Assessment of the factors influencing the use of computer by adult education facilitators in some selected adult education centres in Kwara State
| dc.contributor.author | Kayode, Sadiq Toyin | |
| dc.contributor.author | Abdulsalam, Oladimeji Sholagberu | |
| dc.contributor.author | Henry, Vincent P | |
| dc.date.accessioned | 2026-03-06T12:32:10Z | |
| dc.date.available | 2026-03-06T12:32:10Z | |
| dc.date.issued | 2023-09 | |
| dc.description.abstract | This paper investigated the various factors affecting the use of computers by adult education facilitators in various centers across Kwara State, Nigeria. The objective of the study were to examines thefactors influencing the use of computers by adult education facilitators, also to examine the perceptions of adult education facilitators towards the integration of technology into instructional practices and investigate the challenges encountered by adult education facilitators in using computers for instructional purposes in adult education centers in Kwara State. A descriptive research design was adopted for the study. Population for the study consists of all the adult education facilitators in Kwara State. There were Two hundred and Fifty facilitators (250) in Kwara State. The sample size for the study consists of One hundred (100) respondents was randomly selected across the adult education centres in Kwara State. Data were collected through survey and interview with facilitators, providing insights into their experiences and challenges with technology integration. The findings reveal that the availability and quality of infrastructure, such as reliable internet access and up-to-date hardware, are critical for effective computer usage. Additionally, facilitators who adopt learner-centered pedagogical approaches and incorporate interactive activities tend to utilize computers more effectively. Facilitators attitude towards technology significantly influence its adoption, with positive attitude correlating with higher usage rates. Supportive policy frameworks and continuous professional development are also essential for fostering technology integration. However, the study highlights several limitations, including geographic constraints, potential biases in self-reported data, and a lack of longitudinal analysis. Future research should consider these limitations and explore additional perspectives. The study concludes that a holistic approach, addressing infrastructure, pedagogical practices, facilitator attitudes, policy support, and ongoing training, is necessary for successful computer integration in adult education. By implementing these recommendations, adult education centers in Kwara State can enhance educational experiences and outcomes for both facilitators and learners. | |
| dc.description.sponsorship | Self | |
| dc.identifier.citation | Computer, Facilitators, Assessment, Influencing and Adult education. | |
| dc.identifier.issn | 2682-6453 | |
| dc.identifier.uri | https://uilspace.unilorin.edu.ng/handle/123456789/17033 | |
| dc.language.iso | en | |
| dc.publisher | Department of Health Promotion and Environmental Education, University of Ilorin | |
| dc.subject | Computer | |
| dc.subject | Facilitators | |
| dc.subject | Assessment | |
| dc.subject | Influencing and Adult education. | |
| dc.title | Assessment of the factors influencing the use of computer by adult education facilitators in some selected adult education centres in Kwara State | |
| dc.type | Article |