Abstract
This research examines the crises of attrition in the students’ population and study programs using descriptive statistics interpretation for solving social isolation for traditional face-to-face classroom education. The study used a descriptive research design with ‘variable values’ to examine two-degree programs. The study used several testing methods to evaluate the statistical analysis of the social and academic characteristics of freshmen students in both the Informatics and Computer Science programs at the University of South Carolina Upstate from Fall 2018 to Fall 2019. The criterion variable was the student outcome (persistence or dropout), while the general structure matrix pattern was examined to validate the convergent factors. The methodology included a variance of the eigenfunction and values for interpreting the factor structure of the variable values. The findings suggest several mitigating factors which include improved persistence of “enrollment number, program delivery mode, GPA at time of completion and dropout, student orientation, and courses completed at the time of student dropout would help improve academic success for students.
Highlights
There is a ‘plethora of research’ about persistence in higher education (Cofer & Somers, 2001; Paulsen & St.John, 2002)
Since this study examines the effect of hidden attrition and social isolation, the study ascertains the causes of isolation and feeling of isolation amongst new students that affect both their academic and college success
1) Effect of social isolation on students’ s performance resulting in drop-out? The findings indicate that with p>0.05 indexed variables of test for GPA characteristics, the effect was lesser on persistence
Summary
There is a ‘plethora of research’ about persistence in higher education (Cofer & Somers, 2001; Paulsen & St.John, 2002). There is a gap in research on the effect of risk factors of persistence, a hidden crisis of attrition, and social isolation among students and program of study in baccalaureate degree attainment (Adebiaye, 2016). Ali and Leeds, (2009) defined retention as students “who progress from one part of the program to the ” (Pg.). Ali and Leeds (2009) explain that this progression assumes the successful completion of the course of study that allows for movement into the course in a sequence. Persistence refers to the act of “continuity in higher education; namely on-time completion of the degree”
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Engineering Technologies and Management Research
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
