Student involvement and successful completion among Filipino nontraditional college students: A case study
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ID: 285577
2022
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Abstract
This study aims to describe the educational experience of Filipino nontraditional college students’ changing context and explicit progressive real-life situations, particularly their involvement in the academic environment. The Input-Environment-Outcome (I-E-O) Model by Astin (1993) was adapted to explain the relationships between students’ development and input and learning environments to achieve the outcomes. The results revealed that students left school because of financial concerns, loss of interest, multiple roles, and health concerns. Their decision to return to school was brought about by having new career goals, major life transitions, an aim for future financial security, changes in job requirements, and fulfillment of educational aspirations. The challenges they experienced while completing their studies were difficulties in fulfilling academic requirements, academic, and school pressure, struggle with multiple roles, and financial difficulty. They were able to overcome their difficulties by having the personal determination to finish college, the desire for social self-esteem, and receiving social support. Their involvement in academic situations includes engagement in academic tasks, academic help-seeking, and social solidarity. Finally, as a result of their involvement, they achieved enhanced professional competence, self-fulfillment, and family pride. Results were discussed with emphasis on the unique features of nontraditional students’ experiences relative to Astin’s I-E-O model.
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| Authors | Ramos, Leila Aguirre |
| Journal | Malay Journal |
| Year | 2022 |
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| Keywords | Keywords not found |
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