E-Learning Adoption and Adult Education Outcomes in Federal Government Colleges in North West Nigeria

This study examines the adoption of e-learning tools and their effect on adult education programme outcomes in federal government colleges operating adult education annexes in North West Nigeria. Federal government colleges in Kano, Sokoto, and Zamfara States have in recent years introduced computer-assisted learning laboratories and internet-connected resources to supplement traditional adult literacy delivery. The adoption of e-learning in these settings, and its specific contribution to learning outcomes, has not been formally evaluated. This study uses a mixed-method design, combining a survey of 140 adult learners and 25 programme facilitators in the e-learning integrated college annexes with pre-test and post-test literacy and numeracy assessments. E-learning adoption is measured by device access frequency, content type engagement, and facilitator-guided versus self-paced usage patterns. Learning outcomes are compared between high-adoption and low-adoption learner groups using regression analysis and analysis of covariance. Findings reveal that learners with regular weekly e-learning access demonstrate literacy gains approximately 18 percent higher than those with no e-learning access at 12 months. Facilitator-guided e-learning sessions produce stronger gains than unstructured self-paced use. Electricity supply interruptions and device access constraints are the most frequently cited barriers to consistent e-learning adoption. The study concludes that e-learning meaningfully enhances adult literacy outcomes in federal college settings when reliably deployed. It recommends investment in solar-powered computer labs and structured e-learning sessions within all adult education annexes of federal government colleges in the Northwest.

Keywords: e-learning, adult education, federal colleges, North West Nigeria, digital literacy.