Findings of the study indicate that the adult learners prefer ‘personalizing instruction’ (the extent to which an instructor
employs a number of techniques that personalize learning to meet students needs, emphasizing cooperation rather than
competition) factor at a high level (m=3.67). Analysis of the items of the factor shows that the adult learners do not favor
lectures as the primary teaching method and when lecturers encourage competition among the students. Whereas teaching practice like using different educational tool with different group of students is favored by adult learners at a moderate level. Adult learners are also found to favor moderately when lecturers allow students with special needs more time to complete activities, use different teaching techniques depending on the students, let each student work at his/her own pace to learn a new concept, match instructional objectives to the individual needs and use students motives for participating to be the major determinant to plan. These results are shown in Table 2.