The Pedagogical Value of the Lecture Method: The Case of a Non-Formal Education Programme in Ghana
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Date
2018
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Publisher
Africa Education Review
Abstract
Adult learning rests on the foundation of learner experience and involvement in the teaching
and learning process. The methods employed in facilitating adult learning have to a large
extent sought to place the learner at the centre of the entire teaching and learning encounter.
The lecture method is one of the many methods used to facilitate learning in many educational
programmes. This article reports on a study that posed the question: How effective is the
lecture method in facilitating learning in non-formal adult education programmes? The case
study design was used for the study. The National Functional Literacy Programme of Ghana
was purposively selected for this investigation. Two classes in the programme comprising 10
adult learners and one facilitator each were purposively selected as sample for the study. It
was found that the lecture method was ineffective in promoting learning in non-formal adult
education programmes in Ghana since it failed to stimulate the comprehension of subject matter and learner involvement in class activities.
Description
Research Article
Keywords
constructivism, learner, lecture method, pedagogy, teaching methods