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Effect of Adult Education Programme Duration on Learners’ Programme Completion

Abstract

Adult education programme duration refers to the length of time allocated for the delivery and completion of an organised adult education programme, while programme completion refers to learners’ ability to remain in a programme until all required learning activities or programme requirements have been completed. The duration of a programme can influence learners’ ability to remain engaged over the entire period of study, particularly when the programme is either too short to achieve its objectives or extended over a prolonged period. This study will examine the effect of adult education programme duration on learners’ programme completion, with the purpose of determining whether the length of adult education programmes influences learners’ ability to complete them. Adult education programmes may be organised for different periods depending on their objectives, content, instructional requirements, and target learners. Programme duration determines the amount of time available for instruction, practice, assessment, and completion of learning activities. A well-planned duration should provide sufficient time for learners to acquire the intended knowledge and skills while maintaining a programme structure that allows learners to remain committed to the learning process. Programme completion refers to the extent to which adult learners remain in an education programme until they fulfil its required learning activities and complete the programme. Completion may involve attending the required sessions, participating in learning activities, completing assignments or assessments, and reaching the final stage of the programme. Adult education programme duration may affect completion because the length of a programme determines how long learners are required to remain involved before achieving programme completion. The study will adopt a quantitative research design. The population will comprise adult learners enrolled in selected adult education programmes with varying durations. Data will be collected using a structured questionnaire and programme completion records designed to measure adult education programme duration and learners’ programme completion. 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 education programme duration has a significant effect on learners’ programme completion. It is expected that programmes with appropriately structured durations will record higher levels of completion among adult learners. The study may further establish that programme duration that adequately balances instructional requirements with the time available to adult learners can contribute to improved completion rates. The findings will have implications for the teaching and learning of adult education. Adult education planners and programme administrators may need to carefully consider programme duration when designing learning programmes for adults. The duration should provide adequate time for achieving learning objectives without unnecessarily extending the period required for learners to complete their programmes. The study will be significant to adult learners, adult educators, programme coordinators, adult education providers, educational planners, and community learning organisations. Adult learners may benefit from programmes whose duration is appropriately structured, while educators and programme coordinators may gain information for improving programme planning and completion outcomes. Educational planners may also use the findings when developing guidelines for the duration of adult education programmes. The study will recommend that adult education providers should carefully determine programme duration based on learning objectives, course content, instructional activities, and the circumstances of adult learners. Programme administrators should regularly assess completion patterns to determine whether the duration of programmes is appropriate. The study will conclude that appropriate adult education programme duration can contribute to improved learners’ programme completion.

Keywords: Adult Education, Adult Learning, Adult Learners, Programme Duration, Programme Completion, Adult Education Programmes, Learning Duration, Programme Structure, Learner Retention, Programme Completion Rate, Educational Planning, Programme Management, Learning Activities, Adult Education Providers, Adult Learning Outcomes