THE DEVELOPMENT AND TESTING OF A MODEL SUGGESTING THE USE OF AN OPEN LEARNING PROGRAM FOR ADULT BASIC EDUCATION

The Problem. The research states that Adult Basic Education programs experience high drop-out rates for their adult students due to the daily responsibilities of an adult world as well as sustaining the afflictions of poverty, lack of education, and a lack of experience to cope with society-at-large. Furthermore, the rigid scheduling of Adult Basic Education classes, combined with traditional ineffective instructional methods and a lack of professional standards for the Adult Basic Education program, has also contributed to the high drop-out rate of ABE students. This study has suggested that ABE adopt the broad view that the program become an opportunity for developing the whole person, and for raising students\u27 aspiration levels so they may view themselves in potentially self-generating and contributing roles. This study has attempted to develop an improved program model applying an open learning concept for ABE offering organized learning experiences in vocational, family, citizenship, social and educational skills. Procedures. Using a case study approach, the model was implemented with the participation of nine students, three teachers and two observers involved in community college Adult Basic Education programs in Lincoln, Nebraska. The teachers, students, and observers were personally interviewed regarding their opinions on philosophical, organizational, and structural aspects of the model. Conclusions. In addition to a complete description of the model, these major findings have emerged from the study: (1) The expanded teachers\u27 roles contributed to improving the students\u27 learning environment, educational experiences, and the broadening of their viewpoints. (2) The students\u27 self-assurance was improved because of the opportunity for expressing themselves in group discussion situations. (3) The model provided a wider range of opportunities for the students with its offerings of adviser, seminars, personal tutoring, counseling on academic and career goals, and curriculum flexibility. (4) A more accurate assessment of the students\u27 progress and the students\u27 learning abilities could be made with the model which enabled teachers to work with students in various roles. (5) The test scores of the seven participants who completed the study improved in at least one subject area. The test scores suggest that the model contributed to the students\u27 learning