Information Assimilation by Adult Learners in a Ghanaian Tertiary Institution: The use of Lecture Method

Abstract

Lecture method has been used widely in most tertiary institutions especially, institutions that run arts or humanities courses. With the application of several methods of enhancing or imparting knowledge and skills, there has been an advent of critiques of which the lecture method has received a fair share. The study, therefore, sought to explore how well adult learners are able to capture and understand information with the application of the lecture method. The study employed a qualitative case study approach, using typical case sampling to get participants and focus group discussion method for data collection from forty-two Diploma in Adult Education students of the University of Ghana. The results showed that adult learners were able to capture only about 36% of lecture content, learners, however, found their own strategies of completing lecture information by comparing notes and deducing meaning and understanding through group discussions.  Lecturers’ positive attitude towards adult learners’ more than cognitive and social constraints was expressed as the major factor motivating adult learners to listen effectively and take adequate notes. The study recommended that lecturers can enhance effective lecture listening and note-taking by demonstrating sensitivity to the condition and situation of adult learners, showing respect and acknowledging adult learners’ self-dignity, self-esteem and social status.