SOCIAL INTERACTIONS AND IT IMPACT ON ACADEMIC 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 : Educators
- NGN 3000
BACKGROUND TO THE STUDY
Adult learning is not the same as childhood learning. When it comes to learning, it is considered that children learn faster than adults. Children find it simpler to grasp and learn since there is nothing to divert their attention or focus away from it, such as thoughts, anxieties, and so on. As observed by Lewis (2016), adults gain knowledge in a variety of ways, one of which is through combining their experience with what they can observe. To fully comprehend adult undergraduates, we must investigate and comprehend how adults learn. Adult education instructors are more skilled and knowledgeable in this sector. This study of adult learning theory will provide the framework for a detailed examination and evaluation of the roles institutional policies, services, and the classroom environment play in persistence.
Often, universities develop curriculum and services that are appropriate for adult learners, which may influence whether an adult undergraduate insists on graduating. According to Ukonu (2018), understanding learning in adulthood is like piecing together a puzzle; there are several regions that must be put together before the overall image appears. This problem includes the individual learner, the situation in which the learning takes place, and the learning techniques. Adult learning is like the glue that ties together the subject of study, adult education, which is diverse in terms of content, clients, and delivery mechanisms.
Many research on adult learning have been conducted in recent years, with many of the studies focusing on intelligence and whether IQ deteriorated with age (Young, 2021). Adult intelligence studies in the early twentieth century were marred by both skewed methods and skewed results on the loss of IQ later in age. Such studies were conducted in a controlled environment, and timed educational examinations were utilised to compare young learners to older learners. We now know that IQ does not decline with age. According to scientific study from the 1990s, the more the brain is engaged, the less probable cognitive function would be lost. Adding to the "use it or lose it" concept, increasing intellectual activity can boost IQ. Adults' physical and psychosocial situations undoubtedly affected how they learned. Some bodily changes, such as loss of hearing and sight or sickness, might be risky and have an impact on learning processes. From a psycho-social 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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