Abstract
Student dropout is a growing concern for educational institutions across the world and extensive research on this issue has been done in past few decades. In this study, we analyzed the determinants of student propensity to dropout at Prince of Songkla University, Pattani campus. The data comprised 10,377 students enrolled between the 2007 and 2011 academic years. Variables included in the analysis were admission year, faculty, gender-religion, first semester GPA and admission type. The overall dropout rate over the five-year period was 23.9%, and a decreasing trend in dropout rate was found from second semester and onwards. A logistic regression model was used to determine the effect of explanatory variables on dropout. The findings indicate that admission year, gender-religion, faculty and first semester GPA are strongly associated with student dropout.
Highlights
Student attrition is a growing concern for higher educational institutions across the world and the issue of student attrition is becoming a central focus of study in higher education (Tinto, 2006)
According to Larsen, Sommersel, and Larsen (2013), university dropout is defined as a situation where students leave the university in which they have enrolled before obtaining a formal degree
Our results showed a significant decrease in student dropout rates from 2007 to 2011
Summary
Student attrition is a growing concern for higher educational institutions across the world and the issue of student attrition is becoming a central focus of study in higher education (Tinto, 2006). Extensive research on student dropout has been done using Tinto’s (1975) Student Integration Theory This theoretical model argues that student dropout is a longitudinal process of interactions between the individual and the social and academic system, and that an individual comfortable with their social life and academic performance is less likely to dropout. Pascarella and Terenzini (1980) examined various dimensions of student integration model and report that departure from college is influenced by the quality of peer interaction for females, and the level of institutional and goal commitments for males. Bennett’s (2003) model of students’ decision to quit from university study argues that students with low self-confidence are more likely withdraw when coupled with learning and financial difficulties This theoretical model argues that student dropout is a longitudinal process of interactions between the individual and the social and academic system, and that an individual comfortable with their social life and academic performance is less likely to dropout. Pascarella and Terenzini (1980) examined various dimensions of student integration model and report that departure from college is influenced by the quality of peer interaction for females, and the level of institutional and goal commitments for males. Bennett’s (2003) model of students’ decision to quit from university study argues that students with low self-confidence are more likely withdraw when coupled with learning and financial difficulties
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