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Effect of Adult Education on Adults’ Knowledge of Documentary Film as a Learning Resource

Abstract

The study will examine the effect of adult education on adults’ knowledge of documentary film as a learning resource. Adult education provides opportunities for adults to acquire relevant knowledge and competencies that can support meaningful engagement with different forms of educational media. Documentary films present factual information, real-life events, people, places, processes, and experiences through visual and audiovisual formats and can provide learners with opportunities to explore subjects beyond conventional textual materials. However, limited knowledge of the educational value and appropriate use of documentary films may prevent adults from effectively recognizing them as learning resources. The study will therefore investigate the extent to which adult education can improve adults’ knowledge of documentary film as a learning resource. Adult education recognizes adults’ experiences, interests, learning needs, and existing knowledge and provides opportunities to connect new information with practical situations. Through relevant learning activities, adults can be introduced to the characteristics, purposes, types, and educational applications of documentary films. Learning experiences may include viewing selected documentaries, guided discussions, analysis of documentary content, group activities, and reflection on information presented through audiovisual materials. These activities can help adults understand how documentaries can communicate factual information, illustrate real-life situations, present different perspectives, and support independent learning. Knowledge of documentary film as a learning resource involves understanding how documentaries can be selected, evaluated, interpreted, and applied for educational purposes. Adults with adequate knowledge may be able to identify documentaries relevant to particular learning objectives, assess the usefulness and credibility of documentary content, extract important information, and relate audiovisual materials to practical learning experiences. Adult education can strengthen this knowledge by exposing learners to different documentary formats and providing opportunities to discuss their educational relevance, content, presentation, and appropriate application. The study will adopt a suitable descriptive survey research design. The population will comprise adults participating in selected Adult Education programmes, from which an appropriate sample will be selected using a suitable sampling procedure. Data will be collected through a structured questionnaire designed to measure participants’ knowledge of documentary film as a learning resource. The research instrument will be subjected to appropriate validation procedures, while its reliability will be established before administration. Data collected will be analysed using relevant descriptive and inferential statistical techniques to determine the effect of adult education on adults’ knowledge of documentary film as a learning resource. The study is expected to establish that adult education has a positive effect on adults’ knowledge of documentary film as a learning resource. It is anticipated that adults who participate in relevant educational activities will demonstrate improved understanding of documentary characteristics, educational applications, content evaluation, and appropriate use for learning. The study may also establish that guided viewing, discussion, and analysis of documentaries can help adults develop greater awareness of how audiovisual resources can support knowledge acquisition and understanding of real-life subjects. The findings are expected to have implications for Adult Education practitioners, facilitators, and programme developers. Adult Education programmes may incorporate carefully selected documentary films into learning activities to provide adults with opportunities to explore practical issues and real-world experiences through audiovisual resources. Facilitators can use guided viewing, discussion questions, content analysis, and reflective activities to help learners critically engage with documentary materials. Such approaches can make adult learning more engaging, practical, and responsive to the growing availability of audiovisual learning resources. The study will be significant to adult learners, Adult Education practitioners, community educators, learning organizations, and other stakeholders interested in innovative learning resources. It is recommended that Adult Education programmes provide adults with opportunities to develop knowledge of documentary films and their appropriate educational applications. The study will conclude that appropriate adult education can improve adults’ knowledge of documentary film as a learning resource and strengthen their ability to recognize, evaluate, and use audiovisual materials for meaningful learning.

Keywords: Adult education, documentary film, learning resource, adult learners, audiovisual learning, educational media, documentary knowledge, visual learning, multimedia learning, media literacy, content evaluation, audiovisual resources, independent learning, critical viewing, educational technology