An Analysis of Factors Influencing Urbanite Woman Learner-Participation in Functional Literacy Programs in Selected Christian Churches, Accra

Autor/in	Saah, Albert Amoah
Titel	An Analysis of Factors Influencing Urbanite Woman Learner-Participation in Functional Literacy Programs in Selected Christian Churches, Accra
Quelle	3 (2013) 3, S.195-206 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-623X
Schlagwörter	Functional Literacy; Adult Learning; Adult Students; Statistical Analysis; Nonformal Education; Literacy Education; Adult Literacy; Urban Areas; Females; Surveys; Individual Characteristics; Cultural Influences; Sociocultural Patterns; Participation; Program Design; Church Programs; Ghana + Suchen Sie Ihr Suchwort? Funktionale Kompetenz; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Statistische Analyse; Non-formal education; Non formal education; Nichtformale Bildung; Urban area; Stadtregion; Weibliches Geschlecht; Survey; Umfrage; Befragung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Cultural influence; Kultureinfluss; Soziokulturelle Theorie; Teilnahme; Programme design; Programmaufbau; Programmplanung
Abstract	The promotion of adult functional literacy programs per se, neither creates the necessary motivation for learning, nor enhances the participation of adult learners in work-oriented or socio-cultural functional literacy programs. The task in learning-teaching transaction is to create the enabling environment for harnessing and enhancing learner-related factors that influence the learners' successful and significant participation. The research sets out to investigate, analyze, and establish the factors, which influences urbanite woman learners-participation in adult functional literacy programs of selected churches in Accra. Study used survey method to collect data from study area in Nima and Maamobi, East Ayawaso sub-district of Accra, and chi-square test for statistical analysis. Three classes of factors were identified: (1) Internal factor (or the bio-psychosocial characteristics of learner, such as adult's experience and perception) which most influenced the urbanite learner-participation; (2) External factor related to the cultural setting and organization; and (3) Integrated factor which constitutes the interplay of both internal and external factors. Integrated factor contributed the least level of influence. Findings established a crucial foundation that adult functional literacy programs designed, deployed, and developed with learner-friendly models utilizing internal factors, will most enhance learner-participation in both work-oriented and socio-cultural functional literacy programs in continuing education. (Contains 1 figure and 7 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10