The non-literate adults in Nigeria are often faced with the inability to apply mental intelligence in their lifestyles which is reducing their relevance in the 21st century society. The study therefore, seeks to equip adult learners with basic literacy skills for cognitive sustainability in Lagos state, Nigeria. Four research questions were raised and answered; and four hypotheses were tested to guide the study. The study adopted descriptive survey research design. The instrument adopted for the study were Key Informant Interview (KII) and Questionnaire. The instrument was validated using content and face validity. A total of one hundred and eighty (180) questionnaires were administered purposively to adult learners across the six NMEC/NOGALSS literacy centers in Lagos state, and one hundred and forty-five (145) were retrieved. The reliability of the instrument was confirmed using a test-retest procedure which gave a correlation coefficient of 0.87. The data was analyzed using frequency distribution tables, percentages, mean, and both Pearson Product Moment and Rank Order Correlation Coefficient were used to test the hypotheses at 0.05 significance level. The study revealed that the content of adult basic literacy skills curriculum does not deeply meet the needs of adult learners’ cognitive intelligence amongst others. The study recommended that the curriculum of the adult basic literacy should be designed to have a combination of English and mother tongue language as medium of instruction in order to aid cognitive understanding among adult learners inter alia.
Blessing Anyikwa, University of Lagos, Nigeria
Oyekunle Yinusa, University of Lagos, Nigeria