TDNet Discover

The purpose of this proposed mixed methods capstone study is to investigate how academic coaching influences self-efficacy, pacing, and persistence among adult learners enrolled in undergraduate programs at a competency-based education (CBE) institution. For the use of this proposed capstone study, academic coaching will be defined as structured, one-on-one support provided by institutional coaches to help learners set goals, monitor progress, and build confidence in meeting program requirements. The theory guiding this proposed capstone study will be Bandura’s self-efficacy theory, which explains how beliefs in one’s abilities shape their motivation, persistence, and performance. The research question guiding this proposed capstone study will be: How does academic coaching affect self-efficacy, pacing, and persistence for adult learners in a CBE program? Participants will include adult learners assigned an academic coach, and data will be collected using two methods: quantitative data from the institution’s coaching tracker, which records sessions, project mastery, and pacing status, and qualitative data from student reflections about their coaching experiences. Data will be analyzed through descriptive statistics and thematic coding to highlight patterns related to confidence and persistence, providing a comprehensive understanding of how academic coaching supports adult learners in CBE settings. The anticipated results of this proposed mixed-method capstone study include improved student self-efficacy, increased pacing consistency, and stronger persistence among adult learners participating in competency-based education programs.