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Critique of The adoption of Indian Children by Norwegian parent
Critique of The adoption of Indian Children by Norwegian parent
This paper is a critical review of Groza and Chenot 2004’s journal, The adoption of Indian children by Norwegian Parents, published by Case Western Reserve University, retrieved from http://msass.case.edu/downloads/vgroza/Final_Report_Norway_adoptions.pdf. This paper discusses the journal’s strength and weaknesses, accuracy of the presented information, and writing styles as used by the two scholars. The paper summarizes by presenting my opinion on the effectiveness of the journal in contributing a new idea to the field, and outlines the sections of the journal that need improvements.
In summary, the journal outlines advantages and drawbacks of child adoption through analysis of child adoption by Norwegian parents. The journal focuses on Indian child. The journal records that child adoption is as a result of various reasons. According to Groza and Chenot 2004 journal, some parents adopt children to help them, some due to sympathy, others due to homelessness as a result of parent’s death, and yet other due to infertility. In India, as the journal records, most children are adopted after they are left due to poverty, and disagreements between parents for example, when one partner becomes too demanding.
Researchers and reference materials
The journal’s heavily referenced literature review (with more than 190 journals) adds to its credibility. Most of the cited authors have experience in research the journal’s author himself, Victor Groza, has published more than eight peer reviewed journals. The other example is Tizard B., whose three books feature in this research. The study commences by reviewing the existing literature on international adoptions in Norway and India to set the stage for the research. This gives the researcher a wider perspective and various ideas of what is required and how possible the correct data should be collected. The fact that this journal has been reviewed by various specialists and published on Case Western Reserve University’s website indicates that it is acceptable, accurate, and credible.
Research design
The central theme of the journal is to illuminate how Norwegian parents adopt children in India. The journal transitions from the issues Norwegian parents face in connection to child adoption before and during adoption to issues faced after adoption. The research observed that there were few concerns regarding children’s health, education and some children felt lonely in Norwegian parents’ hands. In this sense, the journal covers prior to post adoption stage. This ensures that the whole adoption period by Norwegian parents is thoroughly covered and fully explored. The primary data collection technique employed in the journal ensures that the primary experience of adopting children and Norwegian parents are noted and hence contributing to research credibility.
The other strength of the journal is the research organizations. The study is organized as the authors started by carrying out a pilot test, prior to actual data collection. All the errors noted during the pilot study were corrected thereafter. The primary data collection method employed ensured that respective Norwegian families and adopted children were directly reached minimizing reliance on secondary data when making conclusions. The high number of the sampled respondents (276) was a measure to ensure that the collected data was a correct representation of the entire area and so the information could be generalized to the entire area as a general experience. Apart from allowing the respondents to freely fill the questionnaires, the two researchers sent reminders to ensure that most participants filled the questionnaire. The questionnaires, since there was no probing the respondents filled the information freely and openly without push and so the information collected were free from the researcher’s opinions and assumptions. The collected data is accurate and conclusions made are credible.
192 children from 142 families returned the filled questionnaires, and this represented 52% as the response rate. According to the researcher’s this was considered good for different reasons. The low response rate as noted by other researchers affects the research outcome. This is one of the weaknesses of this research.
Data Analysis and Result
On the result and analysis, the two researchers make a mistake by using the same questionnaire used in the United States when conducting similar research. This is contrary to various scholars’ arguments that each research is distinct in its objectives and target population. This rules out that the pre-assumption made by Groza and Chenot that the same questionnaire could be fully applicable to India as well the United States. This is one weakness of this study (Groza and the Bharatiya Samaj Seva Kendra Research Team, 2002).
The study employed very high rated techniques for instance Child Behavior Checklist (CBCL), Behavioral and Emotional Rating scale (BERS) and the Parenting Scale. These standards have been used in various success surveys and research and could yield accurate results in this study.
Summary
In summary, though there were few mistakes and made by the researchers and drawbacks experienced, the research was complete and successful. The researchers do not only have great experience but also employed various research techniques to see the research was reliable, credible and information presented therein was accurate. This journal is effective in contributing a new idea to the field.
Works Cited
Groza, V., and Chenot, D., 2003. The Adoption of Indian Children by Norwegian Parents. Case Western Reserve University.
Groza, V. and the Bharatiya Samaj Seva Kendra Research Team. (2002). A Study of Indian Families Adopting Indian Children. Prepared for Holt International Children’s Services, Eugene, Oregon and Pune, India.
Tizard, B., & Rees, J. (1974). A comparison of the effects of adoption, restoration to the natural mother, and continued institutionalization on the cognitive development of four year old children. Child Development, 45, 92-99.
A Critical Reflection on Adult Learning
A Critical Reflection on Adult Learning
Name:
Professor:
Institution:
Course:
Date:
My View of Adult Learning Prior to This Course
My perception on adult learning before this course was somewhat meager as I viewed it in terms of social, economic and political aspects alone. Though I understood that the nature of the society at any time determines the relative emphasis placed on adult learning, I had little notion of the fact that the urgency of dealing with diverse social realties is felt by adults. My view was consistent with aspects such as technological advancements and their effect on adult education. I believed that adult education is responsive to the context in which it takes place. For instance, adult education courses ought to be designed to enable people to function effectively in the current digital environment. I had significant knowledge of the need for adult education and responding to it by promoting it through understanding the key socio-cultural contexts in which adult education occurs.
I perceived the changing demographics as a social reality shaping the provision of learning in contemporary adult education. In most developed nations such as the U.S, the adults outnumber the youths with diverse cultural and ethnic groups. With such changes in the society, adult education appeared to me as a vital tool for promoting economic growth and social integration. The American population is increasingly becoming more diverse in terms of ethnicity and cultural aspects due to immigration from other countries. In all these cases, the adult population keeps on increasing and this is an imperative factor for determining the provision of adult learning to all citizens, especially the adults. Technological and globalization issues in the society also impact on the manner in which adult education is to be structured. My view of adult learning before the course was that technology and globalization ought to be embedded in adult education so as to promote social equality and economic growth.
My Current View of Adult Learning
My initial view about adult education is in line with those I had before going through this course though with an expanded view. Issues concerning adult education premise and instructional blueprint that I have acquired so far are advanced. I have understood explicit issues implicated in adult learning including practicality, experience, and self-driven learners. I have also noted that various scholars provide a description of the significance or the value transformative learning or teaching (for the case of educators) in the adult education practice. Knowles, et al, (2005) affirms that students in these non-conventional forms of learning have to be handled with care by embracing their views especially when learners are placed in situations that seem hard for them to learn. I have appreciated this as a critical aspect of reflective learning which is based on autonomous education and individual skills.
It has also dawned on me after going through various studies conducted by scholars that putting in place motivating teaching for the adult student ought to entail understanding ways to attract the learner’s concentration, creating relevance, promoting confidence in them, and producing a pleasing adult learning experience. Integrating personal experience of the learner into the teaching model evokes the intrinsic motivation of the learner so as to deepen their desire or drive to learn. My understanding of adult learning has now expanded as I have noted that adult learning does not occur in a vacuum. What an individual intends to learn, the opportunities available, and the manner in which one learns are determined by the society in which the individual lives. Demographics, globalization, and technology are three aspects that affect the society’s endeavors, including adult learning (Merriam, 2007).
My comprehension of the effects of technology on adult learning have also been augmented as I have realized that technology is integral to the global economy and has contributed to the information shift to an information society, which is creating immense changes in the workforce. It has also come to my knowledge that adult education system both reflects and responds to the forces prevalent in the socio-cultural context such as economic productivity. The assertions by Gessner (1956) in which he affirms that one of the main differences between usual and adult learning is inherent in the education practice have also challenged my view on adult education. I have noted that when teaching, the students’ experiences are as importance as those of the educator’s knowledge. At times difficult to note who is learning more than the other, the teacher or the students.
I have understood adult education as some form of transformative learning in which the instructor’s role a promoter who creates an integrated approach by incorporating reflective learning into the learning curriculum. The instructor is expected to create openness through offering a safe learning environment so that students can be apt in sharing their personal experiences (Merriam, 2007). My understanding of adult education has now been advanced as I have noted that creating opportunities for ongoing dialogue between learners and educators ought to an ongoing deliberate process so as to provide ongoing feedback, shared support and coaching. This is an imperative facet especially when dealing with adult learners from diverse racial, cultural, or ethnic backgrounds. I have known that having an inclusive mentality when dealing with adult learners is vital as it ensures that an educator gets to know many issues affecting students and develop educational content that matches their needs (both in the form of language and activities to be performed).
Another most important change in my perception of adult learning concerns the transnational leadership development exercises such as knowing, focus, communication, action and response. These exercises enable adult learners to have a different perspective concerning the world by finding new and more effective ways to communicate and advance in a global context while critically reflecting on the effects of their actions. My comprehension of adult learning has also expanded to include some of their characteristics that an educator has to be aware of when dealing with adult learners. For instance, adult learners have opinions, values and beliefs that have been created overtime and arrived at following experience of families, relationships, work, communities, and politics and these views cannot be dismissed but ought to be respected.
How My Thinking Evolved
Adult learning activities and perceptions that I had before this course have been altered as well as my thinking on how effective educators can handle adult learners. The assertions provided by Merriam et al, (2007) are still intriguing my conscience since a wide variety of adult learning activities and theories are provided. The conceptual framework and instructional models that are suggested in the book provide a clear stratagem of effectively handling adult learners since their learning is more of problem-solving and practical than it is the case with conventional learning for the youths. Previously my understanding of adult education was limited to areas such as apprenticeship (as this is how I understood problem-solving and practicality of adult learning), but I have now gained a broader understanding of the multi-dimensional learning opportunities available to adult learners.
Adult learning is critical to people’s social and cultural growth since adult learners come from diverse racial, cultural, and ethnic backgrounds. This has made me understand that providing opportunities to adult learners to express their views on different issues is imperative as the educators will also learn about other cultures. Adult learning appears to me as an integral tool for transforming societies socially, economically, and even technologically. Transformational training appears to be an effective tool for helping adult learners appreciate their knowledge, talents and expertise and be ready to learn from others what they may not know. Merriam et al., 2007 states that the entire process of transformative learning is about change, which involves growth and development both in experience and expertise of the learners.
Prior to this course, I had no information on narrative learning but the readings that I have gone through have challenged my understanding of both instructional design and delivery. By asking learners to express themselves through storytelling, journalizing their activities, and developing autobiographies, students will be open about their feelings and needs. This technique offered great insight to me and to learners as well. I have amassed knowledge on adult learning models with principles of effective learning such as relevance of teaching to experience or intended experience of the adult learner and engaging learners to make them retain knowledge and concepts more readily. My understanding of adult learning has developed to entail active learning and learner-centered so that the skills passed on to the learners can be relevant to their socio-cultural contexts in which they stay.
The Future
The course has challenged me and expanded my understanding of adult learning. This has set a spring board to me for conducting research in the field of adult education. I need to apply the various concepts and perspectives that I have attained from this course so that I can of great use to adult learners in future (Merriam, 2007). The fact that the instructional designs for adult teaching are many and diverse depending on the socio-cultural tenets of the learners, I have noted that presenting information to adult learners in an active format, engaging them and making teaching self-centered to them is vital in helping them accomplish learning objectives.
By understanding a myriad of concepts outlined in this paper, the readings are beneficial to me across diverse settings as they relate to my roles in difficult situations. I will have to design programs that can be profound enough and frequent enough to help bridge the gap left by the lack of learning practices that support learning transfer. I also intend to create online learning tutorials that are interactive so as to help students across the world to advance their skills and help me understand more concepts on adult learning from students and other stakeholders. Adult learning is an interesting facet in the lives of both the students and teachers as both are exposed to diverse circumstances and all people have an opportunity to learn something new; this is what I intend to do in the future.
References
Merriam, S. B., Cafferella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
comprehensive guide. San Francisco, CA: Jossey-Bass.
Differences between traditional and non-traditional students
The relationship between adult students’ motivation to participate in master’s programs and academic performance: Differences between traditional and non-traditional students
Introduction
In graduate part-time programs, the vast majority of students are adults who are interested in gaining a competitive advantage in the job market by developing their human capital and advancing their professional careers. A key factor in this stage is the individual student’s desire to attain personal goals while simultaneously meeting the knowledge requirements of a certain institution in a particular subject, which comes into play (Francois, 2014). During the first decade of the twenty-first century, the number of people enrolling in higher education increased significantly (Carreira & Lopes, 2021), reaching a record high (Yoo & Huang, 2013). Four-year college and university enrolment is growing at a higher rate than it did during the previous decade, particularly among students aged 25 and over (Bunce & Bennett, 2021). In this regard, Vanslambrouck et al. (2018) and Holder (2007) believe that the large number of adult learners who are motivated to continue their education is a result of a range of variables, including the economy, job market conditions, and distant learning. Individuals who are interested in being more visible and marketable in today’s highly competitive professional climate, whether for financial gain or professional advancement, are driven to pursue more education.
Adult students are increasingly enrolling in higher education, and academics are examining the reasons that inspire them, the value they offer to their studies, and the demands and requirements that develop as a result of their participation in higher education (Assari, 2019; Thunborg & Bron, 2019).). Numerous scholars have examined methods for enhancing students’ academic performance (Richardson & King, 1998); Malik et al., 2020). Academic performance is contingent upon a learner’s motivation. In regard to the self-determination theory, extrinsic motivation refers to actions motivated by self-interest in order to accomplish a goal, whereas intrinsic motivation refers to self-interested activities (Kara et al., 2019). According to the concept, external motivation may be impacted by the environment. As per the findings of MacDonald (2018), external incentives, which can either increase or decrease motivation, erode self-determination. Re-enrollment of non-traditional students occurs for a variety of reasons, including personal obstacles, job changes, and professional pressure (Dewi, Marlina, & Supriyono, 2019). As a result, non-traditional students’ motives are more complicated, including a unique combination of internal and external incentives. On the other hand, earlier theoretical analyses mostly ignored the expanding number of non-traditional students (Mukhalalati & Taylor, 2019). Students enrolled in non-traditional master’s programs are on the point of dropping out. As a result, non-traditional pupils require extra consideration.
As such, the goal of this research is to give suggestions to higher education institutions regarding educational programs and services that will best fulfill the requirements of this specific demographic of students, as well as to the broader public, on the basis of the present paper. Despite the fact that motivation has a huge influence on adult learners, research has repeatedly found a positive and healthy relationship between learners’ motivated levels and their capacity to learn in traditional classroom environments (Littenberg-Tobias & Reich, 2020). The number of individuals obtaining master’s degrees has risen considerably in recent years (Yang, Zhang, & Sheldon, 2018). Non-traditional students are enrolling in higher numbers in master’s programs than regular students. Non-traditional students go back to tertiary institutions including graduate colleges for a myriad of reasons. This pattern suggests population growth, but it also places a strain on higher education (Jiang & Koo, 2020). While many students enroll in college each year, not all of them complete their education. On the other hand, Brücknerová et al. (2021) found that non-traditional learners display a completion rate that is roughly half that of conventional students. Academically, conventional and non-traditional students perform differently, as seen by the master’s pass rate.
Using self-determination theory, I’ll compare and contrast the motivations of conventional and non-traditional students examining the link between internal and external motivation, as well as the motivational differences between conventional and non-traditional students. Postgraduate courses should be redesigned to better reflect students’ motivations for learning in order to fulfill the academic standards of both conventional and non-traditional students (Alshebou, 2019; Dotta, Leite, & Lopes, 2021). Schools and organizations may leverage the motivational differences between various groups to boost student engagement and academic achievement. Thus, comparing non-traditional students’ motivations to those of conventional students can contribute in the construction of a curriculum that benefits both regular and non-traditional students.
Literature review
Leadership in the education sector throughout the world is becoming increasingly concerned means to guarantee that learning successfully occurs in the educational scene in order to attain academic success and related pursuits. The Self-Determination Theory (SDT) is a prominent theory of motivation that tackles questions of extrinsic and intrinsic motivation as well as the link between the two (Salikhova, Lynch, & Salikhova, 2020). Academic motivation, it is claimed, is a term that has emerged as a result of SDT research. When it comes to accomplishing academic goals, motivation is driven by a want to begin, maintain, and finish actions that are geared toward reaching those goals (Howard et al., 2021). Motivation is defined by Walker et al. (2021) as the desire to begin, maintain, and complete activities that are geared toward achieving those goals. As a result, De Smedt et al. (2020) argue that the influencers of one’s conduct, including one’s choice of employment, are collectively referred to as motivation in this context. Student motivational beliefs are the most important factors in academic accomplishment for students of all ages and backgrounds because they have an influence on the amount of time and effort a student will put forth, as well as how much excitement he or she will show for their academic work (Messineo, Allegra, & Seta, 2019). Research involving students from a varied variety of cultural backgrounds and at various stages of their academic development, among other findings, has undoubtedly established the importance of motivation in academic accomplishment (Narendran et al., 2018; Mackenzie, Karaoylas, & Starzyk, 2018). A source of worry is that there has only been a limited amount of study on form four possibilities in developing countries, which is an issue (Messineo, Allegra, & Seta, 2019). Even in the face of overwhelming evidence to the contrary, a lack of academic drive and professional desire is a severe problem for a huge proportion of high school pupils, according to one study.
Motivation helps learners to improve their academic performance and has an impact on overall drive to attain related goals. Specifically, extrinsic motivation may motivate children to achieve greatness (Tang, Wang, & Guerrien, 2020). Internal and external motivation have different effects on academic achievement. A wide spectrum of academic accomplishments comes with a wide range of social duties and social experiences. Academics have always ignored the distinctions between conventional and non-traditional pupils (Fernandez, 2012). Several research have looked at the motivation of non-traditional students to study (Adams & Corbett, 2010). For a variety of reasons, non-traditional students pursue master’s degrees including their professional objectives, intellectual curiosity, and educational preparation (Taylor & House, 2010). According to research by Bamber and Tett (2000), it is demonstrated that academic aims lead to different research motivations.
According to current study, those who are motivated set high professional goals for themselves, achieve higher grades, cheat and procrastinate less, and suffer from less academic burnout (Hegarty, 2011). However, a small number of carefully chosen studies revealed no convincing evidence that increasing objectives and drive may contribute to increased school accomplishment, despite the fact that certain children tend to have expectations that are far higher than what the job market can deliver (Dos Santos, 2020). Furthermore, having high professional expectations and motivation but not being able to meet them would have a detrimental influence on students. LaBrie et al. (2012) indicate that this would lead to disappointment, dissatisfaction, and social disengagement, or at the very least would result in the student having a “lost talent.” Academic motivation studies regularly reveal that after learners make the transition from elementary to secondary education, their drive to succeed academically drops (Bye, Pushkar, & Conway, 2007). Despite the fact that this is a critical phase for developing the skills and developing a professional identity that are essential to be successful in the adult world of work, this is the case as evident in several studies (Salameh et al., 2014). It is possible that this shift and increased scholastic expectations will be a debilitating and stressful experience for young students (Böke et al., 2019), who are still developing in all areas of their lives: physically, intellectually, mentally, and socially (Morris, 2019). As a result, their interest and attention will be diverted in a variety of directions. A academic issues today for learners is the lack of motivation to pursue academic interests in school. Findings from Demir and Kutlu (2018) and Isik et al. (2018) indicate that a statistically significant difference exists between male and female students when it comes to academic motivation, with females being proven to be more intrinsically and extrinsically motivated than boys overall (Marshman et al., 2018). Future studies should investigate the disparities between men and women in terms of academic motivation and the differences in age, so as to better understand the most effective motivating elements for each different situations.
Research Aim
This study’s goal is to examine the link between students’ internal and external motives for enrolling in master’s degrees and academic achievement. A group of Southampton adult postgraduate students. Nontraditional students are those who have returned to postgraduate studies after a long time of job experience. Before screening the experimental samples, a demographic information statistical table is given to pick eligible study objects. Previous research on learning motivation and academic achievement has revealed that motivated students are more likely to succeed (Salikhova, Lynch, & Salikhova, 2020). Students as adults reflect on their social experiences and make judgments regarding their learning process in higher education, especially at the master’s level (Messineo, Allegra, & Seta, 2019). Thus, master level students’ desire to engage in the course is more complex, and earning the degree is difficult. In light of the present master student crisis, it would be good to explore the link between motivation and academic achievement of master students. Also, non-traditional students are increasingly enrolling in higher education. Still, several universities have been accused for ignoring this group’s demands (Mackenzie, Karaoylas, & Starzyk, 2018). Varied students have different expectations of higher education (Carreira & Lopes, 2021). Less than half of non-traditional students complete a degree (Howard et al., 2021). Thus, comparing conventional and non-traditional students’ learning motivation helps comprehend non-traditional students’ learning expectations and difficulties. This research will assist conventional and non-traditional students establish a classroom favorable to shared growth. Schools can also give extra educational assistance depending on the two types of students’ motivations to help them finish their master’s degree.
Research questions
1.What are the main motivations for adult students to participate in course learning?
2.What is the relationship between learning motivation and academic performance of students enrolled in master’s programs? Analyze from the aspect of internal motivation and external motivation.
3.Is there a significant difference in motivation orientation between traditional students and non-traditional students?
Research Design
From the research aim and questions, it is clear that the study requires a mixed-methods research design in order to have a broader exploration and examination of the relationship between adult students’ motivation to participate in master’s programs and academic performance. In order to determine and document the differences between traditional and non-traditional students, both qualitative and quantitative approaches will be required.
In the mixed-method approach, a quantitative stage will initially be used to research the relationship between adult students’ motivation to participate in master’s programs and academic performance. By assessing and quantifying the data obtained through diverse approaches, quantitative research is a strategy for producing trustworthy and reliable result data. As well as explaining why data is gathered, it may also give an explanation for how the data is statistically managed. This section also includes information on the findings of the research in terms of relationships, in addition to information on incidents that happened unexpectedly throughout the data collection procedure. The research, in particular, explains why the outcomes of both planned and real analyses differ from one another in terms of quality and consistency. A reasonable grasp of how to cope with missing data and why this does not impair the quality of the study’s analysis is mentioned in Rashid and Sipahi (2021) research study as a key reason to employ quantitative approaches. Because it facilitates in the collecting of objective and trustworthy data, quantitative research is crucial because it allows for the presentation of material that is both logically organized and comprehensive while emphasizing the most relevant conclusions.
Because it is used to investigate research concerns Shekhar et al. (2019), quantitative research has a significant impact on the field of science, especially in this research study that will explore variant reasons for enrolling in a masters’ program and academic performance. Using it will assist in the combination of major themes and the construction of believable notes on studies that have utilized the same type of investigation and inquiry as the present study will be more successful. For instance, Armstrong et al. (2020) investigated the factors influencing enrollment of individuals above 40 years to a masters’ program, using a quantitative approach to inform the study. A valid note is also made in the research study about important gaps in the information that has been gathered, as well as how the research study could be able to fill in the gaps that have now been identified and give suitable explanations about previously known information (Rashid and Sipahi, 2021). In order to accurately depict the theoretical framework stated in the study, quantitative research is conducted in order to offer an outline of the theory linked with the study. Aside from that, it gives critical explanations of difficult or unfamiliar phrases, ideas, concepts, and theories that are relevant to the research issue as well as the essential prior knowledge to enable the research problem to be better identified and placed in the right context.
The quantitative research may be used to develop an educated assessment of the ways that will be used to get the results of the research problem as a result of the quantitative research. Due to the fact that quantitative research provides information regarding the study’s objectives, as well as how these objectives will be achieved through the application of quantitative research (Rashid and Sipahi, 2021). One of the most important aspects of quantitative research is that it is incredibly beneficial in the study of samples and populations, which makes it extremely important. The document goes into great detail about important subjects such as where the data originated from, what gaps exist in the data, how robust the data is, and what was omitted from the data study (Shekhar et al., 2019). It is crucial to describe the technique used to choose the participants, as well as to define the tactics and tools that the researcher is applying in order to obtain the data. Defining the variables under consideration, providing a thorough description of the applicable technique for gathering relevant data, and mentioning important criteria such as whether the data was previously available or acquired by the researcher are all essential when conducting quantitative research of any kind.
Including specifications and explaining what type of instrument is used in the data collection as well as why it is utilized in quantitative research when writing a research proposal is an important part of research. It allows for the discussion of any limits or discrepancies in the data collection processes that may have happened throughout the data collection process, if any (Rashid and Sipahi, 2021). When adopting the quantitative approach, the findings of the inquiry are put down in a precise and entirely objective manner, allowing for further investigation (Shekhar et al., 2019). The use of visual aids (charts and tables) is intended to supplement the written description of the accessible result with extra information, which is used to enhance the overall description of the available result. The author also goes over important themes in detail, helping the reader to have a deeper comprehension of the facts and information that is being provided to them.
Having looked at the quantitative phase, the qualitative stage of the research design is also equally important. When used in conjunction with qualitative research methods, it is possible to uncover the experiences and interpretations of participants who have a wide range of interests and responsibilities, to give voice to those who might not otherwise be heard, and to begin the process of generating hypotheses and theories that will eventually lead to an understanding of phenomena (Underwood, Kowalczuk-Waldziak, & Barrow, 2020). In certain cases, qualitative and quantitative approaches can be used in conjunction with one another, while in others they can be employed in succession with one another or in tandem with one another. The most effective qualitative research is thorough and complete in its methodology (Braun et al., 2020), with the goal of reducing prejudice and inaccuracy while simultaneously uncovering data that contradicts original or emergent ideas, as well as evidence that validates them.
Qualitative approaches are used to answer questions about one’s own experience, meaning, and point of view. These techniques are most frequently adopted from the perspective of a research project, study, or experiment participant (Richards & Hemphill, 2018). A long history of difficulties in counting and quantifying some types of data may be traced back to the beginning of time. Underwood, Kowalczuk-Walędziak, & Barrow (2020) summarizes that among the qualitative research techniques are: small-group discussions, semi-structured open-ended interviews, in-depth open-ended interviews, and textual analysis.
In this study, qualitative methodologies were used to identify possible obstacles in the learning process for returning students. Participants in small-group discussions were given the opportunity to express their own hesitation, which resulted in the implementation of a new strategy. In order to have a truly comprehensive grasp of a topic, issue, or meaning, qualitative research must begin with first-person experience of the topic, issue, or meaning. This is made feasible by the employment of a sample base that is both small and narrowly targeted. The depth of the results, rather than the quantity of discoveries that have been made, is more important in qualitative data collecting because it might take a long time to acquire. It is your goal to discover out why and how something happened if you are engaged in qualitative investigation.
Mixed methods research combines qualitative and quantitative research procedures to take use of the finest aspects of both. Despite the lack of a common definition, academics highlight the basic characteristic of mixed methods research by stating that in a single research project, both qualitative and quantitative strands of data are gathered, processed, and then merged to answer the research question (either simultaneously or sequentially) (Richards & Hemphill, 2018). Rather than seeing the world through a binary lens of quantitative or qualitative research, a strategy that draws on the capabilities of both quantitative and qualitative research might help to progress the academic debate (Braun et al., 2020). The current study uses an exploratory sequential mixed method research design to keenly explore and understand the relationship between adult students’ motivation to participate in master’s programs and academic performance.
Data Analysis
When doing a mixed analysis, the goal is to combine quantitative and qualitative analytical approaches into a unified framework that may be guided a priori, a posteriori, or in an iterative fashion, depending on the scenario (representing analytical judgments made both before and during the investigation (Blitstein, Frentz, & Jilcott Pitts, 2020)). For example, it might be based on one of the current mixed methods research paradigms, and it could fulfill one or more of the rationales/objectives listed in the objectives and research questions. As suggested by the study design, the quantitative investigation will give both descriptive and inferential data, but the qualitative investigation will be primarily focused with theme analysis. Despite the fact that they will be addressed separately at each stage, the primary conclusions from each phase will be brought together in the debate that follows.
In the quantitative approach, descriptive statistics will be used to address the very first study question. A descriptive statistic is a type of statistical analysis that allows researchers to quantify and identify the underlying qualities of a data set (Jeevan et al., 2019). As a result, descriptive statistics serve as the foundation for data analysis, allowing researchers to organize, simplify, and synthesize information that would otherwise be difficult to interpret and synthesize. There is no limit to how extensive or complicated a data collection is; it may be reduced to a set of statistics that give valuable information about the population under investigation, even if the collection comprises hundreds of thousands of unique data points or observations (Taheri, Jami Pour, & Asarian, 2019). Furthermore, descriptive statistics are used to establish whether or not advanced statistical tests are appropriate in the context of a certain situation. The researcher is not permitted to make presumptive generalizations about the population of interest using descriptive statistics (Amrhein, Trafimow, & Greenland, 2019); but, inferential statistics permit researchers to make such generalizations about the population of interest.
In the next step, the study will go on to the second research topic, which will involve determining the relationships between variables through the use of correlation analysis techniques. From correlational research, there is provision to obtain far more information than they would be able to obtain through a trial study. Aside from that, because correlational research is frequently carried out outside of a laboratory setting, the results are more relevant to real-world situations than those gained through other approaches (Rehfeld et al., 2011). Another benefit of correlational research related to the present study is the potential to do a significant amount of further research as a result of the results of the inquiry.
The Spearman’s rank correlation will be used to examine the difference in motivation orientation between conventional and non-traditional students based on their academic achievement for the final research question. Spearman rank correlation coefficient, which is used to establish a link between two variables, measures the degree of linear association between the variables’ ranks (Gauthier, 2001).
The qualitative stage will continue concurrently with the other phases outlined above after the data for the initial interview has been gathered and analyzed. As a result of the transcription of each interview, coding will be applied to the huge amount of textual material in order to begin the inductive process of identifying and grouping thoughts that are similar to those that were heard during the interview. The foundation of a qualitative research endeavor is constructed on open-ended questions. It has the ability to capture information in a unique and memorable manner. In contrast to polling, which asks questions with only certain answers, qualitative research allows people to be themselves while participating in the study (Braun et al., 2020). As a result of these advancements, researchers are better equipped to assess methods with more precision than they were previously. They can listen to the recordings if they require further information in the future. Though it is revealed by this research that there is no statistical representation for qualitative data, this research also solves this constraint by allowing for the collection of extensive information.
The qualitative research approach does not necessitate the adoption of a specific data gathering pattern or format in order to be effective. When it comes to information dissemination, the quality and amount of data collected have an influence on the quality and quantity of information that may be shared with the public (Braun et al., 2020). Researchers who believe their efforts are not yielding helpful findings may make urgent adjustments to their procedures in order to improve the situation. More possibilities for fresh information collection occur when this technique is employed as opposed to other ways of collection.
Concluding Statement
The current research study aims to cover research gaps not just via the use of a mixed methods design but also in relation to its goal to better understand the relationship between adult students’ motivation to participate in master’s programs and academic performance. Gaps are also covered through an understanding of the differences between traditional and non-traditional students. By establishing relationships and highlighting the said differences, the study will assist universities to best focus their programs on specific groups while understanding what motivates students to participate in various forms and formats.
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