Lived Experiences of Preparedness of Dual Credit Students for the State of Texas Assessments of Academic Readiness Exams: A Phenomenological Qualitative Study

The purpose of this phenomenological study was to understand the experiences of academic preparedness to pass the state-mandated standardized test requirements to receive higher educational level course credit for students previously enrolled in dual enrollment courses at higher educational institutions on a Texas High School Campus. The theories that guided this study was Maslow’s hierarchy of needs and Rumelhart and Norman’s modes of learning. Maslow’s theory and Rumelhart and Norman’s theory guided the research study and questions when examining the shared experiences of dual credit students taking state assessments. The central research question in this study was: What are the lived experiences of young adults enrolled in dual credit courses as they prepared to pass the state-mandated standardized test requirements to receive credit for higher-level courses? In addition, sub-questions were added to further understand the disparity between the preparedness of dual credit high school students’ readiness to take the state-mandated exams. The sub-questions were: What are the lived experiences of dual credit students as they prepare for state-mandated standardized testing requirements? What shared experiences do dual credit high school students have with their instructors in meeting their self-esteem needs as they prepare to pass the state-mandated standardized test requirements? Participants were high school dual credit students. Data collection included interviewing 12 dual credit students and collecting surveys and journals. The setting included a Texas secondary educational facility. In addition, the setting expanded to a higher educational institution. The results could promote instructional curriculum utilized for preparedness for dual credit high school students required to take a standardized exam.