The Effects of a Closed-Cohort Model of Ged Preparation on Students’ Completion Rates & Dispositions toward Post-secondary Learning

Jeffery Clark Arnott, University of Pennsylvania

Abstract

In this qualitative study, adult students placed in an eight-week, closed-cohort GED preparation program were introduced to blended learning while attending in-person instruction five days a week during the COVID-19 pandemic. Participants had the opportunity to receive their curriculum in a blended format, which provided some convenience for the students. Unlike in most adult education programs, which are open entry in format, these students worked together to take the GED at the same time as a cohort. This study explored the students’ feelings about blended learning, their life challenges, past educational experiences and how the cohort model impacted their ability to complete the GED in a timely manner. Eleven students earned their GED and all but one student passed at least one section of GED by the end of the course. Further, only one student withdrew from the class. Eighteen students participated in individual interviews and a focus group to discuss their experience in the class. Students in the study attributed their success to a highly structured class, live instruction, and positive teacher and peer connections. Findings from this study also helped to restructure the program’s orientation processes, classroom instruction, and career services to better serve the adult education students of the Adult Learning Center of Osceola County, of Kissimmee, FL.

Subject Area

Adult education|Higher education

Recommended Citation

Arnott, Jeffery Clark, "The Effects of a Closed-Cohort Model of Ged Preparation on Students’ Completion Rates & Dispositions toward Post-secondary Learning" (2021). Dissertations available from ProQuest. AAI28864906.
https://repository.upenn.edu/dissertations/AAI28864906

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