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Impact of Media Literacy Programmes on Adults’ Ability to Identify False Information

Abstract

Media literacy programmes refer to organised educational activities designed to equip adults with the knowledge and skills required to access, analyse, evaluate, and understand information presented through various media channels, while the ability to identify false information refers to the capacity of adults to recognise inaccurate, misleading, fabricated, or deceptive information. The widespread availability of information through social media, websites, television, radio, and other platforms makes it increasingly important for adults to distinguish reliable information from false claims. This study will examine the impact of media literacy programmes on adults’ ability to identify false information, with the purpose of determining whether participation in media literacy programmes improves adults’ ability to recognise false information. Media literacy programmes may provide adults with knowledge about evaluating information sources, checking claims, examining evidence, identifying misleading content, and recognising common characteristics of false information. Through practical learning activities, adults can be exposed to different forms of media content and taught to examine the source, context, supporting evidence, and presentation of information. These activities can provide learners with practical skills for assessing information before accepting or sharing it. The ability to identify false information involves recognising information that is inaccurate, fabricated, misleading, or unsupported by credible evidence. Adults may encounter false information through news reports, social media posts, advertisements, online messages, videos, and other communication channels. The ability to examine the source of information, compare claims with reliable evidence, and identify inconsistencies can help adults determine whether information is trustworthy or false. Media literacy programmes can therefore provide relevant knowledge and skills for improving this ability. The study will adopt a quantitative research design. The population will comprise adults who participate in selected media literacy programmes. Data will be collected using a structured questionnaire and an appropriate information-identification assessment designed to measure exposure to media literacy programmes and adults’ ability to identify false information. The research 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 media literacy programmes have a significant impact on adults’ ability to identify false information. It is expected that adults who receive greater exposure to media literacy education will demonstrate stronger abilities to examine information sources, assess claims, recognise misleading content, and distinguish false information from credible information. The study may further establish that practical media evaluation activities improve adults’ ability to assess information before accepting or sharing it. The findings will have implications for adult education and media literacy practice. Adult educators may need to incorporate practical information evaluation activities into relevant learning programmes. Exercises involving news reports, social media content, advertisements, online messages, and other forms of media information can provide adults with opportunities to practise identifying unreliable or misleading information in realistic situations. The study will be significant to adult learners, adult educators, media literacy providers, educational planners, policymakers, and organisations involved in public information and communication. Adult learners may benefit from improved skills for evaluating information encountered in their daily lives. Adult educators may gain useful information for developing practical media literacy activities, while educational planners and policymakers may use the findings to strengthen adult education initiatives aimed at improving information evaluation skills. The study will recommend that adult education providers should strengthen media literacy programmes by incorporating practical activities for identifying false information. Adult educators should teach learners to examine information sources, evaluate supporting evidence, compare claims with reliable information, and consider the context in which information is presented. Learners should also be encouraged to critically evaluate information before accepting or sharing it. The study will conclude that media literacy programmes can improve adults’ ability to identify false information and should be promoted as an important component of contemporary adult education.

Keywords: Media Literacy Programmes, Adult Learners, False Information, Information Evaluation, Media Literacy, Information Verification, Critical Thinking, Misinformation, Information Assessment, Media Education, Source Evaluation, Information Literacy, Digital Information, Adult Education, Information Awareness