Learner Motivation and Persistence in Adult Basic Education Programmes in Taraba State

This study investigates the factors influencing learner motivation and persistence in adult basic education programmes in Taraba State, North East Nigeria. Adult learners who enrol in basic education programmes frequently discontinue before completing the programme, undermining public investment in literacy provision. Understanding the motivational dynamics and persistence barriers specific to the Taraba State context is important for improving programme retention and completion rates. This study uses a descriptive survey design and collects data from 175 current and former adult education learners in Jalingo, Wukari, and Karim-Lamido local government areas. Motivation dimensions assessed include intrinsic motivation, extrinsic incentives, social influence, and perceived relevance. Persistence is measured by attendance regularity and completion status. Multiple regression analysis is applied. Findings reveal that perceived relevance of programme content to daily livelihood activities is the strongest predictor of learner persistence, followed by social encouragement from family and community peers. Extrinsic incentives such as certificates and stipends are valued but show weaker independent effects on persistence than intrinsic motivation. Learners who participate in study groups demonstrate significantly higher completion rates than isolated learners. The study concludes that programme content relevance and peer support structures are the most important investment priorities for improving adult education persistence in Taraba State. It recommends that facilitators conduct initial community needs assessments to contextualise instructional content and establish peer study circle networks as a standard programme component.

Keywords: learner motivation, adult education, persistence, Taraba State, dropout prevention.