Abstract
In adult education, Self-Directed Learning (SDL) has drawn attention as an andragogical strategy that allows students to direct their learning. This comparative study explores the effectiveness of SDL in adult education settings, comparing it with conventional instructor-led approaches. The study employed a comparative design and data was collected from 300 adult learners from adult literacy centers in Imo State, Nigeria. A structured questionnaire consisting of 2 sections (A and B) was used for data collection. Section ‘A’ elicits responses on the demographic information of the participants such as gender, age, educational background, and current employment status while section ‘B’ contains necessary items about the research questions. Data generated from the study were analyzed using descriptive statistics of frequency, percentage, mean, and rank order. Results revealed that self-directed learning fosters a higher level of motivation and engagement among adult learners. It also enhances problem-solving skills and independent thinking and cultivates adult learners who are better equipped to adapt to the rapidly changing demands of the modern workforce. From the results, it was recommended that educators and institutions need to understand the strengths and limitations of SDL as this would help them design more effective and well-rounded adult education programmes that can cater to the diverse needs of learners in the 21st century.
Keywords: Adult Education, Conventional Learning Approach, Learner’s Motivation, Self-Directed Learning, SelfEfficacy, Traditional Learning Approach