Factors influencing university drop out rates

Computers & Education (Impact Factor: 2.56). 11/2009; 53(3):563-574. DOI: 10.1016/j.compedu.2009.03.013
Source: DBLP


This paper develops personalized models for different university degrees to obtain the risk of each student abandoning his degree and analyzes the profile for undergraduates that abandon the degree. In this study three faculties located in Granada, South of Spain, were involved. In Software Engineering three university degrees with 10,844 students, in humanities nineteen university degrees with 39,241 students and in Economic Sciences five university degrees with 25,745 students were considered. Data, corresponding to the period 1992 onwards, are used to obtain a model of logistic regression for each faculty which represents them satisfactorily. These models and the framework data show that certain variables appear repeatedly in the explanation of the drop out in all of the faculties. These variables are, among others, start age, the father’s and mother’s studies, academic performance, success, average mark in the degree and the access form and in some cases also, the number of rounds needed to pass. Students with weak educational strategies and without persistence to achieve their aims in life have low academic performance and low success rates and this implies a high risk of abandoning the degree. The results suggest that each university centre could consider similar models to elaborate a particular action plan to help lower the drop out rate reducing costs and efforts. As concluded in this paper, the profile of the students who tend to abandon their studies is dependent on the subject studied. For this reason, a general methodology based on a Data Warehouse architecture is proposed. This architecture does most of the work automatically and is general enough to be used at any university centre because it only takes into account the usual data the students provide when registered in a course and their grades throughout the years.

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Available from: Francisco Araque, Jan 29, 2015
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    • "em in completing their programme ( articulation ) , rather than having these students continue to perform poorly and risk exclusion , or ultimately withdraw , from their studies ( attrition ) . These findings enhance the results of prior studies that have demonstrated the importance of understanding attrition ( e . g . Davidovitch et al . , 2008 ; Araque et al . , 2009 ; Belloc et al . , 2009 ; D ' Souza and Maheshwari , 2010 ) . Student characteristics play an important role in determining success at university and the role of programme of study , study load , gender , age , residency status ( domestic / international ) and primary language were investigated . The relationship between programme studi"
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    ABSTRACT: Purpose: The purpose of this paper is to examine a University's at risk program and ask is the intervention strategy working? The program seeks to assist at risk students who may be experiencing difficulties transitioning, for example from school into university. The program also seeks to identify problems and suggest remediation strategies before attrition. Design/methodology/approach: The effectiveness of the at risk programs is investigated across a population of at risk students from 2006 to 2010. Effectiveness is judged on the basis of outcomes in subsequent semesters where the University's preferred outcome is these students are not identified as at risk again. Findings: The authors have found that the program has some success in assisting students to improve their academic performance; though simply engaging in the process is not enough to ensure improvement. Other variables are at work. At risk students located in Melbourne appear to be far more likely to be at risk again than those in Singapore. Research limitations/implications: The at risk program is intended to be part of the University's total system of pastoral care. As such it is designed to assist struggling students to successfully complete their studies. With this in mind, this paper has investigated the influence of student engagement in the at risk program on future academic performance. Practical implications: This research assists Universities' implementation of pastoral care programs and notes the roles of student characteristics in "success" at University. Originality/value: To the authors' understanding no other research of this kind has been conducted. Much of the previous research focuses on attrition, students already lost to a program. This research focuses on those not yet lost to a program, but at risk.
    Education and Training 02/2013; 55(1):69-82. DOI:10.1108/00400911311295022
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    • "Of concern is that both marketing and economics/finance students failed foundation courses. Previous research has suggested a link between the profile of students who withdraw from university and the subject studied (Araque et al., 2009) and the findings in this research could be used to further investigate this premise. Of concern is the large number of students who did not engage (58 per cent) in the atrisk process. "
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    ABSTRACT: The purpose of this study is to examine at-risk students and the reasons they give to explain their poor academic performance, with a view to developing a typology of at-risk students. A case study methodology was used to investigate the total population of at-risk students for Semester 2, 2008 studying at the Singapore campus of an Australian-based university. Poor academic performance means that students are placed ‘at-risk’ of exclusion from the University if their grades do not significantly improve in subsequent semesters. The majority of students cite employment pressures (primarily work commitments interfering with study) and personal relationship difficulties (including divorce and family commitments) as the main causes of their at-risk status. Our findings may help universities implementing at-risk programmes reduce student attrition and better aid students in completing their degrees.
    Journal of Higher Education Policy and Management 02/2012; 34(1):3-13. DOI:10.1080/1360080X.2011.621194
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    • "It is proposed that mature aged students (over 21 years of age) are less likely to be at-risk than those students who have entered University straight from high school or equivalent (Research Question 3). Overall, the focus of past research has been on attrition and the connection between unsatisfactory academic performance and likelihood of a student abandoning the course has been established (Araque et al. 2009). The final research questions proposed in this study consider the outcomes for at-risk students in subsequent semesters, i.e. are they at-risk a second time? "
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    ABSTRACT: Case study analysis investigates the total population of marketing at-risk students from 2006 to 2010 and considers the effectiveness of the at-risk program implemented at one Australian based University. The at-risk program identifies poorly performing students studying the Bachelor of Business (Marketing) program and is an intervention strategy attempting to aid student learning and identify problems prior to attrition. Students have a choice of engaging or not engaging in the process and are deemed at-risk again or not in subsequent semesters. The program is shown to have some success with students who engage. Further research and managerial implications are identified.
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