Navigating Parenthood and Academia: The Impact of Learning Motivation on Student Success | Chapter 4 | Language, Literature and Education: Research Updates Vol. 1

Student parents face unique challenges in balancing academic responsibilities with childcare, financial constraints, and societal expectations. This study explores the multifaceted nature of learning motivation among student parents and highlights the critical role of tailored institutional support in addressing their unique challenges. The study surveyed 101 student parents using a descriptive correlational design with proportionate stratified random sampling. Data was analyzed through frequency, percentages, mean, standard deviation, t-test, one way ANOVA, Duncan test for post hoc comparison, and Pearson correlation. Findings revealed that the majority of student parents were aged 18-24, predominantly female, mostly cohabiting with a partner, had a first child aged 0-4, came from low-income families, and had parents who attended college. The respondents exhibited exceptionally high learning motivation, with most achieving superior academic performance. However, the study found no significant differences in learning motivation based on sex, first child's age, parents’ monthly income, or parental education level. Marital status was the only factor found to significantly influence learning motivation. Furthermore, the study suggests that while learning motivation is high, it may not strongly impact academic performance. To enhance student parents' educational success, collaborative efforts among policymakers, school administrators, and instructors are recommended to implement inclusive support strategies. This study contributes to educational policy and student support services by emphasizing the importance of institutional interventions tailored to student parents’ needs. Additionally, it underscores the relevance of psychological well-being in academic success. Future research should explore the longitudinal effects of motivation on academic outcomes and examine additional factors influencing student parents' educational attainment.

 

Author(s) Details:-

Paul Niño S. Tabigne
Camiguin Polytechnic State College, Balbagon, Mambajao, Camiguin, Philippines.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v1/4516

Recent Perspective: Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses | Chapter 9 | New Horizons in Education and Social Studies Vol.2

Malcolm Knowles [1] indicates that adult learners are most likely to be actively engaged in learning when they are given some choice and control over the learning process. When the curriculum relates to the adult learner’s interests, is individualized, and authentic; the adult learner becomes actively engaged in the process by making a ‘psychological investment’ in learning. Teaching a blended course presents certain challenges for the instructor when creating lessons to actively engage adult learners. This paper discusses how active engagement is defined and determined, barriers that impact adult learners attempting to actively engage in learning, and various strategies to actively engage adult learners that directly align to the characteristics of the adult learning process, in a blended course.

Author(s) Details

Dr. Darlene Mc Donough,
School of Education, St. Bonaventure University St. Bonaventure, New York.

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/215