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Abstract
This study was designed to assessing the influence of parental perceptions on adult education as a discipline in university of Benin. To achieve the purpose intended for the study, four research questions were raised to guide the study. The questions raised and examined include: What are the parental perceptions on adult education as a discipline?, What is the extent to which parental educational background affects the choice of adult education as a discipline?, What is the impact of parental perceptions to learners as they study adult education as a discipline?, What factors influence parental attitudes and perceptions towards adult education as a discipline?. One hundred and twelve (112) respondents were selected from the three major course areas in the department of Adult and Non Formal Education which constituted the sample for the study and were used to generate the data needed. The reliability index of the instrument was 0.76 using the Person product-moment statistical formula from data from the pilot study carried out on it. The data collected were analyzed using frequency count, simple percentage, and mean score standard. The findings of this study examine the value of adult education for personal growth, it becomes evident that it is widely regarded as a worthwhile investment in one's future. This perception is often deeply rooted in individuals' upbringing, where the educational experiences and achievements of their parents play a significant role. For many, including myself, the level of education attained by our parents heavily influenced our decision to pursue adult education. Their successes served as a guiding light, shaping our understanding of the importance and potential benefits of continuing education beyond traditional schooling. The findings of this study discovered the positive influence of parental achievements, there exists a contrasting narrative where parental perceptions may hinder the progress of adult education initiatives. This is particularly true when parental misconceptions about adult education lead to its marginalization or resistance towards advocating for such opportunities. In my own journey, I encountered instances where parental resistance posed challenges in advocating for adult education initiatives, highlighting the impact of familial beliefs on educational pursuits.
