Abstract
Summary. The relative impacts of course content, cognitive and affective factors on classroom behaviours of adult learners have been examined in the context of a systems paradigm from a longitudinal perspective. Based on the data of six classes in the evening programmes sponsored by the Department of Continuing Education of Brandon University, Manitoba, Canada, the analysis confirmed empirical linkages between input (course content) and process variables (cognitive and affective) with the output (behavioural) variables, though the relationships were far more complex than first conceived. Findings also suggested that feedback based on observation of behaviours hold significant promises of improvement of instruction to minimise frustration of adult participants and attrition problems.
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