The Pedagogical Value of the Lecture Method: The Case of a Non-Formal Education Programme in Ghana

Autor/inn/en	Addae, David; Quan-Baffour, Kofi
Titel	The Pedagogical Value of the Lecture Method: The Case of a Non-Formal Education Programme in Ghana
Quelle	In: Africa Education Review, 15 (2018) 1, S.123-137 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Addae, David) ORCID (Quan-Baffour, Kofi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1256748
Schlagwörter	Foreign Countries; Nonformal Education; Case Studies; Adult Learning; Functional Literacy; Instructional Effectiveness; Facilitators (Individuals); Media Selection; Learner Engagement; Student Participation; Preferences; Qualitative Research; Focus Groups; Interviews; Ghana + Suchen Sie Ihr Suchwort? Ausland; Non-formal education; Non formal education; Nichtformale Bildung; Case study; Fallstudie; Case Study; Adulte education; Adult training; Erwachsenenbildung; Funktionale Kompetenz; Unterrichtserfolg; Medienwahl; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Qualitative Forschung; Interviewing; Interviewtechnik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01