Abstract
The aim of this enquiry was to explore the engagement of adult learners in the classroom. This was done by observing adults learning events, interviewing ABET teachers and analyzing documents in order to gain an understanding of how and when were adult learners engaged in the classroom learning activities. I argued that; if adult learners are to be equipped with knowledge skills and attitudes that will enable them to be active participants in social, political and economic affairs, their classroom learning activities should demand deep engagement and active participation.
In the light of the above argument, qualitative research was conducted using, observations, interviews and documents analysis as methods of data collection. Purposeful sampling was employed to select information rich cases with maximum variation to present a range of experiences.
The data collected proved valuable in obtaining an understanding on adult learners’ engagement in the classroom. The findings of this research indicate that the engagement of adult learners in the classroom learning activities is minimal and restricted to assessing knowledge rather than empowering adult learners to be active participants in their social political and economic affairs.
The study concludes with the recommendations, which briefly suggest a shift from traditional, non-engaging monologic approach to an engaging dialogic approach of teaching.
Professor S.J. Gravett