The majority of respondents reported high levels of satisfaction in relation to quality of teaching, contact with teachers, teaching methods and feedback on assignments. Dissatisfaction levels were low across the board (Figure 3).
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Figure 3: Level of satisfaction with the college
John and Mary were especially happy with the tutors.
“One of the lecturers in particular is just jeez you could ask him anything.” (Mary)
“They’re interested in the students.” (John)
Mary also pointed out one particular advantage of being a mature student.
“That’s the other thing about being a mature student is that you don’t have any qualms about walking up to somebody and asking …. You don’t have that barrier between you and the other person because they’re the same age as you probably, sometimes younger.”
John and Kevin stressed the importance of feedback.
“I was getting constant feedback …… it was encouraging to get that feedback.” (John)
“Make sure you get feedback from your assignments.” (Kevin)
When asked about the most enjoyable aspects of college learning and social contact were on par with each other closely followed by course content (Figure 4).
0 2 4 6 8 10 12 14 16 18 Nu m b er of p ar ti cipan ts Satisfied Very satisfied Dissatisfied
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Figure 4: Most enjoyable aspects of being a student
4.5 Conclusion
This chapter has outlined the main findings that emerged from data analysis of questionnaires and interviews with a group of mature students. The themes that emerged from the findings are discussed in chapter five.
0 5 10 15 20 25
Learning Course content Staff Social contact Atmosphere Other
Nu m b er of p ar ti cipan ts
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CHAPTER FIVE
Discussion
5.1 Introduction
This study aimed to explore the experiences of re-engaging with education from the perspectives of older mature students. The main themes that emerged from the research findings will now be discussed in relation to the literature reviewed in chapter two.
5.2 Challenges
All participants in this study reported a positive experience overall of re-engaging with education. However, it is possible that those who volunteered to take part were coping well with their educational experience. Nevertheless challenges are also evident from the questionnaire and interviews. These students had to come to terms with new routines, coping with assessments, and developing new skills. Some were stepping into college for the first time. Concerns were raised over the level of academic requirement, finances, computer competence, and time management.
Participants were not prepared for the academic component of the course and some were writing an essay for the first time. The oldest interviewee found exams a particular challenge. There is little doubt that memory declines with age (Brickman & Stern, 2009; Small, 2001; Small 2002; TCD, n.d.). This decline in memory coupled with lack of practice at exams (Murphy & Fleming, 2000) can impact on how older people perform at exams and presents a significant disadvantage compared to younger students.
The age profile of the participants bears out the findings of Watson et al. (2006) that considerable numbers of older people were taking PLC courses. The gender balance is at variance with a report by McGuinness et al. (2014) which found that females were consistently higher in numbers in FE than males. Share, Corcoran and Conway (2012) say that women are central to the provision and use of AE. There is no evidence to suggest that the courses involved in this study traditionally attract one gender over the other, but in this study males (n=13) outnumber females (n=10). The data on age leaving school supports the idea that FE is an important provider of
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second chance education (Coolahan, 1981; Fenge, 2011) for those who left school early or who lacked qualifications to progress to third level education. The highest level of educational attainment bears out what Watson et al. (2006) found in their report, that older PLC leavers are more likely to have left second level without a qualification.
There is a significant time commitment between attending lectures, preparing assignments, and studying for exams. Many adult learners are working full-time and/or have family obligations. The more external commitments a learner has the less time s/he will have for college work and this can cause stress. Mary speaks about working, caring for her family and studying at the same time and finding it impossible. Several participants reported having to ‘juggle’ college and work/family commitments. Mary maintained she would not have been able to continue without the support of her husband. Some students reported getting better at time management by the second year.
The cost of education can be high between college fees, books, travel expenses, childcare and stationery. Loss of income could also be a factor as many adults return to education following redundancy. Financing the course and the associated costs were of concern to most. According to the Survey on Income and Living Conditions (CSO, 2013) people living in lone parent households were among those who had the highest consistent poverty rates in 2011. Kate had great difficulty financing her return to education but was determined to re-educate herself and be a good role model to her children. Due to their positive experience on this course some participants now feel encouraged and able to take their education to the next level. For some though financial constraints may prevent this and, as in John’s case, may lead to unfulfilled potential (Britton & Baxter, 1999).
Technology has become part of everyday life and knowledge of computer programmes, Internet, social media and email may be required as part of any course. Given their age it was no surprise to find that many of the participants were not up to speed with latest technology. In some cases this proved to be a hindrance to their education. The Performance course used software which was highly specialised. Some participants had a good knowledge of IT whereas others had almost none (EC, 2013; NALA, 2009; Taylor & Rose, 2005). Only one mentioned being asked at interview about his computer competence. Kate and John felt that knowledge of
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computers would be needed before starting the course. Kate felt that having to learn computers alongside the course content was an added difficulty for her. Given that there were so many issues with IT it is surprising that none of the participants seemed to be aware of the existence of an IT support department in the college.