Motivating Adult Learners Case Study 2022

The Learner

MOTIVATING ADULT LEARNERS
Abstract
It was said that learning is a continuous process going from pre-school in the Early
Childhood Foundation and into adulthood (Douglas & Madeline, 2016. Techniques are
passed and gained by the learner by learning different type of skills Loizzo, Ertmer, Watson
& Watson (2017). This is the reason learning is more a process which is not limited to age,
but by interest and ability. In the United States adult learners is becoming a growing
population in the postsecondary education system that experience different barriers to
become successful academically. Now that adult learners are becoming more motivated and
is common in the higher education landscape, it is important to better understand their
experiences to ensure they are supported to succeed.
By analyzing the statistics of adult learners, the demographic of adult learners and
other known factors influence motivation, there are various assumptions that can be made.
Motivation is the most important driver of adult learning. Analysis of the impact of external
and internal factors is done to see what motivates adult learners. By doing this research it
will look into these factors involves and create research questions that will lead to possible
finding the factors which motivates adult learners.
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MOTIVATING ADULT LEARNERS
Who are Considered Adult Learners?
Adult learners are students above the age of 18 years old. It is then broken down in to
traditional aged students which is college students between the ages of 18 and 24 and non
traditional students 25 years and older. College students between the ages of 18 and 24 years
make up the majority of students enrolling in postsecondary education, approximately 58
percent of total enrollment at degree-granting institutions in 2012 (U.S. Department of
Education, 2013).
Adult learners may face several challenges and barriers such as as time constraints
and costs, and intrapersonal characteristics that may uniquely impact the success of adult
learners (Bye,
Pushkar, & Conway, 2007; Donahue & Wong, 1997; Jameson & Fusco, 2014). In a study
examining higher education students’ anxieties, self-concept, and efficacy related to math,
Jameson and Fusco (2014) find that adult learners experience negative self-perceptions that
may serve as additional barriers to their learning.
Statement of the Problem
For many adult learners, the effort to obtain their educational goals is just one of the
many activities that will add to the many other life activities they already have on their hands.
Families, work, friends and other life obligations does place a burden of the time of adult
learners which most time create conflicting demands. Even though they realize that a higher
education is a very good investment, many adult learners lack motivating due to the
conflicting demands. Some adult learners may find it more convenient to do classes online.
Research shows that the changing to the traditional face-to-face classes to the modern internet
classes is due the busy schedule the adult learners have and its efficiency (Tisdell et al.,
2016). The teachers and course developers, came to terms with the challenges that exist in
which the adult learners face with regards to the transition to online courses.
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MOTIVATING ADULT LEARNERS
Purpose of the Study
The purpose of this study is to determine the factors that motivate adult learners at
Palm Beach Academy to pursue career goals in their adulthood. It will observe and document
the characteristics of the adult students who take part in a vocational/technical level class. It
will also expand our understanding of both the academic engagement of today’s adult
learners and how well they interact with other students and staff on campus.
For many adult learners, the effort to obtain their educational goals is just one of the
many activities that will add to the many other life activities they already have on their hands.
Families, work, friends and other life obligations does place a burden of the time of adult
learners which most time create conflicting demands. Even though they realize that a higher
education is a very good investment, man adult learners lack motivating due to the conflicting
demands.
Research Question/Hypothesis
To accommodate and motivate adult learners, institutions who provides higher
learning need to evaluate their approaches to support and invest in structured systematic
approaches to assist adult learners. This study will be guided by the following three research
questions which are very important in getting the right information
1. What factors motivate adult learners to pursue education in their adulthood?
2. Which courses do adults prefer and why?
3. Does reward such as promotion, increased income among other factors have
influence on adult learning?
Definition of Terms
The following definition of terms are included in the study in order for the
participants to get a clear understanding of the questions they are to answer:
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