UNDERGRADUATES KNOWLEDGE AND PERCEPTION OF ADULT EDUCATION AS AN ACADEMIC DISCIPLINE

ABSTRACT

The study was carried out to assess undergraduates knowledge and perception of adult education as an academic discipline in the University of Benin, Benin city, Nigeria. Five research questions were raised. The study adopted the purposive sampling techniques. The population of this study comprises of a total of One Hundred and Sixty (160) undergraduates which were randomly selected from various departments and faculties in the University of Benin, Benin City, Nigeria. The instrument for the study was the questionnaire which was designed based on the research questions raised. The face and content approach was adopted to determine the validity of the instrument and a test-retest method was used to find out the reliability of the research instrument which produced a reliability coefficient of 0.78. In analyzing the data, the researcher made use of descriptive statistics. Findings from the study revealed that the government, policy makers and many adult education educators understanding of adult education influence undergraduates knowledge and perception of adult education as an academic discipline, and that undergraduates influence on adult education is negative owing to misconception which embodies adult education which therefore results to the stance of disregard for adult education. Also findings reviewed that the fact that adult education courses are not made compulsory or elective courses at one point for undergraduates in other departments and faculties has and is still impeding the public recognition and acceptance of adult education as an academic discipline. In view of the findings of the study, it was recommended that government and policy makers should redesign the national policy on education sections that possess as danger to the sustainable development and thrive of adult education. And that the government should invest more into adult education considering the negligence which the field suffers so as to elevate its status through the provision of better learning environment for adult education centers and employment of more qualified adult education lecturers into national and state universities. Also, that adult education courses be made as compulsory courses at one point in the years of an undergraduate in other departments and faculties so as to bridge the gap in knowledge about adult education. These will in the long run orchestrate a more positive changes in the public knowledge and perception of adult education as an academic discipline, especially undergraduates.