Instructional Strategy and Teacher-student Relationships as Predisposing Variables of Adult Students’ Learning Interest in the Universities

Abstract

This study examines the extent to which instructional strategy and teacher-student relationship predict adult learners’ interest in learning in Universities in Cross River state. To achieve the aim of the study, two research questions were raised and two hypotheses were formulated for the study. The descriptive survey design of ex post facto type was employed. Purposive sampling technique was used to select university of Calabar and Cross River University of Technology. These universities were stratified along four faculties. A total of 200 respondents were randomly selected. Participants were 82 male and 118 female. Instructional strategies and teacher-student relationship (r=0.76) and students’ learning interest rating (r=0.76) scales were used for data collection. Data were analysed using multiple regressions at significance level of .05. Instructional strategies (ß = .679, t = 8.48) and teacher-student relationship (ß =-.170; t=2.682) had relative contribution to students’ interest in learning. Cultivating interest should not be an afterthought to the typical learning situation: Interest is essential to academic success. Therefore, adoption of instructional strategies that would motivate students’ interest and positive teacher-student relationships should be encourage and implemented by educators in Nigerian tertiary institutions in particular, and educational system in general.

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“…The result affirms the theory of Sassums and Spady that OBE can lead students demonstrate proficiency of skills, knowledge, and behavior. It shows that understanding the instructional strategies has a significant contribution to student learning interest [18]. Students who are taught by teachers with high-performance ratings are likely to achieve better grade and can effectively utilize the material.…”