Abstract
Adult education can be defined as adult basic education (ABE), adult literacy, and adult career development. Adult education programmes teach basic core subjects such as mathematics, reading, writing, history, science, and English as a Second Language as well as career-centred information such as resumé writing, interview skills, and college application support. Adult education is currently funded under the Workforce Investment Opportunity Act of 2014 (WIOA), which incorporates the need for training and employment programmes at the local level (Workforce Innovation and Opportunity Act, 2014). Under WIOA, funding is provided for High School Equivalency (HSE) preparation. The GED, HiSET, and TASC are now referred to collectively as the HSE tests and are all aligned with the Common Core State Standards and College and Career Readiness Standards (National Governors Association Center for Best Practices and Council of Chief State School Officers 2010; Brinkley-Etzkorn and Skolits 2014; Pimentel 2013). There are many barriers that adult education students face, including low self-efficacy, an individual’s belief in their own abilities to accomplish a task or achieve a result (Bandura 1977, 1997). Studies have shown that self-efficacy is generally low in adult education student populations (Frankenstein 1984; Jameson and Fusco 2014).
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