An evaluation of online students’ persistence intentions

Abstract

PurposeThe high dropout rate among online learning students is a serious issue. Using the theory of planned behavior as a framework, this study investigates what effect attitude, opinion of others and perceived ease of online learning technologies leave on Pakistani online students' persistence intentions.Design/methodology/approachThe sample of this study comprises 320 students enrolled at a distance learning university in Pakistan. Online questionnaires are used to gather data for the study. Correlations and regression analysis are run to figure out the effect of independent variables on the dependent variable of the study.FindingsThe findings of the study show that 51% variance in online students’ persistence intentions can be explained by personal attitude, subjective norms and perceived behavioral control.Research limitations/implicationsThe use of a non-random sampling technique along with a cross-sectional design form the major limitations of the study.Practical implicationsThe outcome of the study may help online education providers as well as policymakers to design programs and initiatives to improve students’ retention in online study programs.Originality/valueThe study contributed to the extant literature by finding out Pakistani online students’ persistence behavior is affected by their attitude, subjective norms and perceived ease of online learning. The study also found that the opinion of people closely related to students influences their study persistence decisions.