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Effect of Adult Learners’ Distance from Learning Centres on Programme Attendance

Abstract

Adult learners’ distance from learning centres refers to the physical distance learners travel from their homes or usual places of residence to the locations where adult education programmes are provided. Programme attendance refers to the regularity with which adult learners attend scheduled learning sessions. Distance can create challenges related to travel time, transportation, and the effort required to reach learning centres, which may affect learners’ ability to attend classes consistently. This study will examine the effect of adult learners’ distance from learning centres on programme attendance, with the purpose of determining whether the distance learners travel influences their regular attendance in adult education programmes. Distance from learning centres can be considered in terms of the physical proximity between learners’ residences and the location of their learning centres. Learners who live close to their centres may spend less time and effort travelling to classes, while those who live farther away may face longer journeys and greater transportation demands. The distance involved in reaching a learning centre may therefore influence the ease with which adults attend scheduled learning activities. Programme attendance refers to learners’ presence and regularity in attending scheduled adult education classes and learning sessions. Regular attendance provides learners with opportunities to receive instruction, participate in classroom activities, complete learning tasks, and maintain continuity in their studies. The distance between learners’ residences and learning centres may affect attendance because longer travel distances can make it more difficult for some learners to attend classes regularly. The study will adopt a quantitative research design. The population will comprise adult learners enrolled in selected adult education programmes. Data will be collected using a structured questionnaire and an attendance assessment designed to measure learners’ distance from learning centres and their programme attendance. The instruments will be subjected to appropriate validity and reliability procedures before administration. Data collected will be analyzed using descriptive and inferential statistical techniques, while the relevant hypothesis will be tested at a 0.05 level of significance. The study is expected to establish that adult learners’ distance from learning centres has a significant effect on programme attendance. It is expected that learners who live closer to their learning centres will demonstrate more regular attendance than learners who travel longer distances to attend classes. The study may further establish that increased travel distance is associated with lower levels of regular programme attendance among adult learners. The findings will have implications for the teaching and learning of adult education. Adult education planners may need to consider the geographical distribution of learners when establishing or selecting learning centres. Providing learning opportunities within reasonable travelling distances may make it easier for adults to attend classes regularly and maintain continuity in their education. The study will be significant to adult learners, adult educators, learning centre administrators, educational planners, and adult education providers. Adult learners may benefit from learning centres that are more conveniently located, while educators and administrators may gain information for understanding attendance patterns. Educational planners may also use the findings when determining suitable locations for adult education programmes and expanding learning opportunities to areas with limited access. The study will recommend that adult education planners should consider learners’ residential locations and travelling distances when establishing learning centres. Where learners are required to travel considerable distances, programme providers should explore the establishment of additional learning centres in accessible locations. The study will conclude that the distance adult learners travel to learning centres can influence their regular attendance in adult education programmes.

Keywords: Adult Learners, Learning Centres, Distance, Programme Attendance, Adult Education, Adult Education Programmes, Learning Accessibility, Geographic Distance, Travel Distance, Learner Attendance, Educational Accessibility, Learning Centres Location, Adult Learning, Programme Participation, Educational Planning