Does A Significant Correlation Exist Between Academic Persistence And Dissertation

Does A Significant Correlation Exist Between Academic Persistence And Student Demographics In An Accelerated Adult Education Program At Not A For-Profit Christian Liberal Arts University - Dissertation Example The research includes related literature. According to the authors Becker and Andrew, adult learners encounter several barriers in their quest to achieve an education. They argue that the barriers encountered range from situational, institutional along with the dispositional barriers. They continue to explain that situational barriers occur due to the adults’ situation, which could include his job responsibilities, the lack of ample free time along with their childcare tasks. Institutional barriers are described by the authors as those barriers, which are imposed on the adult learners by the institutions. This could include issues such as sensitivity to their staff members, restrictions on the number of hours they work or the inadequacy of research information. Finally, the authors describe the barriers of disposition as those barriers, which are internal and come about due to feelings of alienation among adults in campuses. Other researchers on the same have suggested that in order for adult learners to overcome the situational barriers that greatly hamper their activities and decrease their enrolments, most campuses have introduced degree programs that are not part of their traditions. These programs are described as those supple programs in which adult learners can enroll. They use techniques such as learning during weekends, distance learning and accelerated methods of delivering their required content to adults who have enrolled for various courses (Holland, 2010). Age and Academic Persistence According to previous research carried out by Adelman (2007), the number of available undergraduates between men and women was roughly equal in the years between 1900 and 1930. The adult male enrolment following the second global war increased due to the enactment of the bill known as GI. Women participation was augmented from 39% to 68% in the years 1959 to the year 2002, and as at 1970, adult men aged from 40 were receiving more degrees when compared to wome n (Adelman, 2008). According to Alderman, the current reason why adult women are enrolling for the educational programs on offer than men is that they had outperformed them during their days in high school. This is in terms of the records they achieve in their tests, scores and their prior preparation for college (Alderman, 2008). The studies finally imply that women aged above 40 years had tremendous gains in the year 1972 when they augmented their achievements in various tests. This greatly helped in reducing the gaps in their knowledge of mathematics and increasing their reading advantages (Baum and Payea, 2009). Because of these improvements and changes in the community’s attitude towards women, their role in marriage and the job place has changed (Adelman, 2007). This has in turn enabled the women to have greater financial freedoms thus motivating the other women around the globe to join colleges despite the fact that they might be older (Baum and Payea, 2009). Creation of programs to cater for the barriers that affect adult learners and their preferred learning styles has been introduced to respond to the problems brought about by the traditional degree programs on aged adults. There is a decline in the number of students joining post high school education and those who fail to complete their education. The number of the students who do not complete their ed