Influence of institutional factors on adult literacy programmes in Kandara sub-county, Murang’a county, Kenya.

Abstract

This study assessed the influence of institutional factors of adult literacy programme in Kandara sub-county. The objectives of the study were; to determine the influence of physical facilities; assess how the teaching learning resources enhance learning; establish the influence of teaching approaches and to assess the influence of teacher qualifications on adult literacy programme. The target population was 171 adult education learners, 22 adult education teachers, and one sub-county adult education officer. The sample size was adult learners, adult education teachers and sub- county adult education officer. The study used descriptive survey method. The data collected were analyzed by using Statistical Package for Social Sciences (SPSS). Frequency tables and percentages were used to enhance data presentation. The findings of the study showed that fewer men (18.2%) than women (81.8%) enroll for adult literacy programme. The study also established that learning and teaching resources for both adult learners and adult teachers were inadequate. The study also found that the most commonly used methods of teaching such as tests and assignments were inappropriate for learners at the beginners or basic level. The study further established that teachers for adult learners had inadequate qualifications to teach adult learners. The research suggested that similar studies should be carried in other areas in Kenya.