CHAPTER ONE

INTRODUCTION

1.1 Background of study

The practice of teaching and educating people is known as adult education. This frequently occurs at work, through ‘extension' or ‘continuing education' courses in secondary schools, colleges, and universities. High schools, community colleges, and lifelong learning centers are some of the other areas where students can learn. 'Training and Development' is another term for the practice. It has also been referred to as androgoror (to distinguish it from pedagogy).Non-formal adult education, which includes gaining skills or learning for personal development, is distinguished from vocational education, which is typically done in businesses and is frequently tied to up-skilling. Adults learn in a variety of ways, one of which is through combining experience with what they can see. When it comes to learning, children are thought to learn more quickly than adults. Because there is nothing to divert their attention or focus away from it, such as thoughts, worries, or other distractions, children find it easier to grasp and learn. Learning as an adult is vastly different from learning as a youngster. In order to understand adult undergraduates, we must dig into and understand how adults learn totally, not partially. Educators that specialize in adult education have more expertise and knowledge in this sector. This research on adult learning theory will lay the groundwork for a detailed examination and evaluation of the roles that institutional policies, services, and the classroom environment play in persistence. Institutions frequently design curricula and services that are appropriate for adult learners, which may influence whether an adult undergraduate insists on graduating. "Understanding learning as an adult is like fitting together a puzzle; there are many pieces that must be put together before the overall picture appears" (Merriam & Caffarella, 1999). This problem includes the individual learner, the setting in which the learning occurs, and the learning techniques. Adult learning is the glue that keeps the field of adult education together, which is diverse in terms of content, clientele, and delivery systems. Many studies on adult learning have recently been conducted, and adult learning intelligence has decreased with age.Adult intelligence research in the early twentieth century was marred by skewed technique and skewed conclusions on the loss of intelligence later in age. These investigations were conducted in a controlled environment, with scheduled educational examinations utilized to compare young and older students. We now know that IQ does not deteriorate as people age. According to a substantial proportion of kennel research from the 1990s, the more the brain is engaged, the less probable it is to lose cognitive function.

1.2 Statement of problem

Students in formal education are confronted with a variety of demands that are not a regular or frequent feature of their daily lives outside of the classroom. Students are confronted with important and necessary discontinuities in their intellectual, social, and linguistic experiences as a result of educational practice. Adult learners' academic achievement in Nigerian high schools has been on a declining trend, according to reports. Experts in the field of education have expressed grave concerns about this dismal performance. These individuals tend to blame professors, as well as a lack of social connection and poor time management, for adult learners' low academic success. These influences are accused of seducing children into bad behaviors like cheating on exams, participating in cults, and engaging in other adolescent misbehavior. Because of these unhealthy behaviors among adult learners, which have a negative impact on academic attainment, the researchers wonder why Nigerian adult learners seem unconcerned with the current trend in their academic achievement. Is it possible that they are unaware of the potential benefits of social engagement for academic achievement?In light of these issues, this study was carried out to determine the need to investigate the influence of peer-to-peer interactions on the academic achievement of adult learners.

1.3 Objective of study

The following are primary objectives of this study:

1. To determine the influence of peer-to-peer interaction on adult learners' academic achievement.

2. To investigate how peer-to-peer interaction affects adult learners' academic achievement.

3. To determine how adult learners use peer-to-peer interaction in the classroom.

1.4 Research question

1. What is the influence of peer-to-peer pressure on adult learners' academic achievement?

2. How does peer-to-peer interaction affect the academic achievement of adult learners?

3. How do adult learners use peer-to-peer interaction in the classroom?

1.5 Significance of study

The aim of this study is to look into the influence of peer-to-peer interactions on adult learners' academic achievement in order to develop ways that will assist them to adjust to situations that need a lot of social contact. The findings of this study will aid educators and academic administrators in creating a better learning environment for adult learners across the country. Physical and cognitive ergonomics principles can assist educators to assess, plan, design, and execute solutions to support adult learners by understanding the relationship between social interactions and academic performance. In terms of application, the findings of this study will be extremely beneficial to teachers, society, schools, and researchers. Teachers will benefit from the study's findings because they will help them understand what is expected of them as role models.To the schools: The study's findings will directly lead to an increase in our educational standards, as research has proven that disciplined adult learners learn faster and perform better academically than undisciplined kids. As a result, the findings of this study will assist the school in producing students who will be able to contribute meaningfully to the nation's development in the future.

1.6 Scope of study

The purpose of this research is to investigate the impact of peer-to-peer interactions on the academic achievement of adult learners in Anambra state. This research focuses on the Anambra state adult education center.

1.7 Limitation of study

Availability of materials, finance and time constraints to combine research work and academic work were major challenges the researcher encountered during this research.

1.8 Definition of terms

Academic achievement: Academic achievement is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.

Adult learner:An adult learner or, more commonly, a mature student, is a person who is older and is involved in forms of learning.

Peer-to-peer interaction: Peer-to-peer interaction describes an approach to interaction and collaboration between participants in a shared project or activity that is characterized by networkbased organizational structures, a shared common resource base, and an assumption that all participants have the potential to make constructive contributions.

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