Factors Influencing the persistence of adult learners in literacy learning at Sebenta National Institute to strenghten promgramme design and development.

This study explored the factors influencing the persistence of adult learners in a literacy programme at the Sebenta National Institute (SNI) in Mbabane, Eswatini. The study followed a qualitative approach and employed a case study design. The study had (148) participants and utilized purposive sampling to select the participants. Data was collected through semi-structured interviews and focus group discussions (FGDs). The semi-structured interviews were conducted with instructors and facilitators, each interview took between 10- 30 minutes following a structured guide to ensure focus discussions. Interviews were recorded for accuracy and later transcribed for thematic analysis. Focus group discussions involved subdividing 80 eighty adult learners into four groups of twenty (20), this collaborative approach facilitated brainstorming and dialogue around factors influencing persistence conversations were recorded and summarized for thematic analysis. Thematic analysis was employed to identify and analyse patterns within the qualitative data. This involved familiarization with the data, initial coding, and theme development. Key themes emerged around motivational factors, barriers to learning, and support systems, providing a comprehensive understanding of the factors affecting adult learners' persistence. In conclusion, this study highlights the importance of addressing adult learners’ unique needs and challenges in literacy programs. By aligning with theories such as Knowles’s Andragogy, Tinto’s Student Departure, Bandura’s Social Learning, and Maslow’s Hierarchy of Needs, the findings emphasize the role of relevant curricula, supportive environments, and flexibility in fostering persistence. The study concludes that the motivation of adult literacy learners is significantly influenced by their desire to meet prevailing needs. The major enablers for persistence are centered around the relevance of content, supportive environments, and community support. Recommendations include increasing budget allocations to SNI, fostering collective decision-making among administrators and learners, providing scholarships, periodically reviewing the curriculum, and offering transition support for learners, all aimed at strengthening program design and development.

Grantor dc:publisher

The University of Zambia

Year dc:date.issued

2025

Author dc:creator

• Shabangu, Nombukiso

Language dc:language.iso

en

Repository record dc:identifier.uri

https://dspace.unza.zm/handle/123456789/9366

OAI identifier oai:identifier

oai:dspace.unza.zm:123456789/9366