Utilization of media resources for instructions in adult literacy centres in abia state, nigeria

Thesis Overview

<p> INTRODUCTION<br>Background of the Study<br>Effective teaching and learning in any educational system are based on several factors<br>one of which is the availability and utilization of appropriate media or resources. This is so,<br>because instructional media are generally perceived as integral part of any functional<br>classroom teaching and learning interactions. This position is further reinforced by the often<br>acknowledged claim that man learns through the various senses namely – touch, smell,<br>hearing, and sight respectively (Egbowon, 2007; Nwizu, 2003). These senses form not only<br>part of human sensibilities and behavioural patterns but also could have some far-reaching<br>implications on how man acquires knowledge. This therefore, makes the need for the<br>utilization of wider choices of media by teachers (which could appeal to different human<br>senses) in teaching and learning processes imperative and instructive. These media are<br>usually in form of different curriculum material resources and related technologies, which<br>could assist both teachers and learners in the classroom.<br>Media with respect to instruction connote information carriers between a source<br>(teacher) and receiver (student) used to facilitate or improve the quality of teaching and<br>learning. Media resources are therefore used to make teaching and learning real and concrete.<br>Media resources can be seen (visual), heard (audio), read (printed), spoken about or even<br>manipulated (Information Communication Technology – ICT). All these activities are meant<br>to facilitate teaching and learning activities. Media therefore include real objects, models,<br>books, charts, diagrams, television, radio, machines, internet, etc, (Onyejemezie, 2002).<br>Instructional media are therefore classified into visual, audio-visual aids, and audio-aids. The<br>visual aids or media indicate appeal to sense of sight and include materials and resources<br>such as pictures, diagrams, photographs, charts, chalkboards, maps, exhibits, bulletins,<br>models, mock-ups, slides, film strips, drawings, etc. On the other hand, audio-visual media<br>1<br>1<br>2<br>refer to resources or materials which appeal to both senses of sight and hearing. These<br>include sound film strips, television, printed materials with recorded sound, video-tapes and<br>cassettes. Audio media appeal only to the sense of hearing and they include audio-tapes,<br>cassettes, telephones, radio, etc. (Eze, 2005).<br>Instructional media constitute indispensable components of effective teaching and<br>learning interaction. The National Policy on Education in Nigeria stated clearly government<br>intentions in ensuring that effective teaching or instructional media are employed by teachers<br>at different levels of the educational system to enhance learning by stimulating spirit of<br>inquiry, problem-solving, critical thinking skills and values among learners (Federal Republic<br>of Nigeria, 2004). Specifically, the current edition of the policy (Federal Republic of Nigeria,<br>2013: 15) states that government shall take measures to ensure that educational activities are<br>“learner-centered to maximize self-development and self-fulfillment” …and that “teaching<br>shall be practical, activity-based, experiential and IT supported”.<br>The above position is further justified by recent developments in educational<br>technology and other available media resources including Information Communication<br>Technologies (ICTs) facilities which have very strong teaching or instructional appeal.<br>Instructional media or resources therefore, refer to all materials, devices, objects, places,<br>persons that are capable of facilitating teaching and learning within and outside the formal<br>classroom setting. They are information carriers employed in instruction or channels of<br>communication in teaching and learning process (Okwo, 2005). Similarly, Esu (2004)<br>observes that instructional media or materials, refer to all the resources within the reach of<br>teachers and learners which are used to facilitate teaching and learning. Instructional<br>materials or media are kinds of tools or equipment which facilitate instruction effectively in<br>the classroom. Media or instructional materials or objects promote teacher-learner<br>communication. Thus, within the context of this study, instructional media refer to all<br>3<br>materials, devices, technologies which are available and functionally utilized by both teachers<br>and students to enhance effective teaching and learning outcomes.<br>Instruction generally perceived is the implementation stage of organized curriculum<br>contents. It means the current or on-the-teaching or planned interactive encounter between<br>the teacher, the learner, subject-matter and materials, which assist in the ultimate realization<br>of instructional objectives. It connotes teacher-learner activities and other related facilitative<br>resources in the classrooms. Similarly, utilization within the context of this study is the ability<br>to apply an object, instrument or resources of varying facilitative potentials in productive<br>process (William, 2003). It is the act of harnessing and utilizing skills, techniques, methods<br>effectively to achieve certain expected positive procedures or outcomes. With reference to<br>teaching and learning situation, it is the application of educational materials, resources and<br>methods in the process of education (Eya, 2005).<br>The effectiveness of media resources in the process of teaching and learning has been<br>aptly reflected in extant literature on methodology both for adult and young learners (Ezeano,<br>2013; Yoloye, 2004). These authors argue that the use of media resources encourage learners<br>to participate actively and attain better in terms of learning outcomes. This position is further<br>supported by Federal Republic of Nigeria (2013) which posits that media resources help to<br>improve communication, reduce boredom, motivate learners and teachers as well. Similarly,<br>Nwoji (2002) argues that instructional media or resources assist both learners and teachers in<br>the teaching and learning process especially with respect to sustenance of attention span,<br>retention of information, provision of concrete and real life experiences, clarification of<br>abstract ideas, reinforcement of learning, etc. With specific reference to adult learners,<br>experts are of the opinion that effective utilization of media resources could assist in<br>promoting adult literacy programmes in Nigeria (Ebirim &amp; Okenwa, 2009; Nwizu, 2003).<br>This position in the main supports the need for the use of effective methodological<br>approaches in adult literacy programmes.<br>4<br>Indeed, the mission of adult education is very challenging especially as it concerns<br>those who never had opportunity of formal education. As rightly argued by Okebukola (2010)<br>many adult learners who participate in mass literacy programmes are workers, farmers,<br>wives, husbands, artisans, (who may be slightly literate or completely illiterate). The major<br>challenge has always been on how to stir or arouse and sustain their interest in learning<br>despite some constraints they face as learners. Thus, mass literacy as advocated by the<br>Federal government Mass Literacy Campaign is aimed at training all segments of the<br>population (male and female, young and old) to become functional and useful to the society<br>(Federal Republic of Nigeria, 2013). The need for quality instruction in the non-formal<br>education programmes has therefore attracted the attention of educational experts. This<br>position justifies the need for this study to find out how adults learn and can be assisted to<br>learn better.<br>Adults refer to those who are above the legal age of 18 years as stated in Nigerian<br>Constitution. This is the age a person can enjoy some rights and perform certain basic<br>responsibilities. However, Okenimkpe (2004) perceives the adult in terms of both his/her<br>identity and characteristics namely – intellect, physiology, psychology and socio-cultural<br>traits. Thus, the author argues that the adult is more technically defined based on his/her<br>identity and characteristics rather than mere chronological age. That is, both identity and<br>character combined to define who the adult is and signs or symptoms of what he/she displays.<br>An adult is therefore, somebody or person who is socially and economically responsible as<br>well as physiologically and psychologically mature (Nwagugu, Anyikwa &amp; Olategu, 2002).<br>This implies that adults require teaching and learning processes that are very peculiar to their<br>psychological and social needs.<br>Adult education as a concept within the context of education practice has attracted<br>different definitions. These definitions reflect adult needs for education just like the youth.<br>Significantly, this type of education demands specialized training of its personnel and<br>5<br>technique for its management. Adult education generally refers to the kind of education<br>provided for men and women who for one reason or the other dropped out of the formal<br>school system or based on purposes of work and economic engagements are unable to pursue<br>full-time educational endavours (Omolewa, 2000). It is therefore a practice in which adults<br>engage in systematic and sustained self-educating activities for the purpose of acquiring new<br>knowledge, skills, attitudes or values. It also refers to forms of learning adults engage in<br>outside the traditional or conventional schooling which covers both basic literacy and lifelong<br>skills. Adult Education is a “specific philosophy about teaching and learning which is<br>based on general adult needs, problems, nature and aspirations” (Canadian Encyclopedia,<br>2011). Thus, adult education can be directed towards achieving vocational, social and<br>recreational interests of adults for the purpose of self-development.<br>Adult learning can be in three forms namely: formal-structured learning (typically in<br>education or training institutions with set of curricula and requisite credential demands); nonformal<br>learning (usually organized by educational institutions but without credential<br>demands); and informal learning which focus on socialization processes related to daily<br>activities such as work, family, and wider communal relationship as well as life related skills<br>(Oreh, 2014). The practice of adult education is called andragogy which is remarkably<br>different from the traditional school based education – pedagogy (Omolewa, 2000).<br>Literacy refers to “the ability of people to read and write with understanding short<br>simple statements in their everyday life (UNESCO, 2012). Literacy assists people to apply<br>skills of reading and writing in daily life and for them to continue with learning. Literacy<br>represents the potentials for individual’s further intellectual growth required for the<br>development of the society. Literacy is therefore the skill of transmitting and receiving<br>messages in an intelligible manner in written form (Aderinoye, 2002). Illiteracy on the other<br>hand is an individuals’ inability to master reading and writing. Adult literacy rate therefore,<br>refers to the proportion of the population 15 years of age and above who can read “easily or<br>6<br>with difficulty” in any language including English, local languages, Arabic or any other<br>languages (Okebukola, 2010).<br>Adult learning calls for prudent use of available media resources which cater for the<br>unique learning needs and styles of adults. This methodological insight resonates with the<br>popular assertion that andragogy (adults teaching) is distinct from pedagogy (general<br>teaching for non-adults) especially with respect to meeting adults’ increased interest in<br>learning, arousal and sustenance of attention and retention as well as communication skills<br>for active participation (Egbowon, 2010). This position further suggests that adult learners<br>have their distinct characteristics usually defined by age, level of formal education or lack of<br>it, family obligations/responsibilities. These distinct features may have far-reaching<br>implications on how adults are taught especially in terms of utilization of media resources by<br>instructors (Jegede, 2002).<br>The above needs among others prompted the Federal Government to institute adult<br>and non-formal education which is primarily conceived in form of “literacy, post literacy or<br>vocational education provided in the formal institutional settings for adults and youths who<br>did not have the opportunity to go to school or complete primary education” (Okebukola,<br>2010:9). The National Policy on Education states that the goals of mass literacy, adult and<br>non-formal education shall be to:<br>· provide functional literacy and continuing education for adults and youths who have<br>never had the advantage of formal education or who did not complete primary<br>education. These include the nomadic, migrant families, the disabled and other<br>categories or groups especially the disadvantaged gender;<br>· provide functional and remedial education for those young people who did not<br>complete secondary education;<br>· provide education for different categories of completers of the formal education<br>system in order to improve their basic knowledge and skills.<br>7<br>· provide in-service, on-the-job, vocational and professional training for different<br>categories of workers and professionals in order to improve their skills; and<br>· give the adult citizens of the country necessary aesthetic, cultural and civic education<br>for public enlightenment (Federal Republic of Nigeria, 2004:25).<br>To achieve the above goals, the Federal Government established the National<br>Commission for Mass Literacy, Adult and Non-formal Education. The efforts of this<br>commission are also complemented at the state level by the State Agency for Mass Literacy<br>which is part of the larger national efforts to eradicate mass illiteracy. Expectedly, the<br>commission monitors and evaluates the mass literacy programmes in order to ensure effective<br>cooperation between the commission and state agencies (Federal Republic of Nigeria, 2004).<br>The literacy centres act basically as teaching and learning arms of the State Mass<br>Literacy Board which works hand-in-hand with its local counterparts in achieving the<br>mandate of the National Commission for Mass Literacy Adult and Non-formal Education via<br>decree 12 of 1990. This decree provides that National Commission for Mass Literacy should<br>“develop and disseminate teaching materials in distance education programmes aimed at<br>primary school leavers as well as mass literacy, adult and non-formal education personnel”<br>(Umar, 2000:46). Thus, to ensure effective adult teaching and learning, the National<br>Commission for Mass literacy in collaboration with State Agency for Mass Education and<br>Non-Governmental Organizations (NGOs) (involved in literacy activities) promote various<br>effective approaches and media for adult literacy. These range from each-one-teach one or<br>fund the teaching-of-one approach to development of basic literacy materials such as radio<br>programmes, primers, course materials/modules, computers, textbooks, drawings, maps,<br>globes, etc, (Oreh, 2014) The Each-one-Teach-one approach was initiated by an American<br>Missionary Frank Laubach in the Philippines in the year 1930 to overcome challenges posed<br>by insufficient teachers for the promotion of mass adult education. Correspondingly, this<br>teaching approach involves those who could read, to teach or assist those who cannot<br>8<br>(illiterates) within a specific neighbourhood. Similarly, radio and other related media have<br>also been used to reach a wider target audience of illiterates (Amedzro, 2005).<br>It is a generally acknowledged official position across the globe that there cannot be<br>meaningful development in any society without education. In Nigeria, this position is aptly<br>articulated in the National Policy on Education (NPE) which describes education as an<br>instrument per excellence for effecting national development (Federal Republic of Nigeria,<br>2013). Thus, there cannot be sustainable development in any modern society where majority<br>of the population is illiterate. This is succinctly supported by the United Nations Education,<br>Scientific and Cultural Organization report (UNESCO) which in UNO (2011) disclosed that<br>“there are about 60 million adults in Nigeria, 85% of them under the age of 35 years who can<br>neither read nor write”. This situation places Nigeria in a very disadvantaged position of<br>being in league of countries with lowest literacy rate in the world (UNO, Human<br>Development Report, 2011).<br>The apparent low level of literacy particularly accounts for the perceived low level of<br>development in Nigeria. This is because the likely contributions of adult citizens who are<br>illiterates towards national progress and development are grossly undermined ostensibly due<br>to low level of literacy in the country. This situation among other things justify the concerted<br>efforts being made by Nigerian governments and other strategic stakeholders towards<br>sustained adult mass literacy campaigns. These sustained efforts have led to the establishment<br>of adult literacy centres and programmes across Nigeria (Federal Republic of Nigeria, 2013).<br>Available statistical information from Abia State Agency for Mass Literacy (2015)<br>indicates that several donor agencies, governmental and non-governmental organizations<br>have donated various media resources for effective prosecution of adult literacy campaign<br>between 2005-2008. The media resources include – knitting machines, singer-sowing<br>machines, chalkboards, life line multi-band radios, exercise books, school registers,<br>9<br>facilitators handbooks, primers in various subject areas, dusters, etc. These media resources<br>were provided largely for effective instruction and skill acquisition purposes.<br>However, in spite of the above efforts, there are still increases in the rate of adult<br>illiteracy in the state. For instance, the National Literacy Survey (2010) conducted by the<br>National Bureau of Statistics and National Commission for Mass Literacy, Adult and Nonformal<br>education showed that there is 27.8% and 35.6% awareness of adult literacy<br>programmes and centres respectively in the state. This calls for concern considering the deeprooted<br>tradition of adult literacy programme in the state as indicated in the same report.<br>In 2007, there were a total of 444 classes with 25353 enrolments consisting 8,950<br>males and 16,403 females respectively in Abia State. These figures increased in 2008 to<br>1,250 classes and 54,991 enrolments (17,918 males and 37,073 females). However, there<br>were noticeable decline in enrolments and performance in 2009, 2012, 2013 and 2014<br>respectively (Abia State Agency for Mass Literacy Adult and Non-formal Education<br>Programme, 2015). Specifically, the number of adult learners that passed the basic literacy<br>examinations in the various Adult education centres were disappointingly low in 2013 (434,<br>480 and 2,244 in 2007, 2008, 2009 while 351 in 2013). At the post literacy level while<br>enrolment remained stable and steady between 2007 and 2014, there seem also to be a decline<br>in the number of adult learners who passed examination from 480 in 2008 to 262 and 386 in<br>2013 and 2014 respectively. The decline in enrolment of adult learners into mass<br>literacy/adult education programmes and the corresponding drop in number of those who<br>passed both at basic literacy and post literacy levels could be attributed to many factors<br>among which is poor utilization of instructional resources (Jogwu, 2010; Oreh, 2014).<br>However, considering the fact that these media resources are available to some extent,<br>it remains a source of worry why enrolment into mass literacy/adult education programmes<br>and performance in the same programmes should be low or in serious decline in recent years.<br>Indeed, could this trend be attributed to non-utilization of the available media resources by<br>10<br>adult education instructors or to the fact that donation of media resources by donor agencies<br>may have also declined in recent times? Therefore, the extent to which these facilities or<br>resources are utilized by instructors consisted the main concern of this study. The study<br>therefore sought to determine the extent media resources are utilized for instructional<br>purposes by adult literacy instructors in Abia State, Nigeria. It also sought to ascertain the<br>extent to which gender and experiences of instructors could influence utilization of media<br>resources.<br>In this study, gender and teaching experience were considered as intervening<br>variables. Experience connotes familiarity in terms of mastery of skills or knowledge in a<br>field of study over time. It is not merely duration or time spent on a job but the corresponding<br>expertise one has acquired in course of practice on a particular job or vocation. According to<br>Jekayinfa (2009) most studies have accepted approximately 5 years and above as appropriate<br>years of experience. Although, it is expected that the more years one has spent on a job could<br>determine efficiency or otherwise, it needs to be empirically proven especially with respect to<br>teachers’ utilization of media resources in adult learning centres. It is therefore, part of the<br>aim of this study to ascertain the extent teaching experience of centre instructors could<br>influence the utilization of media resources. Thus, it is speculated that instructors who have<br>been on the job for a longer period may have greater zeal to utilize media resources than<br>those that are newer on the job.<br>Gender is another related factor which could possibly influence utilization of media<br>resources in Adult Mass Literacy Centres. Available statistics show that women constitute<br>60% of Nigeria Teaching Population while men constitute remaining 40% (National Teachers<br>Institute, 2006). Gender refers to the social attributes and opportunities associated with being<br>male and female (Offorma, 2009). Similarly, Okoro (2000) perceives gender as the<br>characteristics of males and females determined and assigned to each set by a particular<br>society. In this respect, Offorma (2009) argues that these characteristics not only become<br>11<br>stereotypes but seem to have implications for the behaviour a particular society demands or<br>expects from male or female children. There was therefore the need to verify if gender and<br>teaching experiences of instructors could possibly influence utilization of media resources for<br>instructional purposes in adult literacy centres in Abia State, Nigeria.<br>Statement of the Problem<br>Literacy is a vital aspect of the developmental indices in contemporary world. It<br>enables both young people and adults to be appropriately positioned to take advantage of<br>opportunities. The right to literacy is an inherent part of the right to education which is also a<br>prerequisite for the development of personal, social, economic, and political empowerment of<br>individuals, especially adult citizens. However, despite concerted efforts made by Nigerian<br>governments, United Nations (UNESCO) and other relevant International bodies in<br>promoting adult mass literacy in Nigeria, certain challenges such as poor performance by<br>adult learners, lack of interest in adult education programmes and low enrolment as well as<br>high dropout rate in adult education programme still persist. Given the persistence nature of<br>the challenges which range from waste of human resources, cultural complexity, poor state of<br>the economy to inadequate delivery of mass literacy campaigns, the global commitment<br>towards reducing illiteracy by 50% by 2015 seems unattainable.<br>Adult literacy as pointed out above has received both governmental and nongovernmental<br>attention. Statutorily, there are already mapped out strategies and resources<br>provided by concerned bodies to promote adult literacy programmes. However, the extent to<br>which these media resources are utilized towards breaking cycle of low literacy especially in<br>Abia State constitutes the problem of this study. The concerns of this study in specific terms<br>were to address the problems related to available media resources for instructional purposes<br>in adult literacy centres in Abia State; the extent to which the available media resources are<br>utilized by adult instructors; the possible influences of gender and teaching experience on<br>12<br>utilization of these media resources; the problems affecting utilization of media resources and<br>their possible solutions. This study therefore, sought to determine the extent to which media<br>resources are utilized in adult literacy centres in Abia State.<br>Purpose of the Study<br>The general purpose of this study was to determine the extent to which media<br>resources are utilized in adult literacy centres in Abia State. Specifically, the study sought to:<br>1. identify media resources that are available in adult literacy centers for instructional<br>purposes in Abia State;<br>2. find out the extent to which media resources are utilized in teaching and learning in<br>adult literacy centres in Abia State;<br>3. find out the extent to which gender determines adult literacy instructors’ utilization of<br>media resources in teaching and learning in adult literacy centres in Abia State;<br>4. ascertain the extent to which teaching experience determines adult literacy instructors’<br>utilization of media resources in teaching and learning in adult literacy centres in Abia<br>State;<br>5. ascertain the problems affecting utilization of media resources for instructions in adult<br>literacy centres in Abia State; and<br>6. identify the solutions to the problems affecting utilization of media resources for<br>instructional purpose.<br>Scope of the Study<br>The study was conducted in Adult literacy centres in Abia State, Nigeria. Similarly,<br>the study was dealt with inherent content issues in adult education instructors’ utilization of<br>media resources such as availability of media resources, gender influence on utilization of<br>media resources as well as how teaching experience determine adult literacy instructors’<br>utilization of media resources.<br>13<br>Significance of the Study<br>This study has both theoretical and practical significance to teachers, adult learners,<br>adult education bodies/organizations, Adult educators, Community Development Agencies,<br>Administrators, etc. The theoretical significance of this study was anchored on both Jerome<br>Bruner’s theory of Instruction and Resource-based theory of Coase (1937) respectively.<br>This study has contributed to knowledge theoretically since the findings of the study<br>agree with the ideas of both theories (used in the study) that learners (including adults) learn<br>better if effective media resources are used by teachers or instructors to stimulate active<br>participation. Significantly, the findings of the study have not deviated from the positions of<br>both theories and this could strengthen the need for new directions on innovative<br>methodological insight into adult education and Mass literacy campaign as a whole.<br>With respect to practical significance, the findings of the study would be of immense<br>benefit to adult educators, adult learners, adult education and mass literacy bodies/ agencies<br>and curriculum planners. Naturally, findings of the study will be available in the university<br>library which has online facilities to connect users (Adult educators) with the information<br>emanating from the study. It is therefore hoped that the information obtained from the<br>findings can help the adult educators to reposition adult education teaching and learning<br>through exposure to conferences, workshops, seminars which are organized by relevant adult<br>educators and mass literacy organization, bodies/agencies.<br>The study would also be of benefit to adult learners themselves who are likely to be<br>effectively taught by adult educators and instructors who benefitted from the findings of this<br>study. This could be done through contact with relevant information from the findings of the<br>study process through workshops and conference organized by appropriate Mass literacy and<br>Adult education programme agencies.<br>The relevant adult education and mass literacy bodies/ agencies such as Federal<br>Ministry of Education, National Commission for Mass Literacy, Adult and Non-formal<br>14<br>Education, UNICEF, UNDP, UNESCO and other adult education professional<br>bodies/Academic departments and non-governmental organizations that promote mass<br>literacy and adult education would gain new insight into innovative strategies needed to<br>overcome national and global challenges to the dissemination of mass education and adult<br>learning. This would enable them to re-strategize on the best or appropriate methodological<br>approaches to promote adult mass literacy. This is plausible because academic departments in<br>adult education and extra-mural studies in tertiary institutions and the university library here<br>at the University of Nigeria, Nsukka where this study was domiciled have wider contacts and<br>collaborative networks with people both within and outside Nigeria.<br>Finally, the findings of the study will be of immense benefit to curriculum planners in<br>adult education because it will enable them to appreciate the need to reinforce the use of ICT<br>related media resources and other materials adult learners need to learn effectively and<br>conveniently in adult literacy centres in Abia State. Significantly, the study will enable them<br>to understand not only the available ones but how best they are utilized by adult instructors in<br>promoting the cause of adult education in Nigeria.<br>Research Questions<br>The following research questions guided the study:<br>1. What are the media resources available for instruction in adult literacy centres in Abia<br>State?<br>2. To what extent are media resources utilized for instructional purposes in adult literacy<br>centres in Abia State?<br>3. To what extent does gender determine adult literacy instructors’ utilization of media<br>resources for instructional purposes?<br>4. To what extent does teaching experience determine adult literacy instructors’<br>utilization of media resources for instructional purposes?<br>15<br>5. What are the problems affecting the utilization of media resources for instructions in<br>adult literacy centres in Abia State?<br>6. What are the perceived solutions or remedies to the problems affecting the use of<br>media resources by adult literacy instructors?<br>Hypotheses<br>The following null hypotheses guided the study and were tested at 0.05 level of<br>significance:<br>Ho1: There is no significant difference between the mean ratings of adult literacy<br>instructors and adult learners on the extent media resources are utilized for<br>instructional purposes in Abia State.<br>H02: There is no significant difference between the mean ratings of male and female adult<br>literacy instructors on the extent media resources are utilized for instructions in adult<br>literacy centres in Abia State.<br>H03: There is no significant difference between the mean ratings of experienced and less<br>experienced adult literacy instructors on the extent media resources are utilized for<br>instructions in adult literacy centres in Abia State.<br>Ho4: There is no significant difference between the mean rating of adult literacy instructors<br>and adult learners on problems affecting utilization of media resources for<br>instructional purposes in adult literacy centres in Abia State.<br>Ho5: There is no significant difference between the mean ratings of adult literacy instructors<br>and adult learners on the perceived solutions to the problems affecting utilization of<br>media resources for instructions in adult literacy centres in Abia State.<br>16 <br></p>