, financial problems may after all deter the student
from full participation. In the same vein, Okeke (1995) stated that lacking is the
ability to read or writing in any language in the lives of majority of Nigerian
women is characterized by extreme poverty, ignorance and disease. The denial
of equal access to education serves to perpetuate their status thereby ensuring
that women’s lives remain under the control of men. There is a general attitude
that women who acquire education are in capable of becoming good wives,
cannot bring up their children properly, are pursuing and selling themselves for
money. This is out-dated and out of modern times and their persistence arise
mainly due to high levels of illiteracy among women (Oladipo, 1997).
Similarly, Oladipo (1997) rightly asserted that in African setting,
women’s education is the exception not the rule. This depicts the obvious fact
that the women are the mothers of the nation. This also depicts the fact that as
the mothers of nation, the rural poverty stricken, illiterate mothers of today are
45
the nurturers of Nigerian tomorrow. Statistics show that in the rural areas, most
of the kids who do not go to school or who discontinue their education are girls.
Many are pregnant sometime before they are two years into puberty. Soon they
become mothers who never prepare for motherhood, and who do not have the
qualification for any job or knowledge for any trade”. It is obvious that to
effectively improve human capabilities, it required particularly that the capacity
of women be improved. This implies that the attitude, believes and customs of
people of some society about women must change.
In view of this, Igwe (1997: 66) stated inter-alia:
Yet, the situation has been a survival of the fittest. While few women have broken loose of cultural and other inhibitions to assume their rightful place in the world of academic, there still exists within the country a staggering number of the female folk whom God has endowed with the necessary faculties for learning, but who are, as it were, confine to primitively as a result of sex discrimination, cultural bias, early marriage or religion injunctions.
Theoretical Studies
There are many theories of motivation. However, the under listed theories
will be reviewed:
• Hierarchy of Needs Theory
• Theory of Conscientization
• Achievement Need Theory
46
Hierarchy of Needs Theory
This theory is propounded by Abraham Maslow in 1964. He reasoned
that as human needs are many and varied, individuals have many needs that
compete for attention. Maslow in Ngwoke (2010) opined that such competing
needs can be ordered in an ordinal hierarchy from the most energetic to the less
energetic at any given instant. According to Maslow, the need that commands
and directs the behavior of an individual, at any given instant is the most
energetic or pre-potent. Maslow arranged the human needs from the most basic
needs to the higher order as follows: physiological, safety, social/love, self-
esteem, and self-actualization needs. The physiological needs among others
include primary needs such as food, water, shelter, sex, rest, activity. Every
need arises from an imbalance between what human nature deems necessary for
the health of a person and when a person’s environment provides people with
what they need, equilibrium occurs. Maslow affirmed that when a learner is
deprived of the basic needs, he would dissipate energy trying to gratify them.
As such, such a learner would not be attentive in the class until such needs are
provided. The safety needs include needs for security, stability and order. This
implies that the learning environment needs to be free from threats. Obetta
(2011) noted that the structure and organization of self appear to be rigid under
threat; to relax its boundaries when completely free from threat. Experience
which is perceived as inconsistent with the self can only be assimilated if the
current organization of the self is relaxed and expanded to include it. He further
47
stated that the educational situation which most effectively promotes significant
learning is one in which threat to the self of the learners is reduced to a
minimum.
Social or love needs are the needs for affection, feeling for group
affiliation and identification. Therefore, as each learner wants to be identified as
an active member of the group, the learning environment should not in any way
ostracize any learner. Such situation, if it occurs, makes the learner look like a
stranger in the class. The need for self-esteem occurs only when the
physiological, safety and social/love needs have been resolved. The self-esteem
refers to the worth of an individual. This worth includes the prestige, success,
self-concept, and self-respect of an individual. Therefore, the adult education
facilitators should identify the strengths and weaknesses of each adult learner
and encourage him to develop his strengths. In this manner, each adult
education learner would be able to experience some success some important
academic activities.
Finally, the highest need in the hierarchy is the self-actualization needs.
The need refers to an individual’s needs to develop his potentialities and, be
able to do what he is capable of doing (Ngwoke, 2010). Self-actualization
therefore includes motives for exploration, proficiency, competence,
achievement, identity and self-determination.
The hierarchy of needs theory is very important in adult education
programmes especially, the women’s education. Darkenwald and Merriam
48
(2002) noted that adults are motivated to participate in adult education
programmes for various reasons. Some adults are motivated by social contact,
for job improvement, communication improvement, educational preparation,
family togetherness, social stimulation, and cognitive interests. Yet, others
participated because they had missed the opportunity to get an education or
further their education. Therefore, understanding adult participation is essential
in developing effective adult education programmes. Supporting Maslow’s
view, Isaac, Guy and Valentine (2001) affirmed that if the facilitator’s
viewpoints are in agreement with the adult learners there is a possibility that
more adults might participate in the adult education programmes. On the other
hand, the lack of congruence could serve as a deterrent. As adults have
different learning styles, the facilitators should use a variety of techniques as to
capture and maintain adult females’ interest and to encourage their participation
in adult education programmes. The adult education facilitators should also
ensure that the learning environment encourages self-actualization through the
provision of such factors as good health, favourable self-concept, self-
understanding, self-acceptance, realistic goal setting, good communication, and
good human relations.
Theory of Conscientization
The theory of conscientization was propounded by Paulo Freire in 1970.
He regards an adult as invariably an experienced person who naturally would
49
like to decide the direction of his own life and of the events that take place
around him. Man is characterized by freedom; freedom to think, to speak and to
do things. Any situation that tampered with this freedom is one of oppression
and is one that dehumanizes man. Freire (1970) divided education into two
camps: education that accepts the status quo and the position of the poor in it;
and education that liberates people and facilitates freedom. Education could not
be neutral. He used literacy education programme to encourage participants to
reflect on the social forces that surround them and define their existence. By
reflecting and understanding the true nature of their world, they could then seek
to change it. He called this idea of reflection and action ‘praxis’. An important
part of this process involves getting people to name the world using their own
terms.
According to Ani (2003), education is the modification of behaviour for
betterment of life and that those who need the modification of their behaviours
are mostly the adults whom the younger ones identify with, emulate, simulate,
copy or imitate. Identification is the unconscious process by which an individual
takes on the characteristics (attitudes, patterns of behaviour, emotions) of
another person. Adults serve as educators in the society and are to be modeled
or imitated by children and others. The adults should be versed in knowledge
and practice so as to educate others properly. Nigerian society needs to have a
50
greater percentage of the adults to be well-informed so that the young ones will
be properly guided and trained in life to ensure community and national
development. Adults require education for immediate use and can supply what
they learn to all spheres of their life activities. The education mentioned here is
not only knowing how to read, write and compute by the adults. It also involves
education for survival, economic development, social progress and cultural
development of life of all and world peace. It is the education that will be used
by every adult, whether literate or illiterate in the society. Adult basic education
helps to develop the individuals that embrace it, and the society.
To enable the adults achieve their educational goals, Freire (1970)
stipulated that the role of the adult educator is to break down the barrier
between the teacher and the taught; speak the ‘same language’ as the learner, be
aware of how adults construct their universe of meaning, be aware that learning
needs to start from where the learners are, and encourage them to learn and
explore their own experiences. The principles underlying Freirean Philosophy
of Conscientization include the following:
i. Adults are persons with considerable experience of living, and are
therefore not empty heads to be filled (or fed) with knowledge as one fills
an empty jar with water. The adults, because of their lack of knowledge
of reading and writing, may not be able to frame their experiences in the
51
theoretical language of Economics of Sociology, but they use and live the
most sophisticated economic and sociological theories in their daily
transactions.
ii. Adults are persons who have come to appreciate freedom, and to cherish
it. Therefore, to deprive them of the opportunity to express themselves,
to choose what they would like to do or learn, or to participate in their
own governance, is to deprive them of their essence as human beings, i.e.,
to dehumanize them.
iii. Their learning must be a process of making them become aware of
themselves, of their environments, of the factors of realities of their lives,
and of their powers over things.
iv. Teaching the adults is different from teaching children. Adults are not to
be instructed. This means that they are not to be taught in the
authoritarian mode that is characteristic of the village headmaster.
v. The best and the most authentic method of teaching adults is ‘dialogue’.
What adult basic education programme demands between the teacher and
the learners is a relationship of authentic dialogue.
Summarily, Literacy education is not limited to technical or mechanical
skills of reading and writing. The purpose of authentic education is not just to
make adult female learners to be able to communicate with the written words,
52
but also to enable them react and act on the realities of their lives, and to
develop their critical consciousness and self-awareness. Adult education is
very essential because it is a needs-meeting activity. There is a multi-variety of
human needs, which adult basic education has to fulfill. There are many
categories of human needs, which emanate from their characteristics and they
include personal and social, basic and diagnostic, biological and psychological,
expressed and felt, comparative and normative, logical and other needs. Adult
education takes care of all those characteristics. As such, most of the social,
economic and political problems in the society today can be solved easily when
there are adults with proper education.
From the fore-going therefore, the Freirian theory of Conscientization is
well suited for the study as all inhibiting cultural and religious beliefs and
practices must be discarded, while all available channels of communication
must be explored to change societal attitudes to women’s education (Aluko,
2005). In societies with more restrictive cultures, traditional fields appear to be
more acceptable for women and motivate them to continue their education and
enter the labour market. Pires (2009) indicated that adult education cannot be
separated from individuals’ motivational dynamics (their intentions,
expectations, projects and benefits, etc.) but can only be improved if linked to
structural and institutional conditions. Therefore, adult education facilitators
53
have a crucial role in redistributing responsibilities to promote the conditions
for wider and successful adult participation in learning and training activities
(especially, women), providing learning opportunities related to their needs and
removing existing barriers such as cultural, time and financial constraints.
Finally, the conscientization theory implies that the female adult learners should
be placed at the centre of the process that must be understood as an inclusive
process covering multiple objectives and responding to different motives for
learning underpinned by professional, personal or social reasons. Therefore, the
facilitators should recognize that the learners are critically conscious human
beings as conscientization is a process of transforming the adult learners from
passive human beings to active critical, creative and conscious human beings.
The Achievement Need Theory
The theory is brain-child of J. W. Atkinson. To Atkinson, an individual
sets himself a standard to conquer when he is actively involved in a task.
According to Atkinson in Ngwoke (2010), the standard an individual sets is
known as level of aspirations. Thus, aspiration has to do with the desire to
improve or rise above one’s present status. Atkinson further identified two
factors that interact to determine the level of aspiration. They are the personal
factors, and cultural and environmental factors. The personal factors relate to
such personality traits as intelligence, interest, gender, activity level, self-
54
concept, socio-economic status and previous training experiences. On the other
hand, the cultural and environmental factors include social values, parental
ambitions and social reinforcement. A culture which provides opportunities for
its members to be and to achieve what they want encourages socialization
techniques that lead to independence. The paramount focus of this is on
attitude and beliefs. Ugwu (2003) indicated that the tendency to achieve is more
strongly aroused by tasks having intermediate probability to success than either
very easy or difficult tasks. When difficulty is held constant for a group of
individuals the tendency to achieve will be more strongly felt when it is weak.
Hence, the central focus of this theory is on attitudes and beliefs. These
therefore trigger of action and response to enroll in adult education programmes
because of the general belief that education is a way to success and relevant to
our everyday life, and this makes the women both young and elderly to strive to
go to school irrespective of the cost. Therefore, it is the duty of the adult
education facilitators to create a learning environment that will help adult
learners adequately assess their abilities and opportunities so as to be able to set
realistic and attainable goals. When this is done, learners would experience
successes in class activities and thereby build positive self-concept which
invariably enhances need achievement motive.
55
Empirical Studies
The factors motivating women’s participation in adult literacy
programme cannot be ignored if effective adult literacy delivery is to be
ensured. Onu (2007) conducted a study on the factors that motivate married
men and women to participate in non-formal education in Nenwe, Aninri Local
Government Area of Enugu State. Out of a population of 244, a sample of 217
adult learners was drawn using simple random sampling technique. The study
which was carried out using descriptive survey design, used questionnaire, oral
interview and observations for data collection, and percentages and weighted
mean as tools for statistical analysis. The findings of the study revealed that
acquiring knowledge for proficiency in an occupation is the greatest economic
factor that motivated the learners to participate in the non-formal education
programme. The study recommended among others that local and state
governments should provide the learners with learning materials which
incorporate all the needs of the learners in order to ensure the satisfaction of all
the non-formal education learners.
The relationship between the study of Onu (2007) and the present study is
that both studies are carried out in Enugu State, and they share the same view on
the economic factors that motivate adult learners (including women) to
participate effectively in adult education programmes.
On education factors, Okide and Obetta (2011) carried out a study on the
influence of motivation on the effective participation of rural women in adult
56
basic education programme in Enugu State. Stratified proportionate sampling
technique was used to obtain a sample of 927 out of a population of 4,835
female adult learners from 425 adult basic education centres in 17 local
government areas of Enugu State. The design of the study was descriptive
survey research. The data were collected using a structured questionnaire, and
analyzed using weighted mean and standard deviation. The findings of the study
showed that the greatest education factors that motivated the rural women to
enroll in adult education programmes are learning so as to participate actively in
the social activities, learning to speak English so as to be able to express one’s
self to public and learning to read, write and be able to write letters and to avoid
exposing secretes. Based on the findings, they recommended among other
things, that Enugu State Agency for Mass Literacy, Adult and Non-Formal
Education (SAME) should ensure that the recruited facilitators are from the
local people who received substantial initial training and regular refresher
training. Also, that Enugu State Agency for Mass Literacy, Adult and Non-
Formal Education (SAME) should ensure that a wide range of participatory
methods are used in facilitating the rural adult female learners. From the fore-
going, the study of Okide and Obetta (2011) is related to the present study as it
is focus on the education factors that motivate women to participate effectively
in adult basic education programme in Enugu State.
On psychological factors motivating women’s participation, Akor, Egboh
and Egbujor (2004) carried out a descriptive survey research study on the
57
motivation for participation in self-help projects in Aboh, Mbaise Local
Government Area of Imo State. Using a descriptive survey research design, a
sample of 200 was selected from 256 members of community-based (women)
organizations through proportionate stratified random sampling technique. 4-
point lickert-type structured questionnaire was used for the collection of data,
while percentages and weighted mean were used as the statistical tools for data
analysis. The findings of the study disclosed that the major psychological
factors that motivate women to participate in community development projects
are that they recognized that they will benefit from community development
projects, for effective organization of the women groups and for effective
leadership among the women. The study carried out by Akor, et al (2004) is
related to the present study as it dealt with the psychological factors motivating
women’s participation. However, the present study is on participation in adult
literacy programme and in Oji-River Local Government Area of Enugu State
while the reviewed study is on participation in community development projects
in Mbaise Local Government Area of Imo State.
In another related review, Obeta, Omeje and Omeje (2003) carried out a
study on the motivation for participation in adult literacy programme in Udenu
Local Government Area of Enugu State. The study was conducted using
descriptive survey design. 501women adult education learners were sampled out
of a population of 1246 using proportionate random sampling technique. The
instrument used for data collection was questionnaire that contained 30-
58
structured questions. Percentages and weighted mean were the major tools used
for statistical analysis. The study showed that the greatest political factors that
motivate the female adult learners to enroll in adult literacy programme are to
be involved in political activities, to be respected highly in the decision-making
process and to have great influence among the age grade. Based on the
findings, they recommended that Enugu State Government should use radio,
television, cinema and newspapers to disseminate information for the adult
literacy programme; the adult education curriculum designers and developers in
the state ministry of education should improve on the adult education
curriculum so as to embrace the felt-needs and aspirations of the female adult
learners. The present study is related to the study of Obeta, et al (2003) in that
both centred on the political factors that motivate women to effectively
participate in adult literacy programme. They however differ in terms of area of
study as the present study is in Oji-River Local Government Area of Enugu
State.
Finally, on the family factors, Omeje (2010) carried out a study of
motivational factors affecting women participation in distance education
programme in Nsukka Senatorial Zone of Enugu State. Using a descriptive
survey research design, a sample of 501 was selected out of a population of
1246 women learners of distance education in four distance education learning
centres in Nsukka Senatorial Zone of Enugu State. The sample was drawn using
stratified proportionate sampling technique. A 4-point structured questionnaire
59
with 28-item questions was used for data collection. Simple percentages and
weighted mean were the tools employed for statistical analysis. The findings of
the study showed that literacy improves family management; their husbands
wish them to learn to read and write, and to be able to take care of children at
home. The study therefore, recommended that state government should employ
more motivational strategies for the distance education learners such as
provision of accommodation, seats, and making the learning environment more
conducive. Also, Onu (2007) observed that the greatest family-role motivating
factors that enable women to enroll in adult education programmes in Nnewe,
Aninri Local Government Area of Enugu State are the improvement of family
management, seeing that everybody in the family is literate and reduction of the
rate of divorce. In their own study, Obeta, et al (2003) supporting the findings
of Omeje (2010) and Onu (2007) observed that the improvement of the family
management was the greatest family-related factors that motivate women to
enroll in adult education programmes.
While these studies are related to the present study in terms of the
motivational factors that influence the participation of women in adult education
programmes, none of them was carried out in Oji-River Local Government Area
of Enugu State.
60
Summary of the Reviewed Literature
The literature reviewed the concept of adult education. Adult education
means 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. The
literature also reviewed the concept of motivation. Motivation is a process by
which a person is internally and externally stimulated towards action. It is the
action which spurs an adult learner to engage in purposeful learning
experiences.
Furthermore, the literature reviewed the factors motivating effective
women’s participation in adult literacy programme. They are economic,
education, psychological, political and family factors. The economic factors
include to earn an improved income, gain an employment and to become self-
reliant. The education factors include to improve on communicative skills,
become literate and to obtain certificate.
The literature also revealed that the psychological factors include making
the adult female learners to occupy higher positions of authority in the society,
overcome inferiority complex and to have control over their personal lives. The
political factors motivating women’s participation in adult literacy programme
include to occupy some prominent elected and appointed political positions and
to discharge leadership roles, to learn how to vote wisely in elections, and to
61
participate actively in decision-making in the community. On family factors, the
literature also revealed that women participate in adult literacy programme so as
to possess skills to maintain healthier households, take care of children at home
and to acquire additional skills for the family up-bringing.
On the factors militating against effective participation of women in adult
literacy programme, the literature showed that they include cultural inhibitions,
opposition from husbands due to fear the fear of unfaithfulness of their spouses,
religious prohibitions, and the burdens of domestic chores.
Finally, theories related to the work were reviewed. They include instinct,
psychological, Maslow’s hierarchy of needs and Achievement theories. From
the reviewed literature, it is evidence that for effective participation of adult
female learners in adult literacy programme, the economic, education,
psychological, political and family factors have to be taken into account. This is
because, they help to reduce or remove major barriers to effective participation
of women in adult literacy programme. However, there is no available literature
to show the factors motivating women’s participation in adult literacy
programme in Oji-River Local Government Area of Enugu State. Therefore,
the non-availability of such literature necessitated the present study so as to
bridge the gap.
62
CHAPTER THREE
RESEARCH METHOD
This chapter discussed the research method adopted in the study. It is
done under the following subheadings: Design of the Study, Area of the Study,
Population of the Study, Sample and Sampling Technique, Research Instrument,
Validation of the Instrument, Reliability of the Instrument, Procedure for Data
Collection and Method of Data Analysis.
Design of the Study
The design for the study was descriptive survey design. A descriptive
survey research, according to Ali (1996), is a descriptive study which seeks to
document and describe what exists or the present status of existence or absence
of what is being investigated. The researcher therefore considered this design
appropriate since the study involves determination of the factors motivating
women’s participation in adult literacy programme in Oji-River Local
Government Area of Enugu State.
Area of the Study
The study was conducted in Oji-River Local Government Area of Enugu
State. There are six autonomous communities that make up the local
government area. They are Oji-River, Ugwuoba, Achi, Inyi, Awlaw and
Akpugoeze. These communities have similar culture, values, beliefs and the
53
63
same style of life. They are known for their hard work in virtually all spheres of
life. The inhabitants are mainly businessmen and women, traders, farmers and
wine tapers. Yet, some are in civil service.
Geographically, Oji-River Local Government Area is located at the
southern part of Enugu State. It has boundaries with Udi Local Government
Area in the North, Awka-North Local Government Area of Anambra State in
the South, Awgu-South Local Government Area in the East and Ezeagu Local
Government Area in the West.
Population of the Study
The population for the study was 816 registered women learners in adult
literacy programme in Oji-River Local Government Area of Enugu State. The
population was drawn from the entire six communities that make up the local
government area as there exists only one adult education centre in each
community as shown in Appendix II.
Sample and Sampling Technique
The researcher used the entire population for the study. This is because
the population is small and manageable.
Instrument for Data Collection
The instrument used for data collection is the questionnaire. It is
designed and constructed by the researcher. The instrument is titled Factors
64
Motivating Women’s Participation in Adult Literacy Programme Questionnaire
(FMWPALPQ). It has 36 items that grouped in six clusters based on the six
research questions formulated for the study. It is meant to elicit information on
the factors motivating women’s participation in adult literacy programme in
Oji-river Local Government Area of Enugu State. A 4-point Licket-type rating
scale was used to describe the opinions of the respondents and as such, 4-point
numerical values were assigned to the rating scales which described a particular
item being measured.
Scale Items Mean Weight
Strongly Agree (SA) 4
Agree (A) 3
Disagree (D) 2
Strongly Disagree (SD) 1 10 ÷ 4 = 2.50 Validity of the Instrument
Face validity of the research instrument was established by giving the
instrument to three experts. Two experts were from the Department of Adult
Education and Extra-Mural Studies and the other expert was from the
Department of Science Education both in University of Nigeria, Nsukka. They
made corrections on the language level and the relevance of the instrument to
the problem of the study. Their criticisms and corrections led to the
65
modification of the instrument before it was finally distributed to the
respondents.
Reliability of the Instrument
The researcher administered the questionnaire to twenty female learners
in adult literacy programme in Awgu South Local Government Area of Enugu
State. This was done to test the reliability of the research instrument. This part
of the local government area chosen has similar characteristics with Oji-River
Local Government Area that constituted the sample. They have the same
historical and cultural backgrounds. The co-efficient of internal consistency of
the instrument was determined using Cronbach Alpha method. It gave the
following reliability co-efficient: .93, .72, .82, .93, .89 and .89 for clusters 1,
2,3,4,5 and 6, respectively. The grand reliability co-efficient is .76 which shows
that the instrument is very reliable.
Procedure for Data Collection
The researcher administered the 816 copies of the questionnaire on the
respondents in their adult education centres with the help of three research
assistants. Also, a brief letter of introduction explaining the purpose of the
instrument was attached to each copy of the instrument. The respondents
completed and returned the instrument through the research assistants. The
instrument was administered and collected within two weeks. Out of the 816
copies of the questionnaire distributed, a total of 700 were properly filled. 91 of
66
them were wrongly filled and so were discarded while 25 copies of the
questionnaire were not returned. Therefore, the percentage rate of return was
85.8 per cent as shown in Appendix C.
Method of Data Analysis
The data collected for the study were analyzed as follows:
Bio-data were analyzed using frequency and simple percentage. The formula is
shown below as:
F/N x 100/1 = %
Where: F = Frequency
N = Number of respondents
% = Percentage
Research Questions One, Two, Three, Four, Five and Six were analyzed using
the weighted mean. The formula for the weighted mean is shown below as:
X = �x / �f
Where: X = Mean score
�x = Total score
�f = Total frequency
Criterion Mean: The criterion mean is 2.50. Therefore items with mean score
of 2.50 or above are considered as accepted while items with mean score below
2.50 are considered as rejected.
67
Also, t-test of independent mean was used to test the two null hypotheses
that were used for the study at 0.05 level of significance. The formula is shown
below as:
2
22
1
21
21
nS
nS
xxt
+
−=
Therefore, if the calculated t-value is less than the critical t-table value,
the null hypothesis is accepted, but if the calculated t-value is more than the
critical t-value, then the null hypothesis is not accepted.
68
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This chapter presents the analysis of data collected through the research
instrument. The data were arranged according to bio-data, six research
questions and two null hypotheses that guided the study.
BIO-DATA OF THE RESPONDENTS:
Analyses to the Bio-data of the respondents were done on Tables 1 to 3.
Table 1: Frequency Distribution of the Respondents by Marital Status
S/No. Marital Status Frequency Percentage i. Single 168 24.0
ii. Engaged 203 29.0 iii. Married 217 31.0
iv. Separated 28 4.0
v. Widowed 45 6.4 vi. Divorced 39 5.6
Total 700 100
Table 1 shows the marital status of the women that participated in adult
literacy programme in Oji-River Local Government Area of Enugu State. The
data showed that 168 of the respondents are single while 203 of them are
engaged. These represent 24.0 and 29.0 per cent of the entire respondents. The
respondents that are married, separated, widowed and divorced are 217, 28, 45
and 39, respectively. They represent 31.0, 4.0, 6.4 and 5.6 per cent of the
59
69
respondents. The analyses therefore revealed that majority of the women that
participated in adult literacy programme in Oji-River Local Government Area
were married.
Table 2: Frequency Distribution of the Respondents by Age
S/No. Age Range Frequency Percentage
i. 18 – 25yrs
203
29.0 ii. 26 – 33yrs
205
29.3
iii. 34 – 41yrs
140
20.0 iv. 42 – 49yrs
120
17.1
v. 50yrs & above
32
4.6 Total
700
100
Table 2 shows the age range of the women that participated in adult
literacy programme in Oji-River Local Government Area of Enugu State. The
data revealed that the respondents within the ages of 18 – 25 years are 203
representing 29.0 per cent of the entire respondents. The respondents within the
age range of 26 and 33 years are 205 or 29.3 per cent. Also, the respondents
within the ages of 34 – 41 years, 42 – 49 years, and 50 years and above are 140
(20.0 per cent), 120 (17.1 per cent) and 32 (4.6 per cent), respectively.
From the above analysis, it can be deduced that majority of the women
that participated in adult literacy programme in Oji-River Local Government
Area were within the ages of 26 and 33 years.
70
Table 3: Frequency Distribution of the Respondents by Occupation
S/No. Occupational Profile
Frequency
Percentage i. Trading 149
21.3
ii. Farming
45 6.4 iii. Housewife
235
33.6
iv. Civil service
46
6.6 v. Craftsmanship
167
23.8
vi. Applicant
58
8.3 Total
700
100
Table 3 shows the occupational profile of the women that participated in
adult literacy programme in Oji-River Local Government Area of Enugu State.
The table showed that 149 respondents or 21.3 per cent are traders while 45
respondents or 6.4 per cent are farmers. The respondents that are full-time
housewives, civil servants and craftswomen are 235 (33.6 per cent), 46 (6.6 per
cent), and 167 (23.8 per cent). Also, 58 of the respondents are applicants. This
represents 8.3 per cent of the entire respondents.
The analysis therefore indicated that majority of the women that
participated in adult literacy programme in Oji-River Local Government Area
were full-time housewives.
RESEARCH QUESTION ONE:
What are the economic factors motivating women’s participation in
Adult literacy programme in Oji-River Local Government Area?
Answers to the Research Question One were analyzed in Table 4.
71
Table 4: Economic Factors Motivating Women’s Participation in Adult Literacy Programme
Analysis of the Economic Factors Motivating Women’s Participation in Adult Literacy Programme S/No.
Economic Factors
N
Mean
SD
Decision
4. Earning an improved income motivates you to participate in adult literacy programme.
700 2.78
.920
Accepted
5. Gaining an employment motivates you to participate in adult literacy programme.
700 2.93
.911
Accepted
6. Becoming self-employed motivates you to participate in adult literacy programme.
700 2.73
.937
Accepted
7. Having a better standard of living motivates you to participate in adult literacy programme.
700 2.35
1.164
Rejected
8. Becoming self-reliant motivates you to participate in adult literacy programme.
700 2.44
1.086
Rejected
Grand Mean 2.65 Accepted
Table 4 shows the economic factors motivating women’s participation in
adult literacy programme in Oji-River Local Government Area of Enugu State.
The respondents that agreed that earning an improved income motivates them to
participate in adult literacy programme had 2.78 as the mean score, while those
that agreed that gaining an employment motivates them to participate in adult
literacy programme scored a mean of 2.93. Others are becoming self-employed
motivates you to participate in adult literacy programme (2.73), having a better
standard of living motivates you to participate in adult literacy programme
(2.35), and becoming self-reliant motivates you to participate in adult literacy
programme (2.44).
72
From the analysis above, it showed that the greatest economic factors
motivating women’s participation in adult literacy programme in Oji-River
Local Government Area are gaining an employment, earning an improved
income, and becoming self-employed.
RESEARCH QUESTION TWO:
What are the education factors motivating women’s participation in adult
literacy programme in Oji-River Local Government Area?
Answers to the Research Question Two are found on Table 5.
Table 5: Education Factors Motivating Women’s Participation in Adult Literacy Programme
Analysis of the Education Factors Motivating Women’s Participation in Adult Literacy Programme
S/No
Education Factors
N
Mean
SD
Decision
9. Obtaining certificate for a better job motivates you to participate in adult literacy programme.
700 3.15
.711
Accepted
10 Becoming literate motivates you to participate in adult literacy programme.
700 2.82
.944
Accepted
11 Improvement on communicative skills motivates you to participate in adult literacy programme.
700 2.65
.998
Accepted
12 Ability to take decisions on developmental processes motivates you to participate in adult literacy programme.
700 2.46
1.002
Rejected
Grand Mean 2.77 Accepted
Table 5 shows the education factors motivating women’s participation in
adult literacy programme in Oji-River Local Government Area of Enugu State.
73
The respondents that agreed that obtaining certificate for a better job motivates
them to participate in adult literacy programme scored a mean of 3.15, while
those that agreed that becoming literate motivates them to participate in adult
literacy programme scored 2.82 as the mean. Others are improvement on
communicative skills (2.65), and ability to take decisions on developmental
processes (2.46).
The above analysis therefore infers that the greatest education factors
motivating women’s participation in adult literacy programme in Oji-River
Local Government Area are obtaining certificate for a better job, becoming
literate, and improvement on communicative skills.
RESEARCH QUESTION THREE:
What are the psychological factors motivating women’s participation in
adult literacy programme in Oji-River Local Government Area?
Answers to the Research Question Three are found in Table 6.
74
Table 6: Psychological Factors Motivating Women’s Participation in Adult Literacy Programme
Analysis of the Psychological Factors Motivating Women’s Participation in Adult Literacy Programme
S/N Psychological Factors N Mean SD Decision
13 Being respected in the family and society motivates you to participate in adult literacy programme.
700 2.75
.993
Accepted
14 Overcoming inferiority complex motivates you to participate in adult literacy programme.
700 2.54
1.001
Accepted
15 Having control over your personal lives motivates you to participate in adult literacy programme.
700 2.34
1.133
Rejected
16 Occupying higher positions of authority in the society motivates you to participate in adult literacy programme.
700 2.61
.997
Accepted
17 Boosting of ego in the society motivates you to participate in adult literacy programme.
700 2.68
.995
Accepted
18 Being bold and fearless motivates you to participate in adult literacy programme.
700 2.35
1.049
Rejected
Grand Mean 2.55 Accepted Table 6 indicates the psychological factors motivating women’s
participation in adult literacy programme in Oji-River Local Government Area
of Enugu State. The respondents that agreed that being respected in the family
and society, and overcoming inferiority complex motivate them to participate in
adult literacy programme had mean scores of 2.75 and 2.54, respectively. Also,
those that agreed that having control over their personal lives motivates them to
participate in adult literacy programme scored 2.34 as mean. Others are
occupying higher positions of authority in the society (2.61), boosting of ego in
the society (2.68), and being bold and fearless (2.35).
75
The above analysis therefore infers that the greatest psychological factors
motivating women’s participation in adult literacy programme in Oji-River
Local Government Area are being respected in the family and society, boosting
of ego in the society, occupying higher positions of authority in the society, and
overcoming inferiority complex.
RESEARCH QUESTION FOUR:
What are the political factors motivating women’s participation in adult
literacy programme in Oji-River Local Government Area?
Answers to the Research Question Four are contained in Table 7.
Table 7: Political Factors Motivating Women’s Participation in Adult Literacy Programme
Analysis of the Political Factors Motivating Women’s Participation in Adult Literacy Programme
S/N Political Factors
N Mean
SD
Decision 19. Recognition of your rights in the society motivates
you to participate in adult literacy programme. 700 2.74
.993
Accepted
20. Participating actively in political affairs in the community motivates you to participate in adult literacy programme.
700 2.51
1.009
Accepted
21. Occupying political positions in the society motivates you to participate in adult literacy programme.
700 2.53
1.000
Accepted
22. Learning how to vote wisely in elections motivates you to participate in adult literacy programme.
700 2.83 .999 Accepted
23. Consulting you in political matters in the community motivates you to participate in adult literacy programme.
700 2.76
1.098
Accepted
24. Participating actively in decision-making in the community motivates you to participate in adult literacy programme.
700 2.95
.816
Accepted
Grand Mean 2.72 Accepted
76
Table 7 indicates the political factors motivating women’s participation in
adult literacy programme in Oji-River Local Government Area of Enugu State.
The respondents who agreed that recognition of their rights in the society
motivates them to participate in adult literacy programme had a mean score of
2.74, while those who agreed that participating actively in political affairs in the
community motivates them to participate in adult literacy programme scored a
mean of 2.51. Others are occupying political positions in the society (2.53),
learning how to vote wisely in elections (2.83), consulting them in political
matters in the community (2.76), and participating actively in decision-making
in the community (2.95).
The above analysis therefore infers that the greatest political factors
motivating women’s participation in adult literacy programme in Oji-River
Local Government Area are participating actively in decision-making in the
community, learning how to vote wisely in elections, consulting them in
political matters in the community, and recognition of their rights in the society.
RESEARCH QUESTION FIVE:
What are the family factors motivating women’s participation in adult
literacy programme in Oji-River Local Government Area?
Answers to the Research Question Five are analyzed in Table 8.
77
Table 8: Family Factors Motivating Women’s Participation in Adult Literacy Programme
Analysis of the Family Factors Motivating Women’s Participation in Adult Literacy Programme
S/N Family Factors
N
Mean
SD
Decision 25. Possessing skills to maintain healthier
household motivates you to participate in adult literacy programme.
700 2.70
.997
Accepted
26. Acquisition of additional skills for the family up-bringing motivates you to participate in adult literacy programme.
700 2.72
.984
Accepted
27. Taking care of children at home motivates you to participate in adult literacy programme.
700 2.48
1.002
Rejected
28. Taking care of your husband motivates you to participate in adult literacy programme.
700 2.76
.999
Accepted
29. Having a better and organized home motivates you to participate in adult literacy programme.
700 2.55
1.001
Accepted
Grand Mean 2.64 Accepted Table 8 indicates the family factors motivating women’s participation in
adult literacy programme in Oji-River Local Government Area of Enugu State.
The respondents who agreed that possessing skills to maintain healthier
household motivates them to participate in adult literacy programme had 2.70 as
the mean score, those who agreed that acquisition of additional skills for the
family up-bringing motivates them to participate in adult literacy programme
had a mean score of 2.72, while those that agreed that taking care of children at
home motivates them to participate in adult literacy programme scored 2.48 as
the mean. Also, the respondents who agreed that taking care of their husbands
motivates them to participate in adult literacy programme had a mean score of
78
2.76, while those that agreed that having a better and organized home motivates
them to participate in adult literacy programme had a mean score of 2.55.
The analysis above indicates that the greatest family factors motivating
women’s participation in adult literacy programme in Oji-River Local
Government Area are taking care of their husbands, acquisition of additional
skills for the family up-bringing, possessing skills to maintain healthier
household, and having a better and organized home.
RESEARCH QUESTION SIX:
What are the factors militating against the effective participation of
women in adult literacy programme in Oji-River Local Government Area?
Answers to the Research Question Six are analyzed in Table 9.
Table 9: Factors Militating Against the Effective Participation of Women in Adult Literacy Programme
Analysis of the Factors Militating Against the Effective Participation of Women in Adult Literacy Programme
S/No.
Factors Militating Against Women’s Participation in Adult Literacy Programme
N
Mean
SD
Decision
30 Belief that woman’s education ends in kitchen militates against their effective participation in literacy classes.
700 2.89
.944
Accepted
31 Psychological feeling that one is too old to learn militates against their effective participation in literacy classes.
700 3.60
.604
Accepted
32 Opposition from husbands due to the fear that they may be dominated in the family militates against their effective participation in literacy classes.
700 2.28
1.084
Rejected
33 Burdens of domestic chores militate against their effective participation in literacy classes.
700 2.11
1.087
Rejected
79
34 Cultural inhibitions militate against their effective participation in literacy classes.
700 3.22
.799
Accepted
35 Opposition from husbands due to the fear of unfaithfulness of their spouses militates against their effective participation in literacy classes.
700 2.46
1.009
Rejected
36 Religious prohibitions militate against their effective participation in literacy classes.
700 3.13
.899
Accepted
Grand Mean 2.81 Accepted
Table 9 shows the factors militating against the effective participation of
women in adult literacy programme in Oji-River Local Government Area of
Enugu State. The respondents who agreed that there is belief that woman’s
education ends in kitchen scored a mean of 2.89, while those that agreed that
that there is psychological feeling that one is too old to learn scored 3.60 as
mean. Others factors are opposition from husbands due to the fear that they may
be dominated in the family (2.28), burdens of domestic chores (2.11), cultural
inhibitions (3.22), Opposition from husbands due to the fear of unfaithfulness of
their spouses (2.46), and religious (3.13).
The analysis above showed that factors militating against the effective
participation of women in adult literacy programme in Oji-River Local
Government Area are psychological feeling that one is too old to learn, cultural
inhibitions, religious prohibitions, and belief that woman’s education ends in the
kitchen.
80
TEST OF HYPOTHESES:
Null Hypothesis One (H01): There is no significant difference (P<0.05)
between the mean ratings of young and older female adult learners on the
political factors motivating women’s participation in adult literacy programme
in Oji-River Local Government Area.
Answers to the Null Hypothesis One (H01) are analyzed in Table 10.
Table 10: t-test of significant difference between the mean ratings of young and older female adult learners on the political factors motivating women’s participation in adult literacy programme. Analysis of the t-test of significant difference between the mean ratings of of young and older female adult learners on the political factors motivating women’s participation in adult literacy programme.
Adult female learners
N
X
SD
df
Level of significance
t. Cal
t. critical
Decision
Young 408 2.69 1.080
698 0.05 0.344 1.960 Accepted
Older 292 2.74 0.985 Table 10 shows that all the t-calculated values (.447, .026, .108, .033,
.797 and .024) are less than the t-critical value of 1.960 at 0.05 level of
significance, and the degree of freedom of 698. This means that the null
hypothesis is accepted showing that there is no significant difference between
the mean ratings of young and older female adult learners on the political
factors motivating women’s participation in adult literacy programme in Oji-
River Local Government Area of Enugu State.
81
Null Hypothesis Two (H02): There is no significant difference (P<0.05)
between the mean ratings of adult learners who are civil servants and those who
are non-civil servants on the economic factors motivating women’s
participation in adult literacy programme in Oji-River Local Government Area.
Answers to the Null Hypothesis Two (H02) are contained in Table 11.
Table 11: t-test of significant difference between the mean ratings of female adult learners who are civil servants and those who are non-civil servants on the economic factors motivating women’s participation in adult literacy programme. Analysis of the t-test of significant difference between the mean ratings of female adult learners who are civil servants and those who are non-civil servants on the economic factors motivating women’s participation in adult literacy programme.
Adult female learners
N
X
SD
df
Level of Significance
t. Cal
t. Critical
Decision
Civil servants 46
2.74 .993
698 0.05 0.291 1.960 Accepted
Non-civil servants 654
2.75 1.001
Table 11 above reveals that items a, b, c, d, and e had t-calculated values
of .018, .309, .023, .169 and .439 respectively, at 0.05 level of significance and
at the 698 degree of freedom. Therefore, as the values of the t-calculated are
less than the t-critical value of 1.960, the null hypothesis is accepted. This
means that there is no significant difference between the mean ratings of adult
learners who are civil servants and those who are non-civil servants on the
economic factors motivating women’s participation in adult literacy programme
in Oji-River Local Government Area of Enugu State.
82
CHAPTER FIVE
DISCUSSION OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter deals with the Summary of the Findings, Discussion of
Findings, Educational Implications of the Study, Conclusion, Recommendations
and Suggestions for Further Studies.
Summary of the Findings
The result of the study revealed the following major findings:
1. The greatest economic factors motivating women’s participation in adult
literacy programme are gaining an employment, earning an improved
income, and becoming self-employed.
2. The greatest education factors motivating women’s participation in adult
literacy programme are obtaining certificate for a better job, becoming
literate, and improvement on communicative skills.
3. The greatest psychological factors motivating women’s participation in
adult literacy programme are being respected in the family and society,
boosting of ego in the society, occupying higher positions of authority in
the society, and overcoming inferiority complex.
4. The greatest political factors motivating women’s participation in adult
literacy programme are participating actively in decision-making in the
community, learning how to vote wisely in elections, consulting them in
73
83
political matters in the community, and recognition of their rights in the
society.
5. The greatest family factors motivating women’s participation in adult
literacy programme are taking care of their husbands, acquisition of
additional skills for the family up-bringing, possessing skills to maintain
healthier household, and having a better and organized home.
6. The major factors militating against the effective participation of women
in adult literacy programme are psychological feeling that one is too old
to learn, cultural inhibitions, religious prohibitions, and belief that
woman’s education ends in the kitchen.
7. There is no significant difference between the mean ratings of young and
older female adult learners on the political factors motivating women’s
participation in adult literacy programme.
8. There is no significant difference between the mean ratings of adult
learners who are civil servants and those who are non-civil servants on
the economic factors motivating women’s participation in adult literacy
programme.
Discussion of Findings
The findings of the study revealed that the greatest economic factors
motivating women’s participation in adult literacy programme are gaining an
employment, earning an improved income, and becoming self-employed. This
84
is in line with the assertion of Obeta, et al (2003) who maintained that women
participate in those activities which they feel will bring increased income, which
they could use to supplement whatever is available or brought in by the
breadwinners of the family. Also, more women presently have received formal
education and as such have more economic power. Women are found in areas
that once were exclusively for men, in professions like medicine, law,
engineering, architecture and rural development (Ijere, 1992). The findings of
the study rated low having a better standard of living, and becoming self-reliant
as one of the economic factors motivating women’s participation in adult
literacy programme. However, Omeje, et al (2003) observed that among other
things, adult female learners attend adult literacy programme because they want
to keep their own record of account. Supporting Omeje, et al (2003), Kene
(1995) stated that the rural women would not only learn to read and write but
would be able to increase their abilities to keep their own account.
On education factors, the findings of the study showed that greatest
education factors motivating women’s participation in adult literacy programme
are obtaining certificate for a better job, becoming literate, and improvement on
communicative skills. Okpoko (2002) agreed with the above view that when
provided with adequate non-formal education programme, rural women will
demonstrate a substantial improvement in their skills – domestic tasks, food
production, healthcare and reproduction. Similarly, Obetta (2004) stated that
education is the foundation for the promotion and improvement of the status of
85
women. It is the basic tool which equips women to fulfill their duties as wives,
mothers and partners in development. Education mobilizes the untapped
resourcefulness of women in order for them to contribute most effectively to
their surrounding society. Also, supporting the right of women’s education,
Obeta, et al (2003) stated that education helps women to be proficient in their
responsibilities towards their fellow-men and emphasizes the need for their
talents in their public services.
In a related development, the findings of the study revealed that the
greatest psychological factors motivating women’s participation in adult literacy
programme are being respected in the family and society, boosting of ego in the
society, occupying higher positions of authority in the society, and overcoming
inferiority complex. Ugwoegbu (1992) stated that participation in a learning
programme depends more on psychological factors that are constantly stressed.
The resultant effect is its motivation on the person’s desire to participate in an
educational activity. The participation in the activity provides a means of
enhancing herself and others. So, achieving literacy education is the first step to
enabling women to take control over their lives to participate as equals in
society and to free themselves from economic and patriarchal exploitation
(Phiri, 1992).
Enemuo (2001) in his own contribution stated that effective and
sustainable process of women empowerment must necessarily include the
expansion of women’s access to educational opportunities, skills acquisition and
86
positions of authority. Adebukola (2001) noted that when a woman is
professionally empowered, she will make use of her endowment in a positive
way, and being a master in her profession, she will not be deprived the right to
practice, so as to benefit the nation. Even though the having control over their
personal lives, and being bold and fearless were rated low as factors motivating
women’s enrollment in adult literacy programme, Omeje, et al (2003)
maintained that through adult literacy programme, women would be skilled and
efficient in their occupation or career and ability to change their career to better
ones.
The findings of the study further showed that the greatest political factors
motivating women’s participation in adult literacy programme are participating
actively in decision-making in the community, learning how to vote wisely in
elections, consulting them in political matters in the community, and
recognition of their rights in the society. Supporting these findings, Afigbo
(1991) noted that educated women have achieved a lot in the leadership role in
Africa. One of these women, Queen Dauranana, figured prominently in the
Central Sudan in the early history of the Hausa Communities. She was the ruler
of the state of Daura at the time of the last series of invasion that led to the
emergence of the seven Hausa states. In his own contributions, Ijere (1992)
stressed that literacy programme enables women to acquire political and
leadership positions. According to Ijere, women who are politically and
87
educationally empowered would do more home work in their schedule of
activities.
Furthermore, Eboh (2002) had it that women have taken some prominent
positions and occupied many leadership roles in many occasions due to level of
education they have attained. According to Eboh, the following female leaders
succeeded in their leadership positions in their various states because they had
the opportunity to acquire literacy which gave them the backbone to stand: the
Ethiopian Queen of Sheba, the Legendary Queen Amina of Zaria, the Queens of
Daura and the Queen mothers of Ashanti in Ghana, Queen Elizabeth II of Great
Britain and Prime Minister Margaret Thatcher of United Kingdom, Corazon
Aquino of Philippine, Indira Gandhi of India, Genazir Bhutto of Pakistan, Prime
Minister Gro Harlem Brundland of Norway, the Prime Minister Golden Meir of
Israel, Mrs. Bardaranika, The Chief Executive of a National Government in Sri
Lanka, the Dominican Prime Minister, Eugenia Charles and President Violeta
Chamorro Nicaragua.
On the family factors, the findings revealed that the greatest family
factors motivating women’s participation in adult literacy programme are taking
care of their husbands, acquisition of additional skills for the family up-
bringing, possessing skills to maintain healthier household, and having a better
and organized home. On this, Omeje (2010) stressed that the factors that
motivate women to participate in distance education programme include
improving family management as their husbands wish them to learn and write
88
and be able to take care of the children at home. Also, Udugwomen (2004)
affirmed that education has imbibed enough discipline in our educated women
to enable them maintain a healthier house and a more organized family than her
uneducated counterpart. In support of the above assertion, Ugwoegbu (1992)
stated that participation of an adult female in a learning programme provides a
means of enhancing herself and others. Okide and Obetta (2011) emphasized
that for a person to live with the family and social demands of the present age,
he/she has to be literate, as it is literacy that removes inferiority complex and
offers the confidence needed for good behaviour and child-caring. Therefore, an
educated woman is an asset to the family. Emphasizing the influence of an
educated woman in the family, Osuala (1997) stated that women as mothers are
educators within their family. What they learn, they pass on to their children
and thus to future generations. This means that through adult education, women
are aware of the need for the education of their children.
The findings of the study also revealed that the major factors militating
against the effective participation of women in adult literacy programme are
psychological feeling that one is too old to learn, cultural inhibitions, religious
prohibitions, and belief that woman’s education ends in the kitchen. On these,
Indabawa (2004) stressed that the socio-cultural factors which militate against
girls and women’s participation in adult education include early marriage,
hawking practice, the poverty level of families, poor practices on the support
of/for girls’ education, some misunderstanding on the position of Islam on
89
women’s education, society’s poor attitude to girls’/women’s education,
irrelevance of the curriculum to the nature of women, poor female participation
in studying the sciences, female’s poor self-concept and poor link between
education and employment. In their own contributions, Ekpo, Orok, Ekukinam
and Okon (2003) observed that the factors militating against women
participation in adult education include the social structure of the society,
geographical location, family structure, childbearing and rearing and influence
from other members of the extended family. Again, Moda (1992) asserted that
many women find it difficult to attain adult basic education classes because the
agencies fail to recognize the importance of family-time table.
The analysis on hypothesis one revealed that there is no significant
difference between the mean ratings of young and older female adult learners on
the political factors motivating women’s participation in adult literacy
programme. The analysis deduced that both young and older female adult
learners agreed that the greatest political factors that motivate women to
participate in adult literacy programme are participating actively in decision-
making in the community, learning how to vote wisely in elections, consulting
them in political matters in the community, and recognition of their rights in the
society.
Also, the analysis on hypothesis two revealed that there is no significant
difference between the mean ratings of adult female learners who are civil
servants and those who are non-civil servants on the economic factors
90
motivating women’s participation in adult literacy programme. The indication is
that both adult female learners who are civil servants and those who are non-
civil servants agreed that the greatest economic factors that motivate women to
participate in adult literacy programme are gaining an employment, earning an
improved income, and becoming self-employed.
Educational Implication of the Study
The results of this research indicate a number of implications for
government, organizers of women adult literacy programme and the society.
The study revealed that the greatest economic factors motivating women’s
participation in adult literacy programme are gaining an employment, earning
an improved income, and becoming self-employed. The implication here is that
government should as a matter of urgency establish more skills acquisition
centres in the rural areas for female learners. Such skills acquisition centres will
enable them to be self-employed and earn an improved income.
On psychological factors, the study also revealed that adult literacy
programme helps women to be respected in the family and society, boost ego in
the society, occupy higher positions of authority in the society, and overcome
inferiority complex. These findings imply that the adult literacy facilitators and
other organizers of adult education programmes should ensure that the female
adult learners are adequately motivated to learn by stirring their interest in the
91
programme. Also, the behaviour of the adult education literacy programme
organizers should be accommodating, friendly and respect commanding.
The study further showed that the major factors militating against the
effective participation of women in adult literacy programme are psychological
feeling that one is too old to learn, cultural inhibitions, religious prohibitions,
and belief that woman’s education ends in the kitchen. The implication of this
finding is that for the female adult learners to be sustained in the adult literacy
programme, the society should change its attitude towards women and
recognize that they (women) are integral part of the society. Therefore, all the
obnoxious cultural and religious inhibitions and prohibitions against women
should be eliminated. Also, the adult literacy organizers should always make
allowance for the social situations of the female adult learners. They should
always take the learning programme to where the female adult learners are.
Conclusion
Effective participation of women in adult literacy programme demands an
organization of effective communication, which will remove the fear of the
potential and prospective learners that they are too old to learn what is taught in
the adult literacy centres. Building of flexibility into the structure and
scheduling of the programme should take care of illiterate female adults who
feel that they are incapable of combining engagements in their occupation and
participation in the adult education programmes.
92
Ensuring effective participation of women in adult literacy programme
through active motivation will help to free the women from ignorance, low
wage employment and unemployment, and inequality, injustice and corruption.
The achievement of this transformation will go a long way to bringing about
development on a self-sustaining basis and equality in the society.
Finally, it is very important to note that a successful adult literacy
programme can be achieved through the employment of better motivational
strategies. These strategies include adequate publicity for the programme,
improving the means of funding of the programme and provision of effective
and efficient instructional materials and methods. Giving the adult literacy
programme wider publicity can be achieved through the re-activation of the use
of radio, television, cinema, newspapers, and magazines among others. They
will help immensely in the dissemination of information on the programme.
Also, making the adult literacy programme tuition-free for the learners, the
female learners, will go a long way to improving the level of women
participation in the programme. Other motivational strategies that can be put in
place include facilitating the female adult learners in their native language as it
is enshrined in the National Policy on Education, using a wide range of
participatory teaching methods, and establishing the adult literacy centres in
village squares rather than in schools or churches.
93
Recommendations
Based on the findings of the study, the following recommendations are
proffered:
Enugu State Agency for Mass Literacy, Adult and Non-Formal
Education, in conjunction with Commission for Women Affairs, should embark
on a realistic and holistic campaign for women’s education, emphasizing that
age is no barrier to education. Towards this direction, the use of radio,
television, cinema, and newspapers should be re-activated to disseminate
information and publicize women’s education. Through these media, potential
female adult learners would be motivated to participate in adult literacy
programme. These media would help to project adult literacy programme as a
continuous process that requires sustained learning and application.
Enugu State Government should promulgate edict prohibiting early
marriage syndrome in the state. This is to enable the young women to attend
formal education before getting married at the matured stage.
Enugu State Agency for Mass Literacy, Adult and Non-formal Education
(SAME) should establish adult literacy resource centres and rural libraries in all
the communities where adult literacy centres are established. This would help to
provide course materials, computers for computer-assisted instructions and
other supplementary learning materials for the female adult learners.
The government, non-governmental organizations and all-good spirited
individuals should be involved in the funding of the adult literacy programme
94
by creating budgetary and statutory allocation for the programme. The adult
literacy programme, especially for women should be made free as enshrined in
the Millennium Development Goals Blue Print.
Heads of community development associations, traditional rulers,
community-based associations and other opinion leaders should be involved in
the management of community education projects especially adult literacy
programme. This will embrace planning, implementation and evaluation of the
programme. It will go a long way to motivating the potential adult learners,
especially the female folks in the community. This can be done through the
formation of village education committee (VEC).
Adult literacy administrators, supervisors, co-ordinators and other people
involved in the provision of adult literacy programme should ensure that the
time and venue for the adult literacy programme are conducive and friendly to
the female adult learners. Also, there should be regular supervision and
monitoring of the programme to ensure that the facilitators perform their duties
effectively and efficiently.
The National Mass Education Commission (NMEC) should periodically
review the adult literacy curriculum to ensure that it embraces the felt-needs and
aspirations of the female adult learners. This should include the development of
active citizenship, improved health and livelihoods, and gender equality.
Therefore, skills training/acquisition centres should be provided to train young
women on different life acquisition skills. The skills acquisition centres should
95
serve as post-literacy education programme.
Enugu State Agency for Mass Literacy, Adult and Non-Formal Education
(SAME) should ensure that a wide range of participatory methods are used in
facilitating the female adult learners in the adult literacy centres. These would
help to ensure the active engagement of female adult learners in adult literacy
programme. These same participatory methods and processes should be used at
all levels of training of trainers and facilitators.
Enugu State Agency for Mass Literacy, Adult and Non-Formal Education
(SAME) should ensure that the recruited facilitators are from the local people
who received substantial initial training and regular refresher training. Also, the
recruited adult literacy facilitators should ensure that the female adult learners
are given active choice about the language in which they learn, especially, in
multilingual contexts as in the case of Nigeria. Therefore, efforts should be
made to encourage and sustain at least bilingual learning in adult education
centres.
Suggestions for Further Research
Following the findings of this study, the researcher suggested some areas
for further study. They are:
1. The influence of spoken language in literacy instruction as a motivational
strategy for the participation of women in adult literacy programme in
Enugu State.
96
2. The factors that affect the utilization of learning materials for effective
facilitation of adult literacy programme in Enugu State.
3. Assessment of community education needs of the rural women in Enugu-
West Senatorial Zone of Enugu State.
4. Assessment of the administration of adult literacy programme for the rural
women in Enugu-West Senatorial Zone of Enugu State.
5. Assessment of the adult literacy facilitators’ perceptions of female adult
learners’ characteristics on effective facilitation of adult literacy in Enugu
State.
97
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104
APPENDIX A: QUESTIONNAIRE
Department of Adult Education And Extra-Mural Studies, University of Nigeria, Nsukka.
Dear Respondent, I am a post-graduate student of the above-named department conducting a
research on Factors motivating women’s participation in adult literacy
programme in Oji-River Local Government Area of Enugu State.
There are statements against which you are being requested to indicate your
degree of agreement or disagreement. You are free to respond to each of the
items by simply ticking (�) in the space that is provided.
Please bear in mind that this is an academic exercise and any information
supplied would be treated confidentially.
Yours faithfully, NZEH, RITA IFEOMA (PG/MED/98/25925)
95
105
SECTION A: BIO-DATA OF THE RESPONDENTS.
Please tick (�) as appropriate in the boxes provided as they apply to you. 1. Marital Status: (a) Single (b) Engaged (c) Married
(d) Separated (e) Widowed (f) Divorced
2. Age Range: (a) 18 – 25 years (b) 26 – 33 years
(c) 34 – 41 years (d) 42 – 49 years
(e) 50 years and above
3. Occupational Profile: (a) Trading (b) Farming
(c) Housewife (d) Civil Service
(e) Craftsmanship (f) Applicant
SECTION B
Stated below are possible economic factors motivating women’s participation in Adult literacy programme. Please tick (�) in the column that best indicates your level of agreement or disagreement with each factor.
S/N Economic Factors SA A D SD 4. Earning an improved income motivates you to participate
in adult literacy programme.
5. Gaining an employment motivates you to participate in adult literacy programme.
6. Becoming self-employed motivates you to participate in adult literacy programme.
7. Having a better standard of living motivates you to participate in adult literacy programme.
8. Becoming self-reliant motivates you to participate in adult literacy programme.
106
Stated below are possible education factors motivating women’s participation in Adult literacy programme. Please tick (�) in the column that best indicates your level of agreement or disagreement with each factor.
S/N Education Factors SA A D SD 9. Obtaining certificate for a better job motivates you to
participate in adult literacy programme.
10. Becoming literate motivates you to participate in adult literacy programme.
11. Improvement on communicative skills motivates you to participate in adult literacy programme.
12. Ability to take decisions on developmental processes motivates you to participate in adult literacy programme.
Stated below are possible psychological factors motivating women’s participation in Adult literacy programme. Please tick (�) in the column that best indicates your level of agreement or disagreement with each factor.
S/N Psychological Factors SA A D SD 13. Being respected in the family and society motivates you to
participate in adult literacy programme.
14. Overcoming inferiority complex motivates you to participate in adult literacy programme.
15. Having control over your personal lives motivates you to participate in adult literacy programme.
16. Occupying higher positions of authority in the society motivates you to participate in adult literacy programme.
17. Boosting of ego in the society motivates you to participate in adult literacy programme.
18. Being bold and fearless motivates you to participate in adult literacy programme.
Stated below are possible political factors motivating women’s participation in Adult literacy programme. Please tick (�) in the column that best indicates your level of agreement or disagreement with each factor.
S/N Political Factors SA A D SD 19. Recognition of your rights in the society motivates you to
participate in adult literacy programme.
20. Participating actively in political affairs in the community motivates you to participate in adult literacy programme.
21. Occupying political positions in the society motivates you to participate in adult literacy programme.
22. Learning how to vote wisely in elections motivates you to participate in adult literacy programme.
23. Consulting you in political matters in the community motivates you to participate in adult literacy programme.
24. Participating actively in decision-making in the community motivates you to participate in adult literacy programme.
107
Stated below are possible family-role factors motivating women’s participation in Adult literacy programme. Please tick (�) in the column that best indicates your level of agreement or disagreement with each factor.
S/N Family-role Factors SA A D SD
25. Possessing skills to maintain healthier household motivates you to participate in adult literacy programme.
26. Acquisition of additional skills for the family up-bringing motivates you to participate in adult literacy programme.
27. Taking care of children at home motivates you to participate in adult literacy programme.
28. Taking care of your husband motivates you to participate in adult literacy programme.
29. Having a better and organized home motivates you to participate in adult literacy programme.
Stated below are possible factors militating against the effective participation of women in Adult literacy programme. Please tick (�) in the column that best indicates your level of agreement or disagreement with each factor.
S/N Factors militating against the effective participation of women in adult literacy programme.
SA A D SD
30. Belief that woman’s education ends in kitchen militates against their effective participation in literacy classes.
31. Psychological feeling that one is too old to learn militates against their effective participation in literacy classes.
32. Opposition from husbands due to the fear that they may be dominated in the family militates against their effective participation in literacy classes.
33. Burdens of domestic chores militate against their effective participation in literacy classes.
34. Cultural inhibitions militate against their effective participation in literacy classes.
35. Opposition from husbands due to the fear of unfaithfulness of their spouses militates against their effective participation in literacy classes.
36. Religious prohibitions militate against their effective participation in literacy classes.
108
APPENDIX B: POPULATION DISTRIBUTION
S/No Communities Population a. Oji-River Town 168
b. Inyi 144
c. Awlaw 128
d. Akpugoeze 96
e. Achi 172
f. Ugwuoba 108
Total 816
Source: Department of Information, Education and Cultural Matters, Oji-River Local Government Area, July, 2010.
109
APPENDIX C: QUESTIONNAIRE RETURN RATE
S/No Communities Number of the Questionnaire Distributed
Number of the Questionnaire Returned
a. Oji-River Town 168 138
b. Inyi 144 128
c. Awlaw 128 117
d. Akpugoeze 96 83
e. Achi 172 141
f. Ugwuoba 108 93
Total 816 700
110
APPENDIX D: COMPUTATIONS
Reliability Cluster 1
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
Reliability Statistics
Cronbach's
Alpha
Cronbach's Alpha Based on Standardized
Items N of Items
.931 .933 5
Item Statistics
Mean Std. Deviation N
item 4 2.6500 1.13671 20
item 5 2.9000 1.07115 20
item 6 2.7500 1.06992 20
item 7 3.6000 .50262 20
item 8 2.7500 1.11803 20
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-Total
Correlation
Squared Multiple
Correlation
Cronbach's Alpha if
Item Deleted
item 4 12.0000 12.105 .825 .780 .915
item 5 11.7500 11.776 .952 .912 .887
item 6 11.9000 12.095 .898 .929 .899
item 7 11.0500 17.208 .591 .429 .959
item 8 11.9000 11.674 .916 .931 .895
Scale Statistics
Mean Variance Std. Deviation N of Items
14.6500 19.924 4.46360 5
111
CLUSTER 2
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
Reliability Statistics
Cronbach's
Alpha
Cronbach's Alpha Based on Standardized
Items N of Items
.721 .689 4
Item Statistics
Mean Std. Deviation N
item 9 2.9500 .99868 20
item 10 3.5000 .82717 20
item 11 2.8500 .98809 20
item 12 2.8000 1.00525 20
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-Total
Correlation
Squared Multiple
Correlation
Cronbach's Alpha
if Item Deleted
item 9 9.1500 3.924 .776 .814 .479
item 10 8.6000 7.621 -.069 .144 .913
item 11 9.2500 4.408 .628 .580 .584
item 12 9.3000 3.695 .850 .810 .421
Scale Statistics
Mean Variance Std. Deviation N of Items
12.1000 7.989 2.82657 4
112
CLUSTER 3
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
Reliability Statistics
Cronbach's
Alpha
Cronbach's Alpha Based on Standardized
Items N of Items
.822 .828 6
Item Statistics
Mean Std. Deviation N
item 13 2.7500 .71635 20
item 14 2.5500 .82558 20
item 15 2.3500 .87509 20
item 16 2.2500 .78640 20
item 17 2.1500 .81273 20
item 18 2.6000 .88258 20
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-Total
Correlation
Squared Multiple
Correlation
Cronbach's Alpha if
Item Deleted
item 13 11.9000 9.674 .579 .569 .797
item 14 12.1000 8.305 .794 .821 .748
item 15 12.3000 8.326 .727 .818 .762
item 16 12.4000 8.884 .696 .738 .772
item 17 12.5000 8.684 .714 .733 .767
item 18 12.0500 11.208 .132 .109 .889
Scale Statistics
Mean Variance Std. Deviation N of Items
14.6500 12.766 3.57292 6
113
CLUSTER 4
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
Reliability Statistics
Cronbach's
Alpha
Cronbach's Alpha Based on
Standardized Items N of Items
.931 .926 6
Item Statistics
Mean Std. Deviation N
item 19 2.2500 .85070 20
item 20 2.7500 .91047 20
item 21 2.4500 1.05006 20
item 22 2.3500 1.08942 20
item 23 2.4500 .68633 20
item 24 2.3500 .98809 20
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-Total
Correlation
Squared Multiple
Correlation
Cronbach's Alpha
if Item Deleted
item 19 12.3500 17.187 .810 .811 .918
item 20 11.8500 17.397 .710 .699 .930
item 21 12.1500 14.661 .977 .966 .893
item 22 12.2500 14.934 .891 .868 .907
item 23 12.1500 20.239 .471 .457 .952
item 24 12.2500 15.355 .941 .928 .899
Scale Statistics
Mean Variance Std. Deviation N of Items
14.6000 23.621 4.86015 6
114
CLUSTER 5
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
Reliability Statistics
Cronbach's
Alpha
Cronbach's Alpha Based on
Standardized Items N of Items
.885 .888 5
Item Statistics
Mean Std. Deviation N
item 25 3.2000 .76777 20
item 26 2.4000 .75394 20
item 27 2.5000 .76089 20
item 28 2.2500 .85070 20
item 29 3.0000 .72548 20
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-
Total Correlation
Squared Multiple
Correlation
Cronbach's
Alpha if Item
Deleted
item 25 10.1500 7.082 .629 .822 .882
item 26 10.9500 6.682 .767 .729 .851
item 27 10.8500 6.345 .865 .834 .827
item 28 11.1000 6.832 .604 .705 .892
item 29 10.3500 6.766 .781 .834 .848
Scale Statistics
Mean Variance Std. Deviation N of Items
13.3500 10.239 3.19992 5
115
CLUSTER 6
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
Reliability Statistics
Cronbach's
Alpha
Cronbach's Alpha Based on
Standardized Items N of Items
.892 .896 7
Item Statistics
Mean Std. Deviation N
item 30 2.7500 1.01955 20
item 31 2.0500 1.05006 20
item 32 1.8500 .87509 20
item 33 1.9500 .94451 20
item 34 2.3000 1.17429 20
item 35 2.2500 1.01955 20
item 36 2.0500 1.05006 20
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-Total
Correlation
Squared Multiple
Correlation
Cronbach's Alpha if
Item Deleted
item 30 12.4500 26.050 .387 .195 .911
item 31 13.1500 21.397 .887 .957 .851
item 32 13.3500 23.608 .793 .894 .867
item 33 13.2500 22.618 .847 .759 .859
item 34 12.9000 22.832 .615 .566 .888
item 35 12.9500 25.313 .464 .527 .902
item 36 13.1500 21.082 .926 .941 .846
Scale Statistics
Mean Variance Std. Deviation N of Items
15.2000 31.116 5.57815 7
116
Grand Reliability
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
Reliability Statistics
Cronbach's
Alpha
Cronbach's Alpha Based
on Standardized Items N of Items
.764 .767 33
Item Statistics
Mean Std. Deviation N
item 4 2.6500 1.13671 20
item 5 2.9000 1.07115 20
item 6 2.7500 1.06992 20
item 7 3.6000 .50262 20
item 8 2.7500 1.11803 20
item 9 2.9500 .99868 20
item 10 3.5000 .82717 20
item 11 2.8500 .98809 20
item 12 2.8000 1.00525 20
item 13 2.7500 .71635 20
item 14 2.5500 .82558 20
item 15 2.3500 .87509 20
item 16 2.2500 .78640 20
item 17 2.1500 .81273 20
item 18 2.6000 .88258 20
item 19 2.2500 .85070 20
item 20 2.7500 .91047 20
item 21 2.4500 1.05006 20
item 22 2.3500 1.08942 20
item 23 2.4500 .68633 20
item 24 2.3500 .98809 20
117
item 25 3.2000 .76777 20
item 26 2.4000 .75394 20
item 27 2.5000 .76089 20
item 28 2.2500 .85070 20
item 29 3.0000 .72548 20
item 30 2.7500 1.01955 20
item 31 2.0500 1.05006 20
item 32 1.8500 .87509 20
item 33 1.9500 .94451 20
item 34 2.3000 1.17429 20
item 35 2.2500 1.01955 20
item 36 2.0500 1.05006 20
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-Total
Correlation
Squared Multiple
Correlation
Cronbach's Alpha if
Item Deleted
item 4 81.9000 99.989 .353 . .753
item 5 81.6500 98.450 .457 . .747
item 6 81.8000 97.011 .529 . .743
item 7 80.9500 107.103 .188 . .761
item 8 81.8000 97.958 .457 . .746
item 9 81.6000 99.411 .447 . .748
item 10 81.0500 107.629 .058 . .767
item 11 81.7000 102.537 .290 . .756
item 12 81.7500 98.303 .502 . .745
item 13 81.8000 98.695 .710 . .741
item 14 82.0000 99.895 .529 . .746
item 15 82.2000 99.011 .548 . .744
item 16 82.3000 105.274 .212 . .760
item 17 82.4000 104.042 .278 . .757
item 18 81.9500 112.050 -.188 . .778
item 19 82.3000 105.063 .202 . .761
item 20 81.8000 107.116 .073 . .767
item 21 82.1000 103.674 .212 . .761
item 22 82.2000 102.800 .241 . .759
item 23 82.1000 103.989 .347 . .755
118
item 24 82.2000 103.221 .255 . .758
item 25 81.3500 107.082 .103 . .764
item 26 82.1500 108.239 .032 . .767
item 27 82.0500 104.892 .247 . .759
item 28 82.3000 99.905 .511 . .747
item 29 81.5500 105.524 .219 . .760
item 30 81.8000 102.905 .260 . .758
item 31 82.5000 106.474 .080 . .768
item 32 82.7000 108.326 .012 . .769
item 33 82.6000 107.411 .052 . .768
item 34 82.2500 99.882 .343 . .753
item 35 82.3000 106.853 .067 . .768
item 36 82.5000 106.368 .085 . .768
Scale Statistics
Mean Variance Std. Deviation N of Items
84.5500 109.313 10.45529 33
119
Frequency Table
Marital status of respondents
Frequency
Percent
Valid Percent
Cumulative Percent
Valid Single
168
24.0
24.0
24.0
Engaged
203
29.0
29.0
53.0
Married
217
31.0
31.0
84.0 Separated
28
4.0
4.0
88.0
Widowed
45
6.4
6.4
94.4
Divorced
39
5.6
5.6
100.0 Total
700
100.0
100.0
Age range of respondents
Frequency
Percent
Valid Percent
Cumulative Percent
Valid 18-25yrs
203
29.0
29.0
29.0 26-33yrs
205
29.3
29.3
58.3
34-41yrs
140
20.0
20.0
78.3 42-49yrs
120
17.1
17.1
95.4
50yrs & above
32
4.6
4.6
100.0 Total
700
100.0
100.0
Occupational profile of respondents
Frequency
Percent
Valid Percent
Cumulative Percent
Valid Trading 149
21.3
21.3
21.3
Farming
45 6.4
6.4
27.7
Housewife
235
33.6
33.6
61.3 Civil service
46
6.6
6.6
67.9
Craftsmanship
167
23.8
23.8
91.7
Applicant
58
8.3
8.3
100.0 Total
700
100.0
100.0
120
RESEARCH QUESTION ONE
N
Sum
Mean
Std. Deviation
Earning an improved income motivates you to participate in adult literacy programme.
700 1946
2.78
.920
Gaining an employment motivates you to participate in adult literacy programme.
700 2051
2.93
.911
Becoming self-employed motivates you to participate in adult literacy programme.
700 1911
2.73
.937
Having a better standard of living motivates you to participate in adult literacy programme.
700 1645
2.35 1.164
Becoming self-reliant motivates you to participate in adult literacy programme.
700 1708 2.44 1.086
RESEARCH QUESTION TWO N Sum Mean Std. Deviation Obtaining certificate for a better job motivates you to participate in adult literacy programme.
700 2205
3.15
.711
Becoming literate motivates you to participate in adult literacy programme.
700 1974
2.82
.944
Improvement on communicative skills motivates you to participate in adult literacy programme.
700 1855
2.65
.998
Ability to take decisions on developmental processes motivates you to participate in adult literacy programme.
700 1722
2.46
1.002
121
RESEARCH QUESTION THREE
N
Sum
Mean
Std. Deviation Being respected in the family and society
motivates you to participate in adult literacy programme.
700 1925
2.75
.993
Overcoming inferiority complex motivates you to participate in adult literacy programme.
700 1778
2.54
1.001
Having control over your personal lives motivates you to participate in adult literacy programme.
700 1638
2.34
1.133
Occupying higher positions of authority in the society motivates you to participate in adult literacy programme.
700 1827
2.61
.997
Boosting of ego in the society motivates you to participate in adult literacy programme.
700 1876
2.68
.995
Being bold and fearless motivates you to participate in adult literacy programme.
700 1645
2.35
1.049
RESEARCH QUESTION FOUR
N
Sum
Mean
Std. Deviation
Recognition of your rights in the society motivates you to participate in adult literacy programme.
700 1918
2.74 .993
Participating actively in political affairs in the community motivates you to participate in adult literacy programme.
700 1757
2.51
1.009
Occupying political positions in the society motivates you to participate in adult literacy programme.
700 1771
2.53
1.000
Learning how to vote wisely in elections motivates you to participate in adult literacy programme.
1981 2.83
.999
Consulting you in political matters in the community motivates you to participate in adult literacy programme.
700 1932
2.76
1.098
Participating actively in decision-making in the community motivates you to participate in adult literacy programme.
700 2065
2.95
.816
122
RESEARCH QUESTION FIVE
N
Sum
Mean
Std. Deviation
Possessing skills to maintain healthier household motivates you to participate in adult literacy programme.
700 1890
2.70
.997
Acquisition of additional skills for the family up-bringing motivates you to participate in adult literacy programme.
700 1904
2.72
.984
Taking care of children at home motivates you to participate in adult literacy programme.
700 1736
2.48
1.002
Taking care of your husband motivates you to participate in adult literacy programme.
700 1932
2.76
.999
Having a better and organized home motivates you to participate in adult literacy programme.
700 1785
2.55
1.001
RESEARCH QUESTION SIX
N
Sum
Mean
Std. Deviation
Belief that woman’s education ends in kitchen militates against their effective participation in literacy classes.
700 2023
2.89
.944
Psychological feeling that one is too old to learn militates against their effective participation in literacy classes.
700 2520
3.60
.604
Opposition from husbands due to the fear that they may be dominated in the family militates against their effective participation in literacy classes.
700 1596
2.28
1.084
Burdens of domestic chores militate against their effective participation in literacy classes.
700 1477
2.11
1.087
Cultural inhibitions militate against their effective participation in literacy classes.
700 2254
3.22
.799
Opposition from husbands due to the fear of unfaithfulness of their spouses militates against their effective participation in literacy classes.
700 1722
2.46
1.009
Religious prohibitions militate against their effective participation in literacy classes.
700 2191
3.13
.899
123
T-TEST FOR HYPOTHESIS ONE
Group Statistics
Age Range of the Respondents
N
Mean
Std. Deviation
Std. Error Mean
Recognition of your rights in the society motivates you to participate in adult literacy programme.
Young 408
2.86
.888 .076
Older
292
2.67
.924
.064
Participating actively in political affairs in the community motivates you to participate in adult literacy programme.
Young 408
2.94
.998 .095
Older
292
2.73
.896
.050
Occupying political positions in the society motivates you to participate in adult literacy programme.
Young 408
2.47 .832
.079
Older
292
2.84
.953
.054
Learning how to vote wisely in elections motivates you to participate in adult literacy programme.
Young 408
2.84
1.196
.114
Older
292
2.66
.928
.052
Consulting you in political matters in the community motivates you to participate in adult literacy programme.
Young 408
2.55
1.216
.116
Older
292
2.89
1.121
.063
Participating actively in decision-making in the community motivates you to participate in adult literacy programme.
Young 408
2.64
1.160
.111
Older
292
2.58
1.029
.058
INDEPENDENT SAMPLES TEST (t-test for Equality of Means)
t
df
Sig. (2-tailed)
Mean Difference
Std. Error Difference
Recognition of your rights in the society motivates you to participate in adult literacy programme.
-.761
698
.447
.205
.101
Participating actively in political affairs in the community motivates you to participate in adult literacy programme.
2.236 698 .026 .206 .102
Occupying political positions in the society motivates you to participate in adult literacy programme.
1.612
698 .108
.179
.111
Learning how to vote wisely in elections motivates you to participate in adult literacy programme.
2.141
698 .033
.243
.113
124
Consulting you in political matters in the community motivates you to participate in adult literacy programme.
-.258
698 .797
-.033
.127
Participating actively in decision-making in the community motivates you to participate in adult literacy programme.
-2.075
698 .339
-.245
.118
T-TEST FOR HYPOTHESIS TWO
Group Statistics Occupational profile
of the respondents
Std.
Std. Error N
Mean
Deviation
Mean
Earning an improved income motivates you to participate in adult literacy programme.
civil servants 46
2.93
1.013
.072
non-civil servants
654
2.55
.790
.052
Gaining an employment motivates you to participate in adult literacy programme.
civil servants 46
2.90
1.111
.079
non-civil servants
654
3.58
1.094
.072
Becoming self-employed motivates you to participate in adult literacy programme.
civil servants 46
2.64
.872
.062
non-civil servants
654
2.88
1.083
.072
Having a better standard of living motivates you to participate in adult literacy programme.
civil servants 46
2.42
.971
.069
non-civil servants
654
2.45
.936
.062
Becoming self-reliant motivates you to participate in adult literacy programme.
civil servants 46
2.47
1.132
.081 non-civil servants 654
2.55
1.139
.075
125
INDEPENDENT SAMPLES TEST (t-test for Equality of Means)
t
df
Sig. (2-tailed)
Mean Difference
Std. Error Difference
Earning an improved income motivates you to participate in adult literacy programme.
2.565
698 .018
.225
.088
Gaining an employment motivates you to participate in adult literacy programme.
1.777
698 .309 .364 .096
Becoming self-employed motivates you to participate in adult literacy programme.
2.981 698 .203
.320
.107
Having a better standard of living motivates you to participate in adult literacy programme.
1.822
698 .169
.169
.093
Becoming self-reliant motivates you to participate in adult literacy programme.
1.775
698 .439
.086
.110
APPENDIX
APPENDIX E: VALIDATORS’ COMMENT
126
S’ COMMENTS
127
128
129
130
131
132
133
134
135
136
137
138
139
140