Self-Concept, Adult Learner Experience, Readiness to Learn, Orientation of Learning, Motivation to Learn as Correlates of Adult Learners Learning Styles

Julie Mae C. Ampler, Efryl Jay P. Glaraga, Irbe Lorriane D. Fabe and Alvin O. Cayogyog
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Julie Mae C. Ampler: Agusan del Sur State College of Agriculture and Technology, Philippines
Efryl Jay P. Glaraga: Agusan del Sur State College of Agriculture and Technology, Philippines
Irbe Lorriane D. Fabe: Agusan del Sur State College of Agriculture and Technology, Philippines
Alvin O. Cayogyog: Agusan del Sur State College of Agriculture and Technology, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 7, 862-880

Abstract: This study explores various factors influencing adult learners, with a keen focus on self-concept, experience, readiness to learn, orientation of learning, motivation to learn, and learning styles. Utilizing a quantitative methodology, the researchers meticulously collected the data and analyzed it to determine the impact of these variables on the educational outcomes of adult learners. The findings revealed compelling data that adult learners exhibit a high level of self-concept with spirituality being the highest-rated dimension. The experience of adult learners was rated very high overall, particularly in course design. Readiness to learn also scored very high, driven mainly by motivation. Learning orientation was high, with mastery goals being predominant, showcasing a desire for deep understanding and skill acquisition. Motivation to learn was high, especially in intrinsic value, highlighting the importance of internal drive in educational pursuits. Adult learners predominantly used kinesthetic learning styles. Correlation analysis revealed significant relationships between self-concept, experience, readiness to learn, orientation of learning, motivation to learn, and learning styles. Motivation to learn emerged as the most significant predictor of learning styles, highlighting its significant influence on adult learners’ engagement and commitment to the learning process. Adult learners most likely used the kinesthetic learning style, which highlighted the variety of ways individuals absorb and process information. Notably, motivation to learn surfaced as the most potent predictor of learning styles, accounting for 44.2% of the variance. These findings underscore the critical role of motivation in shaping learning preferences and outcomes among adult learners, highlighting the need for tailored interventions that nurture and sustain motivation throughout the learning journey. The study corroborates existing theories on adult learning and provides new insights into optimizing educational strategies to enhance learner engagement and success. Educators and policymakers can empower adult learners by using this research’s insights to create focused interventions for academic success.

Date: 2024
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