PERCEPTIONS OF ACADEMIC ABILITY AND THE ROLE OF SUPPORTIVE LEARNING ENVIRONMENTS: AN ACTION RESEARCH STUDY INSIDE THE GED CLASSROOM

Abstract

High school dropouts often reenter education with limited academic support and prior negative schooling experiences that undermine confidence and persistence. Adult Basic Education (ABE) and General Educational Development (GED) programs provide critical pathways forward, yet many learners continue to face challenges related to academic self-efficacy and engagement. This qualitative study examined how theory-informed instruction grounded in cognitive learning theory and challenge and support theory shaped the academic experiences of GED students in an ABE program at a rural community college. Data from student interviews, classroom observations, and instructor interviews indicate that students entered the program with resilient self-beliefs despite past challenges and that participation in a supportive yet challenging learning environment reinforced confidence, engagement, and future educational aspirations. While students experienced the intervention as seamlessly integrated into the broader GED program, instructors described it as strengthening intentional, learner-centered instruction and reinforcing their professional identities. Together, these findings suggest that theory-informed instruction adds meaningful value by enhancing both student academic self-concept and instructional practice within adult education settings.