# A Mixed-Method Analytical Cross-Sectional Research on Participation-Centered Learning Behaviors for Adolescent and Adult Learners Utilizing a Validated Learning Behavior Questionnaire

## TL;DR

This study compares learning behaviors between adolescents and adults using a validated questionnaire and finds adults score higher in participation-centered learning.

## Contribution

A validated learning behavior questionnaire was used to analyze and compare participation-centered learning behaviors in adolescents and adults.

## Key findings

- Adult learners showed significantly higher mean scores in participation-centered learning behaviors than adolescents.
- Qualitative findings from focus groups aligned with the quantitative questionnaire results.
- The study provides a self-monitoring checklist to help learners develop better learning habits.

## Abstract

Background

In their academic lives, students progress from the stage of primary learning to the stage of adolescent learning and then to the stage of adult learning. At every step of learning, learners display particular learning habits, which must be mapped out to maximize learning.

Objectives

The objective of the present study is the evaluation of the participation-centered learning behaviors among adolescent and adult learners employing a validated learning behavior questionnaire.

Material and methods

This was a cross-sectional research. A total of 944 participants were in the study, including 456 adolescents from English-medium schools (aged 11 to 16) and 488 adults from a health professional institute ( aged 18 to 23 years). The validated learning behavior questionnaire, which study participants rated on a scale of 0, 1, and 2, served as the quantitative component. The focus group discussion that was held for a group of adult and teenage students comprised the study's qualitative component. Using STATA-14 software (StataCorp, College Station, United States), all of the responses were tallied and statistically examined.

Results

The mean scores of participation-centered learning behaviors were significantly higher in adult learners than in teenage learners. The findings of the qualitative component analyzed were consistent with the findings of the learning behavior questionnaire analysis.

Conclusion

The study's self-monitoring checklist may aid in the evaluation of learning behaviors and make it simpler for adult and adolescent learners to establish excellent learning habits.