INFLUENCE OF DIGITAL LITERACY ON LEARNING ACHIEVEMENT AMONG ADULT LEARNERS

ABSTRACT

This study examined the effect of influence of digital literacy on learning achievement among adult learners in adult education programmmes in sapele local government area. four research questions were raised to guide the study, including: what digital literacy skills are available to learners enrolled adult education programme; how does availability and utilization of digital resources promote learning achievement among Adult learners; in what ways does digital literacy influence learning achievement among Adult learners; what are the challenges faced in implementing digital literacy in adult Education programme. This study adopted a descriptive survey research design. The population of the study was made up of two hundred and thirty-six adult learners which included public servants and self-employed. From this population, a total of one hundred and eighteen (118) adults’ leaners was adopted as the study’s sample. A questionnaire was constructed and utilised for data collection. The obtained data were analyzed sed using frequency counts, simple percentages, mean and standard deviation. The findings of the study revealed that: the level of digital literacy skills are available to learners enrolled adult education programme at Sapele Local Government is relatively high; the availability and utilization of digital resources promote learning achievement among Adult learners at Sapele Local Government is relatively high and efficient; digital literacy influence learning achievement among Adult learners at Sapele Local Government, was found to be high; and the challenges faced in implementing digital literacy in adult Education programme at Sapele Local Government was found to be diverse and high. Therefore, it was recommended that: it is essential to continue investing in ongoing digital training programs; building upon the efficient digital training practices already in place, the adult education enter should actively seek ways to further improve its processes; the adult tutor should establish a support system for adult learners; adult tutors should be encouraged to diversify their skillsets beyond basic digital literacy.