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Hanson, Ann. (1996). The search for a separate theory of adult learning: does anyone really need andragogy? In Edwards, R., Hanson, Ann, & Raggatt, Peter (Eds.). Boundaries of adult learning, 99-108. New York, NY: Routledge.

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Article

The Impact of Andragogy on Learning Satisfaction of Graduate Students

1Education Department, Adventist International Institute of Advanced Studies Lalaan 1, Silang, Cavite, Philippines


American Journal of Educational Research. 2015, Vol. 3 No. 11, 1378-1386
DOI: 10.12691/education-3-11-6
Copyright © 2015 Science and Education Publishing

Cite this paper:
Christian Eugene Ekoto, Prema Gaikwad. The Impact of Andragogy on Learning Satisfaction of Graduate Students. American Journal of Educational Research. 2015; 3(11):1378-1386. doi: 10.12691/education-3-11-6.

Correspondence to: Prema  Gaikwad, Education Department, Adventist International Institute of Advanced Studies Lalaan 1, Silang, Cavite, Philippines. Email: pgaikwad@aiias.edu

Abstract

The study of adult learning—andragogy—has emerged as a learning framework due to its increasing popularity in the past four decades. Research on andragogy has been mostly exploratory till recently, when Lynda Swanson Wilson designed and tested the Adult Learning Principles Design Elements Questionnaire (ALPDEQ) to measure six andragogy principles and eight andragogy processes (a 77-item instrument). The present study attempts to find the applicability of andragogy by testing its principles using the self-developed Perception, Experiences, and Learning Satisfaction of Knowles’ Andragogical Theory Questionnaire (PELSKATQ) on 91 graduate students from multiple disciplines (Business, Education, Public Health, and Religion) and two programs (Masters and PhD). The findings of this study showed that gender, marital status, program of study, age, field of study, work experience, coursework completion do not influence learning satisfaction of adult learners. We recommend further studies integrating other factors related to adult learning such as teaching and learning strategies, types of classroom interactions, and types of course assignments.

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