ABSTRACT
Adult education, or andragogy, is a crucial aspect of training and education for mature learners. It was developed by Malcolm Knowles in 1968 and emphasizes the use of special teaching techniques that cater to adult learners' needs. The Department of Education prioritizes providing high-quality education to every Filipino. This project aims to support higher education in math, science, and English to adults aged 25 and older. The study explores the conceptual underpinnings of adult and lifelong learning, highlighting key traits and difficulties encountered by adult learners. It examines how these students overcome obstacles and analyzes variables affecting the design of adult education programs. Based on the data, it suggests a lesson plan aligned with adult learning theory principles.
The research employs quantitative methods, specifically using stratified sampling with a descriptive approach. The study involves 50 adult learners from 10 barangays in Calatagan. The data collected from the research has implications for various stakeholders, including educators, curriculum designers, public and private schools, and organizations dedicated to improving society through education. The research objectives include defining the philosophical background of adult learning, describing its main characteristics, investigating challenges faced by adult learners, determining coping mechanisms, differentiating challenges in adult education, analyzing factors influencing program planning, and designing an instructional plan based on findings. It focuses on adults in Calatagan, Batangas, who are pursuing formal education between the ages of 18 and 55. The instructional materials and curriculum have been developed with a three-month program in mind for the 2023-2024 academic year.
This study explores the multifaceted nature of the learner population by analyzing diverse age and sex distributions among respondents. Findings underscore the importance of addressing unique needs, including those of non-traditional, mature, adult, and lifelong learners, while considering gender-specific factors. The research identifies financial conflicts, age-related challenges, and lack of confidence as significant barriers for adult learners, emphasizing the need for targeted support. Additionally, coping mechanisms, challenges across different educational levels, and factors influencing program planning for adult learners are examined. Recommendations encompass the development of inclusive programs, further exploration of philosophical perspectives, and targeted solutions to overcome challenges. The study concludes by emphasizing the importance of comprehensive and adaptable program planning to cater to the varied needs of adult learners.