Adult basic education student persistence: A case study approach in a Saskatchewan context

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.

Name thesis:degree_name

Doctor of Philosophy (Ph.D.)

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Educational Administration

Grantor

University of Saskatchewan

Year dc:date.issued

2024

Author dc:creator

• Olson, Reagan

Advisor dc:contributor.advisor

• Squires, Vicki

Committee members dc:contributor.committeemember

• Cottrell, Michael
• Morrison, Dirk
• Koole, Marguerite
• Ragoonaden, Karen

• persistence
• well-being
• adult learning
• PSE persistence
• ABE
• literacy
• trauma-informed and student-centered adult education

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10388/15804

OAI identifier oai:identifier

oai:harvest.usask.ca:10388/15804