Causes for Attrition Among Adult Basic Education Students.

Autor/in	Cramer, Patricia L.
Titel	Causes for Attrition Among Adult Basic Education Students.
Quelle	(1982), (108 Seiten)Verfügbarkeit Masters Thesis, Bowling Green State University
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Academic Persistence; Adult Basic Education; Adult Students; Demography; Dropout Prevention; Dropout Research; Dropouts; Goal Orientation; Rural Areas; Rural Education; Rural Urban Differences; School Holding Power; Socioeconomic Influences; Student Attrition; Student Educational Objectives; Student Motivation + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Demografie; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Zielorientierung; Zielvorstellung; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Stadt-Land-Beziehung; Sozioökonomischer Faktor; Schülerbeurlaubung; Schulische Motivation
Abstract	This study was conducted to determine causes for attrition among students in an Adult Basic Education (A.B.E.) program located in a non-metropolitan area. Dropouts and completers were compared by demographic characteristics and by sources of difficulty (nonschool-related, school-related, and affective) in attending class. In addition, causes for attrition of enrolled to registered dropouts and previous to present educational levels of all participants were compared, and the reputation of the program was ascertained. Based on a review of the literature that indicated, among other things, most studies of A.B.E. students had been conducted in large urban areas, survey questionnaires were designed and mailed to 233 subjects who attended A.B.E. classes between September, 1977, and March, 1981, in a rural area of northwest Ohio. A total of 83 students responded, with 32 of those being students who had completed A.B.E., and 51 of those who had dropped out. Chi-square analysis was used to determine the significance of the data gathered. The results indicated that those who dropped out more often experienced conflicts with job and time of class and felt discouragement and lack of progress. Those who completed more frequently did not find situational barriers to attendance but did express feelings of fear. Significant differences were not found between dropouts and completers in the demographic traits and between registered and enrolled dropouts relative to causes for attrition. No significant relationship between previous and present educational level was established; however, nearly all former students agreed that the program had a favorable reputation. (Author/KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01