This study examined the influence of perceived transfer of learning on student engagement, completion rates, and attendance hours of high school equivalency (HSE) students within a Wicked Problems Framework. Local research had shown that over 30% of HSE students stopped attending HSE classes prior to completing 40 instructional hours, and many students cited a lack of relevant, “real-world” application, and the need to pursue employment as the two most common reasons that they stopped attending.
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- Partial requirement for: Ed.D., Arizona State University, 2018Note typethesis
- Includes bibliographical references (pages 114-119)Note typebibliography
- Field of study: Leadership and innovation