Factors Affecting the Use of Andragogical Principles in Adult Education Programmes

Abstract

The argument that adults deserve to be treated differently in the teaching/learning milieu has been brought to the forefront by many researchers and adult educators spearheaded by Malcolm Knowles’ notion of andragogy. Knowles asserted that adults require certain conditions to learn. Generally, literature has also supported the idea that teaching adults should be approached differently from that of adolescents. This is backed by ‘ainformed professional opinion; philosophical assumptions associated with the humanistic psychology and progressive education; and a growing body of research and theory on adult learning, development, and socialization’. There are several adult education programmes going on in the Lagos State of Nigeria. The study examined the level of awareness and use of andragogical principles in the programmes. 361 participants from different adult education programs, along with 132 facilitators (total of 493 respondents) were used for the study. Interviews, Sit-in-Observations were used in conjunction with the Questionnaire to gather data and statistical analysis with the chi-squared tool revealed that facilitators were mostly aware of, but do not make use of andragogical principles in helping adults to learn. Factors responsible for these include the lack of appropriate adult education training, too much reliance on the belief that the training as child educators should suffice to help adults learn and the belief that the culture and background (adults should be respected etc) influence the interpersonal relationship between adult learners and the facilitators. Suggestions made include that appropriate training for adult educators be encouraged, as well as more focus the use of technology, to facilitate adult learning among others.