Perceptions of College Readiness and Social Capital of GED completers in entry-level college courses

<p><strong>Abstract</strong></p> <p>Examining the efficacy of literacy improvement, general education development (GED) completion, and GED completers’ perceptions of college readiness and social capital was the purpose of this study. The participant sample (<em>n=321</em>), derived from the target population (N=1050), consisted of former participants of Adult Literacy Education (ALE)/GED programs in the Greater New Orleans area (GNO), who have earned the GED credential, and, are currently enrolled in entry-level courses at two community colleges in Southeast Louisiana; specifically, in Orleans and St. Bernard parishes. The study was framed by the social capital theoretical perspective.</p> <p>The study used quantitative methodology, with a descriptive, cross-sectional research design. Specific quantitative analyses were employed including; descriptive statistics which were used to characterize the sample and to describe the features of the data; preliminary analysis using principal axis factoring (PAF), to determine survey items that cluster together and to identify relevant factors that influence perceptions of college readiness and social capital; Cronbach’s alpha, to test internal consistency and reliability of the survey instrument; regression analysis, to investigate the relationships between GED completers’ perceptions of college readiness and social capital and their literacy level; and finally, a one-way ANOVA, to compare the means of groups within literacy levels. Using a researcher-created survey instrument with a Likert scale rating of 1-4, perceptions of college readiness and social capital of GED completers were assessed. A field test of 10 participants and an expert panel review ensured validity and reliability of the instrument. The results of this study could serve as a framework for strategic planning of ALE/GED programs, ALE/GED curriculum alignment with high school content and entry-level introductory or developmental college courses, and post-secondary (community college) recruitment endeavors.</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership, Counseling, and Foundations

Year

2012

Author dc:creator

• Lott, Donalyn L.

Contributors dc:contributor

• Dr. Marietta DelFavero (deceased)
• Dr. Tammie Causey-Konate`
• Dr. Amy Clare Thoreson

• community involvement
• functionally illiterate
• human capital
• life-long learning
• literacy
• Adult and Continuing Education Administration
• Adult and Continuing Education and Teaching
• Community College Education Administration
• Community College Leadership
• Curriculum and Instruction
• Higher Education Administration
• Other Education
• Other Educational Administration and Supervision
• Other Teacher Education and Professional Development
• Secondary Education and Teaching

Repository record dc:identifier

https://scholarworks.uno.edu/td/1460

OAI identifier oai:identifier

oai:scholarworks.uno.edu:td-2461