A THESIS PRESENTED TO THE DEPARTMENT OF ADULT … RITA IFEOMA.pdfa thesis presented to the...

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


6 Psychological Factors Motivating Women’s


7 Political Factors Motivating Women’s


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


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


5. Family factors motivating women’s participation in adult literacy


6. Factors militating against effective women’s participation in adult


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


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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


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


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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,

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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.

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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


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


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


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


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


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


Table 5 shows the education factors motivating women’s participation in


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


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


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


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


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


76

Table 7 indicates the political factors motivating women’s participation in


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


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


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


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


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


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.

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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


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


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


N %


Excludeda 0 .0

Total 20 100.0


Cronbach's

Alpha


Items N of Items

.721 .689 4

Item Statistics


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


Scale Mean if

Item Deleted

Scale Variance if

Item Deleted


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


12.1000 7.989 2.82657 4

112

CLUSTER 3


N %


Excludeda 0 .0

Total 20 100.0


Cronbach's

Alpha


Items N of Items

.822 .828 6

Item Statistics


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


Scale Mean if

Item Deleted

Scale Variance if

Item Deleted


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


14.6500 12.766 3.57292 6

113

CLUSTER 4


N %


Excludeda 0 .0

Total 20 100.0


Cronbach's

Alpha

Cronbach's Alpha Based on

Standardized Items N of Items

.931 .926 6

Item Statistics


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


Scale Mean if

Item Deleted

Scale Variance if

Item Deleted


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


14.6000 23.621 4.86015 6

114

CLUSTER 5


N %


Excludeda 0 .0

Total 20 100.0


Cronbach's

Alpha



.885 .888 5

Item Statistics


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


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


13.3500 10.239 3.19992 5

115

CLUSTER 6


N %


Excludeda 0 .0

Total 20 100.0


Cronbach's

Alpha



.892 .896 7

Item Statistics


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


Scale Mean if

Item Deleted

Scale Variance if

Item Deleted


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


15.2000 31.116 5.57815 7

116

Grand Reliability


N %


Excludeda 0 .0

Total 20 100.0


Cronbach's

Alpha

Cronbach's Alpha Based

on Standardized Items N of Items

.764 .767 33

Item Statistics


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


Scale Mean if

Item Deleted

Scale Variance if

Item Deleted


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


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


Young 408

2.86

.888 .076

Older

292

2.67

.924

.064


Young 408

2.94

.998 .095

Older

292

2.73

.896

.050


Young 408

2.47 .832

.079

Older

292

2.84

.953

.054


Young 408

2.84

1.196

.114

Older

292

2.66

.928

.052


Young 408

2.55

1.216

.116

Older

292

2.89

1.121

.063


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


-.761

698

.447

.205

.101


2.236 698 .026 .206 .102


1.612

698 .108

.179

.111


2.141

698 .033

.243

.113

124


-.258

698 .797

-.033

.127


-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


civil servants 46

2.93

1.013

.072

non-civil servants

654

2.55

.790

.052


civil servants 46

2.90

1.111

.079

non-civil servants

654

3.58

1.094

.072


civil servants 46

2.64

.872

.062

non-civil servants

654

2.88

1.083

.072


civil servants 46

2.42

.971

.069

non-civil servants

654

2.45

.936

.062


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


2.565

698 .018

.225

.088


1.777

698 .309 .364 .096


2.981 698 .203

.320

.107


1.822

698 .169

.169

.093


1.775

698 .439

.086

.110

APPENDIX

APPENDIX E: VALIDATORS’ COMMENT

126

S’ COMMENTS

A THESIS PRESENTED TO THE DEPARTMENT OF ADULT … RITA IFEOMA.pdfa thesis presented to the...

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