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ERIC Number: ED545582
Record Type: Non-Journal
Publication Date: 2012
Pages: 175
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-7775-7
Perceptions of College Readiness and Social Capital of GED Completers in Entry-Level College Courses
Lott, Donalyn Leufroy
ProQuest LLC, Ph.D. Dissertation, University of New Orleans
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 (n = 321), 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. 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High School Equivalency Programs; High Schools; Adult Education; Secondary Education; Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana
Identifiers - Assessments and Surveys: General Educational Development Tests