Facilitators’ Professional Qualities as Correlates of Learning Outcomes among Learners of Non-formal Education (LNE) in Sokoto, Nigeria: Implications for Educational Counselling

Yıl 2024, Sayı: Bluj_11_1, 12 - 17, 02.01.2025

Murtala Akanbi Yusuf , Shehu Yahaya Tsagem

https://doi.org/10.16918/jblu.1588932

https://izlik.org/JA72UP77FB

Öz

The importance of facilitators in attainment of learning outcomes in adult and non-formal education centres cannot be over-emphasized. This can only be possible if the facilitators possess the requisites professional qualities. It is on this note that the study examined facilitators’ professional qualities as correlates of learning outcomes among LNE in Sokoto, Nigeria and implications for educational counselling. Quantitative research of correlational design was used for this study. The population of this study was 3464 learners (LNE) and 68 Basic Literacy Facilitators in 3 Basic Literacy Centres of the Agency for Mass Education, Sokoto. A sample size of 380 basic literacy learners was proportionately selected while the whole of 68 Basic Literacy facilitators were used. Proforma, Facilitators’ Demographic Scale (FDS) and Facilitators Andragogical Competence Scale (FACS) were the instruments used for data collection. The reliability coefficient indexes (α) of 0.86 and 0.82 were obtained for the FACS and FDS respectively. Demographic data were presented using frequency and percentages. The null hypotheses were tested with the use of PPMC at 0.05 level of significance. The findings revealed that educational qualification, andragogical competencies and years of experience are very vital to the realization of the learning outcomes of adult and non-formal education learners. The study recommends that opportunities should be given to facilitators to acquire further qualifications and the experienced facilitators should be retained and motivated while on-the job training opportunities in from of seminar, conferences mentorship should be given to facilitators to enhance their andragogical competence

Anahtar Kelimeler

Learners of Non-formal Education , Facilitators , learning outcome , Professional

Proje Numarası

Not Applicable

Kaynakça

• Aliero, B. U. Aliero, H. S. & Tsagem, S. Y. (2022).Guidance and Counselling: A Tool for Enhancing Performance in Senior Secondary Schools of Kebbi State, Nigeria. International Journal of Innovative Science and Research Technology, 7(11), 1577–1583. https://doi.org/10.5281/zenodo.7470905
• Alkali, M. (2016). Facilitators’ professional qualities and learning outcomes in non-formal basic literacy programme in Sokoto State, Nigeria. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(5), 50-61.
• Alufohai, P. J. (2013). Influence of teachers’ characteristics on senior secondary school students’ achievement in English Language. Unpublished Ph.D Thesis, Department of Curriculum and Instruction, Ekpoma, Edo State, Nigeria: Ambrose Alli University.
• Aina,J. K.,Olanipekun, S.S., & Garuba, I.A.(2015).. (2015). Teachers’ effectiveness and its influence on students’ learning. Advances in Social Sciences Research Journal, 2(4). 88-95 https://doi.org/10.14738/assrj.24.1082. Bakare, T.V. (2011). The adult educator in Nigeria: born or made? Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (3): 186-191
• Dalhousie University Psychology and Neuroscience Team (n.d.). Research Methods in Psychology and Neuroscience. https://digitaleditions.library.dal.ca/researchmethodspsychneuro/
• Etiubon, R. U., & Benson, R. F. (2014). Teacher qualification and experience as determinants of quality Chemistry Education in Nigeria. Journal of Education and Practice, 5(24), 124-132.
• Obiozor, O.R. Madu, C.O. & Ibe, P.C. (2014). Constraints to the implementation of adult literacy programmes in Nigeria. Journal of Teacher Perspective, 8(4),1-11.
• Ogu, B.J., Osaru, O. A. & Yahaya, Y.J. (2019). Competency improvement needs of facilitators for enhancing adult education programme in Edo state, Nigeria. British Journal of Education, 7(7),1-16.
• Olojede, A. A. (2017). Achieving the international benchmarks for adult literacy in Nigeria: Post 2015 challenges and prospects. European Scientific Journal, ESJ, 13(34), 392-413. https://doi.org/10.19044/esj.2017.v13n34p392.
• Oviawe, J. I. (2020). Influence of teacher quality and professional development on the students’ academic performance in technical drawing in technical colleges. Australian Journal of Science and Technology, 4(1), 242-249.
• Patterson, C. H. & Carl Rogers, C. (1977). and Humanistic Education. In Foundations for a Theory of Instruction and Educational Psychology, Chapter 5. Harper & Row
• Rice, J. K. (2010). The impact of teacher experience: Examining the evidence and policy implications. Available at: http://www.urban.org. Accessed on: 17-1-2023.
• Rogers, C. (1969). Freedom to learn: A view of what education might become. Columbus, Ohio: Charles E. Merrill Publishing Company
• Rogers, C. (1961). On becoming a person. Boston: Houghton Mifflin.
• Taiwo, M. B. & Alakoso, I. M. (2009). A guide to adult and non-formal education. Ilorin: Wabson printers. Ufonabasi, E. R. & Friday, B. R. (2014). Teacher qualification and experience as determinants of quality chemistry education in Nigeria. Journal of Education and Practice,5(24), 124-132.
• UNESCO (2023). Literacy. Glossary. UNESCO for Statistics. http://uis.unesco.org/node/3079547
• Weyers, M. L. & Rankin, P. (2007). The facilitation assessment scale (FAS): Measuring the effects of facilitation on the outcome of workshops. The Social Work Practitioner Researcher,19(1),92-112.
• Zakari, B. & Yusuf, M.A. (2014). Promoting literacies in the 21st century in Nigeria: Some considerations. Sokoto Education Review 15(1), 96-105. https://doi.org/10.35386/ser.v15i1.157
• Yusuf, M.A. & Zakari, B. (2015). Exploring experiential learning in improving the quality of training of Nigerian adult educators in the 21st century, Journal of Nigerian national Council for Adult Education, 20(1), 180-189.
• Zakari, B. (2015). Psychosocial determinants as correlates of learning achievements of basic literacy learners in Kano State. Sokoto International Journal of Counseling Psychology, 3(2), 349-362.