The barriers to adult participation in learning have been investigated primarily through direct interviews or questionnaires and studying the subject's actions. A third method, not extensively employed but believed to offer valuable insight, is hypothesis testing through experimental design. Three types of barriers, situational, institutional, and dispositional, are identified. The most widely reported dispositional barriers were lower than either the situational or institutional barriers. In contrast to asking the learners, the observational investigative methods have not looked at the broad range of barriers identified by the interview methods.
Cost is the most commonly observed barrier.
Cost is a barrier but its relative importance is variable and depends on the demographics of the individuals. Cost is more important to women, lower income, and those in the 30-40 year old age group. Cross offers an interesting and likely correct observation concerning dispositional barriers. There is a higher level of social acceptability in stating that cost, or other situational or institutional barriers, are reasons for not pursuing adult learning than admitting to dispositional reasons. This probably skews the interview and questionnaire results away from the dispositional and toward the situational and institutional barriers.