Vol 6 No 3 (2019): In Progress
Articles

Psychosocial and Economic Variables as Correlates of Adults’ Participation into Sandwich Educational Programs in Osun State, Nigeria

Waliyi Olayemi Aransi
Faculty of Education, Department of Adult Education, University of Ibadan, Ibadan, Nigeria.
Published July 29, 2019
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Keywords
  • Psychosocial, Economic, Correlate, Andragogy, Adults participation, Sandwich educational programs.
Citations
How to Cite
Aransi, W. O. (2019). Psychosocial and Economic Variables as Correlates of Adults’ Participation into Sandwich Educational Programs in Osun State, Nigeria. Journal of Education and E-Learning Research, 6(3), 107-115. https://doi.org/10.20448/journal.509.2019.63.107.115

Abstract

The paper examined psychosocial and economic variables as correlates of adult learners’ participation in sandwich educational programs in Osun State, Nigeria. In light of this, three research objectives and questions were formulated while two research hypotheses were enumerated. The descriptive research design was adopted and a simple percentage, as well as independent t-test, was used for data analysis. One-hundred and eight (108) participants were selected from both degree and postgraduate segments of the National Teachers Institute (NTI) programs situated in Ikire of Irewole Local Government Area of Osun State with the aid of stratified random sampling technique. The research instrument tagged Psychosocial and Economic Variables Questionnaire (PEVQ) was employed to elicit prominent information from the participants. The findings revealed that psychological, societal and economic variables contributed to adult learners’ decision-making process not only to participate into sandwich educational programs but also to persist in the programs till the completion stage. And that there is no significant difference in the extent to which psychological and economic variables influence adult learners to participate in sandwich educational programs on the basis of their gender traits. On the societal variables, it showed that there is a significant difference in the role societal variables played on the basis of gender. Besides, it indicated that there is no significant different in the extent to which psychological, societal and economic variables influence adult participation into educational programs on the basis of employment status. Recommendations including the application of the participatory approach, employment of andragogy principles and provision of financial aid for participants of sandwich educational programs among others were suggested.

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