The Effect of Adult Student Participation in Program Planning On Achievement, Retention and Attitude

Abstract

The purpose of this study was to investigate the influence of adult student participation in program planning on student achievement, retention, and attitude. Participants in two in-service groups at a North Carolina hospital were assigned to two experimental classes. One class participated in planning its educational program; the second completed a course identical to the one planned by the first, but was given no opportunity to participate in planning the course objectives and design.The results permitted three conclusions: (1) adult student participation in program planning appears to affect positively student achievement; (2) no evidence was found to support the prediction that participation in classroom planning positively influences retention of information; (3) given a situation where prior attitudes are not firmly fixed, participating in program planning may have considerable impact on attitudes of adult students.

Student Involvement as a Dimension of the Student-Perceived Teaching Behavior of Post Secondary Educators

“…ing elements: (1) establishing a climate conducive to learning; (2) creating a mechanism for mutual planning; (3) diagnosing the needs for learning; (4) formulating program objectives that will satisfy these needs; (5) designing a pattern of learning experiences; (6) conducting these learning experiences with suitable techniques and materials; and (7) evaluating the learning outcomes and rediagnosing learning needs. In addition to giving freedom to express opinions, ask questions, and do things in a new way, therefore, some instructors, according to Knowles, may use teaching behaviors that involve students in the planning, operation, and assessment of an educational program.…”

Learner Preferences in Continuing Professional Education

“…This study did not show a relationship between student planning and achievement, as measured by a multiple-choice achievement test. Cole and Glass (1977), in a study with eighteen in-service adult students at a North Carolina hospital, found that student participation in course planning positively affected student achievement, although not their retention of information. As in the McLoughlin study, participation in program planning was found to positively influence adult students' attitudes regarding the course.…”

The relationship between perceived supportive/defensive communication behaviors of adult education instructors and the decision to drop out or persist by adult learners

“…As with other groups of learners. Cole and Glass (1977) found that achievement scores of adult learners were higher and that more positive attitudes by adult learners toward education resulted if the atmosphere was perceived by learners as interactive.…”

“…Other researchers were able to determine that various relationships do exist between the instructor and other variables. Beder & Darkenwald (1982), Cole and Glass (1977), Holmes (1982), Menlo and Miller (1976), Yee-Lay and Wong (1974) all concluded that certain interpersonal behaviors of the instructor such as expressing a desire to cooperate, or displaying a willingness to interact, resulted in increased attendance. Increased learner involvement, and a more interactive atmosphere.…”

“…When adult learners were exposed to educators who encouraged learner collaboration in program planning, the learners had higher achievement scores, and higher positive attitude scores than learners denied the planning opportunities (Cole & Glass, 1977).…”