Motivating Young Adult Learners in Higher Education Institutions: Experiences from Ghana

Abstract

Globally, adult learners are becoming a major cohort of students pursuing degree programs in higher education institutions (IHEIs). This phenomenon could have a positive impact on productivity in the workplace if sustained in developing economies. Following the 3-year free public senior high school (SHS) introduced in Ghana in 2017, many young adult learners between the ages of 18-35 are learning in HEIs via the distance education (DE) mode. This exploratory case study used adult learners learning at a satellite campus of a Ghanaian University to ascertain motivating experiences of learning in HEIs. Mixed methods research (MMR) that tilts towards a qualitative study was employed. A random sample procedure was adopted for sampling 46 adult learners from the target population of 300, and 36 participants ultimately took part in the study. A critical and dialogical approach to MMR was employed, and semi-structured interviews were administered to adult learners. The results, which include poor time management and a lack of funds among young adult learners, underscore the need for effective development of time management skills among this group. Continuous shaping of the blended learning (BL) environment and financial cushioning by extended family relations to young adult learners should be encouraged and promoted. Student support and advisory services and the Ubuntu strategy should be instituted and reinvigorated to inform policy decision-making on adult learning in HEIs in Ghana.