Contribution of perceived faculty caring (FC) and student engagement (SE) to lifelong learning (LLL) of post-secondary remediated (PSR) science students
Literature is unequivocal about the relevance of promoting lifelong learning (LLL) intentions among adult learners. However, what is less certain in remedial education literature is how faculty members play a critical role in motivating the tendencies for LLL among remediated science students, espec...
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| Format: | Article |
| Language: | English |
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Elsevier
2022-09-01
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| Series: | Heliyon |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844022018345 |
| _version_ | 1811180909118881792 |
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| author | Emmanuel Nkemakolam Okwuduba Rose Amnah Abd Rauf Hutkemri Zulnaidi Kingsley Chinaza Nwosu |
| author_facet | Emmanuel Nkemakolam Okwuduba Rose Amnah Abd Rauf Hutkemri Zulnaidi Kingsley Chinaza Nwosu |
| author_sort | Emmanuel Nkemakolam Okwuduba |
| collection | DOAJ |
| description | Literature is unequivocal about the relevance of promoting lifelong learning (LLL) intentions among adult learners. However, what is less certain in remedial education literature is how faculty members play a critical role in motivating the tendencies for LLL among remediated science students, especially in the developing countries. Therefore, this study investigated the contributions of faculty caring and student engagement to remediated science students' perceived LLL tendencies. Correlational research design was used to measure and gauge the level of the relationships amongst the studying variables. A total of 443 continuing education programme students in Nigeria participated in the study. By using AMOS v. 24 and SPSS v. 26 statistical tools for data analyses, we found a high level of student-perceived faculty caring, student engagement components and LLL tendencies. Multilevel regression analyses indicated that the dimensions of students' LLL tendencies (motivation and perseverance) were positively predicted by faculty caring and student engagement dimensions, such as vigour, absorption and dedication. In the final models, the predictor variables could explain some substantive proportions of motivation and perseverance dimensions of LLL tendencies. Our study findings reveal that faculty caring plays a significant role in motivating students’ academic engagement and the tendencies for LLL in higher education. Therefore, educational intervention that gears towards improving student academic engagement has a practical implication in enhancing LLL tendencies amongst higher education science students. Hence, the study findings could inspire various educational practitioners to encourage effective academic engagement amongst higher education science students. Directions for further research were suggested. |
| first_indexed | 2024-04-11T09:10:44Z |
| format | Article |
| id | doaj.art-b9e09d857b854b67aef74def614eeb54 |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-04-11T09:10:44Z |
| publishDate | 2022-09-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-b9e09d857b854b67aef74def614eeb542022-12-22T04:32:31ZengElsevierHeliyon2405-84402022-09-0189e10546Contribution of perceived faculty caring (FC) and student engagement (SE) to lifelong learning (LLL) of post-secondary remediated (PSR) science studentsEmmanuel Nkemakolam Okwuduba0Rose Amnah Abd Rauf1Hutkemri Zulnaidi2Kingsley Chinaza Nwosu3Department of Mathematics and Science Education, Faculty of Education, University Malaya, 50603, Kuala Lumpur, MalaysiaDepartment of Mathematics and Science Education, Faculty of Education, University Malaya, 50603, Kuala Lumpur, Malaysia; Corresponding author.Department of Mathematics and Science Education, Faculty of Education, University Malaya, 50603, Kuala Lumpur, MalaysiaDivision of Student Affairs, University of the Free State, South AfricaLiterature is unequivocal about the relevance of promoting lifelong learning (LLL) intentions among adult learners. However, what is less certain in remedial education literature is how faculty members play a critical role in motivating the tendencies for LLL among remediated science students, especially in the developing countries. Therefore, this study investigated the contributions of faculty caring and student engagement to remediated science students' perceived LLL tendencies. Correlational research design was used to measure and gauge the level of the relationships amongst the studying variables. A total of 443 continuing education programme students in Nigeria participated in the study. By using AMOS v. 24 and SPSS v. 26 statistical tools for data analyses, we found a high level of student-perceived faculty caring, student engagement components and LLL tendencies. Multilevel regression analyses indicated that the dimensions of students' LLL tendencies (motivation and perseverance) were positively predicted by faculty caring and student engagement dimensions, such as vigour, absorption and dedication. In the final models, the predictor variables could explain some substantive proportions of motivation and perseverance dimensions of LLL tendencies. Our study findings reveal that faculty caring plays a significant role in motivating students’ academic engagement and the tendencies for LLL in higher education. Therefore, educational intervention that gears towards improving student academic engagement has a practical implication in enhancing LLL tendencies amongst higher education science students. Hence, the study findings could inspire various educational practitioners to encourage effective academic engagement amongst higher education science students. Directions for further research were suggested.http://www.sciencedirect.com/science/article/pii/S2405844022018345Faculty caringLifelong learningPost-secondary educationRemediated science studentStudent engagement |
| spellingShingle | Emmanuel Nkemakolam Okwuduba Rose Amnah Abd Rauf Hutkemri Zulnaidi Kingsley Chinaza Nwosu Contribution of perceived faculty caring (FC) and student engagement (SE) to lifelong learning (LLL) of post-secondary remediated (PSR) science students Heliyon Faculty caring Lifelong learning Post-secondary education Remediated science student Student engagement |
| title | Contribution of perceived faculty caring (FC) and student engagement (SE) to lifelong learning (LLL) of post-secondary remediated (PSR) science students |
| title_full | Contribution of perceived faculty caring (FC) and student engagement (SE) to lifelong learning (LLL) of post-secondary remediated (PSR) science students |
| title_fullStr | Contribution of perceived faculty caring (FC) and student engagement (SE) to lifelong learning (LLL) of post-secondary remediated (PSR) science students |
| title_full_unstemmed | Contribution of perceived faculty caring (FC) and student engagement (SE) to lifelong learning (LLL) of post-secondary remediated (PSR) science students |
| title_short | Contribution of perceived faculty caring (FC) and student engagement (SE) to lifelong learning (LLL) of post-secondary remediated (PSR) science students |
| title_sort | contribution of perceived faculty caring fc and student engagement se to lifelong learning lll of post secondary remediated psr science students |
| topic | Faculty caring Lifelong learning Post-secondary education Remediated science student Student engagement |
| url | http://www.sciencedirect.com/science/article/pii/S2405844022018345 |
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