Please use this identifier to cite or link to this item: https://cris.library.msu.ac.zw//handle/11408/6044
Title: Adult Learning Strategies Used in Higher Education Institutions in Zimbabwe for Lifelong Learning in the Accounting Field
Authors: Chosani Simon
Newton Chinyamunjiko
Nyakurimwa Chalton
Bhibhi Peter
Sharon Masinire
Esnath.T.Manhiwa
Department of Accounting Sciences, Midlands State University, Zimbabwe
Department of Accounting Sciences, Midlands State University, Zimbabwe; Department of Accounting, University of Botswana , Botswana
Department of Accounting Sciences, Midlands State University, Zimbabwe
Department of Accounting Sciences, Midlands State University, Zimbabwe
Department of Accounting Sciences, Midlands State University, Zimbabwe; Department of Business Management, Midlands State University, Zi mbabwe
Centre for Entrepreneurship and Innovation, Midlands State University, Zimbabwe
Keywords: lifelong learning
adult learning
teaching strategies
Issue Date: 4-Mar-2024
Publisher: A.L. Publisher
Abstract: The study aims to assess the adequacy of adult learning strategies used for lifelong learning in Zimbabwean higher education institutions. The department of accounting sciences at the state university was used as a case study. The study was informed by Kolb’ s learning cycle theory, constructivism, and adult learning theory. A descriptive research design was used. The population considered registered level four accounting students and lecturers thereof. Using an Adapted Principles of Adult Learning Scale survey questionnaire by Conti (2004), it was found that teacher - centered adult learnin g strategies (mainly lecturing) are mostly used than learner - centered ones . Overall, the adult learning strategies used are a score of 107.17 – way below the normed average mean of 146. The standard deviation was also 15.73, which was less than the norm of 20. The study recommends that training or workshops for lecturers on adul t learning strategies for teaching should be organized, and that lecturers without teaching qualifications should enroll for postgraduate studies in higher and tertiary education to better understand lifelong learning teaching methodologies. The paper cont ributes to new knowledge by identifying areas which need improvement when teaching adults for lifelong learning.
URI: https://cris.library.msu.ac.zw//handle/11408/6044
Appears in Collections:Research Papers

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