Content Analysis of Focus Group Data
RESEARCH
Understanding the Experiences of Adult Learners: Content Analysis of Focus Group Data
Jeff Zacharakis, Marie Steichen, and Gabriela Diaz de Sabates, Kansas State University Dianne Glass, Kansas Board of Regents
ABSTRACT In this qualitative research study, we sought to better understand the experiences of adult learners in adult education centers. We conducted eight focus groups with 104 adult education students from 25 adult learning centers. Five groups were made up of English-speaking ABE students; learners in the three ESL groups spoke Spanish. We used an iterative content analysis method. Strategic Analysis of Representations Approach (SARA), to explore data gathered from the tocus groups. Six themes emerged: empowerment/ agency/energy, exigence, personal barriers, program challenges, program strengths, and self-perception. This research adds to and supports the growing body of knowledge on the role of adult learning in the lives of adult learners. It also can inform development of programmatic and strategic changes in individual adult learning centers to increase student retention, persistence, and success.
by being "mindful of life" (Freeman, 1993, p. 3); and a content analysis approach with sufficient complexity to contextualize this intent. This content analysis method adds and provides support to the growing bodies of knowledge on adult education and qualitative research methods. Our research questions were: (a) Why do participants attend adult education classesi" (b) What elements of the program do the participants believe promote success? (c) What are the barriers to their participation and success? and (d) How might their adult education programs be improved? Adult learners participated in the focus groups as key stakeholders and expert panelists (Chioncel, Van Der Veen, Wildemeersch, ôC Jarvis, 2003) with local knowledge relevant to these questions.
LITERATURE ON ABE AND ESL LEARNERS INTRODUCTION
Adult education has developed
Understanding the Experiences of Adult Learners: Content Analysis of Focus Group Data
Jeff Zacharakis, Marie Steichen, and Gabriela Diaz de Sabates, Kansas State University Dianne Glass, Kansas Board of Regents
ABSTRACT In this qualitative research study, we sought to better understand the experiences of adult learners in adult education centers. We conducted eight focus groups with 104 adult education students from 25 adult learning centers. Five groups were made up of English-speaking ABE students; learners in the three ESL groups spoke Spanish. We used an iterative content analysis method. Strategic Analysis of Representations Approach (SARA), to explore data gathered from the tocus groups. Six themes emerged: empowerment/ agency/energy, exigence, personal barriers, program challenges, program strengths, and self-perception. This research adds to and supports the growing body of knowledge on the role of adult learning in the lives of adult learners. It also can inform development of programmatic and strategic changes in individual adult learning centers to increase student retention, persistence, and success.
by being "mindful of life" (Freeman, 1993, p. 3); and a content analysis approach with sufficient complexity to contextualize this intent. This content analysis method adds and provides support to the growing bodies of knowledge on adult education and qualitative research methods. Our research questions were: (a) Why do participants attend adult education classesi" (b) What elements of the program do the participants believe promote success? (c) What are the barriers to their participation and success? and (d) How might their adult education programs be improved? Adult learners participated in the focus groups as key stakeholders and expert panelists (Chioncel, Van Der Veen, Wildemeersch, ôC Jarvis, 2003) with local knowledge relevant to these questions.
LITERATURE ON ABE AND ESL LEARNERS INTRODUCTION
Adult education has developed
References: COABE VAACE National Conference April 1 0 - 1 3 , 2012 • N o r f o l k , VA