THE EFFICACY OF ASSISTIVE TECHNOLOGY IN SUPPORTING ADULT LEARNERS WITH SPECIFIC LEARNING DISABILITIES IN ADULT EDUCATION CENTRES IN ENUGU STATE, NIGERIA
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Abstract
This study examined the efficacy of assistive technology (AT) in supporting adult learners with specific learning disabilities (SLDs) in adult education centres in Enugu State, Nigeria. Specifically, the study assessed facilitators’ perceptions of AT tools on the literacy skills of learners with SLDs, investigated how AT is used to engage these learners in educational programmes, and identified barriers limiting AT use. Three research questions and two null hypotheses guided the study. A descriptive survey research design was adopted. The population consisted of 449 facilitators (161 males and 288 females), and due to its manageable size, the entire population was studied without sampling. Data were collected using a structured questionnaire which was validated by three experts. A reliability coefficient of 0.80 was established through Cronbach Alpha. Data were analyzed using mean and standard deviation to answer the research questions, while independent samples t-test was used to test the hypotheses at 0.05 significance level. The study revealed that AT tools significantly enhance literacy skills by improving reading comprehension, writing accuracy, and learner confidence. AT was also found to foster motivation and active engagement, reducing learners’ anxiety and encouraging participation. However, barriers such as inadequate devices, lack of trained facilitators, and infrastructural constraints limited optimal use. The hypotheses showed no significant difference between male and female facilitators’ ratings, indicating consensus on AT’s role. The study recommends structured training, improved infrastructure, and provision of adequate devices to maximize AT’s benefits
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