Date
9-9-2022
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Sarah J. Pannone
Keywords
homeschooling, homeschool, home education, high school, educational plan
Disciplines
Education
Recommended Citation
MacConney, Melissa Lyn, "Experiences of Homeschool High School Students in the Development of Their Educational Plan: A Transcendental Phenomenological Study" (2022). Doctoral Dissertations and Projects. 3848.
https://digitalcommons.liberty.edu/doctoral/3848
Abstract
The purpose of this qualitative, transcendental phenomenological study was to describe the experiences of homeschool high school students in Georgia in the development of their educational plan of study. The theory guiding this study was Vygotsky’s sociocultural theory as it relates to learning and development and the interaction of the learner with the environment. Ten participants were identified from the Local Homeschool Association which serves families in 13 counties in the state of Georgia. The study sought to answer this central research question: What are the experiences of homeschool high school students in Georgia in the development of their educational plan of study? Sub-questions included: (a) What are the experiences of homeschool high school students in the development of their academic educational plan of study and their role in course selection? (b) What are the experiences of homeschool high school students in the process of choosing settings for learning academic content and their role in this process? (c) What are the experiences of homeschool high school students related to the impact of co-curricular and extra-curricular activities as part of their educational plan and their role in choosing these activities? Data collection involved questionnaires, individual interviews, and physical artifacts. Data were analyzed using the modified Stevick-Colaizzi-Keen method described by Moustakas, and five themes emerged through the data analysis process: abundant academic options, individualized and customized instruction, development of life skills, family relationships and values, and significant social opportunities. A discussion regarding implications of findings as well as recommendations for policy, practice, and future research were provided.
