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Impact of Learning Strategy Training on Independent Problem-Solving among Adult Learners

Abstract

Independent problem-solving is an important learning ability that enables adult learners to identify problems, analyse available information, consider possible solutions, and make appropriate decisions without depending entirely on others. Learning strategy training involves providing learners with systematic approaches for planning, monitoring, and evaluating their learning and problem-solving activities. However, some adult learners may experience difficulties when faced with problems that require them to apply knowledge independently. This study therefore aims to examine the impact of learning strategy training on independent problem-solving among adult learners. Learning strategy training exposes learners to practical approaches for managing learning tasks and approaching problems systematically. These strategies may include identifying the nature of a problem, breaking complex tasks into manageable parts, selecting appropriate information, considering alternative solutions, monitoring progress, and evaluating outcomes. Through guided practice, learners can develop more organized approaches to dealing with unfamiliar tasks and challenges. Regular application of these strategies may encourage learners to become more deliberate and systematic in their problem-solving activities. Independent problem-solving refers to the ability of learners to identify, analyse, and resolve problems using available knowledge and resources without excessive dependence on assistance from others. It involves defining problems, examining relevant information, generating possible solutions, selecting appropriate responses, and evaluating the effectiveness of the chosen solution. Learning strategy training is expected to influence this ability by equipping adult learners with structured approaches that can guide them through different stages of problem-solving. The study will adopt a quasi-experimental research design. The population will consist of adult learners enrolled in selected adult education programmes, from which an appropriate sample will be selected. Data will be collected using a problem-solving assessment administered before and after exposure to learning strategy training. The data obtained will be analysed using appropriate descriptive and inferential statistical techniques to determine the impact of learning strategy training on independent problem-solving among adult learners. The study is expected to establish that adult learners exposed to learning strategy training demonstrate improved independent problem-solving abilities compared with their performance before the intervention. The findings are expected to show improvements in identifying problems, analysing relevant information, considering possible solutions, selecting appropriate responses, and evaluating outcomes. This would suggest that systematic learning strategy training can contribute positively to adults’ ability to approach problems independently. The findings will have implications for teaching and learning in adult education programmes. Adult education instructors may incorporate learning strategy activities that require learners to analyse practical situations, develop possible solutions, and evaluate their decisions. Such activities can provide learners with opportunities to apply structured strategies to real-life and educational problems while gradually reducing their dependence on direct assistance. Adult learners, adult education instructors, programme coordinators, curriculum developers, and educational administrators are expected to benefit from the findings. Adult learners may develop stronger abilities to approach problems systematically and confidently, while instructors may gain practical methods for promoting independent problem-solving. Programme coordinators and curriculum developers may also use the findings to strengthen learning-strategy components within adult education programmes. The study recommends that adult education programmes should incorporate structured learning strategy training into learning activities that involve practical problem-solving. Instructors should provide learners with regular opportunities to identify problems, analyse information, develop alternatives, make decisions, and evaluate solutions independently. It is concluded that learning strategy training has the potential to improve independent problem-solving among adult learners and promote more effective and self-reliant learning practices.

Keywords: Learning strategy training, independent problem-solving, adult learners, adult education, problem-solving skills, learning strategies, decision-making, analytical skills, critical thinking, solution generation, problem analysis, learning autonomy, self-reliance, practical learning, independent learning