Lifelong learners are those highly motivated to pursue acquiring skills and values in a formal and informal setting who signified varied personal, socio-economic, and other worthy causes and declared intentions to pursue a college degree of their choice. This descriptive-qualitative research analyzed the profile of students who took the entrance examination at a State University. The study used thematic analysis to analyze the reasons why lifelong learners decided to enroll in college during the K-12 transition period, which showed inferred themes and categories from the created codes.
The study found that lifelong learners predominantly belonged to age ranging from 17-20, single, Roman Catholic and graduated from public schools. Themes ranged from self, urgency of going back to school, valuing, and cost and categories cited were beliefs, personal characteristic, attainment value, utility value, sense of time and preparation needed for schooling. Lifelong learners’ beliefs are sources of motivation; they think that going back to school can help realize their dreams and goals; they feel the urgency to enroll in college for they think that time is running out on them due to the implementation of K to 12 curriculum; attainment valuing is emphasized on the benefits that they will gain when they finish their course such as credentials and eligibility as well as prestige and recognition; and they said that they have that career maturity to pursue what they like and that they have financial stability.
Juanita Pascua, Nueva Vizcaya State University, Philippines
Josefina Sana, Nueva Vizcaya State University, Philippines
Jacqueline Iglesias, Nueva Vizcaya State University, Philippines
Vilchor Perdido, Nueva Vizcaya State University, Philippines
Jane Navalta, Nueva Vizcaya State University, Philippines
Cherry Ann Navalta, Nueva Vizcaya State University, Philippines
Stream: Psychology & Social Psychology
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