Browsing by Author "Maganga, Cajetan. K"

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    A proposal of an adult learning model and its application to a comparison between programmed learning and face –to-face instruction among adult students
    (University of Dar es Salaam, 1975) Maganga, Cajetan. K
    This study identified two related problems in adult education one is the lack of coherent and comprehensive adult learning structural framework to guide research and studies on the phenomenon, and the need for developing such a theoretical structure. The second problem is to find out how programmed learning as a method of instruction compares with the conventional face –to-face instruction method in its effects on learning outcomes among adult learners. The two problems are linked by the fact that effects of instructional methods on learning outcomes are difficult to isolate from the effects of some other factors influencing adult learning outcomes. A sufficiently comprehensive adult learning model could help to identify the main factors that influence adult learning, and their relative or combined effects. Methods of instruction would be just one such factors in the model while past experiences, age, learning ability, for example, would be some of the other factors influencing adult learning. If an adult learning model, or a structural framework, were developed to include all these factors, it could then be the basis for designing experimental and other types of studies to control the various factors, or hold them constant , while the effects of, say, the methods factors is assessed. In comparing two or more methods on their effects on learning outcomes, the other influencial factors could be controlled so that only the effects of the methods under comparison may be assessed. After a review of selected learning theories, the study has identified a number of factors influencial to adult learning. These have been presented in a proposed adult learning model. The proposed model has identified some eight main factors influencial to adult learning outcomes, as well as two main kinds of adult learning outcomes. It has, in addition, proposed interrelationships between the factors and the learning outcomes which are assumed to be indicated by the existence of a simple or multiple correlations between them. An experimental study was carried out to test some of the main propositions of the model. The results of the study have shown that six out of the ten null hypotheses were rejected, indicating the existence of significant correlations’ between the factors assumed to be influencial to adult learning and the learning outcomes. The results showed that face-to face instruction method did not differ significantly in its effects on learning outcomes from the effects produced by programmed instruction method. This was interpreted to mean that the two methods were equality effective as adult education methods of instruction; either of them could be substituted for the other in adult education instructional situations without affecting the learning outcomes significantly. The results moreover showed that the combination of programmed instruction with face-to-face instruction resulted in higher achievement mean scores than those effected by face-to-face instruction method alone. This suggested that adult learners are likely to benefit more if distant teaching methods such as programmed instruction are used in combination with the face –to-face instruction methods. The study gives some of the implications of the findings for the adult education programme planners, administrators and tutors, in view of optimising the adult learning situation. Further research toward a comprehensive theory of adult learning is also suggested.