Factors that influence learners’ decisions to drop out of subjects at the Namibian College of Open Learning (NAMCOL): Distance learning mode

The Namibian College of Open Learning (NAMCOL) conducted a dropout survey in order to determine why distance students studying with the College, drop out of the subjects they enrolled for. Information was collected from learners who dropped out of subjects they enrolled for, tutors and Head of Centres. Online and telephonic interviews were used for learners, while questionnaires in hard copies were distributed to the tutors and Head of Centres. The majority of the learners who responded to the questionnaire indicated that the learner support from the College was good and that the study materials were useful. Even so, most learners indicated that job commitments, financial issues and sickness were the main reasons why they dropped out of the subjects they enrolled for. The subject that had the highest dropout rate for both grade 10 and 12, were English. Other reasons given by tutors and head of centres as to why they think learners drop out of subjects include lack of motivation from learners, lack of competency in English and some learners find employment or register at private institutions, centres are far from the learners. Some of the recommendations given by tutors and head of centres to reduce dropouts the College should decentralise the centres, clear, persistent and continuous information regarding examination dates, collecting timetables and venues should be given.

The Effect of Credit Constraints on the College Drop-Out Decision: A Direct Approach Using a New Panel Study

A serious difficulty in determining the importance of credit constraints in education arises because standard data sources do not provide a direct way of identifying which students are credit constrained. This paper differentiates itself from previous work by taking a direct approach, made possible by unique longitudinal data from the Berea Panel Study. The results from our study of Berea College students suggest that, while credit constraints likely play an important role in the drop-out decisions of some students, the large majority of attrition of students from low-income families should be primarily attributed to reasons other than credit constraints. (JEL I21, I22)

Loneliness and College Achievement: Do Loneliness Scale Scores Predict College Drop-Out?

916 college students enrolled in two consecutive years of introductory psychology (1989 and 1990) were administered the Revised UCLA Loneliness Scale at the beginning of the academic year. When controlling for the number of students who withdrew because their grades were poor, loneliness scale scores predicted college dropout for men from the 1989 group and for men and women from the 1990 group. The potential of loneliness, as a state and a trait, as a predictor of dropping out of college was discussed.