Dissertation/Thesis Abstract

Identifying the factors that influenced adult students in persisting to earn the ged credential
by May-Varas, Sam, Ed.D., Lewis and Clark College, 2015, 102; 3704279
Abstract (Summary)

This qualitative study focused on documenting the stories of adult General Educational Development (GED) students enrolled in a GED preparation program. The study addressed the following question: What factors contribute to the success of adult GED test takers earning the credential? Using Mezirow’s (2009) transformative learning theory, the study documented the stories of six adult students. Semi-structured interviews and a focus group were utilized to collect data. The data were analyzed and the themes of relationships and extrinsic motivation/future goals emerged as important factors in students earning the credential. The students in this study experienced disorienting dilemmas and critically reflected after engaging in dialogue with fellow students, instructors, and family members and friends. These factors contributed to the adult students earning the GED.

Indexing (document details)
Advisor: Pedersen, Laura
Commitee: Garcia, Angelica, Sanders, Karen
School: Lewis and Clark College
Department: Education
School Location: United States -- Oregon
Source: DAI-A 76/10(E), Dissertation Abstracts International
Subjects: Adult education
Publication Number: 3704279
ISBN: 978-1-321-76571-7
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