The authors of this research intended to study the experiences of traditional and non-traditional college students

The authors of this research intended to study the experiences of traditional and non-traditional college students. The research involved conducting a quantitative study of experiences of the college students in the institutions of higher learning. The research focused on the increasing numbers of the non-traditional students at the universities that needed to be guided on adapting to the change of the learning environment. The study sought to answer numerous research questions, such as the differences between traditional and non-traditional students concerning their goals, motivation, and expectations for their college life. The researchers also strived to establish the student’s cognitive learning levels within different levels of higher education. It also sought to provide an explanation for the non-traditional student’s overall experiences with higher education.
The main ideas presented by the authors in the introduction and literature review sections provided the background information for the research. The authors hypothesized several concepts. Some of the hypotheses were that traditional and non-traditional students had different goals, motivations, and expectations, they had varying cognitive levels upon joining college and that they would have different overall experiences with college life. The main ideas discussed in the literature review included the goals, motivations, and expectations, cognitive levels upon entering higher education, overall experiences with higher education, and learning environments.
The results of the research indicated that due to age difference the college students had varying cognition levels upon entering college. They also had significant differing social expectations but non- significant differences in goals and motivations. The results of the differences in experiences of the traditional and non-traditional students were well interpreted to provide useful insight into the experiences of these different classes of students.
I agree with the author’s interpretation of the results because it clearly distinguishes the significant and non-significant experiences for the traditional and non-traditional students. The ideas presented in this research help me clearly understand the reasons for the provision of different learning environments in colleges to suit the different needs of students. Upon reading this article, I have gained a clear understanding of the different experiences of college students regarding goals, motivations, and expectations.

Bill Carlson