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THE IMPACT
SOCIAL INTERACTIONS ON THE PERFORMANCE OF ADULT LEARNERS
CHAPTER ONE
INTRODUCTION
1.1.
BACKGROUND TO THE STUDY
Adults learn
in diverse ways and one of them is by bringing together experience with what
they can see. When it comes to learning, it is believed that children learn
faster that adults. Children find it easier to grab and learn because there is
nothing that takes away their attention or focus from it such as thoughts,
worries, etc. Learning in adulthood is completely different from learning in
childhood. In other to understand adult undergraduates, we must completely, not
partially, look into and understand how adults learn. In this field of study,
educators who specialize in adult education are more experienced and informed.
This study of adult learning theory will make available the foundation to
thoroughly examine, evaluatethe roles institutional policies, services and the
classroom environment have in persistence. Oftentimes institutions craft out
curricula and services that are in accordance with adult learning that may have
an effect on whether an adult undergraduate insists on graduation.
“Understanding learning in adulthood is like piecing together a puzzle; there
are numerous areas that must be put together before the total picture surfaces”
(Merriam &Caffarella, 1999). The individual learner, the context in which
the learning takes place and the learning procedures are all parts of this
puzzle. Adult learning is like glue that holds together the field of study,
adult education that is numerous in content, clientele, and delivery systems.
In recent times, a lot of studies have been done on adult learning and a good
number of the adult learning centered on intelligence, and whether intelligence
declined with age. Studies concerning adult intelligence in the early part of
the century were a product of both stained methodology and stained conclusions
about the loss of intelligence later in life. Such studies were done in an
artificial setting, and timed educational tests were used to compare young
learners with older learners. We know now that intelligence is not minimized
during the aging process. Apparently, a large proportion in the kennel research
of the 1990s shows that the more the brain is used, the less likely cognitive
function will be lost. Adding the “use it or lose it” idea, intelligence can
also maximize with increased intellectual exercise. The physical and
psycho-social conditions of adults definitely influenced how adults learn. Some
biological changes, like loss of hearing and sight or disease, can be dangerous
and can also affect the learning methods. From a psycho-social perspective,
life stages can probably have an effect not only on whether or not adults
choose to take part, but on how they participate in learning.
1.2 STATEMENT OF THE PROBLEM
Formal
education confronts students with many demands that are not a regular or
frequent characteristic of their everyday experience outside the classroom. The
practice of education confronts students with meaningful and necessary
discontinuities in their intellectual, social and linguistic experiences.
Hence, the need to examine the effects of social interactions on the
performance of adult learners.
1.3 OBJECTIVES OF THE STUDY
The
following are the objectives of this study:
To examine the social interactions
affecting the performance of adult learners.
To identify other factors affecting
effective teaching and learning in adult literacy programs.
To examine the relationship between social
interactions and the performance of adult learners.
1.4 RESEARCH QUESTIONS
What are the social interactions affecting
the performance of adult learners?
What are the other factors affecting
effective teaching and learning in adult literacy programs?
What is the relationship between social
interactions and the performance of adult learners?
1.5 HYPOTHESIS
HO: There is
no significant relationship between social interactions and the performance of
adult learners.
HA: There is
significant relationship between social interactions and the performance of
adult learners.
1.6 SIGNIFICANCE OF THE STUDY
The following
are the significance of this study:
The outcome of this study will educate the
education administrators on the relationship between social interactions and
the performance of adult learners.
This research will be a contribution to the
body of literature in the area of the effect of personality trait on student’s
academic performance, thereby constituting the empirical literature for future
research in the subject area.
1.7 SCOPE/LIMITATIONS OF THE STUDY
This study
will cover the relationship between social interactions and the performance of
adult learners.
LIMITATION
OF STUDY
Financial
constraint- Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time
constraint- The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work.
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