Self-Directed Learning in the GED Classroom: Barriers and Retention

Abstract

Adult education often serves older individuals seeking continued intellectual engagement beyond traditional educational settings. Defined by Houle (1972) as a process whereby individuals seek personal or societal improvement through skill and knowledge acquisition, adult education faces challenges in supporting GED students navigating demographic barriers independently through the learning process. This study addressed the gap in recent research on GED students engaged in classroom self-directed learning. Specifically, it examined the progress of GED students, and their demographic factors such as employment status, participation in government assistance, and incarceration history, in relation to persistence and self-directed learning preferences.

Data from a convenience sample of 876 GED students from a southern state’s community college 2021 program year were analyzed. Findings for the study included being male is associated with having 1.43 greater odds of being in a higher persistence category, and those that identified as being unemployed have 1.99 greater odds for being in a higher persistence category. The study also found that being male provided 1.76 greater odds of participating in in-person learning, and being unemployed provided 1.33 greater odds of choosing digital instruction. Additionally, receiving government assistance did not significantly influence the likelihood of determining self-directed learning method. Previous incarceration status was a significant predictor suggesting that individuals with no history of incarceration have 2.29 greater odds of in-person learning.

This study highlights significant relationships between gender dynamics, incarceration history, persistence patterns, and instructional preferences, emphasizing the complex interplay between demographic barriers and educational outcomes.