IMPACT OF SOCIAL INTERACTION ON THE PERFORMANCE OF ADULT LEARNERS
| Format: Ms Word | 1-5 Chapters | Table of Content|
INSTANT PROJECT MATERIAL DOWNLOAD
Study Level: BTech, BSc, BEng, BA, HND, ND or NCE
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
3.0 Research methodology
3.1 sources of data collection
3.3 Population of the study
3.4 Sampling and sampling distribution
3.5 Validation of research instrument
3.6 Method of data analysis
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.2 Data analysis
This study is on impact of social interaction on the performance of adult learners. The total population for the study is 200 staff of adult education department in Benin city, Edo state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up adult education organizer i, adult education organizer ii, senior staff and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
- Background of 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.
- 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
- OBJECTIVE 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 HYPOTHESES
For the successful completion of the study, the following research hypotheses were formulated by the researcher;
H0: There is no significant relationship between social interactions and the performance of adult learners.
H1: There is no significant relationship between social interactions and the performance of adult learners.
H02: there are no factors affecting effective teaching and learning in adult literacy programs
H2: there are factors affecting effective teaching and learning in adult literacy programs
1.5 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.
1.6 SCOPE AND LIMITATION OF THE STUDY
This study will cover the relationship between social interactions and the performance of adult learners. The researcher encounters some constrain which limited the scope of the study;
- a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
- b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
- c) Organizational privacy: Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities
1.7 DEFINITION OF TERMS
SOCIAL INTERACTION: A social interaction is an exchange between two or more individuals and is a building block of society. Social interaction can be studied between groups of two (dyads), three (triads) or larger social groups. By interacting with one another, people design rules, institutions and systems within which they seek to live.
ADULT LEARNERS: An adult learner or mature student is a person who is 25 years and up who is involved in forms of learning. Adult learners fall in a specific criteria of being experienced, and do not have the high school diploma. Many of the adult learners go back to school to finish a degree, or earn a new one.
1.8 ORGANIZATION OF THE STUDY
This research work is organized in five chapters, for easy understanding, as follows
Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and recommendations made of the study.
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