Contribution of perceived faculty caring (FC) and student engagement (SE) to lifelong learning (LLL) of post-secondary remediated (PSR) science students

Abstract

Literature is unequivocal about the relevance of promoting lifelong learning (LLL) intentions among adult learners. However, what is less certain in remedial education literature is how faculty members play a critical role in motivating the tendencies for LLL among remediated science students, especially in the developing countries. Therefore, this study investigated the contributions of faculty caring and student engagement to remediated science students' perceived LLL tendencies. Correlational research design was used to measure and gauge the level of the relationships amongst the studying variables. A total of 443 continuing education programme students in Nigeria participated in the study. By using AMOS v. 24 and SPSS v. 26 statistical tools for data analyses, we found a high level of student-perceived faculty caring, student engagement components and LLL tendencies. Multilevel regression analyses indicated that the dimensions of students' LLL tendencies (motivation and perseverance) were positively predicted by faculty caring and student engagement dimensions, such as vigour, absorption and dedication. In the final models, the predictor variables could explain some substantive proportions of motivation and perseverance dimensions of LLL tendencies. Our study findings reveal that faculty caring plays a significant role in motivating students’ academic engagement and the tendencies for LLL in higher education. Therefore, educational intervention that gears towards improving student academic engagement has a practical implication in enhancing LLL tendencies amongst higher education science students. Hence, the study findings could inspire various educational practitioners to encourage effective academic engagement amongst higher education science students. Directions for further research were suggested.