Perspectives among Successful Adult Learners in Two Diploma Completion Programs.

Perspectives Among Successful Adult Learners in Two Diploma Completion Programs by Cheryl A. Rice MBA, Oklahoma City University, 1999 BA, University of Kentucky, 1981 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education – Specialization in Community College Leadership Walden University November 2018 Abstract More than 24,000 U.S. high school students drop out each year, contributing to the approximate 1.1 million U.S. adults who have not earned the high school diploma or General Education Development. This failure in educational attainment contributes significantly to the lack of economic and workforce development opportunities as well as the standard of living for more than 10% of the statewide population of a midwestern state. In response to this problem, the state entered into model programming in 2015 with 2 new approaches for adult education to diploma programs. The purpose of this basic qualitative interpretive research study was to better understand the experiences of 9 adult learners who successfully completed 1 of 2 high school diploma completion programs. The conceptual framework for this study integrated the learning theory perspectives of Bruner and Bandura and the aspects of lifelong learning and its influence on the motivations and values of the adult learner. The codes and themes that emerged from the analysis of the interview process were the participants’ connection to the program, extrinsic and intrinsic motivations, challenges that were experienced through the program, strategies for success that fostered the completion process, suggestions for program improvements, and the advice the participants would give to prospective students who are considering an adult diploma option. These results may contribute to a better understanding of success factors for adult students enrolled in diploma completion programs and support positive change and program effectiveness in the future.More than 24,000 U.S. high school students drop out each year, contributing to the approximate 1.1 million U.S. adults who have not earned the high school diploma or General Education Development. This failure in educational attainment contributes significantly to the lack of economic and workforce development opportunities as well as the standard of living for more than 10% of the statewide population of a midwestern state. In response to this problem, the state entered into model programming in 2015 with 2 new approaches for adult education to diploma programs. The purpose of this basic qualitative interpretive research study was to better understand the experiences of 9 adult learners who successfully completed 1 of 2 high school diploma completion programs. The conceptual framework for this study integrated the learning theory perspectives of Bruner and Bandura and the aspects of lifelong learning and its influence on the motivations and values of the adult learner. The codes and themes that emerged from the analysis of the interview process were the participants’ connection to the program, extrinsic and intrinsic motivations, challenges that were experienced through the program, strategies for success that fostered the completion process, suggestions for program improvements, and the advice the participants would give to prospective students who are considering an adult diploma option. These results may contribute to a better understanding of success factors for adult students enrolled in diploma completion programs and support positive change and program effectiveness in the future. Perspectives Among Successful Adult Learners in Two Diploma Completion Programs by Cheryl A. Rice MBA, Oklahoma City University, 1999 BA, University of Kentucky, 1981 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education – Specialization in Community College Leadership Walden University November 2018 Dedication I dedicate this dissertation to my husband. You have supported me, given me strength, and helped me take each step down this road less traveled. You lifted me up with your words of encouragement, you kept my spirit alive when I was in doubt, and you helped me with your sweet reminders of the why when I started to forget. I thank you for your love and support, as we did this together. I also want to thank all of my family and friends who have continued to cheer me on during this experience and believed in me in the most loving and caring way. You too gave me strength as to keep my focus on the end in mind. My sincere thanks to all of you for always being by my side through this incredible journey. Acknowledgments First, I want to share my sincere gratefulness to the Lord above for his love and support through this educational experience. I want to thank Dr. Alice Eichholz for her sincere guidance, support, and advisement as my chair and mentor through this dissertation process. Dr. Eichholz provided feedback on my work that was always supportive, she encouraged me with every conversation, and helped me to find focus with the research while moving me forward at each step. Additionally, my thanks to Dr. Laura Weidner, as my methodologist, I appreciated her kind coaching and advice that helped me continue to understand the core principles for effective communication of the research. My thanks also to Dr. Dimitrios Vlachopoulos, University Research Reviewer, for his support and guidance with the research review and providing insight into this body of work. Lastly, I want to thank the participants in this study for their courage to share their experiences and all of their accomplishments. This dissertation is truly in support of their success.