Student Attitudes Toward Learning in Post-Secondary Education: Making Learning Fun Again


  • Stephanie D Walker Tennessee Technological University


This study qualitatively explored the specific contexts encompassing the college learning environment, in order to better understand adult student attitudes towards learning and post-secondary education.  Currently, it is believed that there are certain standards in play in regards to college classroom settings, styles of teaching that are often used, and the inner-workings of the student-to-teacher dynamic. A primary objective of this study is to properly utilize students’ current attitudes, in application, to better allow for an overall heightened learning experience in which students find learning fun and engaging. Approximately 10 college-university students (8 female and 2 male), ages 19 to 30 (mean age 23), who were either currently enrolled or had recently graduated, were interviewed via a semi-structured interview guide.  Additionally, two separate observational periods took place that documented examples of current styles of teaching within the overall classroom dynamic.  Interview responses and observation records were later assessed and coded in order to observe if any patterns or predominant themes were repetitive, across both situations that were used in this study.  Guiding research questions and the results are discussed, as well as implications for future research and limitations pertaining to this study.  Lastly, all observed themes from the interviews and observations that were performed are sufficiently grounded in theory, Integrative-Exchange theory, to better allow for the visualization of real-world applicability.

Author Biography

Stephanie D Walker, Tennessee Technological University

Senior undergraduate, Psychology and Sociology Departments.

Psychology & Sociology Dept., Advisor: Dr. Steven Seiler