A Modeling of an Intelligent System for Learning Result Prediction to Reduce Drop-Out of Undergraduate Students

Purpose Theoretical models of attrition have failed to address the interwoven factors from the perspective of undergraduate students that influence their decision to drop out. The purpose of this paper is to unravel these complexities using a qualitative phenomenological approach to gain systematic descriptions of the experience of non-completion. Design/methodology/approach Tinto’s (2004) and Bean and Metzner’s (1985) models serve as the theoretical construct for the study’s design and analysis. In-depth interviews were conducted with 41 students who discontinued studies at universities in the United Arab Emirates, to understand the situations that led them to drop out of university and how they experienced this event in their lives. Findings Several issues were identified as contributing factors for dropping out that are consistent with those found in the international literature. Additional issues were more gender or culture specific and, to some extent, represented the differences that signal a social development that is in a transitional stage. The findings revealed that institutional factors, poor pre-college preparation, environmental factors (work-education conflict), early marriage responsibilities, well-paid job opportunities and financial concerns were most influential. Research limitations/implications Despite the limitations of relying on a small sample to generalize findings, the rich detail of this inductive study has added to the understanding of the dropout phenomenon in a new context. Practical implications The paper recommends both remedial and early intervention strategies to be undertaken by the Ministry of Education and universities. Remedial strategies include re-examining the desired standard of English as a condition for admission and adjusting the grading system. Early intervention measures that accommodate the needs of at-risk students are also proposed. At local, regional and international levels, higher education should be freed from commodification and inflated fees. Originality/value The paper presents a significant departure from the largely North American and European literature on the university dropout, by offering a broader knowledge of this phenomenon in another regional and national context.

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PENERAPAN ALGORITMA K-NEAREST NEIGHBOUR (K-NN) UNTUK PENENTUAN MAHASISWA BERPOTENSI DROP OUT

Jurnal Teknologi Informasi dan Komputer ◽

10.36002/jutik.v5i3.804 ◽

2019 ◽

Vol 5 (3) ◽

Author(s):

Ni Luh Ratniasih

Keyword(s):

Higher Education ◽

Data Mining ◽

Undergraduate Students ◽

Potential Drop ◽

Drop Out ◽

Study Program ◽

Student Data ◽

The Status ◽

High Level ◽

Drop Outs

ABSTRACT Drop out is a situation where students are expelled from college because of several factors, one of which is because the status of lectures is not active beyond 5 semesters for undergraduate students. The high level of success and low failure of students can reflect the quality of education in higher education. The high level of student drop outs can affect the value of Higher Education accreditation so that it will affect the level of public trust. Student data drop out becomes something important to be researched and analyzed, so it can be seen how the characteristics of students who have the potential to drop out as early as possible. The data of ITB STIKOM Bali students is very much so that they can utilize data mining techniques for data classification. In this study the K-NN method was implemented to classify students as potential drop outs and the student data used in this study were students of the 2014 Information Systems study program using 6 attributes, namely gender, age, religion, class status, practical work, and grades GPA. The results showed that the accuracy of the method was 81.50%. Keywords: KNN, Drop Out, ITB STIKOM Bali ABSTRAK Drop out adalah suatu keadaan dimana mahasiswa dikeluarkan dari perguruan tinggi karena beberapa faktor salah satunya karena status perkuliahannya tidak aktif melebihi 5 semester untuk mahasiswa S1. Tingginya tingkat keberhasilan dan rendahnya kegagalan mahasiswa dapat mencerminkan kualitas pendidikan di perguruan tinggi. Tingginya tingkat drop out mahasiswa dapat mempengaruhi nilai akreditasi Perguruan Tinggi sehingga akan mempengaruhi tingkat kepercayaan masyarakat. Data mahasiswa drop out menjadi sesuatu hal yang penting untuk diteliti dan dianalisa, sehingga dapat diketahui bagaimana karakteristik mahasiswa yang berpotensi drop out sedini mungkin. Data mahasiswa ITB STIKOM Bali sangat banyak sehingga dapat memanfaatkan teknik data mining untuk klasifikasi data. Pada penelitian ini diimplementasikan metode K-NN untuk klasifikasi mahasiswa berpotensi drop out dan data mahasiswa yang digunakan dalam penelitian ini adalah mahasiswa program studi Sistem Informasi angkatan 2014 dengan menggunakan 6 atribut yaitu jenis kelamin, umur, agama, status kelas, kerja praktek, dan nilai IPK. Hasil penelitian menunjukkan bahwa tingkat akurasi metode sebesar 81.50%. Kata kunci: KNN, Drop Out, ITB STIKOM Bali

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Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

Motivation and Emotion ◽

10.1007/s11031-020-09822-w ◽

2020 ◽

Vol 44 (4) ◽

pp. 491-507 ◽

Cited By ~ 1

Author(s):

Theresa Schnettler ◽

Julia Bobe ◽

Anne Scheunemann ◽

Stefan Fries ◽

Carola Grunschel

Keyword(s):

Undergraduate Students ◽

Intrinsic Value ◽

Value Theory ◽

Drop Out ◽

Multilevel Regression ◽

Expectancy Value Theory ◽

Final Exam ◽

Expectancy Value ◽

Motivational Process ◽

And Mathematics

Abstract The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students’ demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention.

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Persistence of immigrants with part-time university education

Research in Education ◽

10.1177/003452377701700107 ◽

1977 ◽

Vol 17 (1) ◽

pp. 83-87

Author(s):

Joti Bhatnagar

Keyword(s):

Developing Countries ◽

Undergraduate Students ◽

English Language ◽

Mother Tongue ◽

Local Population ◽

Drop Out ◽

University Education ◽

Home Language ◽

Part Time ◽

Study Support

The study was designed to test the hypothesis that immigrants have greater motivation for education than the local population. The sample consisted of 612 part-time undergraduate students at an English-language university in Montreal who completed a specially designed questionnaire. Analysis revealed greater drop-out among students who were born in Canada, and those with English as their home language. Greater persistence was found among students born in developing countries, and those with home language other than English. Immigration status and mother tongue were not related to drop-out persistence. The results of the study support previously published, though not scientifically tested, hunches.

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First-Generation College Students’ Academic Challenges Understood Through the Lens of Expectancy Value Theory in an Introductory Psychology Course

Teaching of Psychology ◽

10.1177/0098628320964787 ◽

2020 ◽

pp. 009862832096478

Author(s):

Jacqueline Goldman ◽

Benjamin C. Heddy ◽

Jenel Cavazos

Keyword(s):

College Students ◽

Undergraduate Students ◽

First Generation ◽

First Generation College Students ◽

Value Theory ◽

Introductory Psychology ◽

Drop Out ◽

Academic Challenges ◽

Psychology Courses ◽

Psychology Course

Background: First-generation (FG) college students have been a popular subpopulation to study within educational literature as these students experience many unique challenges in their academic careers causing them to drop out within their first year. This gives courses with high first-time freshman numbers such as introductory psychology courses a unique opportunity to reach many of these students. Objective: The purpose of this study is to examine new perspectives of FG students that may further explain hindrances to retention and achievement. Method: One hundred and ninety-three undergraduate students in an introductory psychology course completed surveys on task values in reference to psychology content at three different time points across the semester. Students’ exam scores were also reported as a measurement of academic achievement. Results: Analyses showed that FG college students reported higher levels of cost value and growth in cost value across the semester compared to non-FG college students. Conclusion: FG college students experience academic challenges that may be related to their valuing of their educative experience in psychology courses. Teaching Implications: Educators should actively attempt to alleviate academic obstacles facing FG college students by increasing access to the professor, ease of access to help, and assignment clarity.

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College Student Retention on a Racially Diverse Campus: A Theoretically Guided Reality Check

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025116643325 ◽

2016 ◽

Vol 20 (1) ◽

pp. 2-28 ◽

Cited By ~ 7

Author(s):

Yonghong Jade Xu ◽

Karen L. Webber

Keyword(s):

Student Retention ◽

Undergraduate Students ◽

Drop Out ◽

Full Time ◽

College Student Retention ◽

Academic Quality ◽

Integration Model ◽

Institutional Control ◽

Black And White ◽

Financial Pressure

Theoretically grounded in Tinto’s model of retention and Braxton and colleagues’ revisions , this study is designed to examine the applicability of the integration model to students of different racial backgrounds. Results from a sample of full-time undergraduate students at a research-extensive university suggest that (a) academic and social integrations function differently to the persistence of Black and White students, (b) financial pressure was the most consistent impediment to college retention for all students, and (c) institutional control over academic quality is critical to student retention. In addition, results show that students of different racial backgrounds do not differ significantly in their reported intention to drop out. Implications for policy and planning are discussed.

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Exploring the Factors Associated with MOOC Engagement, Retention and the Wider Benefits for Learners

European Journal of Open Distance and E-Learning ◽

10.1515/eurodl-2016-0011 ◽

2016 ◽

Vol 19 (2) ◽

pp. 112-129 ◽

Cited By ~ 5

Author(s):

Dominic Petronzi ◽

Munib Hadi

Keyword(s):

Undergraduate Students ◽

Online Courses ◽

Drop Out ◽

Pedagogical Practices ◽

Scholarly Activity ◽

Nontraditional Learners ◽

Learning And Teaching ◽

Course Materials ◽

Pedagogical Design ◽

Instructor Interaction

Abstract Massive Open Online Courses (MOOCs) have and continue to change the way in which nontraditional learners’ access education. Although the free element of these has been linked to low completion rates due to no invested interest, the MOOC platform enables innovative technologies and practices to be trialled. Therefore, rather than attributing varied intentions of learners for high drop-out rates, it is suggested that an increase in completion can be achieved through more focussed pedagogical practices. In this way, it is necessary to understand the wider benefits of MOOC engagement for learners and what factors are key to their engagement and retention. The current research qualitatively analysed open feedback obtained from learners that corresponded to their goals of course participation. The feedback was also matched to categorical data that related to initial course intentions, the value of course materials and activities, the preferred extent of instructor interaction, unit completion and their overall rating of the MOOC. Thematic analysis revealed eight key themes that can be linked to engagement and wider benefits of course participation and widely related to professional and educational development, for example, supplementary learning for undergraduate students. Moreover, the MOOC appeared to have encouraged learners to revaluate their perspectives of and attitudes towards Dementia and those diagnosed with it, demonstrating another key element of this course. The open feedback revealed that quality assured MOOCs have significant impact on the lives of enrolled learners and pedagogical design and advances in these courses are considered, particularly in relation to collaborative learning. Finally, the application of MOOCs to wider learning and teaching at Higher Education Institutions (HEIs) is discussed, with emphasis placed on the advantages of readily available resources and scope for scholarly activity.

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Do Undergraduate Students Change Their Attitudes to People with Obesity After Following a Healthy Lifestyle Challenge?

Current Developments in Nutrition ◽

10.1093/cdn/nzaa059_029 ◽

2020 ◽

Vol 4 (Supplement_2) ◽

pp. 1312-1312

Author(s):

Jin Yannan

Keyword(s):

Undergraduate Students ◽

Student Attitudes ◽

Healthy Lifestyle ◽

Medical Science ◽

Drop Out ◽

Activity Levels ◽

Paired Samples ◽

Validated Questionnaire ◽

Short Period ◽

Before And After

Abstract Objectives To test whether following a healthy lifestyle challenge for 21 days led to a change in student attitudes to people with obesity. Methods Students on an undergraduate BMedSci (Hons) Medical Science program were invited to take part in a healthy lifestyle challenge, and each of the participants selected one positive change to either their diet or physical activity levels, which they had to follow for 21 days. All challenges were approved by nutritionists to ensure their challenges were risk-free. During this period participants joined a social media group to support each other and discuss their progress. Before and after the 21 days participants were asked to complete a validated questionnaire ‘Attitudes to obese persons’ (Allison et al. 1991) which consists of 20 Likert scale questions, where they indicated how much they agreed or disagreed with each statement. Data were anonymised and analysed using Paired Samples T-Test, with the level of significance set at P < 0.05. Results Thirty-seven students completed the first questionnaire however only 29 of them (78%) completed the second one. The drop-out rate was due to the second questionnaires being collected after a teaching session which was less well-attended than the first. Despite students reporting that they felt following their challenge made them more empathetic to the struggles that people with obesity may face when trying to lose weight and improve activity levels, their underlying attitudes did not change, and there were no significant differences in their questionnaire answers between before and after their challenge. Conclusions Taking part in a 21-day healthy lifestyles challenge did not change student attitudes to people with obesity. Developing more empathy did not seem to change underlying attitudes in this cohort, and it may be that such a short period of time is not enough to lead to significant changes. Funding Sources This work was supported by a Frontrunner Internship from De Montfort University, UK.

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An examination of factors that impact the retention of online students at a for-profit university

Online Learning ◽

10.24059/olj.v21i3.935 ◽

2017 ◽

Vol 21 (3) ◽

Cited By ~ 6

Author(s):

Chris Sorensen ◽

Judy Donovan

Keyword(s):

Undergraduate Students ◽

Online Survey ◽

Online Courses ◽

Qualitative Content Analysis ◽

Drop Out ◽

Retention Rates ◽

Online Programs ◽

For Profit ◽

Survey Interviews ◽

The University

Online learning has continued to grow in recent years. However, retaining students in online courses and programs has posed a challenge. Whether the university is public, private, offers both face-to-face and online programs, or is 100% online, retaining students in online programs can be an issue. This study reflects the widespread desire at a large online for-profit university to improve student retention rates. The goal of the research was to provide further insight into why students may decide to drop out of online programs. Participants consisted of former undergraduate students at the university in the College of Education who dropped out without providing a specific reason for doing so. The study used a non-experimental mixed methods approach collecting data from university databases, an online survey, interviews, and classroom walk-throughs. Data analysis employed techniques such as frequency calculations, a MANOVA, and qualitative content analysis. Results from the MANOVA revealed statistically significant results when examining student GPA and last course grade. Furthermore, data collected from the online survey, interviews, and classroom walk-throughs revealed common reasons for why students may drop out of online programs.

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Annlisis De La Deserciin Estudiantil En Los Programa De Pregrado De La Universidad EAFIT (Drop Out Analysis in Undergraduate Students in Universidad EAFIT)

SSRN Electronic Journal ◽

10.2139/ssrn.2427487 ◽

2010 ◽

Author(s):

Isabel Cristina Montes ◽

Paula Maria Almonacid ◽

Sebastian Gomez Cardona ◽

Francisco Zuluaga ◽

Esteban Tamayo

Keyword(s):

Undergraduate Students ◽

Drop Out

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