1

CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Background of the Study

Adult learning is a complex process that involves various factors that contribute to

the successful acquisition of knowledge and skills among adults (Merriam & Bierema,

2014). It is essential to understand the concept of adult learning to design effective and

efficient programs and interventions that cater to the unique needs and preferences of

adult learners.

Adult learning is an area of study that requires attention and investigation due to its

increasing significance in the contemporary world. The challenge lies in recognizing the

unique characteristics and needs of adult learners and in creating learning opportunities

that cater to their diverse learning styles and preferences. The lack of understanding of

adult learning can lead to ineffective and inefficient teaching practices, resulting in low

learner motivation and retention rates.

This study aims to provide a comprehensive overview of adult learning, its

characteristics, and how it differs from other forms of learning. It also seeks to explore the

different theories and models of adult learning, including the significance of adult

development, motivation, and learning styles. Additionally, this study aims to analyze the

factors that affect adult learning and the various instructional strategies that are most

effective for adult learners.

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The study of adult learning has gained prominence in recent years due to the

increasing number of adult learners in higher education institutions and the workplace.

According to Merriam and Bierema (2014), adult learners have unique characteristics and

preferences that differentiate them from younger learners. For instance, adult learners are

more self-directed and autonomous, have a wealth of experience, and have specific learning

goals and needs.

Several theories and models have been developed to explain the process of adult

learning, such as the Andragogy model by Knowles (1980) and the Transformational

Learning Theory by Mezirow (2000). The Andragogy model emphasizes the importance of

adult learners’ self-direction, experience, and readiness to learn, while the

Transformational Learning Theory highlights the transformative nature of adult learning

that involves critical reflection and re-levaluation of beliefs and values.

Moreover, adult learners’ motivation plays a critical role in their learning process.

The Self-Determination Theory (SDT) by Deci and Ryan (2000) suggests that learners are

more motivated when their basic psychological needs for autonomy, competence, and

relatedness are met. This theory emphasizes the importance of creating a learning

environment that promotes learners' intrinsic motivation and autonomy.

Several instructional strategies have been found to be effective for adult learners,

such as problem-based learning, collaborative learning, and experiential learning.

According to Kolb's (1984) Experiential Learning Theory, adult learners learn best when

they engage in concrete experiences, reflect on their experiences, and apply their learning

in new situations. Additionally, adult learners benefit from collaborative learning that

allows them to share their experiences and knowledge and learn from each other.
3

This chapter presented the problem and its scope of "Understanding Adult

Learning" and provided relevant citations and references that support the study. The study

of adult learning is significant due to the unique characteristics and preferences of adult

learners that require specific teaching strategies and interventions. The theories and

models of adult learning, motivation, and instructional strategies can help educators design

effective programs and interventions that cater to the diverse needs of adult learners.

In conclusion, adult learning is a complex process that requires an understanding of

the unique characteristics and preferences of adult learners. Effective programs and

interventions need to be designed to cater to the diverse needs of adult learners. The study

of adult learning has gained importance due to the increasing number of adult learners in

higher education and the workplace. Several theories and models of adult learning,

motivation, and instructional strategies have been developed to help educators design

effective programs and interventions. Ultimately, the study of adult learning is significant

because it helps educators create learning opportunities that cater to the diverse needs of

adult learners.

Review of Related Literature

Understanding adult learning is a complex and multidimensional process that

involves various factors such as cognitive, affective, and social aspects. Several studies have

been conducted on this topic, exploring the different theories, approaches, and practices

related to adult learning.

The andragogy theory, put out by Malcolm Knowles, is one of the most important

theories in the field of adult learning. This theory contends that adult learners require a
4

different strategy for teaching and learning due to their special demands and traits that set

them apart from young learners (Knowles, 2015). The need for adult learners to participate

in the planning and evaluation of their learning, the relevance of the learning to their

personal and professional lives, and the necessity of recognizing their prior experiences

and knowledge are just a few of the six principles of andragogy that Knowles identified

(Knowles, 2010).

Transformative learning, which was pioneered by Jack Mezirow, is a crucial

viewpoint in the field of adult education. Transformative learning entails critically

analyzing one’s presumptions, convictions, and ideals before reassessing and

reconstructing them in the context of fresh experiences and viewpoints (Mezirow, 2010).

The worldview, identity, and behavior of the person can undergo a considerable change as

a result of this process.

In addition to these theoretical frameworks, other strategies and procedures,

including experiential learning, self-directed learning, and online learning, have been

created to facilitate adult learning. Learning through first-hand experience, introspection,

and exploration are all parts of experiential learning (Kolb, 2014). According to Brockett &

Hiemstra (2010), self-directed learning stresses the learner’s autonomy and responsibility

for their own learning process. Technology is used to give teaching and promote learning

while students are learning online (Means et al., 2013).

When creating learning experiences for adult learners, it’s crucial to keep in mind a

number of adult learning concepts. Relevance, active participation, and feedback are among

them. Adult learners are inspired to learn when they can relate the material to their own

objectives and aims (Merriam, Caffarella, & Baumgartner, 2012). Because it enables
5

students to actively engage with the material and apply it to their own lives, active

participation is crucial. Feedback is important because it enables students to comprehend

their progress and pinpoint areas for improvement (Knowles, Holton, & Swanson, 2014).

Effective learning experiences can be produced using a variety of adult learning

strategies. These consist of experiential learning, project-based learning, and problem-

based learning. In problem-based learning, students collaborate to find solutions to issues

they may encounter in the real world (Hmelo-Silver, 2013). According to Larmer and

Mergendoller (2010), project-based learning include students working on a project that is

pertinent to their interests or objectives. Active participation in an event and reflection on

what is learnt are both components of experiential learning (Kolb, 2014).

Adult learning can be influenced by a variety of factors, such as motivation, prior

knowledge and experience, and learning preferences. Motivation is important because

motivated students are more likely to participate in the learning process and to persevere

in the face of difficulties (Ryan & Deci, 2017). Because they serve as a basis for new

learning and can affect how new information is processed and understood, prior

knowledge and experience are crucial (Bransford, Brown, & Cocking, 2010). Because they

might affect how students choose to acquire and process information, learning styles are

also significant (Felder & Silverman, 2010).

Technology is crucial to adult learning because it presents fresh opportunities and

difficulties for learners of all ages. The introduction of online learning, which enables adult

learners to access learning resources and communicate with other learners from anywhere

and at any time (Bates & Sangrà , 2011), is one of the most important technological

advancements. The National Center for Education Statistics found that the use of
6

technology in adult education has increased dramatically since 2010 and is expected to do

so in the years to come (NCES, 2020).

In conclusion, understanding adult learning is a complex and multifaceted process

that involves various factors such as cognitive, affective, and social aspects. The andragogy

theory and transformative learning perspective are two key frameworks that provide

valuable insights into the unique characteristics and needs of adult learners. Effective adult

learning experiences should incorporate principles such as relevance, active participation,

and feedback, and utilize approaches such as problem-based learning, project-based

learning, and experiential learning. Finally, factors such as motivation, prior knowledge and

experience, and learning styles should also be taken into account when designing and

implementing adult learning programs. Overall, a thorough understanding of adult learning

is essential to create meaningful and impactful learning experiences that meet the diverse

needs of adult learners in various contexts.

Synthesis

The process of understanding adult learning is complex and multifaceted, involving

factors such as cognitive, affective, and social aspects. Several theoretical frameworks,

including andragogy and transformative learning, provide valuable insights into the unique

characteristics and needs of adult learners. Effective adult learning experiences should

incorporate principles such as relevance, active participation, and feedback, and utilize

approaches such as problem-based learning, project-based learning, and experiential

learning. Factors such as motivation, prior knowledge and experience, and learning styles

should also be taken into account when designing and implementing adult learning
7

programs. Technology, including online learning, plays a significant role in adult learning

and is likely to continue to grow in importance in the coming years. A thorough

understanding of adult learning is essential to create meaningful and impactful learning

experiences that meet the diverse needs of adult learners in various contexts.
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THE PROBLEM

Statement of the Problem

The purpose of this study is to investigate the comprehension and experiences of

adult learners on the topic of understanding adult learning. The focus will be on selected

participants who are currently engaged in adult education programs, with the aim of

gaining insight into their perceptions and experiences. Specifically, this study seeks to

address the following research questions:

1. What are the key motivations for adults to engage in learning activities?

2. How do adult learners perceive their prior knowledge and experiences, and how

does it impact their approach to learning?

3. What are the preferred learning styles of adult learners and how do they influence

their learning outcomes?

Significant of the Study

In this study, we will explore the perceptions and lived experiences of selected

adults in the Philippines regarding their understanding of adult learning. We aim to

investigate how adults perceive the concept of adult learning and how they have

experienced it in their lives. The findings of this study are expected to yield significant and

beneficial results in the following areas:

9

Students – this study can enhance students' awareness and knowledge about the

concept of adult learning, which is essential in today's fast-paced and dynamic world. By

understanding how adults learn and the unique characteristics of adult learners, students

can better appreciate the importance of lifelong learning and adapt their learning strategies

accordingly.

Teachers – this study can equip teachers with a comprehensive understanding of

adult learning, enabling them to design and implement effective instructional strategies

that cater to the unique needs, motivations, and characteristics of adult learners. Teachers

who possess a deep understanding of how adults learn can develop more learner-centered

approaches that are engaging, relevant, and effective for adult learners, leading to

enhanced learning outcomes.

Parents – this study can provide parents with valuable insights into how adults

learn, which can help them better support the learning endeavors of their adult children.

Parents who understand the unique characteristics of adult learners, such as their self-

directedness, motivation, and prior experiences, can provide appropriate guidance and

encouragement, and create a supportive environment that fosters their adult children's

learning and personal growth.

The School Administrator – this sutdy can enable school administrators to design

and implement effective adult education programs or initiatives within their schools or

educational institutions. By understanding the unique characteristics of adult learners,

such as their motivations, learning preferences, and prior experiences, school

administrators can tailor instructional strategies, curriculum design, and assessment

methods that are aligned with adult learning principles. This can lead to more relevant,
10

engaging, and effective educational experiences for adult learners, resulting in improved

learning outcomes.

The Department of Education (DepEd) – this study can highlight the importance

of promoting lifelong learning and continuing education among adults as part of the

national education agenda. It can emphasize the value of continuous skill development and

learning opportunities for adults, particularly in the context of changing workforce

demands and the need for upskilling and reskilling. The Department of Education can

leverage this understanding to develop policies and programs that promote a culture of

lifelong learning among adults, fostering a more skilled and adaptable workforce.

Future Researchers - this study can serve as a valuable source of literature and

empirical evidence for future researchers who are interested in the field of adult learning.

It can provide a comprehensive overview of existing theories, models, and research

findings related to adult learning, serving as a foundation for further research. Future

researchers can build upon the findings of this study to deepen their understanding of

adult learning and contribute to the body of knowledge in this field.

Scope and Delimitation

This study will examine the effectiveness of various adult learning programs and

how they impact the learning outcomes of individuals. The research will focus on a variety

of sources, which can be accessed online, to gain insights into adult learning from different

perspectives. Additionally, the study will delve into the role of technology in adult learning

and how it can be used to enhance the learning experience. The findings of this study will
11

provide valuable insights into adult learning, which can be used to design more effective

and efficient adult learning programs in the future.

CHAPTER II
RESEARCH METHODOLOGY

Research Design

The research design for the qualitative study on “Understanding Adult Learning”

will involve a phenomenological approach to delve into the lived experiences, perceptions,

and behaviors of adult learners in relation to their learning processes. Phenomenology is a

suitable research design for this study as it enables an in-depth exploration of the

subjective experiences and meanings attached to adult learning, which is crucial in

comprehending the multifaceted factors that influence the learning process among adults.

Phenomenology, as a qualitative research approach, focuses on understanding the

essence of human experiences and how individuals make sense of their world. It involves

exploring the perspectives, emotions, motivations, and challenges that adult learners

encounter during their learning journey. Through phenomenology, the study aims to

capture the unique experiences and meanings attached to adult learning, including the

factors that facilitate or hinder the learning process, the strategies used by adults to

overcome challenges, and the influences of social, cultural, and contextual factors on their

learning experiences.
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Research Environment

The research on understanding adult learning will be conducted at the Adult

Learning Center. The center is located on Main Street, in the heart of the city. The research

will be limited to a small group of adult learners who are currently enrolled in the center.

This will allow the researchers to collect as much data as possible regarding the learners'

views and real experiences of different teaching methods and approaches.

Research Respondents

The researcher conducting the study on understanding adult learning will also use

non-probability sampling, specifically purposive sampling, to select ten (10) key

informants. The researcher will select the key informants based on two criteria: 1) the

participants must have experience with adult learning during the pandemic; and 2) they

must be enrolled as adult learners in the Adult Learning Center during the academic year

2021-2022.

To ensure that the participants fully understand the nature of the study and the

purpose of their involvement, they will be required to provide their consent before

answering the interview questions posed by the researchers. Additionally, the participants

will be given the option to fill out an information data sheet if they so choose.

The purposive sampling technique will be used to select the participants for the

study. The researchers will specify the requirements for the participants to be chosen, and

in this case, the key informants will be adult learners from various backgrounds enrolled at

the Adult Learning Center. The study will involve only ten (10) participants.

Research Instrument
13

The researchers conducting the study on understanding adult learning will also

employ a descriptive strategy to collect the necessary information and data from the

participants. This technique will focus on using interviews with questions that relate to the

goal of the study, which is to gain the perspectives and experiences of adult learners with

respect to different teaching methods and approaches.

Similar to the previous study, the following materials will be used in this study as

well: an informed consent form, which will be given to the participants prior to the actual

interview; an interview guide and interview questions, which will be used in the interview

session with the participants; and, finally, a personal data sheet, which the participants

could choose to answer or not if they want their identity to remain anonymous.

The responses given by the participants will be collected and transcribed for further

operations such as data collection and interpretation. The researchers aim to gain a deeper

understanding of the adult learners' perspectives and experiences, and this descriptive

strategy will help them achieve this goal.

Research Procedure

Data Gathering

To obtain clearance from the authorities, the researchers studying adult learning

will create a letter of consent to perform the study at the Adult Learning Center. The

researchers will describe the study's goals and objectives in the letter.

To support the data required for this study, the researchers will establish the

required sample size and then use the purposive sampling approach to choose the exact

participants. The selected participants will be given a permission form to ensure that they
14

are fully informed of the research project in which they will be participating. Before filling

out and sending the consent form to the researchers, the participants will read and

understand it thoroughly.

After that, a series of interview questions will be sent to the participants through

email, to which they will be asked to reply with complete honesty and sincerity. After

determining an available day and time for the participants, the interview will be conducted

via an online platform between the researchers and the participants.

Furthermore, once all the participants have completed their responses to the

interview questions, the researchers will gather the data. The responses to the interview

questions will be interpreted objectively by the researchers. The findings should be of

considerable assistance and provide a solid foundation for understanding the perspectives

and experiences of adult learners with respect to different teaching methods and

approaches.

Data Analysis

Similar to the previous study, the transcribed interviews and notes from the adult

learners will be subjected to content analysis and classification based on emergent themes

and patterns. The researchers will thoroughly review and analyze the data collected from

the interviews to identify common themes and patterns that emerge from the responses.

These themes and patterns will then be classified and organized to gain a deeper

understanding of the participants' perspectives and experiences. The content analysis

process will be conducted systematically and objectively, ensuring that the findings are

reliable and accurate. Ultimately, this approach will help the researchers draw meaningful
15

conclusions about the effectiveness of different teaching methods and approaches for adult

learners.

Methodological Limitations

As the focus of the study will be on understanding adult learning, the primary

limitation will be the qualitative nature of the research. This means that the findings will be

specific to the individuals interviewed and cannot be generalized to a larger population.

The study will provide insight into the experiences and perspectives of the participants, but

will not necessarily be representative of all adults’ experiences with learning.

Another constraint to be considered is the location of the interviews. Proximity to

the interview location may influence the participants’ responses and limit the scope of the

study. The researcher must be mindful of the potential for the participants to disclose only

certain information that they deem relevant to the study. This limitation may be mitigated

by conducting interviews in a neutral location, which can help create a more comfortable

and impartial environment for the participants.

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DEFINITION OF TERMS

Adult Learning – Refers to the process by which adults

acquire knowledge, skills, attitudes, and
behaviors through various educational
experiences. Adult learning is often self-
directed and influenced by individual
experiences, motivations, and contexts.

Understanding – In the context of adult learning,

understanding refers to the cognitive
process of comprehending, interpreting,
and making meaning of new information
or experiences. It involves critical
thinking, reflection, and sense-making to
internalize and integrate new knowledge
into existing mental frameworks.

Multidimensional Approach –
17

Refers to an inclusive and holistic
approach that considers the cognitive,
emotional, social, and cultural aspects of
adult learning. It recognizes that adult
learners have diverse backgrounds,
motivations, and learning styles, and that
effective understanding of adult learning
requires considering the interplay of
these dimensions.

Contextual Factors – Refers to the environmental, situational,

and cultural factors that influence adult
learning. Contextual factors may include
the learner’s background, prior
knowledge, socio-economic status,
cultural norms, and the learning
environment, all of which can impact the
process of understanding adult learning.

Personal and Refers to the growth, improvement, and

Professional Development – transformation of adults as learners,
professionals, and individuals.
Understanding adult learning involves
examining how learning experiences
contribute to the development of new
knowledge, skills, attitudes, and
behaviors that enhance personal and
professional capabilities.

Lifelong Learning –
18

Refers to the continuous process of education, such as through work, hobbies,

learning that occurs throughout an and self-directed learning, and that
individual’s life. Understanding adult lifelong learning is a fundamental aspect
learning recognizes that adults engage in of adult development.
learning activities beyond formal

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9177-y
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21

Appendix A
Transmittal Letter to the Adviser

April 15, 2023

Mr. Richard F. Ruelan
Senior High School
Jagobiao National High School
Mandaue City Division

Dear Mr. Ruelan,

Greetings of Peace and Joy!

The Senior High School, Jagobiao National High School, is where the undersigned is

currently wrapping up his Thesis Proposal in Practical Research 1. He is currently working

on his thesis, which is titled “Understanding Adult Learning,” in accordance with the

course’s requirements.

To that end, the undersigned is requesting your permission and support in order to

carry out the aforementioned study.

Your consideration will be highly appreciated.

Sincerely Yours,

ROSELYN A. IMPAS, TVL -11

22

Researcher

Noted by:
RICHARD F. RUELAN, Ed, D.
Adviser

Appendix B
Informed Consent for the Respondents

The purpose of this interview guide is to get information from you on “Understanding Adult

Learning.” I would very appreciate it if you would read and carefully consider the

conditions before signing and responding to the interview questions.

I, _________________, (full name) ___ years old (age), agreed to be interviewed and

participate the study on “Understanding Adult Learning”.

I understand that the data will be used for research to determine Understanding Adult

Learning

In signing this document, I am giving my consent to participate in this interview. This

consent was granted voluntarily and that even after the interview, I can refuse to answer

any specific question or decide to terminate my participation at any point.

I am free to ask and get in touch with Roselyn A. Impas, researcher, for any concerns

regarding the study. Ms. Impaz can be reached at 0948 054 5555; email:

roselynimpas440@gmail.com
23

Name and Signature: Date:

Appendix C
Interview Guide

A. Questionnaires on Understanding Adult Learning

1. Do you believe that understanding adult learning is important for effective
teaching and training? Why or why not?
2. Have you witnessed instances where adult learners have struggled to learn
due to a lack of understanding of their learning needs and preferences? How?
3. How does an understanding of adult learning impact the way education and
training are designed and delivered in your field or industry?
4. What impact do you believe incorporating adult learning principles can have
on the effectiveness of training and education programs, and why?
5. What are some common barriers to adult learning, and how can they be
addressed to improve learning outcomes?
6. How do you think we can promote a culture of lifelong learning among
adults, and why is this important?
24

ROSELYN A. IMPAS
Sitio Kalubihan, Labogon, Mandaue City
Mobile: 09480545555
roselynimpas440@gmail.com

Educational Background

Primary Education
Basak Elementary School, Graduated S.Y. (2011 - 2017)

Secondary Education
Junior High School
Labogon National High School, Labogon, Graduated S.Y. (2017 – 2021)

Senior High School

Jagobiao National High School, Mandaue City, Present S.Y. (2022 – 2023)