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Using a questionnaire and focus group interviews, the research targeted 20 adult learners registered on one township campus and obtained responses from 16 participants. Findings link delayed completion to limited computer and research skills, inadequate internet access, stress, supervision difficulties, and heavy employer workload, and emphasize the lasting impact of apartheid education. Recommendations call for pre-study training and revised degree study durations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-56-issue-3-reasons-for-the-slow-completion-of-masters-and-doctoral-degrees-by-adult-learners-in-a-south-african-township/592485/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-56-issue-3-reasons-for-the-slow-completion-of-masters-and-doctoral-degrees-by-adult-learners-in-a-south-african-township/592485.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s primary goal?","Question",{"text":112,"@type":113},"To investigate the reasons adult learners in a South African township took longer than required to complete their Master’s and Doctoral degrees.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected?",{"text":117,"@type":113},"A questionnaire and focus group interviews were used to collect data from targeted adult learners registered at a township campus.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors contributed most to slow completion?",{"text":121,"@type":113},"Lack of computer and research skills, poor access to the internet, stress, supervision problems, and employer workload were found to contribute significantly.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592485,1792122273,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 56, Number 3, November 2016  \nReasons for the slow completion of Masters and Doctoral degrees by adult learners in a South African township.  \nMasilonyana Motseke University of South Africa  \nThe aim of the study was to investigate the reasons why adult learners took longer than required to complete their Master’s and Doctoral degrees. A questionnaire and focus group interviews were used to collect data. Twenty adult learners who registered for the Master’sand Doctoral degrees at one township campus of a university were targeted, and 16 responded. All 16 participants lived in the townships, and obtained their primary, secondary and tertiary education from the township schools. It was found that the lack of computer skills, poor research skills, inadequate access to the internet, stress, supervision problems, as well as employer’s workload contributed enormously to the adult learners’ inability to complete their studies within the prescribed period. The study also highlighted the impact of apartheid education on adult learners at postgraduate level. The apartheid education system, which was characterised by poor education provision, played a major role in the slow completion of Masters and Doctoral degrees by the African adult learners. It is recommended that African adult learners who enroll for Masters or Doctoral  \nReasons for the slow competition of Masters and Doctoral degrees by adult learners in South African township 425  \ndegrees should do training in research approaches, computer skills, information search and stress management prior to their study. The study duration for both the Masters and Doctoral degrees also need to be reviewed, especially for adult learners or students who obtained their education from the township schools.  \nKeywords: Slow completion, African adult learners, Master’s and Doctoral degrees.  \nIntroduction  \nThe aim of this study was to investigate reasons why the adult learners took longer than required to complete their Master’s and Doctoral degrees at a township campus of a university in South Africa. The specific research question which this study intended to answer was:  \n“Why African adult learners from disadvantaged backgrounds took longer than required to complete their Master’s and Doctoral degrees?”  \nAt the particular university, and at most universities in South Africa, the minimum duration for the Master’s degree is one year full-time and two years continuous part-time; and no candidate should register for the Master’s degree for a period longer than four years – except with the special permission of the Senate. For the Doctoral degree the minimum duration is two years full-time and three years continuous part-time; and no candidate should register for the Doctoral degree for a period longer than five years – except with the special permission of the Senate. However, the adult learners who participated in this study did not adhere to the stipulated durations, since most of them were registered for the Master’s and Doctoral degrees for between five and seven years without completing these degrees.  \nLiterature study  \nThe research into Master’s and Doctoral studies has demonstrated an array of potential impediments to candidate progress, with the possibilities of either delayed completion or attrition. Attrition differs from country to country, with some countries reporting up to 85%, while in some countries more than a third of all students of Master’s  \n426 Masilonyana Motseke  \nand Doctoral programmes drop out within the first year (Cantwell, Scevak, Bourke, Holbrook, 2012; Essa, 2011). The situation may be more intricate for adult learners, due to the complex nature of their circumstances. Richardson (2013) states that adult learners require much higher levels of motivation in order to start and complete a learning programme, as compared to younger students. Many adult learners view the research process in the Master’s and Doctoral progr","cbCaifPxjkYbXVMz","https://ap.wps.com/l/cbCaifPxjkYbXVMz","pdf",218337,18,"English","# Introduction\n# Literature Study\n# Methods and Data Collection\n# Findings and Discussion\n# Recommendations","[{\"question\":\"What was the study’s primary goal?\",\"answer\":\"To investigate the reasons adult learners in a South African township took longer than required to complete their Master’s and Doctoral degrees.\"},{\"question\":\"How were the data collected?\",\"answer\":\"A questionnaire and focus group interviews were used to collect data from targeted adult learners registered at a township campus.\"},{\"question\":\"What factors contributed most to slow completion?\",\"answer\":\"Lack of computer and research skills, poor access to the internet, stress, supervision problems, and employer workload were found to contribute significantly.\"}]","Australian Journal of Adult Learning - Volume 56 - Issue 3 - Reasons for the Slow Completion of Master’s and Doctoral Degrees by Adult Learners in a South African Township | PDF",1792074682,45]