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INFLUENCE OF
LEARNING BARRIERS ON ACADEMIC PERFORMANCE OF SANDWICH UNDERGRADUATE STUDENTS
ABSTRACT
The study
investigated how learning barrier influence academic performance of sandwich
undergraduate student of University of Lagos. The descriptive survey research
was adopted for the study. Three research question were generated while one
hypotheses were postulated for the study. The population of the study comprises
all the sandwich undergraduate student of University of Lagos. This study
adopted stratified random sampling technique to select the respondents. The
population of the sandwich students are 1448 and they are six departments under
the sample comprised Art and Social
Science 39, Adult education 18, Science and Tech 21, HKE18, Edu
Foundation 32, Edu Administration 22, with the total of 150 respondent. The
instrument used for data collection is questionnaire. Data collected were
analysed with percentage, and t-test. The findings shows that (1.) the adult
learner find it hard to cope with their home and academic at the same time
especially the female learner, (2) the adult learner occupation does not give
them chance often to come to class and the workload overwhelms them before
getting home (3.) the adult male learner always have high performance on like
the female learner because of their responsibility at home. Income 72(48.0%) of responded disagree that
income affect academic performance which means that academic performance is not
affected by income, occupation affect academic performance 87 (58.0%) of
responded strongly agree that they want to be educated in other to be useful to
themselves. Home background affect academic performance and also school
background affect academic performance; 47(37.3%) of respondent agree that
their GPA is more than 2.5. There is significant different between
socioeconomic on academic performance, there is no significant difference
between home environment on academic performance, there is significant
difference between school background on academic performance. Based on the
findings of the study the following recommendations were made (1) the
facilitator should try as much as possible to make things easier for the adult
in terms of teaching and motivation. (2) the adult learner should try to
explain to their boss at work in other to be able to cope with their academic,
also for them to be able to meet up with their clases. (3) female adult learner
should take their children to day care or get a house keep that will help in
the house work. (4) the adult learner should learn how to cope with there home
and academic by adjusting their time.
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND OF THE STUDY
In this era of globalization and technological
revolution, education is considered as a first step for every human activity.
It plays a vital role in the development of human capital and is linked with an
individual’s well being and opportunities for better living (Battle &
Lewis, 2002). It ensures the acquisition of knowledge and skills that enable
individuals to increase their productivity and improve their quality of life.
This increase in productivity also leads towards new sources of earning which
enhances the economic growth of a country (Saxton, 2000).
The history
of sandwich programme at the University of Lagos cannot be separated from the
university’s institution of education. The institution was established as an
outreach unit to provide pre-service in service and continuing education for
professional teachers and educators. As an instrument for furthering these
objectives, the institute initiated the sandwich programme; under the
leadership of professor Segun Adesina
who became the director of the institute in December 1990, the sandwich
programme took off, on the 20th of December 1993.The undergraduate progammesin
education commenced on the 27th July 1996.These undergraduate programmes are of
four, five or six long vacations duration depending on the entry qualification.
Perspectives
on adult learning have changed dramatically over the decades. Adult learning
has been viewed as a process of being freed from the oppression of being
illiterate, a means of gaining knowledge and skills, a way to satisfy learner
needs, and a process of critical self-reflection that can lead to
transformation. The phenomenon of adult learning is complex and difficult to
capture in any one definition (Cranton, 1994). Adult learners are those adults
who engage in learning activities that may promote any sustained change in thinking,
values, or behavior (Cranton, 1992).
Adult
learners participate in many types of formal and informal education activities
that they hope will help them function effectively in the changing world around
them (Taylor, Marienau, & Fiddler, 2000) or for the purpose of achieving
some personal sense of fulfillment, for bringing about improvement in their
lives, or even for the sake of leisure or recreation (Mott, 2000). Some of the
first studies which examined the reasons adult learners participate in educational
activities of any kind were conducted by Houle (1961) and Johnstone and Rivera
(1965). Adult learners have a different approach to learning. The process of
helping adults learn is called andragogy; Learning in adulthood can be
distinguished from childhood in terms of the learner, the context and to some
extent, the learning process (Merriam, 2007).
Mezirow and his associates propose that the process of transformation is
set in motion by a disorienting dilemma, such as a job loss, that may stimulate
adults to reflect upon and examine their beliefs. This critical reflection may
lead to reflective discourse with others, expanding adult learners’ historical
and cultural understandings of their needs, wants, and interests, which may
lead to new self-knowledge and further opening the door for future learning and
development.
Understanding of adult learners have
frequently focused on individual learners and psychological approaches to
learning and development, but in the past 20 years, expanded understandings of
learning have recognized broader contexts and structural factors that may
impact learning (Caffarella& Merriam, 2000).
These
structural factors include the role race, class, gender, ethnicity, ability,
power, and oppression play in adult education programs and access to learning
opportunities. Hansman (2001) explains that context structures learning through
the “interactions among learners, the tools they use within these interaction,
the activities itself formal learning activities in the 12 months prior to the
survey: English as a second language (ESL) classes; adult basic education
classes; apprenticeship programs; work related or personal interest courses;
and college, university, and vocational/technical degree or certificate
programs (Kienzl, 2008). Other outcomes of the study showed that 72% of adults
with at least a bachelor’s degree participated in formal education programs,
while only 26% of adults with neither a high school diploma nor a GED
credential participated in formal education. Adults with lower education levels
also participated less frequently in work related and personal interest
courses, and when they did participate, they took fewer classes, making it less
likely for their participation to result in upward mobility or potential
personal gain (Creighton & Hudson, 2001; Kienzl, 2008; NCES, 2007). The
cost of participation in educational opportunities may be an essential barrier
for adults with less education and less than full time employment, as adults
employed full time may have employers who pay for at least some of their
educational classes. The desire for greater self esteem and feelings of self
worth also factor into adult participation in formal learning opportunities,
particularly in English as second language and basic skills preparation classes
O’Donnell (2006) found that the majority of English as second language
participants reported having taken English as second language classes to either
improve the way that they feel about themselves (95%) or to make it easier to do
things on a day to day basis (93%). He also established that 78% of adults
taking basic skills preparation classes reported doing so to improve the way
they felt about themselves, although 55% viewed the classes as a way to gain
employment with a different employer.
In addition,
45% viewed basic skills classes as the means to gaining a raise or promotion,
28%found the classes helpful for assisting their children with their school
work, and 18%engaged in these classes to qualify for public assistance. These
data show that adults recognize education as a path to advance their economic
and personal lives. Barriers that are beyond the individual’s control are
termed external, while barriers that reflect personal attitudes are termed
internal (Merriam, Caffarella, & Baumgartner, 1999).
According to
ESL Literacy Network 2014, learning barrier are problems or situation that
prevent learners from accessing programs, make it difficult for learners to go
to class or make it hard for learners to concentrate and learn. Adult educators
distinguish between perceived barriers and actual barriers to adult learning
and form these into three categories: institutional barriers (practices that
exclude or discourage adults), situational barriers (arising from one's life
situation), and dispositional barriers (attitudes and perceptions about oneself
as learner). If adult learners become motivated, internal barriers to
participation decrease.
Many adults
have experienced so much criticism, failure, and discouragement in their youth
that their self confidence and sense of worth are damaged. In a new learning
environment, adults often are anxious, fear failure, and dread rejection by
their peer group (Kennedy, 2003). How will I juggle family, work and school?
There are only so many hours in a day. Women, by characteristic, experience a
greater amount of guilt about her student role if she feels it interrupts her
responsibility for maintaining her role within the family. Consequently, if she
feels too much strain during this time, she will ultimately give up school to
make things easier (Shields, 1994).
While adult
learners who have some academic skills can find learning opportunities to
refresh these skills, those who have very poor literacy skills or who have
difficulty communicating in the language of instruction may not be able to gain
easy access to related programs (MacKeracher, Suart, Potter 2006).
Academic
performance according to the Cambridge University Reporter (2003) is frequently
defined in terms of examination performance. In this study academic performance
was characterized by performance in tests, in course work and performance in
examinations of undergraduate students. Academic performance is commonly
measured by examination or continuous assessment but there is no general
agreement on how it is best tested or which aspects are most important
procedural knowledge such as skills or declarative knowledge such as facts.
Individual differences in academic performance have been linked to differences
in intelligence and personality.
Students with higher mental ability as demonstrated by tests and those
who are higher in conscientiousness (linked to effort and achievement
motivation) tend to achieve highly in academic settings. A recent meta analysis
suggested that mental curiosity (as measured by typical intellectual
engagement has an important influence on
academic achievement in addition to intelligence and conscientiousness.
learners semi-structured home learning environment transitions into a more
structured learning environment when learners start first grade. Early academic
achievement enhances later academic achievement. According to Graetz (1995),
one’s educational success depends very strongly on social economic status of
the parents. The researcher adapted the systems theory input-output model
advanced by Ludwig Von Bertalanffy in the early 1950s.
This theory,
according to Koontz and Weirich (1988) postulates that an organized enterprise
does not exist in a vacuum but is dependant on its external environment thus the
enterprise receives inputs, transforms them and exports the out put to the
environment. In this study the university admits students (inputs) and then
transforms them through teaching and learning which is reflected by the
students’ academic performance (output). Another very important enhancer of
academic achievement is the presence of physical activity. Studies have shown
that physical activity can increase neural activity in the brain. Exercise
specifically increases executive brain functions such as attention span and
working memory. Adults have a need to be self-directed, deciding for themselves
what they want to learn. They enter into the learning process with a goal in
mind and generally take a leadership role in their learning. The challenge for
teachers is to be encouraging to the learner) but also reinforce the process of
learning. The endpoint of learning cannot always occur quickly or on a pre-set
timeline. The reasons most adults enter any learning experience is to create
change. This could encompass a change in (a) their skills, (b) behavior, (c)
knowledge level, or (d) even their attitudes about things (Adult Education
Centre, 2005). Compared to school-age children, the major differences in adult
learners are in the degree of motivation, the amount of previous experience,
the level of engagement in the learning process, and how the learning is
applied. Each adult brings to the learning experience preconceived thoughts and
feelings that will be influenced by each of these factors. Assessing the level
of these traits and the readiness to learn should be included each time a
teaching experience is being planned. Adults have a greater depth, breadth, and
variation in the quality of previous life experiences than younger people
(O'Brien, 2004).
Past
educational or work experiences may color or bias the patient's perceived ideas
about how education will occur. If successfully guided by the health care
provider, former experiences can assist the adult to connect the current
learning experience to something learned in the past. This may also facilitate
in making the learning experience more meaningful. However, past experiences
may actually make the task harder if these biases are not recognized as being
present by the teacher. Theory of Educational Productivity by Walberg (1981)
determined three groups of nine factors based on affective, cognitive and
behavioral skills for optimization of learning that is influence by academic
performance: Aptitude (ability, development and motivation); instruction (amount
and quality); environment (home, classroom, peers and television) (Roberts,
2007).
It is
generally assumed that the learners who showed better or higher performance in
the starting classes of their studies also performed better in future academic
years at degree level. From the last two decades it has been noticed
significantly that there is great addition in research literature and review
material relating to indicators of academic achievement with much emphasis on
this dialogue, whether traditional achievement measures of academic performance
are best determinants of future academic gain at university or higher level or
innovative measures. The daily routine of university life brings new sleeping
and eating habits, increased workload, and new responsibilities. They must
adjust to being away from home, perhaps for the first time, and maintain a
balance between high level of academic success and a new social environment.
The amount of stress experienced may be influenced by the individual's ability
to effectively cope with stressful events or situations (Zurilla and Sheedy,
1991).
Environment
comprises factors that play a role in academic performance, home environment
also influence the academic performance of students. There is a range of
factors that affect the quality of performance of students (Waters &
Marzano, 2006).
As at 2012,
those that enroll into sandwich programme was 220 student and as at 2013,those
that enroll into sandwich programme was at 156. According to the report
the researcher got , it was due to the fact that the management did not
make notification of the programme on time but before then, the enrollment into
sandwich programme has reduce.
Keeping in
view all these discussions, researchers conducted this study to examine the
influence of learning barriers on the academic performance of sandwich student
of university of Lagos Akoka Yaba.
1.2 STATEMENT OF THE PROBLEM
An Adult
learner has different motives of enrolling into Sandwich Programme. Some enroll in order for them to continue
their study and at the same time working, some enroll in order for them to be
able to take care of their family. These adults are married, unmarried,
employed, unemployed and self employed.
They are engage in diverse things that occupy their time, and many of
these learners find it hard to concentrate and learn due to their
responsibilities which must be balanced against the demand of learning, else, adult may have barriers against
participating in learning. Some of these
barriers include lack of time in order words adult learner lack the time to
juggle family work and study at the same time, lack of confidence, lack of
information about opportunities to learn.
Looking at the enrolment into Sandwich Programme one will notice a sharp
reduction in the student enrolment. As
at 2012 those that enroll was 220 student and as at 2013 those that enroll was
156. Considering this reduction especially in Adult Education Department, the
researcher sought to find out the challenges facing this learner and the
reasons for their reduction. This research work therefore like to look at how
learning barrier influence the performance of adult learner.
1.3 PURPOSE OF THE STUDY
The main
purpose of this study is to assess learning barriers on academic performance of
adult, in specific terms this study sought to;
1. determine the effect of socio-economic on
academic performance of adult learners;
2 establish the effect of home environment on
academic performance;
3. identify the effect of school background on
academic performance.
1.4 RESEARCH QUESTIONS
i. What are the effects of socio-economic on
academic performance of adult learners?
ii. What are the effect of home environment
on academic performance of adult learners?
iii.
What are the effect of school background on academic performance?
1.5 RESEARCH HYPOTHESIS
In other to
achieve the objectives of this research, the researcher makes the following
hypothesis-
H01: There
is no significant difference between socio-economics status and academic
performance of adult learners.
H02: There
is no significant difference between home environment and academic performance
of adult learners.
H03: There
is no significant difference between school background and academic performance
of adult learners.
1.6 SIGNIFICANCE OF THE STUDY
The study
will be helpful to both the adult and the facilitator. It will help the
facilitator to understand the adult and their problems and how to help them
design and implement policies and strategies to improve their academic
performance and the quality of education by changing the attitudes of adult
towards learning, and improving the teaching procedures.
The
facilitator can use the outcome of the study to solve the adult problems; it
may also create awareness among adults about their rights and responsibilities
to achieve quality education. The report
will also be a source of reference for other researchers intending to study
academic performance of University of Lagos Sandwich students.
1.7 SCOPE AND DELIMITATION OF THE STUDY
The study
focusing on the influence of learning barrier on academic performance of Adult
learners, discussing how the socio-economic affect academic performance of
adult learner, how home environment affect academic performance, and how school
background affect academic performance.
The study
was carried out on six department which comprises of HKE, adult education,
educational foundation, educational administration, arts and social sciences,
sciences and technology, Sandwich students of University of Lagos AkokaYaba.
1.9 DEFINITION OF THE TERMS
Adult –In
this research work, an adult is a grown up person who is continuing his or her
education. An adult in this research maybe a married person or an adult that is
not married who is an undergraduate of an institution. Also this adult can be
self employed, employed by an organization or unemployed.
Adult
learner-In this research work, adult learners are those adults who engage in
learning activities that may promote any sustained change in thinking, values,
or behavior. This adult learner engaged into learning with different motives.
Academic
performance–In this research work, academic achievement or (academic)
performance is the outcome of education, the extent to which a student, teacher
or institution has achieved their educational goals. In this research work, the
adult academic achievement is measured by their performance in school and this
is gotten from the text and examination of adult learners; which is the
GRPA.
Learning
barrier–In this research work, learning barrier can be referred to as the
obstacle that interrupts the process of learning. Learning barriers are those
barriers affecting the adult learners and this maybe socially, economically,
physically, financially, health wise, emotionally, for instance: lack of time,
lack of motivation, etc.
Learning–In
this research work, learning is the permanent change in behavior through
experience. Adult have experience that they apply while learning in other for
them to understand what they are learning; this bring about change in adult
learners and when there is a problem in learning ,we will say that learning
barrier has affected learning.
Performance-In
this research work, performance is an achievement and accomplishment
representation by action, the performance of a duty. Performance in this
research work is simply how best the learner is able to study to have a good
grade in school without been affected by barriers surrounding such learners.
Home
Environment-In this research work, home environment is the environment the
adult lives in and it involves things within the home.
Socio-Economic-
In this research work, socio-economic is an economic and sociological combined
total measure of a person’s work experience and of an individual’s or family’s
economic and social position relative to others, base on income and education,
and occupation.
School
Background- In this research work, school background involves every activities
in school, how school facilities, libraries, school settings and facilitators
improve academic performance.
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