In Kisumu East District in Kenya, 80% of the learners come from low income areas while 70% of the learners are women. This may create the impression that adult education is meant for women and low income earners. The purpose of this study was to establish the influence of the adult learners’ background on their perception of Adult Functional Literacy Curriculum (AFLC). The study employed the correlation design. The study population was 472 adult learners. A sample of 156 adult learners was selected through stratified random sampling technique based on gender and location. Data was collected through a questionnaire. The relationship between adult learners’ background on their perception of AFLC was determined by Point Biserial Correlation Coefficient (rpb). Findings indicated that female learners comprised the majority of adult learners in Kisumu East District. All the adult learners were low income earners. Enrolment rate in rural areas was higher than that of urban areas. Adult learners in Kisumu East District had positive perception towards the objectives, content, teaching methods and evaluation methods of AFLC. Learners had negative perception towards individualized instruction and the use of the lecture method. There was no significant relationship between gender and adult learners’ perception of AFLC. similarly, there was no significant relationship between location and adult learners’ perception of AFLC. However, there was a weak but statistically significant relationship between gender and adult learners’ perception of the teaching methods of AFLC with males having a stronger perception than the females. Based on the results it is advisable that teachers take into consideration the background characteristics of the learners as they select the various teaching methods as this was found to influence their perceptions of the teaching methods.
|Keywords:||Adult Learners, Perception, Adult Functional Literacy Curriculum|
Senior Graduate Teacher, Department of Humanities, Kisumu Boys, Kisumu, Kenya
Associate Professor, Faculty of Education, Department of Educational Communication, Technology and Curriculum Studies, Maseno University, Maseno, Kenya
Professor, Department of Educational Psychology, Maseno University, Maseno, Kenya