MOTIVATING ADULT LEARNERS IN BORNO STATE AGENCY FOR MASS EDUCATION

Abstract

This study investigates the critical issue of motivating adult learners within the context of the Borno State Agency for Mass Education (BOSAME). Borno State, situated in northeastern Nigeria, has faced numerous challenges, including conflict and displacement, which have significantly impacted its education sector. In this setting, understanding how to effectively motivate adult learners becomes imperative for the success of mass education initiatives. The objectives of this study are to assess the key motivational factors that influence adult learners in Borno State Agency for Mass Education (BOSAME), to evaluate the effectiveness of various instructional approaches and teaching methods in motivating adult learners and provide practical recommendations for the Borno State Agency for Mass Education to implement motivational interventions. The research employs a mixed-methods approach, combining surveys, interviews, and classroom observations to comprehensively explore the factors influencing adult learner motivation. It examines the role of relevant and contextually appropriate learning materials, the significance of self-directed learning, and the impact of recognition and support on learner motivation. Additionally, the study delves into the unique socio-cultural and economic dynamics of Borno State, which shape adult learner motivation. The findings of this study hold relevance not only for Borno State but also for broader educational contexts grappling with motivating adult learners in challenging circumstances. The outcomes provide insights into strategies and interventions that can enhance motivation, promote lifelong learning, and ultimately contribute to the socio-economic development of the region. Understanding how to motivate adult learners in such contexts is essential for addressing literacy gaps, empowering communities, and fostering resilience in the face of adversity