A Mixed-Method Analytical Cross-Sectional Research on Participation-Centered Learning Behaviors for Adolescent and...

Area of Science:

• Educational Psychology
• Learning Sciences
• Adolescent and Adult Development

Background:

• Learners progress through distinct academic stages: primary, adolescent, and adult.
• Identifying specific learning habits at each stage is crucial for optimizing education.
• Understanding these developmental shifts in learning is key to effective pedagogy.

Purpose of the Study:

• To evaluate and compare participation-centered learning behaviors in adolescent and adult learners.
• To employ a validated learning behavior questionnaire for quantitative assessment.
• To explore qualitative differences through focus group discussions.

Main Methods:

• Cross-sectional research design involving 944 participants (456 adolescents, 488 adults).
• Quantitative data collected via a validated learning behavior questionnaire (0-2 scale).
• Qualitative data gathered through focus group discussions with adolescent and adult students.

Main Results:

• Adult learners demonstrated significantly higher mean scores in participation-centered learning behaviors compared to adolescent learners.
• Qualitative findings from focus groups corroborated the quantitative results from the questionnaire analysis.
• Statistical analysis was performed using STATA-14 software.

Conclusions:

• The study suggests distinct participation-centered learning behaviors between adolescent and adult learners.
• A self-monitoring checklist derived from this research can aid in evaluating learning behaviors.
• This evaluation can facilitate the establishment of effective learning habits for both age groups.