TITLE; EXPLORING THE STATUS AND IMPACT OF ADULT

INFORMATION LITERACY

THE CASE OF IPAGALA WARD IN DODOMA CITY COUNCIL.

Institute of adult education

July, 2023
TITLE; EXPLORING THE STATUS AND IMPACT OF ADULT INFORMATION

LITERACY IN DODOMA

THE CASE OF IPAGALA WARD IN DODOMA CITY COUNCIL.

BY

NURU SAID

A research report prepared for the study to be conducted and submitted in Partial Fulfillment of
the Requirements of for the award for ordinary diploma in adult and continuing education of the
institute of adult education

July, 2023
 DECLARATION AND COPYRIGHT
I, NURU SAID declare that this report is my own original work and that it has not been presented

and will not be presented to any other University for a similar or any other diploma award.

Signature

…………………………….

No part of this report may be reproduced, stored in any retrieval system or transmitted in any
form or by any means without prior written permission of the author. If transformed for
publication in any other format shall be acknowledged that, this work has been submitted for
diploma award at the collage of adult education

i
 CERTIFICATION
The undersigned certify that he has read and hereby recommend for acceptance by the collage of

adult education a dissertation entitled “Exploring the Status and Impact of Adult Information

Literacy in Dodoma: The Case of Ipagala in partial fulfillment of the requirements for the

Diploma of Arts with Education

Madam Anna

Signature………………… Date…………………….

(SUPERVISOR)

ii
 ACKNOWLEDGEMENT
First of all, I am grateful to the Almighty God for his protection and blessings, without

him, nothing could be accomplished as far as this research is concerned.

Second, I would like to express my gratitude and thanks to my supervisor Madam Anna for his

patience in giving moral and material support in order to accomplish my dissertation. I wish to

thank in a special way all lecturers at the collage of adult in Dodoma specifically who laid a

foundation of this work through the course work.

Furthermore, my appreciation should go to my classmates and all who laid the foundation of my

mental and materials wellbeing that assisted me in the completion of this Dissertation. I extend

my thanks to my beloved husband, my children and all other persons who have assisted me

financially and psychologically in one way or another to support this dissertation to its

completion.

Lastly, I would like to thank all of my respondents and informants who spent their time in

providing reliable information that assisted the completion of this work.

iii
 ABSTRACT
This study was intended to explore the status and impact of adult information literacy in Dodoma

taking Ipagala as the case. Specifically the study was meant to: identify sources of information in

empowering adult information literacy; determine the extent to which adults are information

literate; explore barriers for adult information literacy; examine the impact of adult information

literacy programmes on welfare of the Community and to seek stakeholder’s opinions on the best

ways of improving community’s access, choice and use of information among adults. The study

was guided by two theories: the Adult Learning theory by Malcom Knowles (1980) and the Life

Long Learning theory by Edwards (1997). The mixed methods approach accompanied by a cross-

sectional survey design were used to provide a plan of this study. Questionnaire, interview, Focus

group discussion and documentary review were used to collect data from 100 informants.

Quantitative data were analyzed statistically by the use of SPSS computer software-version 20

while qualitative data were analyzed thematically. Results revealed that Adults do use Analogue

cellular phones, smart phones as source of information and as tools for educating themselves. The

other sources are meetings, seminars, television, radios, magazines and internet. Furthermore, it

was observed that the status of Adult Information Literacy for the adults in ipagala is on the

average; however, adult information literacy has been found to have a positive impact in socio-

economic, political and cultural development of the community in Ward. It is therefore

recommended that, investing in information centers in village areas can improve information

infrastructures like communication networking and roads so as to simplify the access, choice and

use of information to majority of the community.

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 TABLE OF CONTENTS
DECLARATION AND COPYRIGHT..............................................................................................i
CERTIFICATION............................................................................................................................ii
ACKNOWLEDGEMENT...............................................................................................................iii
ABSTRACT.....................................................................................................................................iv
TABLE OF CONTENTS..................................................................................................................v
LIST OF TABLES..........................................................................................................................vii
LIST OF FIGURE.........................................................................................................................viii
LIST OF APPENDICES................................................................................................................viii
LIST OF ABBREVIATION.............................................................................................................x
CHAPTER ONE...............................................................................................................................1
INTRODUCTION AND BACKGROUND OF THE STUDY.........................................................1
1.0 Introduction.............................................................................................................................1
1.1Background to the Study..........................................................................................................1
1.2 Statement of the Problem........................................................................................................3
1.3 Objectives of the Study............................................................................................................4
1.3.1 The General Objective of the Study.....................................................................................4
1.3.2 Specific Objectives of the Study..........................................................................................4
1.4 Research Questions..................................................................................................................5
1.5 Significance of the Study.........................................................................................................5
1.6 Delimitation and Scope of the Study.......................................................................................5
1.7 Limitations of the Study..........................................................................................................6
1.8 Definition of Key Terms..........................................................................................................6
CHAPTER TWO...............................................................................................................................8
LITERATURE REVIEW..................................................................................................................8
2.0 Introduction.............................................................................................................................8
2.1 Theoretical Framework............................................................................................................8
2.2 Conceptual Framework..........................................................................................................12
2.3 Research Gap.........................................................................................................................14
CHAPTER THREE.........................................................................................................................16
RESEARCH METHODOLOGY....................................................................................................16

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 3.0 Introduction...........................................................................................................................16
3.1 Research Approach................................................................................................................16
3.2 Research Design....................................................................................................................16
3.3 Population of the Study.........................................................................................................17
3.4 Location of the Study............................................................................................................18
3.5.1 Sample and Sample Size.....................................................................................................19
3.5.2 Sampling Techniques.........................................................................................................19
3.6 Data Collection Methods.......................................................................................................20
3.7 Data Analysis Plan.................................................................................................................23
3.7.1 Qualitative Analysis Method..............................................................................................23
3.8 Validity and Reliability.........................................................................................................24
CHAPTER FOUR...........................................................................................................................25
RESEARCH FINDINGS, CONCLUSION AND RECOMMENDATION...................................25
4.0 Introduction...........................................................................................................................25
4.1 Demographic Information of Respondents............................................................................25
4.3 Sources of Information Used for Improving Adult Information Literacy.............................27
4.4 The Status of Adult Information Literacy in Dodoma..........................................................28
4.5 Barriers towards Adult Information Literacy in Dodoma.....................................................28
4.6 Conclusion.............................................................................................................................29
4.7 Recommendation of the Study..............................................................................................30
REFERENCES................................................................................................................................32
APPENDICES.................................................................................................................................34

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 LIST OF TABLES

Table 1: Show Sex of Respondents ....................................................................................26

Table2: Level of Education of Respondents .......................................................................26

Table 3. Age of Respondents .............................................................................................27

vii
 LIST OF FIGURE
Figure 1.........................................................................Conceptual Framework Source

viii
 LIST OF APPENDICES
Appendix 1: Interview guide...................................................................................34

Appendix 2: Questionnaire......................................................................................35

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 LIST OF ABBREVIATION
AIL…………………………………………Adult Information Literacy

COBET…………………………………….Complimentary Basic Education in Tanzania

DAEO………………………………………District Adult Education Officer

FGD…………………………………………Focused Group Discussion

MEMKWA…………………………………Mpango wa Elimuya Msingi KwaWalioikosa

MOEVT…………………………………….Ministry of Education and Vocational Trainings

TRC…………………………………………Teachers’ Resource Centers

WEC………………………………………..Ward Education Coordinator

WEO………………………………………..Ward Executive Officer

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 CHAPTER ONE
INTRODUCTION AND BACKGROUND OF THE STUDY

1.0 Introduction
This chapter will establishe context of this study by presenting background to the problem, Statem

ent of the problem, purpose and objectives of the study, significance of the study as well as

delimitation and scope of the study. Finally, this chapter points to limitations of the study,

definition of key terms and organization of the study

1.1Background to the Study

Adult information literacy is a kind of non-formal and informal education in the community,

however, for the long time the focus of Adult Information Literacy has been focused on formal

education leaving behind the non-formal and informal education unaddressed (World Bank,

2011). Literacy has its significance in the community, since when adults are educated whether

through non-formal and informally there would be an improvement in social relationship in the

society, technological advancement, innovative skills, problem-solving skills, cultural indigenous

knowledge, ability to access health information and general community development. It is as well

conceived as mass education (World Bank, 2011).

The notion of adult information literacy emerged since 1970s with discovery of new technologies

and can be explained as the capacity to access, indicate, assess and choose together with using

new information to generate new skills and knowledge (Catts, 2012). Insight on the term

“Literacy” bares vivid clarity with being associated as an un-problematized set of skills,

knowledge and competencies which include reading and writing shared with understanding of

how we use education to solve problems

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(Hutchinson, 2016). Information literacy refers as to the capacity to locate, evaluate and use

information to create new knowledge, is a core adult life skill and an extension of the notion of

functional literacy (Hutchinson, 2016)

Therefore, in 2013, UNESCO expressed ‘Adult information literacy (AIL) as a combination of

capabilities that allow adult to recognize, access, understand, retrieve, assess, share and use

information using various tools. Historians say that mass schooling was introduced in Europe as

the means of educating the working class as a result Adult Information Literacy grows outdoor of

formal situations and this help adult to become literate (Candy, 2015). With this understanding,

adult information literacy can be used to reflect the core term “Adult education” that do not take

part in the formal classroom, rather it is a form of adult education that takes place in

the community through informal and non-formal (Bwatwa&Kamwela, 2013).

Moreover, in Tanzania, after independence of the nation, as it was for other newly independent

nations, came to a discovery and realization that high adult information illiteracy rate of about 85

percent of the population was prevalent. During the times after independence in 1960’s the Adult

Information Literacy phenomena whereby empowerment of citizens through introduction of

education by information using radio, cinema, magazines, newspaper and community meetings to

educate adult people were implemented (Nationalist Newspaper, 1967) cited in Bhalalusesa

(2003).Again, Bhalalusesa (2004) suggests that, the government of Tanzania should

introduce some initiatives to educate youths and adults in order to improve their life by

acquiring new skills and knowledge to access, choose, retrieve and use information from different

sources. Although most of adults showed no interest in information literacy but those programme

campaigns of education increased the number of literate adults for example from 15% in 1961 to

above 90% in 1980. Iqbal, Hussain, Khan and Rehman (2018) contendsthat there is high number

2
of information illiterate adults in Africa because of the economic nature, poverty, geographical

location, and poor technology. Similarly, in Tanzania the problem seems to exist as well

especially in Babati district. Therefore, this study intends to assess the status and impact of Adult

Information Literacy in Tanzania so as to suggest the best ways of strengthening information

education among adults in the community.

1.2 Statement of the Problem

Insight on the term “Literacy” bares vivid clarity with being associated as an un-problematized set

of skills, knowledge and competencies which include reading and writing shared with

understanding of how we use education to solve problems (Hutchinson, 2016). The significance

of information literacy to adults include assisting them to access, choose, utilize, retrieve and

apply information in the real practice so as to improve their life (Karimi, 2017; UNESCO,

2013). Despite its importance, adult information literacy seems to be a non-priority to

most countries. Many information education programmes are being difficult to run due

to existence of poverty, poor information infrastructure, poor technology and lack of motivation

(Bwatwa&Kamwela, 2010). Iqbal (2018) contends that there is high number of information

illiterate adults in Africa because of the economic nature, poverty, geographical location, and poor

technology. Similarly, in Tanzania the problem seems to exist especially in Babati district. The

government of the United Republic of Tanzania has taken some measures to introduce several

initiatives in ensuring adults possess Adult Information Literacy through introducing COBET,

The Open University of Tanzania, Online Distance learning and ICT Programs in curriculum and

so forth, all these initiatives had sole aim of ensuring Adult Information Literacy is being

possessed by adult Tanzanians so as they can use to bring social, political and economic changes

in the country (MoEVT, 2008). However, the status and impact of such initiatives on facilitating

adult information literacy is still unknown. For instance, Msoroka (2015) shows that in Tanzania
3
some people are bit confused about the meaning and scope of adult information literacy. Some of

them still have a narrow perspective whereby they correlate it with only having the capacity in

reading, writing and arithmetic. Most of the people think that adult information literacy can

be obtained in formal institution only. To the contrary, if AIL will be confined within the limits of

formal system of education, only few adults will have access to it. This study intends to get rid of

this confusion and by exploring the status and impact of adult information literacy in Tanzania.

1.3 Objectives of the Study

1.3.1 The General Objective of the Study

The general objective of this study was to assess the status and impact of Adult Information

Literacy in Dodoma city council specifically in Ipagala ward as an informal and non-formal

approach to education in Tanzania.

1.3.2 Specific Objectives of the Study

This study was guided by the following specific objectives;

i. Identify sources of information in empowering adult information literacy in Dodoma

ii. Determine the extent to which adults are information literate in Dodoma

iii. Explore the berries for successful implementation of Adult Information Literacy in Dodoma

iv. Examine the impact of adult Information Literacy programmes on welfare of the Community

in Dodoma.

v. Seek stakeholder’s opinions on the best ways of improving community’s access, choice and use

of information to become literate.

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1.4 Research Questions
1. What are the main sources of information used for empowering adult information literacy

in Dodoma?

2. To what extent is adult information literacy adopted among adult people in Dodoma?

3. What are the barriers facing Adult Information Literacy in Dodoma?

4. What is the impact of adult Information Literacy programmes on the well- being of the

Community in Dodoma?

5. What ways can adult information literacy be improved to enhance adults’ access, choice,

retrieval and use of inform?

1.5 Significance of the Study

Findings of this study was assist the governments and other information stakeholders to have a

clear awareness on the status and impact of adult information literacy in Tanzania. This awareness

is significant in the process of planning and creating infrastructures to ease access, choice and use

of various information sources among adult members of the society. It also benefits adult

education officers in the process of designing proper programmes to capacitate adults in

searching, synthesizing and disseminating various forms of information. On top of that, the study

raises the need for understanding and makes use of the new technology among adults as the

means for increasing information literacy. This is made possible through challenging the

traditional ways of delivering and sharing information among community members

1.6 Delimitation and Scope of the Study

This study was conducted in Dodoma city council covering only on ward, namely Ipagala ward

20 respondents will be seen: one youth groups, one women group and adult groups. The study

population included formal and informal social groups, city Adult Education Officer, Ward

5
Executive Officers (WEOs), Ward Education Coordinators (WECs), and secondary school

teachers’ perceptions as part of community at large.

1.7 Limitations of the Study

The following are expected to be the limitations encountered during the field study;

i. Language barriers; The researcher is expecting to face language barriers to some of

the respondents especially adults in focus group discussion were unaware of Kiswahili

and they end up communicating through mother tongue language of which will enable

to overcome the problem because awareness of the language.

ii. Unavailability of materials; during the preparing of the dissertation, the researcher was

faced with the problem of unavailability of literature books since few people have

done the studies concerning Adult information literacy in Tanzania. Thus, the

researcher will try to use books from abroad and few that will be available in libraries

and other from internet

iii. Excuses of respondents; the respondents are expected to be hard to contact with and

even when meet with them, then can raise excuses of emergencies.

1.8 Definition of Key Terms

Bryman (2008) argue that operational definition specifies the procedures that will permit

differences between individuals in respect of the concept concerned to be precisely specified. In

this study key concept are defined in order to help a researcher to communicate ideas to others

and reduction of abstractness.

1.8.1 Adult: is any person accepted by the society an adult and who has already developed the

sense of self direction (Knowles, 1980). In this study the term adult refers to any person aged 18

years having social responsibilities both at family and the community level.

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1.8.2 Information: refers to a concept or thought or idea communicating a message about

important responsibilities among people (Peyina, 2010). In regard to this study, information is any

piece of messages presented orally or electronically and which is meant to be accessed and

utilized by adults.

1.8.3 Literacy: It means ability to access, retrieve and understand information in order to gain

knowledge which is applicable in real life (Karimi, 2017). Therefore, literacy is the level of

individual’s awareness concerned with how to access and use various information, knowledge and

skills and personal and social benefits.

1.8.4 Adult information literacy-is the process which enables the adults get content information

which they can apply in their day to day life as a result of reflecting upon experiences in relation

to formal and informal proceedings (Collins, 1991

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 CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter comprises of the literature review starting from theoretical framework and the

concept of adult information literacy. This section also reviews structural framework of adult

information literacy in Tanzania the programmes initiated to revamp adult literacy in Tanzania,

policies and guidelines that support its implementation. The sections also contain the conceptual

framework that shows the correlation between various variables of this study as well as the

research gap.

2.1 Theoretical Framework

This study was guided by two theories namely: the Adult Learning Theory and the Life Long

Learning Theory both developed by Malcom Knowles (1980). The adult learning theory is

concerned with the fact that any person can learn out of formal education while the lifelong

learning theory is based on the premise that learning is a continuous process to any person from

the time one is born to when one goes to the grave.

2.1.1 Adult Learning Theory (Andragogy)

Andragogy, also known as adult learning theory, was proposed by Malcolm Knowles (1980) to

describe processes and methods adopted by adult individuals when they want to learn or even

when they have to partipate in planning their learning. The concept of andragogy implies that AIL

requires specific sources, methods, and particular philosophy to educate adult people. Adult

people have their own distinct and unique characteristics as a result learning should be

centeredon solving problems. They are mature, independent; possess wealth of knowledge,

experiences and Self- directed. Since adults need to learn lessons which are practical oriented,

content should reflect practical issues related to their life (Kearsley, 2010).
8
Knowles’ Five Assumptions of Andragogy Knowles suggested these five assumptions as he

believed that adults are different from children and that their mode of learning should be different

as well.

Self-concept: un-arguably grownups possess a need to be self-directing, though transitory

circumstances might make them more reliant upon the mentor.

Experience: Individuals attribute more importance and worthiness to knowledge and skills they

attain through experience than through passive interaction.

Readiness to Learn: Adults decide if they need to learn when they experience a problem or some

issue with which they are unfamiliar.

Orientation to Learning: Adults are more focused on their performance in the learning process

than conception of technical terms or memorization of terms.

Motivation to Learn: These preceding assumptions affect the adult’s motivations.

They consider their experience to deal with a new problem, and when their experience comes up

short, they seek out the learning opportunities to help them overcome the problem.

Andragogy involves the art and science of helping adults to teach (Cooke, 2010).

Currie (2000) presents adult learning theory pioneered by Malcolm Knowles’

andragogic model, which is characterized by a mutually respectful, informal, collaborative style

of teacher/student relationship which uses experiential techniques and is based on several key

assumptions about adult learners. Knowles’ key assumptions of adult learners imply that not only

do adult learners want to learn, but they want their learning to relate to life. They tend to learn

9
best through experience and through self-directed learning (Cooke, 2010; Currie, 2000). Adults

learn throughout their lives; life changes and transitions are the cause and motivations for their

learning. Adults’ learning styles are diverse; they learn in various ways. As a rule, however,

adults prefer their learning activities to be problem-centered.

Designing Information Literacy Instruction for Adult Learners and immediately applicable to

their lives. Adults’ past experiences sometimes enhance their learning, and sometimes inhibit it.

How they view themselves as learners plays a major role in their level of learning success (Cooke,

2010; Currie, 2000). The andragogic model of lifelong learning developed by Knowles is centered

on adults’ preference for self- directed learning. In brief, adults are self-directed in their learning

and desire to learn what is relevant, useful, and applicable to their life situations.

The relationship between andragogy and this study is not based on Badke (2008) who contends

that adults, with their busy lives, do not have time to devote to mastering information literacy

skills, nor are they likely to do much academic research beyond the extent of their programs.

Therefore, the best way to help adult learners develop information literacy skills is “by providing

them with a research model along with strategies that model and use the digital tools they need.

The Status of Adults Information Literacy in Tanzania

According to Whitlock and Nanavati (2013), level one information literacy determines the level

one’s knowledge, “but significant improvements are needed for effective application”. In order to

examine the information literacy of level one, of the population we must know an area of literacy

that need to be improved. The second level (intermediate) indicates that “an individual has a good

level of knowledge and skills, but there are gaps in certain areas”. This component shows that an

individual need to know how to acquire information and how to utilize them.

10
Moreover, the third level (advanced) indicates that “an individual has a very good level of

knowledge and skills” This level shows that a respondent can appraise the relevance associate

degreed quality of information supply. The zero level indicates that an individual’s information

access is therefore low that it will become a heavy constraint for getting information.

The government of the United Republic of Tanzania has taken some measures to introduce

several initiatives in ensuring adults possess Adult Information Literacy through introducing

COBET, The Open University of Tanzania, Online Distance learning and ICT Programs in

curriculum and so forth, all these initiatives had sole aim of ensuring Adult Information Literacy

is being possessed by adult Tanzanians so as they can use to bring social, political and economic

changes in the country (MoEVT,2008).

Msoroka (2015) shows that, in Tanzania some people are bit confused about the meaning and

scope of adult information literacy. Some of them still have a narrow perspective whereby they

correlate it with the only having the capacity in reading, writing and arithmetic. Most of the

people think that adult information literacy can be obtained in formal institution only. To the

contrary, if AIL will be confined within the limits of formal system of education, only few adults

will have access to it.

In facilitating delivery of information to adults according to Mackeizie (2012), the teacher‘s role

in adult learning situation is that of a facilitator or guide and therefore does not direct the learning

process. This is because by being a director he/she may distract the adult learners own

independence. Thus Jarvis (1992) and Williams (1980) agree that the facilitators‘role is to ensure

that the learning environment for the learner is conducive for learning to occur, and should not

dictate the outcome of learningexperience. Jarvis (1995) provides that facilitation is difficult in

11
that learning in adulteducation is open-ended and therefore the learners may reach conclusions

which are different from those held by the facilitator.

Despite the efforts made by the government under MoEVT, on promoting Adult

Information Literacy in Tanzania, but still the community has not positively responded to the

efforts of the government. Few people have been using various ways of gaining Adult

Information Literacy to improve their knowledge, skills and competence and themajority does not

involve themselves in accessing the Adult Information literacy due to various reasons such as

poverty, family responsibilities, and lack of devices toreceive the information. Thus, the study

comes front to assess the extent of Adult Information Literacy in Dodoma city council District

(Bhalalusesa, 2003). In this regard the level (status) of adult information literacy in Tanzania is

low as compared to other parts of the world. Adult people still use old ways of communication.

Very few use digital technologies such as the internet to get information on various aspects of life

including those related to economy, politics, culture and other social issues.

2.2 Conceptual Framework

The study at hand adopts the Context, Input, Process and Product (CIPP) model introduced by

(Stafflebeam 2003) as its blue print. This model is selected to guide the flow of ideas and

relationship among the study variables to present how the final outcome is being arrived. The

organization and the relationship between various variables as per the objectives and focus of this

study are presented in figure 1 below

12
Figure 1: Conceptual Framework Source

The Researcher proposal (2022)

The figure above informs that this study will be guided two learning theories: the adult learning

theory and the lifelong long learning theory. These theories were used to determine the status and

impact of adult information literacy in relation to the standards established by the theories

themselves. The input referred to the qualities possessed by adult people who determine their

13
suitability and ability to learn new things. These include individual commitment, personal

experience and the level of participation demonstrated by the surrounding community.

The process was related to the facilities available to enable adult people to acquire information

literacy. These are things like televisions, radios, newspapers, social networks and community

gatherings. The availability of these facilities/requirements points to the output as measured by

the increase of knowledge and skills related to accessing, choice and use of various informational

drives. At the end of this process adult have to demonstrate the knowledge they have through

improvement of their living standards and ability to use information in solving social problems.

The organization of dependent and independent variables shown in this conceptual framework is

practically related to the present study. Taking example of women in the community, they depend

on meetings, group participation to acquire information that assist them in the agricultural, and

economic activities hence improving their economies. Likewise, youth and elders use mass

media, internet such as Facebook, Instagram and other sources like Newspapers, and books to

acquire information that assist them in increasing knowledge and performance in their economic

activities.

2.3 Research Gap

Various scholars have made attempts to research and document issues related to the status and

impact of adult information literacy both in developed and developing countries. These studies

are such as UNESCO 2008, Bhalalusesa (2004), Wema (2006), Bwatwa and Kamwela (2010),

Catts (2012), UNESCO (2013), Kageni (2012), Jacobs (2014), Wanyama (2014), Msoroka

(2015), Candy (2015), Karimi (2017) and Soloma (2018). Despite the existence of all these

studies, there exist no written evidence to unveil the status and impact of adult information

14
literacy in Tanzania. This study is designed to fill that vacuum by exploring the status and impact

of adult information literacy in Tanzania by taking the case of Dodoma city council

15
 CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter will presents research approach, research design, population, location of the study,

the sample and sampling techniques, methods of data collection, data analysis techniques, validity

and reliability together with ethical issues. The chapter ends with the chapter summary.

3.1 Research Approach

The study adopted mixed method approach to involve the use of both qualitative quantitative

methods of data collection and data analysis. The approach is expected to be beneficial by helping

the collection of both textual as well as numerical data for the best understanding and

interpretation of the findings expected (Suter, 2006). Quantitative research is, as the term

suggests, concerned with the collection and analysis of data in numeric form. It tends to

emphasize relatively large-scale and representative sets of data, and is often, falsely in our view,

presented or perceived as being about the gathering of facts. It helps to generalize findings to

population. On the other hand Qualitative research is concerned with collecting and

analyzing information in as many forms, chiefly non-numeric, as possible. It tends to focus

on exploring, in as much detail as possible, smaller numbers of instances or examples which are

seen as being interesting or illuminating, and aims to achieve depth rather than breadth (Blaxter,

Hughes & Tight, 1996). The researcher used qualitative approach so as to obtain information

about the view, feelings, perceptions and experiences of respondents on the status and impacts of

adult information literacy.

3.2 Research Design

This study adopted cross-sectional survey design which was the best method to be applied to get

information related to almost all respondent characteristics. Cross sectional research design is a

16
type of observational study that collects and analyses quantitative and qualitative data from a

population at a specific point in time (Kothari,2004). It is relatively quick, easy, and inexpensive

and takes up little time to conduct. The design was suitable for this study since by making it

possible to collect quantitative and qualitative data from multiple sources (informants) and

analyzing them concurrently.

3.3 Population of the Study

Target population is a specified type of people for which information is desired (Reyes, 2004).

Bryman (2008) states that “population forms a basis from which the sample or subject for the

study is drawn”. The target population for this study was ward executive officers (WEO), Ward

Education Coordinators (WECs), District Adult Education Officer (DAEO), District Social

Welfare Officer (DSWO), District Information Officer (DIO), Teacher’s Resource center

coordinator (TRCco), Teachers and other Community groups including some unemployed people

and homemakers. Ward Executive Officers (WEOs): The Ward Executive Officers were involved

in this study because they play a major part in informing the ward on important information

through meetings, also they are the ones knowing the level of literacy at the ward level. Ward

Education Coordinators (WECs): The Ward Education Coordinators were involved in this study

due to the responsibilities as education coordinators. They were useful in informing this study on

how non-formal and informal education in Dodoma city affects the information literacy to adults

in ward level. District Adult Education Officer (DAEO): The District Adult Education

Officer (DAEO) was involved in the study due to fact that they are responsible of

Adult Education in district level. Thus, they were of importance in aiding this study to know as to

how adults become information literate in the community.

17
District Social Welfare Officer (DSWO): The District Social Welfare Officer was involved in the

study because they are responsible with the welfare of the community, thus they were important

in assisting the study to know as to how information literate Adults affects the social welfare of

the community. District Information Officer (DIO): The District Information Officer was

involved in the study due to the fact that there are responsible for information literacy of

the community through various sources such as announcements, meetings, newspapers and mass

media. This there was important to assist the study to know as to how they help the adult in the

community to become information literate. Teacher’s Resource center coordinator (TRCco):

Teacher’s Resource center coordinator was involved in this study to provide information as to

how Adult education in the community is being accepted, and as to how the adults attend adult

education such as COBET. Thus, TRCco assisted this study in showing as to how adults become

information literate through formal, informal and non-formal means.

Secondary School Teachers: Teachers were involved in the study because they are the

knowledge givers of generations in the community. The teachers were useful in aiding this study

to know how adults in the community becomes information literate through various sources and

its impact in the development of the community

Community groups: Community groups involved in the study were women, adults and youth

respectively. They were of importance in assisting this study to know as to how they become

information literate and how information helps them in their daily life.

3.4 Location of the Study

Location of the study is a place where research is carried out (Kothali, 2014). This study will be

conducted in Dodoma city Council covering one wards specifically the study will be conducted

in Ipagala ward, It is also one among the districts with larger percentage of adult information

18
illiteracy. It was the expectation that rich information would be obtained from various respondent,

thus enhancing the validity and reliability of the study findings.

3.5.1 Sample and Sample Size

A sample is a subset of items or individuals taken to represent the entire set in specific activity or

procedure. Also, a sample means respondents selected by a researcher to represent the total

population of the study (Kothari 2004). By 2012, the population of Dodoma city was 312,392

where male was 158,804 and female 153,588 (NBS, 2012). Thus, it was not possible to involve

all people of Dodoma city in the study.

3.5.2 Sampling Techniques

Kothari (2004) and Creswell (2012) define sampling technique as the method used to select part

of the target population for inclusion in the study. The study at hand will use Probability and non-

probability sampling where simple random sampling and Purposeful sampling were applied to get

items that were used as a sample.

3.5.2.1 Simple Random Sampling

Simple random sampling is a sampling method whereby each member of the population can

expect to be selected to participate in the study (Kothari, 2004). This technique was used to

sample teachers to be part of informants involved in the study. The use of simple random

sampling enabled the study to include people of diverse backgrounds and eliminate the possibility

of researcher’s bias.

3.5.2.2 Purposive Sampling Techniques

Kothari (2007) defines purposive sampling as a procedure where research participants are

deliberately selected. This study preferred purposive sampling to obtain sample among ward

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executive officers, Ward Education Coordinators, District Teacher’s Resource Center

Coordinator, District Adult Education Officer (DASEO), District Social Welfare Officers and

District Information Officers. Also, community groups for youth, women and adult were selected.

The people were automatically (purposively) selected to participate in this study based on the

virtue of their positions.

3.6 Data Collection Methods

Data collection methods are ways used to obtain information or data (Creswell, 2012). It involves

such tools as semi-structured interview schedule or self-completion questionnaire or documentary

review (Bryman, 2008). For this study the methods used in data collection were controlled by

semi-structure interview, followed by questionnaires, focus group discussion and documentary

reviews. The study will use multiple instruments of data collection techniques in order to

ensure that the data to be collected are valid and reliable. The instruments that were used

are described in the subsection below.

3.6.1 Primary Data Collection Methods

Primary data also called firsthand information refers to the type of data collected directly from the

field by the researcher. The study used Interview and Focus group discussion to elicit information

for this study. In addition, the study involved open and closed questionnaires to the sampled

population. The respondents were obtained by the help of the researcher assistants from among

Ward Executive Officers from a desired ward. Arrangements were done to obtain respondents on

how to meet for the research objectives (Creswell, 2012).

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3.6.1.1 Interview Method

Interview is a technique where information is gathered through a face to face oral communication

(Cohen, 2011).An interview is a purposeful dialogue between a researcher and respondents where

there searcher looks for the specific information. It involves the data collected through direct

interaction between the researcher and the individuals being studied (Gall, 2005). Interviews were

conducted for the purpose of collecting the firsthand information. When a researcher needs to

gain useful insights into things such as people’s opinions, feelings, emotions, and experiences

then the interview is more suitable method. This technique was chosen for the purpose of

obtaining rich and detailed information regarding the status and impact of adult information

literacy. The purpose of interviewing is to find out what is in and on someone else’s mind, to

gather their stories.” In this study the semi-structured Interviews were administered to Ward

Executive officers, Ward Education Coordinators, District Teacher’s Resource

Centre Coordinator, District Adult Education Officers, District social welfare officers,

and District Information Officers. The semi-structured interview was used to purposively selected

informants so as to get in-depth information based on the research questions.

3.6.1.2 Questionnaires

Questionnaire is a written list of questions for the selected respondents to fill. In a questionnaire,

respondents read the questions, interpret what is expected and then write down the answers.

Questionnaire is whereby the researcher prepares a series of questions in order to extract

information filled in by participants in the sample. The method is simple, less time consuming,

easy and practical to use as well as it allows the researcher to collect data from a widely scattered

sample (Creswell, 2014). In this study, the questionnaires will be of semi structured type; where

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some questions were close ended and others were open ended community members. 3.6.1.3

Focus Group Discussion (FGD)

The FGD method is grouping of people together with same status and extract relevant

information from them through discussion (Kitzinger, 1995). In this study the FGD will be

employed to Women groups, Adult groups and Youth groups with aim of understanding their

perception, views, emotions and feelings in a way of group discussion. Thus, the selected groups

were involved in Focused group discussion due to their characteristics and their perception of

Adult information literacy in the community. The method helped the researcher to collect widely

discussed information from different individuals on the subject of study.

3.6.2 Secondary Data

Secondary data refers to the type of data obtained by reviewing and analyzing various ready-made

sources. In this study, secondary data were obtained by reviewing meeting reports, published

announcements, dissertations, and other written materials that can help to study the level of adult

information literacy in Tanzania (Kothari, 2004).

3.6.2.1 Documentary Review

Kothari (2004) contends that documentary review is a method of searching data from the once

existing materials. Documentary review employs reading or extracting existing information from

various sources to support the study at hand. Thus, the documentary review was employed by the

researcher in learning from other studies on their understanding and findings on adult information

literacy and how they relate and correlates with the current study. Thus, the researcher reviewed

various documents published and unpublished such as minutes from community and other

22
official meetings and letters from WECs and WEOs. Also other reports, online

information, journals, previous dissertations and mass media were reviewed.

3.7 Data Analysis Plan

Data analysis incorporates all the methods in which data is collected, assessed and compiled in

order to obtain helpful information from it (Migrant & Star, 2006). Thus, data analysis is

extracting the information obtained from the field and presents them in understandable manner.

Therefore, this research used both qualitative and quantitative data analysis techniques to obtain

the understandable findings.

3.7.1 Qualitative Analysis Method

Data obtained through interviews, Open ended questionnaire and FGDs were

analyzed qualitatively. The data were analyzed thematically and coding in order to get

clear picture of the findings. The analysis will be done using the Huberman and Miles

strategy. Whereby the Huberman and Miles (1994) strategy involves three steps of data reduction,

data organization and data interpretation. In the data reduction, the researcher reads and re-reads

the text. For the tape recorder data, the researcher listened to them several times. The researcher

of this study spent time to reading and re-reading the information taken during the research study.

In the data organization, the researcher identified themes such as ideas, concepts, behaviors,

terminologies or phrases used in the study. The themes were organized logically categories that

summarize and bring meaning to the text. Thereafter the researcher provided a descriptive label

(name) for each category, which was created. In Data interpretation, the researcher interpreted the

data using themes and connections to explain the findings of the study. In this study, thematic

method was used to analyze data collected through open-ended questionnaire, semi-structured

interview, and Focused Group Discussion.

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3.8 Validity and Reliability
Validity refers as the extent which the instrument measures what is expected to measure and

reliability is the ability of the study to yield the same result on occasion (Creswell, 2014). In

quantitative data validity must be improved through carefull sampling, instrumentation and

statistical treatments of the data while in qualitative must be addressed as trustworthiness through

the honest and depth of the data achieved (Creswell, 2014). The validity and reliability of the

findings in this study were ensured through pre-testing the instruments prior to data collection and

keeping the procedure open for review by interested experts.

3.9 Chapter Summary

This chapter presents the research methodology as the study was conducted in Dodoma city The

study is expected to employ 33 respondents and 67 informants, whereas 33 were teachers and 1

DIO, 1 DSWO, 1 DAEO,1 DTRCco. 3 WEO, 3 WEC, Youth group, Women group and

Adult groups while each group consisted of 19 members. The study employed various methods of

data collection such as structured interview, Semi- structured questionnaires, Focused Group

Discussions and Documentary review respectively

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 CHAPTER FOUR
RESEARCH FINDINGS, CONCLUSION AND RECOMMENDATION
4.0 Introduction
This chapter presents the results of the study concerning status and impact of the Adult

Information Literacy experience from Ipagala Ward in Dodoma. The analysis is grounded on five

research questions. These are; what are the sources of information in empowering adult

information literacy; What are the barriers for Adult Information Literacy; To what extent is adult

information literacy integrated among adult people; What is the impact of adult Information

Literacy programmes on well-being of the Community and lastly What can be done to improve

adults’ access, choice and use of information to become information literate in Ipagala Ward

4.1 Demographic Information of Respondents

This chapter provides for the percentage distribution of respondent, sex, age, level of education

and working experience of the respondents.

4.1.1 Sex of Respondents

The researcher sought to know the sex of respondents that were involved in the study and the

responses revealed that 23 (69.7%) of them were Males while 10 (30.3%) were female. In

general, the study involved more males 23 (67.7%) than females 10 (30.3%) respondents because

females were occupied by multiple responsibilities in their communities. Also, most of the males

were involved as public servants, advisors, information seekers and more representative in

community participation as a result that they were more aware of accessing, retrieving, restoring

and use information than females.

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Table 1: Show Sex of Respondents (N=33)

SEX OF THE RESPONDENT N %

Male 23 69.7

Female 10 30.3

TOTAL 33 100

Source: Field data (2023)

4.1.2 Level of Education of Respondents

The researcher further sought to know the level of education of respondents involved in the study

and it was revealed that 10 (30.3%) were level four holder, 21 (63.6%) were level five holders

and 2 (6.1%) were level six holder. The findings revealed that majority of respondents which was

21 (63.6%) of the respondents were level five holders, this was helpful since the respondents are

knowledgeable to assist this study in providing relevant information required.

Table2: Level of Education of Respondents (N=33)

LEVEL OF EDUCATION N %

Level four 10 30.3

Level five 21 63.6

Lever six 2 6.1

TOTAL 33 100

Source: Field data (2023)

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4.1.3Age of Respondents

Table 4.3 above shows the age of respondents involved in the study, which revealed that 8

(24.2%) of the respondents were between 21-30 years of age, 21 (63.6%) were 31-40 years of age

and 4 (12.1%) were 41-50 years of age.55 Therefore, the findings exposed that majority of

respondents 21 (61.3%) were adults aged between 31-40 years old. This was the appropriate age

that the researcher seek in getting the knowledge of how adults seek information literacy in the

field of study

Table 4. Age of Respondents (N=33)

AGE CATEGORY N %

21-30 8 24.2

31-40 21 63.6

41 and above 4 12.1

Source: Field data, (2023)

4.3 Sources of Information Used for Improving Adult Information Literacy

The first objective of this study intended to identify the sources of information literacy among

adult members of the community in Tanzania. Data were collected through questionnaire from

teachers, focused group discussion from community groups which were youth, adult and women

groups.

The respondents were asked by the researcher on the sources of information they use in

empowering adult information literacy and below is the response based on each item. Based on

the findings of the study it was revealed that 21(`63.6%) of the respondents revealed that Analogy

cellular phones were among the means used to enable/empower adults to access various

information. Furthermore, 21 (63.6%) of the respondents responded that they use Digital cellular

27
phones (Smartphones) through Facebook, WhatsApp, Instagram, Emails and voice calls as

sources of information. This means that the majority of respondents agreed that Smartphones

through social networks is used as a common source of improving their information literacy.

Moreover, 4(`12.1%) of the respondents revealed that radio is a good source of information in

empowering adult information literacy.

4.4 The Status of Adult Information Literacy in Dodoma

The research objective two aimed at assessing the extent of adult information literacy among

adults in Ipagala Ward. It was expected that the responses to this research question would help to

understand the extent of adult information literacy among adults found in Ipagala Ward

Based on the findings it has been seen that eleven statements fall under neutral category and nine

statements fall under Agree category. Thus, the average means of the findings was 2.4 that falls

under agree category. This revealed that the statements provided are of highly used in educating

adults in Ipagala Ward. Therefore, adults in Ipagala Ward. are more likely to be able to access

information although their level of 67 literacy cannot be clearly predicted. The mean of 2.4 has

been used as an indicator of programmes that majority of the people in Ipagala watch. Since the

direction is positive it can be concluded that majority of the respondents who represents the

community of adults become literate in information through non-formal and informal learning.

4.5 Barriers towards Adult Information Literacy in Dodoma

Based on interview and FGDs on the other hand, findings revealed that culture was one of the

challenges that hinders the access to Adult information literacy Ipagala Ward since on

questionnaire majority 66.7% agreed that culture was the hindering factor for adults to access and

use of information.

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The findings of this study revealed that gender issues act as barrier to adult information literacy in

Ipagala Ward It is pointed out that 69.7% of the respondents from 73 questionnaire agreed that

gender issues are among the barrier for adult information literacy in the community

4.6 Conclusion
The study was governed by Objective one to four Based on the first objective it was revealed that

there are various sources of adult information literacy in the community, among of the sources

were cellular phones, television, radios, newspapers, computers, textbooks and novels, oral

communication and meetings. These were seen to mostly being used by community members in

accessing and retrieving of adult information literacy in the community.

Moreover, the second objective showed the extent of adult information literacy in the community

and it was revealed that there is an average literacy of information in the community.

Also, the third objective based on barriers for adult information literacy in the community. The

findings of this study revealed that poverty, poor technology, poor information infrastructures,

lack of skills and competence in accessing, retrieving and using of information, family

responsibilities were among of the barriers that hinders the access, retrieval and use of adult

information literacy in the community.

The fourth objective added that there are impacts of adult information literacy in the community.

The findings revealed that some of the impacts that are available when adult information is well

utilized in the community may lead to employment opportunities, innovative skills,

entrepreneurship, and access of health information and increasing of knowledge of an individual

in various aspects of life. It is therefore concluded that there is a need of implementing the

outlined best ways so as to ensure communities are information literate especially ipagala ward

29
4.7 Recommendation of the Study
The following are the recommendations of the study that the researcher comes up with pertaining

the findings;

4.7.1 Recommendation for Action

a) The government through the Ministry of Communication should find the way of reducing the

prices of information devices like smartphones and reduce the price of bundles so as people can

be able to afford internet access as a way of searching information and the community to be

information literate.

b) The village leaders ward and district level should be making regular meetings so as to inform

the community on important information that citizens need to know.

c) Motivation should be provided to the community by leaders and teachers on the importance of

Adult Information literacy and create a mechanism that adults in the community to have a

tendency of searching information, listening to news in Radios and Televisions and search of

online information to those ICT literates.

d) The government should improve information infrastructures so as people in the community

even in remote areas to have access of internet, and networks. e) Furthermore, Adult Education

Groups should be encouraged to join groups so as to reduce their illiteracy level and be able to

know new things that will assist him/her in his or her life.

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4.7.1 Recommendation for Policy

a) The ministry of education has to extend formal education to adults in the community, where

non-formal and informal education has to be well addressed

b) Furthermore, the government has to ensure education to the community is provided, also

construction of libraries and information centers in urban and rural areas so as to motivate

community members to access, retrieve, choose and use of information.

31
 REFERENCES
Creswell, J. W. (2014). Research Design Qualitative, Quantitative and mixedapproaches (Fourth

Ed). In the University of Nebraska: United States ofAmerica: SAGE Publication.

Creswell, J. W. (2012). Education Research Planning, conducting and evaluatingQuantitative and

Qualitative Research, Boston: Pearson Education.Inc.

Dibartolo, M. C., &McCrone, S. (2003). Recruitment of rural community‐dwellingolder adults:

barriers, challenges, and strategies. Aging & Mental Health, 7,75–82.

Knowles, M. S. (1980). The modern practice of adult education: From andragogy topedagogy.

Chicago: Follett Publishing Co.

Kothari, C. R. (2004). Research methods: methods and techniques. 2nd revise edition.New Delhi:

New Age International (P) Limited

Miles, M., &Huberman, M. (1994). Qualitative Data Analysis (2nd ed.). London:SAGE

Publications.

Ministry of Education and Vocational Training.(MoEVT), (2008).The developmentand state of

the art of Adult Learning and Education (ALE). CONFINTEAVI report 2009, Tanzania

Ministry of Works, Transport and Communication.(2016). National Information and

Communications Technology Policy. Dar es Salaam: MoT

Institute of Lifelong Learning.(2013). Global Report on adult learning and education. Hamburg:

UNESCO Institute of Lifelong Learning.

United Nations.(2007). The Millennium Development Goals report. New York: UN

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 APPENDICES
Appendix 1: Interview guide

The interview Guide is intended to obtain information from WEOs, WEC, TRCco,

DSWO, DIO and DAEO. Dear Respondent. My name is Evelina Marco a diploma student at the

adult collage of Dodoma. I am doing a research on the Assessment of extent of Adult

Information Literacy in Ipagala ward at Dodoma as part of my study programme. Your

participation in this study is of paramount importance so as to make this study fruitful

and achieve the desired objectives. Your responses will be treated with strict

confidentiality. Please do not identify yourself in this paper.

A: Position ………………………………

B: Interview Questions

1. What is the power of information to adults in bringing change in economic,

Political, technology and social development?

2. Do you have any knowledge about adult information literacy?

3. In what ways/methods do adults become information literate based on your

experience?

4. How does information literacy help to improve adults’ life in terms of

economics, technology, political and social development?

5. To what extent do adult people possess Adult information literacy in Ipagala Ward

33
Appendix 2: Questionnaire

Dear Respondent. My name is Evelina Marco a diploma student at the collage of adult of

Dodoma. I am doing a research on the Assessment of extent of Adult Information Literacy in,

Ipagala ward Dodoma as part of my study programme. Your participation in this study is of

paramount importance so as to make this study fruitful and achieve the desired objectives. Your

responses will be treated with strict confidentiality. Please do not identify yourself in this paper.

Adult Information literacy is defined as a set of competencies that empower adult citizens to

access, retrieve, understand, evaluate, use and share information and media content in all formats,

using various tools

A. Personal Particulars

Respondents ward.....................................school..................................Male………..Female….....E

ducation level……….Age………..Work experience…………..

B: Questions 1)

Sources of Information in Empowering Adult Information Literacy Please circle the correct

answer

i. Do you have knowledge on Adult Information literacy? a. Yes ( ) b. No ( )

ii. Put tick (√) for AGREE and (x) for DISAGREE to any source of information

you use to access information?

S/N SOURCE OF INFORMATION AGREEDISAGREE

1 Analogy cellular phone

2 Digital cellular phone or Smartphones

(Facebook, Whatsapp, Instagram, E-mails)

34
3 Radio.

4 Television

5 Newspaper (Magazines)

6 Audio tape recorder

7 Text books and reading manuals

8 Computer (Internet)

9 Community participation

10 Oral communication

35