THE EFFECT OF SOCIAL INTERACTION ON ACADEMIC PERFORMANCE OF ADULT LEARNERS

1.1 Introduction

Social interaction refers to the response of students and instructors to interact collaboratively on course content using learning management software (LMS). The problem of interaction through discussion forums and course messages is described in terms of lack of close interaction between students and their instructors (Janitor, 2011; Iahah, 2012). Also, the challenge of undertaking a variety of activities per week results in lack of feedback from the instructors (Melton et al., 2009; Kazu et al., 2014). In addition to that, undertaking large numbers of activities presents major challenges and creates problems for students to manage the preparation and performance of their own activities. Furthermore, these challenges will hinder student interaction and can promote boredom and frustration among learners (Iahah et al., 2012; Asiri , 2013; Vernadakis et al., 2012).

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.

1.2 Background of Study

Adult education is the practice of teaching and educating adults. This often happens in the workplace, through extension or continuing education courses at secondary schools, at a college or university. Other learning places include folk high schools, community colleges, and lifelong learning centers. The practice is also often referred to as Training and Development. It has also been referred to as andragogy (to distinguish it from pedagogy). A difference is made between vocational education, mostly undertaken in workplaces and frequently related to up-skilling, and non-formal adult education including learning skills or learning for personal development. Adult learn in diverse ways and one of them is by bringing together experience with what they can see. When it comes to learning, it is believed that children learn faster that adult.

Children find it easier to grab and learn because there is nothing that takes away their attention or focus from it such as thoughts, worries, etc. Learning in adulthood is completely different from learning in childhood. In other to understand adult undergraduates, we must completely, not partially, look into and understand how adults learn. In this field of study, educators who specialize in adult education are more experienced and informed. This study of adult learning theory will make available the foundation to thoroughly examine, evaluate roles institutional policies, services and the classroom environment have in persistence. Oftentimes institutions craft out curricula and services that are in accordance with adult learning that may have an effect on whether an adult undergraduate insists on graduation. The individual learner, the context in which the learning takes place and the learning procedures are all parts of this puzzle. Adult learning is like glue that holds together the field of study, adult education that is numerous in content, clientele, and delivery system. In recent times, a lot of studies have been done on adult learning and a good number of the adult learning cantered on intelligence declined with age.

Studies concerning adult intelligence in the early part of the century were a product of both stained methodology and stained conclusion about the loss of intelligence later in life. Such studies were done in an artificial setting and timed educational tests were used to compare young learners with older learners. We know now that intelligence is not minimized during the aging process. Apparently, a large proportion in the kennel research of the 1990s shows that the more the brain is used, the less likely cognitive function will be lost.

Students are not the only ones who need to be talking and listening to one another while learning. Teachers are often left to navigate through a maze of complex activities. Teachers are bombarded by problems originating from student need and from various negotiations with students, parents, and administrators. Furthermore, curriculum is multifaceted with instruction relying on assessment, management, and effective presentation. Success depends on teachers having a thorough understanding of a variety of subject areas, learning how to reflect on their efforts, and developing problem-solving skills regarding any number of potential problems.

Whitaker (2004) suggests that teachers are the first and perhaps most important point of contact in a student’s life. Despite the countless reforms, educational movements, and programs implemented to improve education, no other element can be as profound as the human element. He urges, “It’s the people, not the programs” (Whitaker, 2004,). More profoundly he states, “There are really two ways to improve a school significantly: Get better teachers and improve the teachers in the school”.

Adding the use it or lose it idea, intelligence can also maximize with increased intellectual exercise. The physical and psycho-social conditions of adult definitely influenced how adults learn. Some biological changes, like loss of hearing and sight or disease, can be dangerous and can also affect the learning methods. From a psycho-social perspective, life stages can probably have an effect not only on whether or not adults choose to take part, but on how they participate in learning.

Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Effect of Social Interaction on Academic Performance of Adult Learners.

1.3 Statement of Problems

Investigation revealed that formal education confronts students with many demands is not a regular or frequent characteristic of their everyday experience outside the classroom. The practice of education confronts students with meaningful and necessary discontinuities in their intellectual, social and linguistic experiences. Reports have shown that there has been a downward trend in academic performance of adult learners in Nigerian high institutions. Curriculum experts have expressed considerable concern about this poor performance.

These groups of individuals tend to point accusing fingers on teachers and lack of social interaction and poor time management as being responsible for poor academic performance of adult learners. These factors are suspected for the luring of them into engagement in negative habits such as examination malpractice, cultist activities and other maladjusted behaviours.

These unhealthy behaviours of adult learners which in turn impacts poor academic achievement makes the researcher to ask “why Nigerian adult learners are not very concern about the current trend on their academic performance? Could it be that they are insensitive to the possible positive effect of social interaction on their academic performance. It is in view of these concerns that this study was carried out to determine the need to examine the effects of social interactions on the academic performance of adult learners.

1.4 Aim and Objectives of Study

The aim of the study is to examine the Effect of Social Interaction on Academic Performance of Adult Learners. In achieving this aim, the following specific objectives were laid out as follows:

1. To establish the extent to which social interaction affect the academic performance of adult learner;
2. To identify how adult learner utilize social interaction in class room;
3. To examine how social interaction contribute to the academic performance of adult learner; and
4. To examine the relationship between social interactions and the performance of adult learners.

1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• Does social interaction affect the academic performance of adult learner?
• Is any relationship between social interactions and the performance of adult learners?
• How does social interaction contribute to the academic performance of adult learner?
• How adult learners utilize social interaction in classroom?

1.6 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

Hypothesis One

• H0: There is no significant effect social interaction on academic performance of adult learners.
• H1: There is a significant effect social interaction on academic performance of adult learners.

Hypothesis Two

• H0: There is no significant relationship between social interactions and the performance of adult learners.
• H1: There is a significant relationship between social interactions and the performance of adult learners.

1.7 Significance of Study

This study aims to investigate the effects of social interactions on the academic performance of adult learners as basis of strategies that may help the adult learners better adapt in situations requiring high social interactions. The results of this study will help educators and administrators of academic institutions provide better learning environment for adult learners in the country.

By understanding the relationship of social interactions and academic performance, concepts of physical and cognitive ergonomics can help educators assess, plan, design and implement measures to support adult learners. On the practical aspect, the findings from this study will be of immense benefits to teacher, the society, school and researchers. To the teacher-the teacher will equally benefits from the finding of the study because the finding will help them know what is expected of them as they are role model.

To the school-the findings of the study will directly lead to the raising of our standard of education because experience has shown that disciplined adult learners learn faster and perform better academically than undisciplined students. Therefore, the findings of this study will help the school produce students who can contribute meaningfully towards the development of the nation in future. The findings of the study will be made known to public by organizing conferences, workshops and seminars to inform them of effect of social interactions on academic performance of adult learners.

Finally, the results of the work will be of great help to future researchers. This will be a source of research materials or empirical data for them.

1.8 Scope of Study

The scope of the research is focused on the Effect of Social Interaction on Academic Performance of Adult Learners using Lagos State as a case study.

1.9 Limitations of the Study

During the course of this study, many things militated against its completion, some of which are:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Establishment Policies: Establishment policies posed a serious limitation as most staffs are not ready to release information needed for this project work. There were lots of information needed from the staffs of this establishment to enhance the study which took them time to release or they did not release at all for security purposes, hence the scope was reduced.
3. Research material: availability of research material is a major setback to the scope of the study.
4. Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
5. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

1.10 Definition of Terms

Adult Learning: It is defined as the entire range of formal, non-formal and informal learning activities which are undertaken by adults after a break since leaving initial education and training, and which results in the acquisition of new knowledge and skills.

Social Interaction: It is an exchange between two or more individual and is a building block of society