Authors:
Nweke Dorathy Chikoldi, Telema Amachere

Addresses:
Department of Adult Education and Community Development, Faculty of Education, Rivers State University, Port Harcourt, Rivers State, Nigeria.

Abstract:

This research investigated the influence of native language on the retention rates of literacy among adults at six public literacy centers in the Rivers South-East Senatorial District of Nigeria. Utilizing a quasi-experimental, ex post facto design with a non-equivalent groups methodology, the study analyzed a population of 2,378 adult learners from six local government areas: Khana, Gokana, Eleme, Tai, Oyigbo, and Opobo/Nkoro. The Taro Yamane formula determined a total sample of 342 learners, proportionally distributed between groups receiving instruction in their native language and those receiving instruction only in English. Data were collected using the Adult Literacy Retention Test Questionnaire (ALRTQ). Researchers evaluated literacy retention during post-test sessions and at 6- and 12-month follow-ups. Descriptive statistics, independent samples t-tests, repeated measures ANOVA, and ANCOVA were employed for data analysis at a significance level of 0.05. The results indicated that participants receiving instruction in their mother tongue had higher retention rates (82.6%) than those educated solely in English (54.4%). The independent t-test identified a notable difference in 12-month retention scores (t(340) = 8.94, p < .001). Repeated-measures ANOVA revealed significant time and instructional group effects, as well as a significant time-by-group interaction (p < .001). The ANCOVA results further confirmed that the language of instruction significantly predicted 12-month retention, even after controlling for age, gender, and educational history. The study concludes that instruction in a learner's native language significantly improves long-term literacy retention for adult students. The study suggests that adult literacy programs incorporate local languages into their teaching methods to support more sustained literacy gains.

Keywords: Literacy Retention; Adult Learners; Native Language; Educational History; Data Collection; Descriptive Statistics; Local Government Areas; Data Analysis.

Received on: 17/03/2025, Revised on: 04/05/2025, Accepted on: 23/07/2025, Published on: 05/06/2026

DOI: 10.69888/FTSHS.2026.000761

FMDB Transactions on Sustainable Humanities and Society, 2026 Vol. 3 No. 2, Pages: 96-103

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