FACTORS MOTIVATING ADULT LEARNERS PARTICIPATION IN FUNCTIONAL LITERACY PROGRAM
Abstract
This study was carried out to examine the factors motivating adult learners participation in functional literacy programs. It is obvious that society change the life of adult learners may be positively or negatively, four research hypotheses were drafted to achieve the purpose of this study which was mainly the topic of this work. Survey method was the research design adopted and questionnaire instrument for data collection in this study. two hundred adult participant were randomly selected as the population of the study. Frequency counts percentage and chi-square were used to analyze data collated from the raw information provided by the respondents. The overall results shows that social interaction assist in adult learners class, as it helps to expose where learner is lacking and how the instructor can help.
TABLE OF CONTENT
 CHAPETR ONE
1.0   INTRODUCTION
1.1        Background of the study
1.2        Statement of problem
1.3        Objective of the study
1.4        Research Hypotheses
1.5        Significance of the study
1.6        Scope and limitation of the study
1.7       Definition of terms
1.8       Organization of the study
CHAPETR TWO
2.0   LITERATURE REVIEW
CHAPETR THREE
3.0        Research methodology
3.1    sources of data collection
3.3        Population of the study
3.4        Sampling and sampling distribution
3.5        Validation of research instrument
3.6        Method of data analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1 Introductions
4.2 Data analysis
CHAPTER FIVE
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
Appendix
CHAPTER ONE
INTRODUCTION
1.1    Background of the study
Education is the industry that produces manpower for the economy of nations. Therefore, education enhances manpower development by improving the number and quality of human resource.
Bareday in Afonja (2003) says that education is truly a mirror of the level of development and the aspiration of any people.
Education in general and functional literacy programmes in particular are means of advancing people in terms of giving them knowledge, skills attitudes necessary for expanding their potentials.
Akinpelu (2002) is the view that education programmes are organized for learners who have pre-occupation or jobs other than studying. Further words education is associated with vocational occupation or professional stills of development. Functional literacy is one step further from elementary literacy. It refers to the ability to use the stills of reading writing and computing in the acquisition of such information as would make the individual function more actively and beneficially in the economics, social, political psychological and cultural activities of the community whether or she lives. Essentially, for any adults to participate in any functional literacy programme there must be need for it. Need and motivation are two important things that guide the adult participants in functional literacy progrmmes. Literacy is seen as a tool for developing skill, knowledge and attitudes for the daily survival of human persons. Therefore, literacy is an educational process which aims at in calculating in the individuals the ability to read and write and to carry out basic calculations.  Literacy could be seen as the ability to function better in one social context. Thus, literacy is aimed at enhancing one understanding of the society in which one is required to assume a functional role. UNESCO (2011) defined it as the ability to identify. Understand, interpreted create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continue of learning by individuals to achieve their goals to develop their knowledge and potential and to participate fully in their community and wider society.
Oduaran (1991) defined functional literacy as one step further up from elementary literacy. It refers aptly to the ability to sue the skills of reading, writing and computing that would benefit the individual.
Beder (1990) and Thompson (1992) identified self improvement, family responsibilities, job participation, advancement, urging by other people, social expectations and relationships, escape from bore dome and stimulation and cognitive interest as a basic motivation.
Needs attract the attach adults to take part in functional literacy programmes and
Five Categories.
1.    Psychological
2.    Safety, stability and security
3.    Belongingness (social affiliation love)
4.    Self esteem
5.    Self – actualization
The above hierarchy of needs make us understand why adult learners participate in functional literacy programs. For instance an adult learner who lacks social and economic rewards tend to participate in functional literacy programems so as to improve these needs he years to have and for growth and development of self.
The tension and problems learners encounter in his environment or working place will motivate him to learn more so as to find a solution to the tension and problems. He participates in functional literacy programmes so as to improve safety, security for himself, whether in his job or environment.The learning needs of adult learners vary according to their social roe. Adults who newly arrive at working age will be obsessed with learning how to make a living, a woman with young learning how to make a living; a woman with young children will be interested in domestic matters and in the children’s education. So also a member of a church choir will be interested in learning music better.  
The individual as an adult learner has a need that is sometimes termed self-fulfillment or self actualization. Some adult learners may wish to develop skills in their work which will enable them excel or in other skills from which they may derive satisfaction and recognition such as in sports or in domestic practice like sewing or cooking. Some may wish to enhance their social standing cultivate new social relationships and feel the need for learning how to achieve such needs.
There are some adult learners which may have last on educational opportunities in the past may feel incomplete as persons unless they fill what they see as gaps in their knowledge and education.  
The behavior of adult learners is a given environment is aimed at fulfilling basic want or needs which vary at a given time.  The need to improve on one’s job, further knowledge or education, to improve social status, for socialization, mental improvement psychological capability, political orientation, religious improvement, awareness etc will motivate adult learners to participate in functional literacy programmes. The adult learners to participate in functional literacy programs. The adult learners can be a spouse, parents, works, young adults etc. if these needs that motivate them to participate in functional literacy programmes are met, they can be satisfied in the aspect of growth and development for themselves and the society in which they live. The attitude of the adult educator can also motivate adult learners to enroll in functional literacy programmes.
Availability of the facilities in the environment where it is located can also encourage earners to participate in literacy programs. Because adult learners are motivated by what they see, how they are treated thereby causing growth and development.
1.2 STATEMENT OF THE PROBLEM
There has been a rapid increase in the participation of adult learners in functional literacy programmes in recent years. This is evident in the high rate of adult learner’s enrolment in functional literacy programmes in Benin metropolis taking advantage of centres offering such programmes. Inspite of the various tasks which adult learners who participate addles with, they still avail themselves with these learning and activities or opportunities what then could be the motivating factors. To what extent do these factors serve as determinants of adult learner’s participation in functional literacy programmes?
The focus of this study is to determine the factors which motivate adult learner’s participation in functional literacy programmes in Benin metropolis.
1.3 RESEARCH QUESTIONS
1.    What are adult learners objectives in participating in functional literacy programmes?
2.    To what extent does adult learner as social interaction or relationship influence their participation in functional literacy programmes?
3.    To what extent do adult learners psychological characteristics serve as determinants of adult learner as participation in functional literacy programmes?
4.    Do responsibility and personal life factors motivate adult learner’s participation in functional literacy programmes?
5.    To what extent do adult learners economic reasons influence their participation in literacy programmes?
1.4 RESEARCH HYPOTHESES
H0:economic reasons do not influence adult learners participation in literacy programs
H1:economic reasonsinfluence adult learners participation in literacy programs
H0:adult learners do not have any objectives in participating in functional literacy programmes
H2:adult learners do have an objectives in participating in functional literacy programmes
1.5PURPOSE OF STUDY
This study seeks to find out the factors motivating adult learner as participation in functional literacy programmes in Benin metropolis. It is to seek the factors enhancing or propelling adult learners to take part in functional literacy programmes. Factors like physiological and basic human factors or needs motivate the adult learners to take part. They take part to seek improvement for what they feel is not fully actualized, until it is fully actualized. The need will continue to bother the adult learners.
The study is to know these needs or drives so that the adult educator can be well equipped and prepared on how to teach the adult learners. Cope with them and any situation they might have and to motivate and help them find solutions to those problems. Thereby bringing about growth, change in behavior of the learners and the society to which they belong.
1.6 ASSUMPTIONS
The following assumptions were made in the study;
1.    If adults learners needs like physiological needs are not met. It can greatly affect their participation in adult learning.
2.    If adult educators who understand these needs of adult learners are not available, it will greatly affect the learners.
3.    If programmes designed are not fully exposed to adult learners, they will greatly affect their participation.
4.    If the learning environment is not harmonious and peaceful, it will have negative effects on the adult learners.
5.    The methodological issues if not carried out properly. It can affect adult learner’s participation in functional literacy programmes negatively.
1.7SIGNIFICANCE OF THE STUDY
The study as findings is to help policy makers both public and private institutions in providing appropriate functional literacy programmes for adult learners to enable them keep abreast of social, economic political, psychological and educational changes. It is the adult educator as missions in helping adult learners learn what will gratify their needs at whatever level they may be struggling. Therefore, if adults are hungry, they should be helped to learn what will give them food, if they are well-fed, safe, loved and esteemed, they must be helped to explore undeveloped capabilities and become fully equipped.
Therefore, the federal government of Nigeria realizing that the only way to transform every area in the country into an advance state and to eradicate literacy, empower citizens is to direct its policy towards equal and adequate educational opportunities for all citizens by creating literacy centres that will promote functional literacy programmes for growth and development.
It is therefore very important to determine the factors that motivate adult learners to participate in functional literacy programmes.
1.8SCOPE OF STUDY
The study is limited to the geographical area of Benin metropolis. It covers specifically adult learners of some selected functional literacy centers who participate in functional literacy programmes.
1.9DEFINITION OF TERMS
For the purpose of this study the key concepts used are defined below!
1.    Adult learners: Mature individuals who participate in a learning situation that will bring about changes.
2.    Education: A process of teaching, training and learning made to improve on knowledge, behavior and to develop skills
3.    Literacy: It is an instrument for acquiring relevant knowledge and skills required for development, literacy is the ability to read and understand a simple text, and to use and transmit written information of everyday life.  It is an activity embedded in social and cultural practices.
4.    Functional literacy: The ability to use the skills of reading, writing computing in the acquisition of basic information for development. Also, the use of adult education to acquire knowledge and skills to meet individual as needs and foster national development.
5.    Motivation: It is the management function that stimulates individuals to accomplish set down instructional or organization goals. It is an intrinsic drive towards the fulfillment of personal needs and the improvement of one perceived status, it is influenced strongly by extrinsic factors.
6.    Literacy programmes: It refers to the programmes designed to enhance the skills, and development. It is also a systematic planned activities intended to equip and individual participants to become skillful in the ability to read, write and compute to an appreciable level.
1.10 ORGANIZATION OF THE STUDY
This research work is organized in five chapters, for easy understanding, as follows
Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study