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ABSTRACT
The study assessed the influence of facilitators’ approach to the teaching-learning of reading skills on adult learners’ reading proficiency in Oredo local government area of Edo State. Four research questions were raised to guide the study. A total sample of 66 respondents drawn through a simple random technique was used for the study. The descriptive survey design was adopted for the study. The data for the study were collected through a Questionnaire titled: Approach to Teaching-learning Reading Skills Questionnaire (ATRSQ). The instrument’s reliability was determined using the Pearson’s Product Moment Correlation (PPMC) formula and after computation, the correlation coefficient of the instrument was found to be 0.73. The data collected were analysed using descriptive and inferential statistics. The descriptive statistics involved simple percentages, the mean score analysis while the inferential statistics involved the use of Pearson’s r which was used to test the hypothesis formulated for the study. It was found in the study that there is a significant relationship between the approaches adopted by literacy facilitators and adult learners’ reading proficiency in Oredo local government area of Edo State; there is a relatively high level of reading proficiency among adult learners in Oredo local government area of Edo State among others. The study therefore concludes that concluded that there is a positive, significant relationship between the approaches adopted by literacy facilitators and adult learners’ reading proficiency in Oredo local government area of Edo State. It was on the basis of this that the study recommended among others that literacy facilitators should develop appropriate teaching-learning approach or strategy to be able to better impact adult learners and the curriculum content should involve what the adult learners can easily relate with especially the ones that have to do with their daily jobs or tasks among others.
