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:

1. To examine the social interactions affecting the performance of adult learners.
2. To identify other factors affecting effective teaching and learning in adult literacy programs.
3. To examine the relationship between social interactions and the performance of adult learners.

1.4   RESEARCH QUESTIONS

1. What are the social interactions affecting the performance of adult learners?
2. What are the other factors affecting effective teaching and learning in adult literacy programs?
3. 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:

1. The outcome of this study will educate the education administrators on the relationship between social interactions and the performance of adult learners.
2. 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.

REFERENCES

Acato, Y. (2006, February 21). Quality assurance vital. New vision, university guide 2006/2007.

Buckingham, J. (2000), .The truth about private schools in Australia., Issue Analysis, No.13, Centre for Independent Studies, Sydney

Considine, G. & Zappala, G. (2002). Influence of social land economic disadvantage in the academic performance of school students in Australia. Journal of Sociology, 38, 129-148. Retrieved on August 16, 2007 from http://jos.sagepub.com

Geiser, S and Santelices, V. M. (2007). Validity of high school grades in predicting student success beyond the freshman year. Retrieved on February 8, 2008 from http://cshe.berkeley.edu/publications/docs/ROPS.GEISER_SAT_6.12.07.pdf

Graetz, B. (1995), .Socio-economic status in education research and policy. in John Ainley et al., Socio-economic Status and School Education DEET/ACER Canberra.

Long, Michael, Carpenter, P and Hayden, M (1999), Participation in Education and Training 1980 . 1994, LSAY Research Report No.13, Australian Council for Educational Research, Camberwell, Victoria.

Marks, G. et al. (2000), Patterns of Participation in Year 12 and Higher Education in Australia: Trends and Issues, LSAY Research Report No.17, Australian Council for Educational Research Camberwell, Victoria.

Portes, A and D. MacLeod (1996), .Educational progress of children of immigrants: the role of class, ethnicity and school context., Sociology of Education, 69, 255-75.