An investigation into the effectiveness of the teaching/learning materials used by the new literate students in adult education classes in Kenya: A case study for Kiambu, Kajiado, Nairobi and Machakos district

Abstract

This case study is concerned with the investigation of the learning/teaching materials used by the new-literate adult students in adult literacy class. The two samples that were taken, consisted of 68 teachers and 304 students whose attitudes and opinions and suggestions were sought in light of their teaching, learning experiences, interests and needs. Data were collected by means of questionnaire and interviews administered to the respondents randomly selected from the study area. The teachers in general rejected the learning/teaching materials used by the new-literate adult students in favour of specifioally adult oriented learning/teaching materials. From the study it was concluded that adults are not grown-up children, and as such, they need not be fed educationally with children's learning/teaching materials. This was evidenced by the learning materials found in the classes during this study and the documents suposedly prepared for the literacy teachers (see Appendixes "D" and "E"). This evidence supports that the existing learning/teaching materials should be revised in toto. The results show that the teachers were advised to use the primary school learning/teaching materials in absence of proper adult oriented materials (this has been the case since 1969, (see appendix "D"). This finding was supported by the fact that every year (1980 included) there are adult students enrolled to sit for the Certificate of Primary Education Examination. This seems to mean that these adult students have to be coached with syllabus and learning/teaching materials strictly relevant to the children's examination. These research findings were supported by the teachers view that the materials used by the new-literate adult students are irrelevant and unsuitable in terms of age and experience of adult students. It was also clear from the results that most teachers were not in serviced after their two-week training course for teaching adults (both fulltime and part-time teachers). It was also ~he students general feeling that they were not being given relevant education. Instead they were made to be biased on academic side so as to demand English, Swahili and Mathematics in their classes for their lessons as their preference. This was evidenced by the new-literate adult students when they reported that they were not learning new things and things that they thought were useful to them. The findings were examined with reference to the relevant geographical and social - economic conditions of the students areas as they dictate the existing living conditions in various walks of life. The main emphasis in adult education should be eff~ciency in professionalism starting with the teachers and their supervisors at grassroot level. Therefore, there is a groWing need for teachers courses and inservice courses to encourage them in the attempt to help adults learn. There should be a systematic planned preparation and distribution of learning/teaching materials for new-literate adult students specific. This would also necessitate preparation of post - li"teracy syllabus for the new-literate adults for upward or horizontal educational mobility which would include among other things, some fundamental and basic principles such as, hygiene and people of Kenya to cite just a few examples. This would create and develop national understanding and unity among the Kemyans in general.