Determinants of Adult Motivation to Enroll in Non-Credit Programmes at CEES in The College of The Bahamas: A Factor Analytic Approach
DOI:
https://doi.org/10.15362/ijbs.v9i0.31Abstract
There is a plethora of studies of why adults participate in educational activities, but there is a need for additional information from both unique respondent groups of participants and from a culture with restricted educational facilities. This study reports the results of a group of adult learners facing limited educational offerings, who enrolled in non-credit programmes at Continuing Education and Extension Services (CEES) of The College of The Bahamas. The hypothesis that reasons for adult participation in non-credit programmes would factor into at least eight groups was tested using 134 adult learners enrolled in various non-credit programmes at CEES. Eight groups of reasons were identified using the PFA approach. The results were further interpreted in light of the traditional motivational framework and a model was developed to explain the adult participation motivational orientations in an educational activity.References
Birkenholz, R. J., Harbstreit, S. R., & Law, D. A. (1990). Research priorities for adult education in agriculture in the north central region. Journal of Agricultural Education, 32(4), 32-38. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.564.9610&rep=rep1&type=pdf
Boshier, R. (1971). Motivational orientations of adult education participants: A factor analytic exploration of Houle's typology. Adult Education, 21(2), 3-26. https://doi.org/10.1177/074171367102100201
Boshier, R. (1982). Education Participation Scale. Learning Press.
Burgess, P. (1971). Reasons for adult participation in group educational activities. Adult Education 22 (1), 3-29. https://doi.org/10.1177/074171367102200101
Christmas, 0. (1990, February 24-25). Instructional factors associated with the level of participation inadult agricultural education programmes. Proceedings of the 44th Central Region Annual Research Conference in Agricultural Education, Chicago, Illinois. https://eric.ed.gov/?q=water+AND+agriculture+AND+characteristics&id=ED319903
Cronbach, L. J., Gleser, G. C, Nanda, H., & Rajaratnam, N. (1972). The dependability of behavioral measurements: Theory of generalizability for scores and profiles. John Wiley.
Douglah, M. (1970). Some perspectives on the phenomenon of participation. Adult Education, 20(2), 88-98. https://doi.org/10.1177/074171367002000202
Harman, H. H., (1967). Modern factor analysis. University of Chicago Press.
Houle, C. O. (1961). The inquiring mind. University of Wisconsin Press.
Maslow, A. H. (1954). Motivation and personality. Harper.
Maslow, A. H. (1961, 1968). Towards a psychology of being. Van Nostrand.
Miller, B. E. (1992). Participant motivation in off-campus agricultural credit programs. Journal of Agricultural Education, 33(2), 2-9. https://www.jae-online.org/attachments/article/732/Miller,%20B_Vol33_2_2-9.pdf
Moore, P. G. (1990). The skills challenges of the nineties. Journal of the Royal Statistical Society, Series A (Statistics in Society), 153(3), 265-285. https://doi.org/10.2307/2982974
Nicholson, D. H. (1955, September). Why adults attend school: An analysis of motivating factors. University of Missouri Bulletin, 57.
Nunnally, J. C. (1967). Psychometric theory. McGraw Hill.
O'Leary, C. J. 1995. Performance Indicators: A management tool for active labour programmes in Hungary and Poland. International Labour Review, 134(6), 729-751. https://research.upjohn.org/jrnlarticles/99/
Organisation for Economic Cooperation and Development. (1996 January 16-17). Lifelong learning for all: meeting of the Education Committee at Ministerial level. http://hdl.voced.edu.au/10707/97779
Sheffield, S. B. (1964). The orientations of adult continuing learners. In D. Solomon (Ed.). The continuing learner (pp. 1-22). Centre for the Study of Liberal Education for Adults.
Smith, T. M. F., & Moore, S. (2011). Professor P G Moore, 1928-2010. Journal of the Royal Statistical Society, Series A (Statistics in Society), 174(1), 227-230. https://doi.org/10.1111/j.1467-985X.2010.00677.x
Wagner, E. D. (1994). In support of a functional definition of interaction. American Journal of Distance Education, 8(2), 6-29. https://doi.org/10.1080/08923649409526852
