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Effect of Community Mentorship Programmes on Learning Participation among Adults

Abstract

Community mentorship programmes refer to organised initiatives in which experienced or knowledgeable individuals provide guidance, encouragement, practical support, and learning assistance to adults within a community, while learning participation refers to adults’ involvement in educational activities, including enrolment, attendance, engagement, and completion of learning tasks. Adults may encounter challenges that reduce their willingness or ability to participate in learning activities, particularly when they lack guidance and encouragement. Community mentorship programmes can provide supportive relationships that encourage adults to remain involved in learning. This study will examine the effect of community mentorship programmes on learning participation among adults, with the purpose of determining whether participation in mentorship programmes influences adults’ involvement in learning activities. Community mentorship programmes may involve experienced community members, educators, professionals, or trained mentors who provide guidance to adult learners. Mentors may assist adults by sharing knowledge, discussing learning challenges, providing encouragement, offering practical advice, and helping learners identify appropriate educational opportunities. Through regular interaction, mentorship programmes can create opportunities for adults to receive guidance that is relevant to their educational needs and personal circumstances. Learning participation refers to the extent to which adults become actively involved in learning activities. It may include enrolment in educational programmes, regular attendance, participation during learning sessions, completion of assignments, interaction with educators and other learners, and continued involvement in learning activities. Mentorship programmes may influence learning participation by providing adults with encouragement, guidance, and practical support that can help them remain committed to educational activities. The study will adopt a quantitative research design. The population will comprise adults participating in selected community learning programmes. Data will be collected using a structured questionnaire designed to measure participation in community mentorship programmes and the level of learning participation among adults. The instrument 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 community mentorship programmes have a significant effect on learning participation among adults. It is expected that adults who receive regular mentorship will demonstrate higher levels of attendance, engagement, involvement, and commitment to learning activities. The study may further establish that guidance and encouragement from mentors help adults maintain interest in learning and continue participating in educational activities. The findings will have implications for adult education practice and community learning initiatives. Adult education providers may consider incorporating mentorship components into community-based learning programmes to provide learners with additional guidance and encouragement. Appropriate mentor-learner relationships, regular mentoring sessions, and practical educational guidance may help create supportive learning environments that encourage adults to participate consistently. The study will be significant to adult learners, mentors, adult educators, community learning organisers, educational planners, and policymakers. Adult learners may benefit from access to individuals who can provide educational guidance and encouragement, while adult educators and community organisers may gain information for developing effective mentorship structures. Educational planners and policymakers may also use the findings to strengthen community-based approaches that support adult participation in learning. The study will recommend that community learning providers should establish structured mentorship programmes that connect adult learners with suitably trained and experienced mentors. Mentors should provide regular guidance, encouragement, learning support, and practical advice based on learners’ educational needs. Adult education providers should also monitor mentorship activities to ensure that they contribute meaningfully to learners’ involvement in education. The study will conclude that community mentorship programmes can encourage learning participation among adults and should be integrated into appropriate community-based adult education initiatives.

Keywords: Community Mentorship, Adult Learners, Learning Participation, Adult Education, Mentorship Programmes, Community Learning, Learning Engagement, Educational Participation, Mentoring Support, Adult Learning, Learning Attendance, Educational Involvement, Learning Commitment, Community Education, Mentorship Activities