Family Support and Adult Learner Motivation in Rural Kwara State

This study investigated the relationship between family support and adult learner motivation in rural communities of Kwara State, North Central Nigeria. Adult learners frequently navigate competing family demands alongside their educational commitments, making household-level support a significant determinant of sustained engagement in adult education. The study employed a descriptive survey design targeting 160 adult learners from adult education programme sites in three rural local government areas. Structured questionnaires and semi-structured interviews formed the data collection framework. Findings revealed that learners who reported strong family support, including spousal encouragement, assistance with domestic responsibilities, and provision of learning materials, demonstrated significantly higher levels of motivation, attendance, and programme completion rates. Conversely, learners experiencing household opposition, particularly from spouses who viewed adult education participation as disruptive to domestic routines, reported lower motivation and higher dropout intentions. Economic contributions from adult learners' own income-generating activities were found to positively influence family support, as households observed direct financial benefits from education-linked skill development. The study also noted that older learners relied more heavily on family support networks than younger adults. Recommendations include designing family engagement sessions as a standard component of adult education programme induction, producing awareness materials for household members on the collective benefits of adult education, and training facilitators in learner motivation and counselling. Community leaders and religious figures are also recommended as advocates for household-level support for adult learners. Keywords: family support, adult learner motivation, rural communities, Kwara State, adult education.