Assessing the Challenges Faced by Adult Learners’ Academic Performance in Basic Education in Tanzania

Abstract

Although adult education is a key enabler for empowering individuals, fostering social and economic development, and addressing systemic barriers, making it integral to achieving the SDGs., there are still factors challenging them on academic performance. The purpose of this study is to examine the challenges faced by adult learners’ academic performance in basic education in Rukwa region, Tanzania.  The study employed mixed methods and convergent design. The study used a sample of 230 respondents. The adult learners were randomly selected while adult Learning center coordinators were purposively sampled from Rukwa region. The data were collected through questionnaires and In-depth interviews. The quantitative data were analysed using descriptive statistics in terms of percentages and frequencies with the aid of IBM Statistical Package for Social Sciences v26. Thematic analysis was also conducted for qualitative data. The findings revealed that adult learners in Tanzania face a variety of challenges that impact their academic performance and overall educational achievements. Key issues include inadequate funding, which affects infrastructure, teaching resources, and educator training; technological barriers, Family obligations, Time constraints, and Language barriers. The study concludes that challenges faced by adult learners on academic performance in basic education in Tanzania not only diminish the learners' confidence but also undermine the broader goal of empowering individuals through education to improve their socioeconomic status. The study recommends the adoption of a comprehensive support system on policy changes and innovative approaches such as flexible learning schedules, localized curricula, and relevant skills based on the environment people live in to balance the focus on addressing challenges that face adult learners in aligning with international standards and goals for inclusive education. Further studies should be developed focusing on evaluating the impact of implemented strategies and exploring new pathways to support adult education across diverse contexts.