Adult basic education student persistence: A case study approach in a Saskatchewan context
Notice bibliographique
Résumé
Understanding student persistence in Adult Basic Education (ABE) programs have been insufficiently researched. There has been quite a bit of research on challenges with which many ABE students struggle (i.e., financial, transportation, child-care, etc.), but there are minimal studies completed looking into ABE student persistence whether worldwide, nationally, or provincially. Bowe and Auchinachie’s (2022) study used an assets approach to describe ABE students in Victoria, British Columbia. Prechotko and Kirby (2023) examined northern Saskatchewan ABE student persistence, finding five themes: positive, supportive, personal touch; situational hardships; friendships and community-campus indigeneity; and program resources. Barker et al.’s (2023) study included ABE student persisters from southwestern Saskatchewan and found three themes: external factors, educational experiences, and personal experiences. Holland (2003) determined that prior school experiences, achievement tests, career goals, and external support systems impact ABE student persistence at a southern Saskatchewan ABE provider. None of these studies focused solely on the positive factors of ABE student persistence from the students’ point of view. Because of the lack of research on ABE persistence, I wanted to identify to what successful Adult 12 graduates attributed their persistence. This study focused on understanding the ABE students’ perspective at a particular educational institution in Saskatchewan. In this case study, ABE students’ perspectives on persistence were examined via individual interviews and two interpretation panels. Eleven semi-structured interviews were conducted with participants who had successfully graduated from Adult 12. Afterwards, the researcher followed up with two interpretation panels. From the findings, neither Tinto’s model of student persistence nor Seligman’s (2011) PERMA model for wellbeing fully aligned with participants’ experiences. Pieces of each model aligned, such as motivation, self-efficacy, and positive relationships. The sense of connection and community with others was the dominant theme from this case study. From there, participants were able to grow and learn to overcome adversity and unlock new possibilities. Implications of this investigation for policy and practice include designing, implementing, and evaluating ABE programs. Relationships matter: ABE programs can provide students with support services and opportunities to connect with others. Trauma-informed practices can help to minimize re-traumatization and triggers that can create obstacles to learning. Adult-centered learning environments can provide options for flexibility, support, and connection to others. In terms of implications for further exploration of ABE student persistence, longitudinal quantitative studies could be completed to look at patterns over time or narrative inquiry approaches could be investigated to provide more nuance for the ABE student experience. This research study proposed a model of understanding ABE student persistence showing the interconnectedness between motivation, positive relationships, personal growth, and new possibilities.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,014 | 0,003 |
| Communication savante | 0,004 | 0,002 |
| Science ouverte | 0,003 | 0,005 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».