Sample Research Questions
1998-2000 Virginia Adult Education Research Network

What are practitioners’ perceptions of the goal setting process and the strategies
they use?

What happens when my students experience authentic work situations?

What happens when the learner is given the opportunity to learn using the
discovery method?

What happens when groups of learners are helped to research high school
completion options as part of an orientation procedure?

What happens when adult learners are presented with leveled children’s literature
as their reading materials?

How can current students be involved in helping non-attending students return to
the program? Why, from the perspective of students, do people attend class or
not?

What roles do incarcerated men see themselves in? How do they think of
education in relation to themselves in these roles?

Why do people who seem so dedicated drop out? Will it help if I change the setup of my class so that students work independently in a computer lab?

What are the various social services available to students? What are the students’
obligations to these agencies? Where do these different obligations conflict?
Which program has priority?

What would happen if art works were introduced in the GED class? Would this be
a format for practicing critical thought?

What language learning strategies do beginning level English language learners
use?

How do GED students view the computer as an additional tool for learning? What
happens when computers are introduced into the classroom as a resource and
multimedia tool?

Why do adult education practitioners use a state literacy resource center?

What language learning strategies do beginning level English language learners
use?

What happens when students identify goals to address the skill areas they feel
they need the most work and then are given periodic class time, resources and
strategies to work in these areas?

What are the “messages” being conveyed by a learning center?

What evidence is there that my students are using critical thinking skills?

What will happen if I isolate verbs and use them in my lesson plans for teaching
ESL students?

What happens when beginner level ESL students work in a group?

How do my adult ESL students manage their learning?

What can I do to improve instruction and motivate students?

What are the thoughts and feelings of those mandated by a judge to learn?