1.0   INTRODUCTION 

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7       Definition of terms

1.8       Organization of the study

 

 

CHAPETR TWO

2.0   LITERATURE REVIEW

 

CHAPETR THREE

3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

 

 

ABSTRACT

This study is on The influence of guidance and counselling on the adult learner’s performance in literacy centres in Oredo LGA of Edo State The total population for the study is 200 staff of adult education department in oredo LGA, Edo state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up adult education organizer i, adult education organizer ii, senior staff and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies

 

CHAPTER ONE

                                        INTRODUCTION

In education and learning processes adults have different goals and decide to start these processes in all life periods, which means that there should be a diverse offer of various possibilities of guidance and counselling that would suit them all. In politics – in which institutions (such as for instance OECD, European Community and others) play an important role – the main attention is focused on career guidance. Do we also need ‘independent’ counselling and guidance for adults who need help in their education and learning process, accessible within their local environment, on a ‘neutral’ terrain (outside of the Job Centre, school and similar) to operate independently from the career guidance centres? Adult education can take place in institutions for adult and youth education as well as in many other locations and institutions that are not specifically oriented towards education, such as work places, voluntary organisations, libraries, associations, hospitals, various homes and elsewhere (file:///C:/Users/User/)

As Adult education develops and educational experiences of students changes, the need to provide adult students with counselling services increases. The changes brought more complex learning situations which pose greater threat for students facing the “physio-psychological, social, and economic changes taking place at the different stages of life’ (Oduaran 2000). This requires counselling services. Counselling is learning orientated process carried on by a professionally competent counsellor in relevant psychological skills and knowledge, to assist the client with methods within context of the total personnel program to learn more about herself, accept herself, and learn how to put such understanding into effect in relation to more clearly perceived, realistically defined goals, to enable the client become a happier and productive member of society. This is very essential for adult students who need to find themselves by weighing the pros and cons of each need to aid necessary adaptation to their new found role but it is highly neglected. A counsellor is therefore not in service to alter the needs identified by neither adult students nor the administrators but to assist them to cope with the new psychosocial effects arising from the forces of change, and prepare their mind for the new financial and social problems associated with changes, the preparation of the mind also equips the adult students to develop abilities, interests aptitudes, self-esteem, and self-fulfilment in making appropriate decision. Adulthood is mostly challenged by sudden increase in responsibilities, physiological, emotional, psychological and social performance. Just as Oduaran (2000) predicted that there will be contending needs and problems to cope with, He stated that social and economic changes occur so quickly that one barely has enough time to deal with one given change before another one manifests, so in this 21st century, adults are constantly developing and applying a repertoire of concepts, strategies and since education is perceived as an instrument for human development this has increased learner’s interest and interest in learner’s needs

Globally there is a great change in education practice, coupled with the pressure arising from the need to meet up with the challenges. The interest of education in learners is to cover the differences that exist between the world of work and gap in education. To achieve these effectively, learning styles which deals with receiving and processing information within a learning environment should be encouraged. (Zywno, Wadlen 2002). Adult students need effective learning environment, and lack of it affects the distinct goals and expectation in education especially persistence in learning. The objective of this study is therefore to look at the challenges confronting adult students, and ways counselling services can aid adaptation in psychological, emotional, physical and social roles.

Adult education provides to millions of adult all over the world opportunities to continue their education at different levels to acquire new skills so as to fulfil their right to lifelong learning. The learners in these programs are referred to as adult students. Within education and learning processes adults have different goals and decide to start these processes in all life periods, which means that there should be a diverse offer of various possibilities of guidance and counselling that would suit them all

1.3 OBJECTIVE OF THE STUDENT

The objectives of the study are;

1. To ascertain the important of guidance and counselling on adult learner
2. To ascertain the challenges of adult education in school
3. To find out the benefit of guidance and counselling to adult learners

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

H₀: there is no important of guidance and counselling on adult learner

H₁: there is important of guidance and counselling on adult learner

H₀²: there are no challenges of adult education in school

H₂: there are challenges of adult education in school

• SIGNIFICANCE OF THE STUDY

The study will be very significant to student, ministry of education and policy makers. The study will give a clear insight on the influence of guidance and counselling on the adult learner. The study will also serve as a reference to other researcher that will embark on the related topic

• SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers The influence of guidance and counselling on the adult learners performance in literacy centres in Oredo LGA of Edo State. The researcher encounters some constraints which limit the scope of the study namely:

AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study

TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

DEFINITION OF TERMS

Guidance and counselling: Guidance and counselling is the process of helping individuals discover and develop their educational, vocational and psychological potentialities and to achieve an optimal level of personal happiness and social usefulness.

Adult learner: An adult learner, or more commonly, a mature student, is a person who is older and is involved in forms of learning. Adult learners fall in a specific criterion of being experienced, and do not always have a high school diploma. Many of the adult learners go back to school to finish a degree, or earn a new one

 1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study

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