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The problem with which this study is concerned is assessing the relationship between the expressed needs of adult community college students and their needs as perceived by selected faculty members and student services staff members at a metropolitan community college. The population of the study was 201 adult students and 77 faculty and student services staff members who took the Adult Learner Needs Assessment Survey, a publication of the American College Testing Program. The data results were analyzed statistically using one-way analysis of variance and the Scheffé multiple comparison procedure. Data were considered statistically significant at the .01 level on all eight hypotheses. Based on the data findings, the following conclusions appear to be warranted. 1. The Adult Learner Needs Assessment Survey seems to provide useful needs assessment information in a convenient format for large scale research. 2. The instrument seems to provide a useful tool for gathering data on the perceptions of the needs of adult learners from community college employees. 3. Both faculty and student services staff groups seem to perceive adult students as needing more assistance with educational and personal needs than is reported by adult students. 4. Both faculty and student services staff groups perceptions of the needs of adult learners, when compared to the needs reported by adult students, appear to be less accurate for those needs for which a lesser degree of assistance is needed and more accurate for those needs for which a greater degree of assistance is needed. 5. The perceptions of the needs of adult learners by both faculty and student services staff groups appear notably similar. 6. This research, using a more rigorous level of significance, validates the general findings of similar research. 7. The research methodology and the use of analysis of variance and Scheffé test as statistical procedures proved to be useful in comparing perceptions of adult learner needs by faculty and student services staff groups to the stated needs of adult students.

Based on the American philosopher John Dewey's (1859–1952) theoretical framework linked to the role of democracy in education, the purpose of this qualitative study is to explore the role of democracy in the contemporary leisure center, which, according to the current curriculum, should be based on students' experiences, interests and needs. Through interviews and observations, the study describes the educators 'perspectives and work with democracy, as well as how the students' experiences, interests and needs are mapped and manifested in the activities.   The study shows, in accordance with Dewey's idea of ​​the collaborative experience, that the educators value the students' democratic rights, but that in the end it is up to the educators how it is put into practice. This action may be partly due to the content of the curriculum, and partly due to students needing guidance and direction in discovering new phenomena. Opportunity for democratic participation exists for the students, even if it is associated with challenges, such as them themselves denying the opportunities. Furthermore, the study shows that students' needs, interests and experiences are mapped through observation and conversations with the students, but that there is a lack of systematic work on this and that the result is thus uncertain. Furthermore, the study shows that students' interests, needs and interests need to be clear and easy to discover to be noticed by the educators. Students who do not express or show signs of what their interests, needs and experiences risk being either exposed to pressure or being completely missed on the grounds that the educators do not have the opportunity to make them visible. / Med utgångspunkt i den amerikanske filosofen John Deweys (1859–1952) teoretiska ramverk kopplat till demokratins roll inom utbildning är syftet med denna kvalitativa studie att utforska demokratins roll i det samtida fritidshemmet, vilken, enligt rådande läroplan, ska utgå från elevers erfarenheter, intressen och behov. Genom intervjuer och observationer redogör studien för pedagogernas perspektiv och arbete med demokrati samt hur elevernas erfarenheter, intressen och behov kartläggs och manifesterar sig i verksamheten.     Studien visar, i enlighet med Deweys idé om den samverkande erfarenheten, att pedagogerna värdesätter elevernas demokratiska rättigheter men att det i slutändan är upp till pedagogerna hur det omsätts i praktiken. Detta agerande kan dels bero på läroplansinnehållet, dels utifrån att eleverna kan behöva styrning och riktning i att upptäcka nya företeelser. Möjlighet till demokratiskt deltagande finns för eleverna även om det är förknippat med flertalet utmaningar, så som att de själva avböjer möjligheterna. Vidare visar studien att elevers behov, intressen och erfarenheter kartläggs genom observation och samtal med eleverna, men att det saknas ett systematiskt arbete kring detta och att resultatet därmed är osäkert. Studien synliggör vidare att elevers intressen, behov och intressen erfarenheter behöver vara tydliga och lätta att upptäcka för att uppmärksammas av pedagogerna. Elever som inte uttrycker eller visar tecken på vad deras intressen, behov och erfarenheter består av riskerar att antingen bli utsatta för påtryckningar eller att missas helt utifrån att pedagogerna inte har möjlighet att synliggöra dem.

The purpose of this study is to investigate students’ self-esteem regarding the subject of mathematics and what affects their motivation in the subject. The applied method in this study is a survey that generated both quantitative and qualitative data. The basis of the survey and the analysis is the self-efficacy theory and the self-determination theory. The results of my study indicates that the students’ need for competence, togetherness and autonomy are not met to the degree that allows them to feel motivation in the subject of matematics. The result can also be interpreted as that students’ self-esteem is relatively low and in these cases has a negative impact on the students’ motivation in the subject. In order for us teachers to be able to further motivate students in the subject of matematics we have to ensure that these needs are fulfilled and that we help them to increase their self-esteem in the subject. / Studiens syfte är att undersöka hur elevers självkänsla ser ut i ämnet matematik och vad som kan påverka elevers motivation i samma ämne. Studiens undersökningsmetod är en enkät som genererat både kvanitativ- och kvalitativ data. Till grund för enkäten och dess analys ligger self-efficacy teorin och självbestämmandeteorin. Resultatet från min studie indikerar att elevers behov av kompetens, samhörighet och autonomi inte är uppfyllda till den grad som låter dem känna motivation i ämnet matematik. Resultatet kan också tolkas som att elevers självkänsla är relativt låg och påverkar i dessa fall elevers motivation negativt i ämnet. För att vi ska kunna få fler motiverade elever i ämnet matematik behöver vi lärare se till att dessa behov är uppfyllda hos eleverna och att vi hjälper dem att höja deras självkänsla i ämnet.

In this study, research was conducted on the information needs of Unisa students. Most distance students do not personally visit the library, which makes it difficult for librarians to determine whether or not they are meeting their needs. The library plays an important support role in any university, especially in the open distance learning context. It is therefore important for librarians serving distance learners to continually evaluate their services in order to see if they are still meeting their client’s needs. The aim of this study was to determine if students are aware of the library services to which they are entitled, and if the library is successfully reaching and assisting remote students, and how its services can be improved. Questionnaires were posted to students, and interviews were conducted with on-campus students and staff. Chapter 1 covers the orientation and background to the study. Chapter 2 discusses the research methods used to collect information. In Chapter 3, the library needs of distance learners were discussed, while Chapter 4 presented a discussion of the findings drawn from the questionnaires and interviews, and Chapter 5 makes recommendations based upon these findings. It was found that some of the students surveyed were not aware of their library privileges. It is recommended that the Unisa library employ better strategies to market the library services available to students. Furthermore, the library needs to find better ways to reach out to remote students who have no access to information and communications technology upon which the modern library is so reliant.

In this study, research was conducted on the information needs of Unisa students. Most distance students do not personally visit the library, which makes it difficult for librarians to determine whether or not they are meeting their needs. The library plays an important support role in any university, especially in the open distance learning context. It is therefore important for librarians serving distance learners to continually evaluate their services in order to see if they are still meeting their client’s needs. The aim of this study was to determine if students are aware of the library services to which they are entitled, and if the library is successfully reaching and assisting remote students, and how its services can be improved. Questionnaires were posted to students, and interviews were conducted with on-campus students and staff. Chapter 1 covers the orientation and background to the study. Chapter 2 discusses the research methods used to collect information. In Chapter 3, the library needs of distance learners were discussed, while Chapter 4 presented a discussion of the findings drawn from the questionnaires and interviews, and Chapter 5 makes recommendations based upon these findings. It was found that some of the students surveyed were not aware of their library privileges. It is recommended that the Unisa library employ better strategies to market the library services available to students. Furthermore, the library needs to find better ways to reach out to remote students who have no access to information and communications technology upon which the modern library is so reliant.

For many years, community colleges that chose to offer community college baccalaureate (CCB) programs were looked upon in a negative light (Rice, 2015). However, as the need for specialized baccalaureates within specific fields and job markets have continued to grow (McKee, 2005), CCB programs are becoming more widely accepted throughout the United States. In spite of this paradigm shift, Mississippi is one of the remaining states that have not embraced the idea of CCB programs, in spite of its statistical deficiency in regards to baccalaureate degree holding citizens (Williams, 2010). The focus of this study was to explore the perceptions of community college administrators in Mississippi with regards to the influence of CCB programs to the community college mission of institutions in their state. This study indicates that administrators in Mississippi recognize the benefits of offering CCB programs, but do not want CCB programs to take away from the well-established statewide higher education system through mission creep. Many of the strong position statements received overwhelmingly neutral responses. In contrast, Administrators who chose to give their opinion indicated that they are not familiar with how CCB programs are implemented, and do not believe that Mississippi is ready for CCB programs across the state. However, respondents felt that the community college mission is always evolving, should meet students’ needs, and varies from location to location. The findings also show that administrators are favorable to the piloting of CCB programs at a few (1-2) institutions, even though they believe the programs will take funding away from current programs and do not want community colleges evolving into 4-year institutions. The study also concludes that there is a significant difference between institution size and survey questions #18 and #20. There is also a significant difference between length of time in the community college sector and survey questions #15, #17, and #18.