Date

6-2015

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Gary Kuhne

Keywords

Academic Performance, Adult Learner, Grade Point Average, LASSI, Traditional Learner, Vocational Education

Disciplines

Adult and Continuing Education and Teaching | Education | Educational Assessment, Evaluation, and Research | Educational Methods

Abstract

Vocational education has gained support and endorsement from the Obama Administration as a way to advance the American public in economic and social prosperity in this coming age. Time and resources are crucial as traditional and adult learners seek the skills they need for competitive employment. The purpose of this quantitative study was to examine the predictive relationship between learning and study strategies and academic performance (GPA) among first semester vocational adult learners and vocational traditional learners. The participants for this study were selected from a convenience sample of vocational college students at a northwestern, rural, four-year college with an academic and vocational division. The sample included traditional learners, students between the age of 18 to 24 years-old and adult learners who completed the Learning and Study Strategies Inventory (LASSI) during Spring 2013, Fall 2013, Spring 2014, and Fall 2014 vocational student success enrollment interviews. Adult learners included students who were 25 and older, and younger students who had adult responsibilities such as full-time employment or dependents. LASSI subscale scores were matched with corresponding first semester cumulative grades and demographics. Two multiple regression analyses were conducted on the predictive relationship between subscales of the LASSI and GPA for Vocational Adult Learners and Vocational Traditional Learners. As a result, it was identified that there were no predictive relationships between subscales of the LASSI and GPA for Vocational Adult Learners or Vocational Traditional Learners. This study failed to reject both null hypotheses.