EFFECT OF SOCIAL INTERACTIONS ON THE PERFORMANCE OF ADULT LEARNERS
- Project Research
- 1-5 Chapters
- Quantitative
- Mean and Standard Deviation
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
BACKGROUND TO THE STUDY
Adults learn in a variety of ways, one of which is through combining experience with what they can see. When it comes to learning, children are thought to learn faster than adults. Children find it simpler to grasp and learn since there is nothing to divert their attention or focus, such as thoughts, fears, and so on. According to Chen, Rubin & Li (2017), learning in maturity is not the same as learning in infancy. To comprehend adult undergraduates, we must dig at and understand how adults learn totally, not just partially. Eren (2018) observed that Adult education instructors are more experienced and knowledgeable in this subject of study. This adult learning theory research will provide the framework for a full examination and evaluation of the roles institutional policies, services, and the classroom environment play in persistence. Often, schools design curriculum and services that are appropriate for adult learners, which may influence whether an adult undergraduate insists on graduating. "Understanding learning in adulthood is like piecing together a jigsaw; there are many pieces that must be placed together before the complete image appears (Bassaw 2021). This problem includes the individual learner, the setting in which the learning occurs, and the learning techniques. Adult learning is the glue that keeps the subject of study, adult education, together, despite its diversity in topic, clients, and delivery mechanisms. Many research on adult learning have been conducted in recent years, with a large number of adult learning studies focusing on intelligence and whether IQ diminished with age. Adult intelligence studies in the early twentieth century were marred by both tainted technique and tainted results on the loss of intellect later in age. These investigations were conducted in a controlled environment, and timed educational exams were utilised to compare early learners to older learners. We now know that IQ does not deteriorate with age. According to scientific study conducted in the 1990s, the more the brain is engaged, the less probable cognitive function will be lost. Adding to the "use it or lose it" concept, increasing intellectual activity can help to boost IQ. Adults' physical and psychosocial situations had a significant impact on how they learned. Some biological changes, such as hearing and sight loss or sickness, might be risky and have an impact on learning processes. From a psychosocial standpoint, life phases are likely to influence not just whether or whether individuals choose to participate in learning, but also how they participate in learning.
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