Abstract
The purpose of this study is to identify the goal orientation of adult students in the Malaysian context. The finding of this study shows that mastery goal orientation registered the highest mean among the adult students. Therefore, the adult students were found to have adopted mastery goal orientation in their learning process. The analysis oft-Test and One-Way ANOVA indicates that there were no significant group differences in the mean scores of mastery goal orientation among gender, age group and years of experience of the respondents. In addition, this study also attempts to offer the higher education institutions to understand the students’ learning strategies by knowing their goal orientation. It provides information on how deep learning strategies can be integrated with mastery goal orientation so that they are in line to produce better learning outcomes. It is recommended in this study that deep learning methods such as flexible learning and problem-based learning can be used to encourage students to take greater responsibilities for their learning outcomes. In this respect, they will be able to interact with the facilitator on the course material in a more practical and analytical manner. In terms of future research, this study provides validated measures of goal orientation which can be used by future researchers in the similar research setting.
Highlights
The introduction of National Higher Education Strategic Plan (2007-2020) (NHESP) (Ministry of Education Malaysia, n.d.) in Malaysia has addressed the importance of lifelong learning with the aim of achieving knowledgebased economy
The results indicate that the value of Kaiser-Meyer-Olkin for Measuring of Sampling Adequacy (KMO/MSA) was 0.731
The findings indicate that mastery goal orientation had the highest mean and it is directing the students towards developing new skills and competencies in their study
Summary
The introduction of National Higher Education Strategic Plan (2007-2020) (NHESP) (Ministry of Education Malaysia, n.d.) in Malaysia has addressed the importance of lifelong learning with the aim of achieving knowledgebased economy. In order to achieve the targets set by NHESP, higher education institutions and universities were encouraged to provide continuing education to adult students to enhance their skills and knowledge. Among the allocations were the Human Resources Development Fund (2014), National Higher Education Fund (2014) and various financial supports from the private sectors. These financial supports encourage most of the Malaysian adult learners to seek continuing education and to further equip themselves with professional skills. In order to understand how adult students perceive upon acquisition of new knowledge and their learning strategies, this study intends to identify their goal orientation. The researcher has selected the trichotomous goal orientation framework developed by Elliot and Church (1997) to examine the adult students’ goal orientation
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