Chapter 4: This chapter presents the research findings starting with sample realization, demographic data, teaching strategies used at postgraduate nursing programme, methods that
2.10 Attrition
Wylie (2004) conducted a study to examine the role of factors previously identified in attrition in higher education. The results showed that student attrition was mainly observed in non-traditional students. The challenge of a new and uncertain environment that requires one to meet the rigours of study, the established standard academic ability and the demands of interpersonal interaction are more possibly factors contributing to the decision of the mature-age to withdraw. This study revealed that attending to these factors could result in significant improvements in persistence rates in higher education.
The study conducted by Holy (2009) aimed at using the Peterson (n.d.) search engine that yielded 63 colleges/universities that offered registered nurse training in distance format. The purpose of this study was to present distance education as a model that can meet real world demands that can serve older adult students of nursing to persist in the programme of study. The results showed that these adult learners tend to be very committed in life; as such the traditional classroom is not convenient for them to continue their studies or pursue new profession. Further results showed that students who are enrolled in nursing programs are more likely to live off
40 campus and are members of racially/ethnically diverse group. Stark (as cited in Work, 2008) stated that a nursing programme is difficult especially for students who are still learning, who need to work and tend to family while completing the program. These results were in line with those of (Wells, 2003) which explored that the non-traditional students are required to meet the challenges of a rigorous nursing programme while simultaneously managing the many facets of family and work responsibilities. A recommendation was made of providing increased flexibility, access and cost effective in nursing education. E-learning was increasingly viewed as an economical way of expanding educational activities, widening opportunities for students in all sectors of the nation without students‟ attrition in the course of study. Other recommendations were made by (Spelling Commission, 2006) which reported that there is a potential for this type of learning to meet the mandate persistent gap between the college attendance and graduation rates of the nation growing population of racial and ethnic minorities.
Tyler-Smith (2006) conducted a qualitative study on early attrition among first time e- learners and factors that contribute to drop out. The results showed that attrition among mature adult learners is affected by sociological, physiological, technical and cognitive factors. Kember (1989) proposed a conceptual model of attrition for distance education. The results indicated a complex interaction of family context and background, personal motivation, abilities and depth of commitment into completion. Further results showed that responsibilities and an income to support the family can have significant impact on students, decision to quit the course.
41 2.11 Assessment in Adult Learning
According to Collins and Martin (2011) there are two important types of assessment: (a) formative and (b) summative. These examine how assessment is incor porated into the literature of adult learning, the process of assessment and evaluation being of critical importance to adult education. These authors further explore that many adult learning programmes are created in non-traditional settings and do not conform to the normal parameters of programmes in higher education. Kasworm and Marienau (1997) cited in Collins and Martin (2011) concluded that the positive use of assessment serves not only as a catalyst for the improvement of student learners, but also as a form of evidence for the validity of the programmes and student performance. Tara (2005), in line with the above authors uses the term „evaluation‟ when making judgements about academic endeavours. He further focuses on judgements concerning student learning and refers to teachers making judgements that cause them to provide feedback to students for their improvement, judgements that cause teachers to modify the curriculum.
The study by Brian, Matthew, Kreuter and Brownson (2008) aimed at introducing principles of adult learning, discussed how these can be applied in assessing trainee needs, planning and delivering training, and evaluating processes and outcomes. It revealed that understanding and adhering to the principles that have been outlined should enhance not only learning but also reciprocal respect and trust between trainers and trainees. This study recommended assessment; evaluation using items provided can help to determine how well the principles of adult learning were integrated into training and will yield useful data for refining and improving future iterations of training.
42 In line with the studies reflecting assessment, Holt and Willard-Holt‟s (2000) study also indicated that the concept of dynamic assessment indicates a way of assessing the true potential of learners that differs significantly from conventional tests. The results showed that the assessor becomes one who enters into dialogue with the persons being assessed to find out their current level of performance on any task. The findings further indicated that assessment and learning are seen as inextricably linked and not separate processes.
Massay (2004) conducted a qualitative study with the purpose of locating and deconstructing some principles underpinning traditional and innovative methods associated with adult nurse learner empowerment and assessment. The study findings revealed that assessment of adult learning has been introduced and explored in this context, meeting the needs of all and being innovative and flexible.
2.12 Mechanisms to Foster Resilience to adult learning
William and Seary (2008) conducted research on changing perceptions of self as a tool for transformation with the aim of illustrating how members of a small group of adults performed, who were enrolled in a pre-university preparatory programme known as Skills for Tertiary Education Preparatory Studies (STEPS). The results of the study showed that deconstruction of long-held assumptions can be a vital phase in the process of perspective transformation. Using adult learners‟ words as data, evidence suggests that upon scrutiny of long-held assumptions about self-learning and self-direction, some of the adult learners engaged in the pre-university preparatory programme were able to perceive how these assumptions came about.
43 In line with the studies reflecting that preparatory courses contribute to improved learner performance, the study by Mezirow (2000) also indicated that transformative learning is central to STEPS, and such educators within the programme are committed to allowing the space and conducive environment in which students learn to face important life challenges, and learn to overcome personal limitations through new learning. Halstead (2000) with similar views added that in so doing they are encouraged to move forward with a deeper knowledge and understanding of themselves, others and the ways of the world.
Imel (2001), conducted research into preparing adult learners in postsecondary education;
the findings revealed that instructors who help adult learners connect their real-world experiences and what they already know to what they are learning in the classroom are perceived as most helpful and motivating. This study suggests practice be provided for adult students; the classroom should become the main stage for the creation and negotiation of meaning for learning, for being a student and for defining the collegiate experience. A recommendation for further research was made by Donaldson, Graham, Martindill and Bradley (2000) about instructional strategies that are particularly meaningful; they include those that provide examples and explanations that help learners connect what they already know to new material, opportunities for class discussion of topics and small group projects that require active involvement.