6.1 Conclusion
My findings reveal that there are a range of teaching strategies at the disposal of the adult educator. The educator makes use of a variety of strategies taking into account the ability of the learners, their background and previous experience. The educator also makes use of a variety of presentation techniques within a single lesson. Her only limitation is the lack of resources, such as computers and television.
Little attention is paid to the learning process. The educator does not engage the learners in problem solving and problem posing, inference making and reflection. These activities will raise the cognitive level of the learners.
Learners are entirely dependent on the educator and the institution for their education.
They need to be empowered to become responsible for their own learning.
For the purpose of this research, the researcher found it convenient to identify teaching strategies as mass instruction, individualized instruction and group instruction. Each of these teaching strategies has advantages and disadvantages. Of the three options, mass instruction strategies are being used most often. The other two are used minimally.
On the basis of data collected, the researcher recommends that a careful balance of mass instruction, individualized instruction and co-operative group instruction be utilized.
Although much research has been done by Brandt (1989), Slavin (1981) and Millis (1994) into co-operative learning, current classroom practice does not reflect its use. The potential benefit of this strategy in promoting active learning and developing thinking, communication and interpersonal skills, makes its use relevant particularly in the adult education classes.
While mass instruction and individualized instruction can be used to overtake a wide range of educational and training objectives, there are a number of limitations to both
approaches. According to Ellington and Race (1993:20) "neither is suitable for achieving the full range of higher cognitive objectives that are coming to be regarded as so important in today's education, and neither can be used to develop the various communication and interpersonal skills that a person needs in order to function effectively as part of a group."
Data collected reveals that no provision is made to cater for learner's differences in ability, except for the occasional use of one-to-one discussions. The use of individualized methods of instruction will help develop the learner's true potential. Individual instruction will enable learners to work independently and at their own pace. This is one of the aims of adult education in accordance with Knowles.
The minimal use of teaching resources and its unavailability at my research site needs to be addressed. Teaching and learning resources provide learners with the necessary stimulation and motivation. Technology and resources can contribute in diversifying the learning environment. Learners could use computers to access information, write essays and store information. The use of pictures and television can change a dull and boring presentation into a lively and exciting classroom experience.
6.2 Recommendations
Based on the findings in chapter five, the researcher makes the following recommendations in an effort to improve the teaching-learning situation in public adult education centers:
1. The adult educator needs to take into consideration the learning process when planning lessons. Real understanding occurs when there is active reconstruction on the part of the learner. Reconstruction occurs through engagement in problem posing as well as problem solving, inference making and investigation, resolving of contradictions and reflecting.
2. Learners need to take more responsibility for their learning. Rather than being
learning needs to be conceived of as a learner does, not something that is done to a learner.
3. The course developers have a role to plan in order to ensure that the content is useful within the workplace. The writing exercises teach formal and informal writing and deal with aspects such as format and tone. It is possible to substitute this content with work related exercises in order to bridge the gap between the classroom and the workplace.
4. The educator should customize herself with the learner's vocations. She will then be able to teach in order to suit the learner's needs.
5. The learning activities should be multi-sensory aimed at developing skills in reading, writing, oratory, self-discovery, critical thinking and independent study. These learning experiences should develop thinking rather than rote learning.
6. Activities such as group discussions, problem solving and analysis are effective in promoting thinking skills and an in-depth understanding of subject content. The focus teaching should be on developing deeper understanding rather than attempting to cover the syllabus.
7. There is a need for educators to become aware of advances in educational research. A review of current literature and attendance at workshops and seminars will give educators an insight into recent developments and help refine their instructional techniques.
8. Adult educators should not use one particular teaching method for all types of content.
It is a questionable practice to adhere to any particular teaching method. Educators must be willing to try new methods and also adapt existing methods to the learners needs. For example, lectures could be made even more interactive by incorporating a number of teaching methods such as group discussion and the Socratic method. The inclusion of these methods will result in greater learner participation.
9. Co-operative learning should be utilized on a large scale in adult learning centers. The use of this strategy would promote active learning and help improve interpersonal relationships. A thorough study of co-operative learning would enable educators to plan and implement group work effectively.
10. The integrated use of all three teaching strategies in recommended. These could be interspersed by allowing learners sometimes to work individually, sometimes in groups and at other times as a whole class.
11. The focus of instruction should not be solely on preparing learners for the examination but rather on the development of skills. The policy of adult learning centers should be revised in order to deal with this crucial aspect.
12. Resources should be made available for effective teaching. Computer assisted instruction will promote individual learning. With this approach, it is possible to create programs with graded levels of difficulty that will enable learners to progress at their own pace. This is in keeping with the policies of outcomes based education. More advanced learners will not be held back with this method of individual instruction.
13. The emphasis on external evaluation, such as the external examination should not be emphasized. This has a negative effect on the learner's. This is in accordance with
Ames (1984:45). The emphasis should be on the process of learning.
14. In the adult educator's task design, a challenging learning environment should be created. Tasks should be attractive, interesting and challenging. This will inherently motivate the learner.