Student Retention Research Articles

Influence of Teacher Training Programs on Quality of Education in South Africa

Purpose: The aim of the study was to investigate the influence of teacher training programs on quality of education in South Africa. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Enhanced teacher training programs in South Africa significantly improve educational outcomes, particularly in math and science. However, disparities in training quality across regions impact effectiveness. Standardizing high-quality training is crucial for boosting educational standards nationwide. Unique Contribution to Theory, Practice and Policy: Pedagogical content knowledge (PCK), transformative learning theory & social constructivism may be used to anchor future studies on influence of teacher training programs on quality of education in South Africa. Facilitates the development of teaching materials that reflect local realities, which can improve student comprehension and retention. Promotes policies that require teacher training programs to include a significant component of local content, ensuring education is contextually relevant.

Impact of Growth, Purpose, and Sense of Belonging (GPS) Mindset Intervention on Student Retention Rates in Asynchronous Mathematics Courses

This study aims to study the effects of incorporating a Growth, Purpose, and Sense of Belonging (GPS) mindset intervention on student retention rates within asynchronous mathematics courses. Specifically, the research hypothesis suggests that integrating the GPS mindset intervention into these courses will yield a statistically significant improvement in student retention rates. Data were collected from Calculus III, Differential Equations, and Linear Algebra courses across multiple semesters—Fall 2018, Spring 2019, Fall 2022, and Spring 2023 to evaluate the impact. Comparative analysis was performed to explore the effectiveness of the intervention. Preliminary findings from the study indicate that the GPS mindset intervention plays a pivotal role in elevating student retention rates in asynchronous mathematics courses. These results contribute to the ongoing discourse on academic retention strategies and underscore the potential benefits of mindset interventions in educational settings.

Identifying and Responding to Gaps in Services for International Graduate Students and Postdoctoral Fellows to Enhance the Graduate Community and Promote Quality Research Outcomes

The growing enrollment of international students in doctoral science, technology, engineering, and mathematics (STEM) programs in the U.S. has contributed to the need for an increase in specifically-designed programs, resources, and services that address the unique challenges of the international student population. When transitioning to the U.S. to pursue higher education, international students often experience obstacles, including language barriers, sociocultural challenges, and academic alienation, which significantly impacts the ability to successfully adapt to the new learning and living environment, oftentimes continuing throughout the duration of the program. Furthermore, international postdoctoral fellows engaged in STEM research fields may lack a sense of belonging due to similar barriers. The recruitment and retention of competitive international students and postdoctoral fellows directly impacts the quality and magnitude of research outcomes, while also enhancing and enriching the cultural diversity and experience of the graduate community. We use data collected from an international student and postdoctoral survey distributed to more than 65 students and 90 postdoctoral fellows as well as listening sessions to identify gap areas where additional resources are required and where modifications are needed to more productively serve the international population at Augusta University. Our findings indicate that international students and postdoctoral fellows experience more anxiety and isolation when they are not supported, personally, socially and academically, by their administrative leaders, faculty, peers, and surrounding community. Incoming students who were connected with current graduate students prior to their arrival to the U.S. experienced a greater level of support and were more confident and comfortable in their adjustment to society in the U.S. The implementation of additional events and experiences led by the responses of the international population, including research shadowing opportunities in on-campus laboratories, social gatherings connecting students and postdoctoral fellows of different cultures, writing circles and professional development workshops, and one-on-one sessions enhances community belonging and prioritizes personal and professional growth among this vulnerable student population. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

A Cross-Sectional Analysis of Infrastructure Finance and Academic Achievement in Primary School Development

This cross-sectional analysis examines the relationship between infrastructure finance and academic achievement in the context of primary school development. Infrastructure investment in educationis crucial for creating conducive learning environments and enhancing educational outcomes. However, the impact of financial allocations on academic achievement remains underexplored, particularly in primary education settings. Through a comprehensive review of literature and empirical analysis, this study investigates how varying levels of infrastructure finance influence academic performance indicators such as standardized test scores, attendance rates, and student retention. It employs a mixed-methods approach, utilizing quantitative data to measure infrastructure spending and academic outcomes across a diverse sample of primary schools, complemented by qualitative insights from educational stakeholders. The findings highlight significant correlations between infrastructure finance and academic achievement, revealing that adequate funding positively affects student learning outcomes and schooleffectiveness. Moreover, the study explores contextual factors such as socio-economic status, geographical location, and administrative policies that mediate the relationship betweenfinance and educational outcomes. By shedding light on these dynamics, this research contributes to policy discussions aimed at optimizing resource allocation strategies in primary education. It underscores the importance of targeted investments in school infrastructure to foster a supportive learning environment conducive to academic success, ultimately advocating for evidence-based policies that prioritize educational equity and quality in primary school development initiatives.

GAMIFICATION IN EDUCATION: BOOSTING STUDENT ENGAGEMENT AND LEARNING OUTCOMES

Gamification in education has emerged as a transformative approach to enhancing student engagement and improving learning outcomes. By integrating game design elements into educational environments, educators can create dynamic and interactive experiences that motivate learners to participate actively in their studies. This study explores the theoretical foundations of gamification, highlighting its psychological underpinnings, such as intrinsic motivation and the flow state, which contribute to enhanced engagement. The paper examines various gamification strategies, including point systems, leaderboards, and badges, and their impact on student motivation, collaboration, and retention of knowledge. Furthermore, this study analyzes the effectiveness of gamification across different educational settings and age groups, illustrating how these techniques can be tailored to diverse learning contexts. Empirical evidence is presented, showcasing significant improvements in student performance and engagement levels when gamified elements are incorporated into traditional curricula. Challenges associated with implementing gamification, such as the potential for fostering unhealthy competition and the need for careful design to align with educational goals, are also discussed. Ultimately, this paper posits that gamification is not merely a trend but a fundamental shift in pedagogical practice that harnesses the motivational power of games to foster deeper learning. By creating a more engaging and enjoyable learning environment, educators can leverage gamification to meet the diverse needs of students, encouraging them to take ownership of their learning journey. The findings underscore the importance of ongoing research to refine gamification strategies and explore their long-term impacts on educational outcomes.

Revolutionizing Collaborative Learning with Virtual Notes Sharing Platforms: An Empirical Study in Educational Environments

Abstract: In the era of technology-driven education, this research paper explores the transformative potential of virtual notessharing platforms in fostering collaborative learning within educational environments. The study aims to delve into the intricate interplay between technology and pedagogy, emphasizing how these digital platforms can revolutionize the traditional classroom setting. By offering an empirical analysis of the utilization and impact of such platforms in various educational settings, the research uncovers novel insights into their role in enhancing student engagement, participation, and knowledge retention. The paper employs a mixed-methods approach, utilizing both qualitative and quantitative data gathered from surveys, interviews, and case studies across diverse educational institutions. The findings illustrate a significant increase in student collaboration and active learning, underscoring the pivotal role of these platforms in promoting a dynamic and interactive educational atmosphere.

Relationship between Effectiveness of Flipped Classroom, Blended Learning and Task-oriented Teaching Methods on Academic Achievement among Vocational College Students in an OBE IT system environment

This research explores the effectiveness of flipped classrooms, blended learning, and task-oriented teaching methods within an Outcome-Based Education (OBE) framework in vocational IT education. The study aims to determine how these innovative teaching methodologies enhance learning outcomes, improve student engagement, and better prepare students for industry demands. By integrating digital platforms with traditional classroom instruction, the flipped classroom model enables pre-class preparation through online materials, allowing for more interactive and application-focused sessions in class. Blended learning supports this by providing a mix of online and face-to-face interactions, offering flexibility and catering to diverse learning preferences. Task-oriented teaching aligns educational activities with real-world tasks, enhancing practical skills crucial for the IT sector. Comparative analysis with traditional educational practices shows that these modern methods significantly increase student participation and knowledge retention, promoting deeper understanding and greater application of IT skills. The study suggests that integrating these methods within an OBE framework not only meets educational objectives more effectively but also aligns with industry requirements, thus enhancing vocational education's responsiveness to labor market needs. Future research is recommended to explore long-term impacts, cross-disciplinary applications, and the integration of emerging technologies. This study serves as a foundation for policymakers and educators aiming to revamp curricular designs and teaching strategies in vocational education to improve educational outcomes and job readiness.

Design and Application of Decision Support System for Educational Management Based on Big Data

Decision support system (DSS) for educational management based on big data leverage advanced analytics and machine learning techniques to enhance decision-making processes within educational institutions. By collecting and analyzing large volumes of data from various sources such as student performance, administrative records, and institutional resources, the DSS provides valuable insights and predictive models to administrators and educators. These insights can inform strategic planning, resource allocation, student interventions, and curriculum development, ultimately improving student outcomes and organizational efficiency. With the ability to process vast amounts of data in real-time, the DSS enables timely and data-driven decision-making, empowering educational leaders to address challenges and capitalize on opportunities in today's complex educational landscape.The integration of big data analytics with the Recommender Ranking Decision Support System (RRDS) presents a transformative approach to enhancing educational management. This paper explores the application of big data analytics within the educational setting, focusing on the development and implementation of the RRDS. By leveraging large and diverse datasets, the RRDS enables personalized learning experiences, optimizes resource allocation, and enhances student outcomes. Through predictive modeling, the RRDS predicts student performance and identifies at-risk students, facilitating targeted interventions to support student success and retention. Additionally, the system offers personalized learning recommendations tailored to individual student needs, fostering engagement and motivation. The findings underscore the significance of data-driven decision-making in improving educational practices and institutional performance. As educational institutions increasingly embrace technology-driven solutions, the integration of big data analytics and RRDS stands poised to revolutionize educational management, ultimately leading to more effective teaching and learning methodologies and better outcomes for students.

Application of Interdisciplinary Knowledge Integration in English Blended Education

Blended education in English combines traditional face-to-face teaching methods with online learning components, offering students a dynamic and flexible educational experience. It integrates technology into classroom instruction, providing access to digital resources, interactive learning platforms, and multimedia content. This approach allows for personalized learning experiences tailored to individual student needs while promoting collaboration, critical thinking, and digital literacy skills. Blended education in English fosters a conducive learning environment that combines the benefits of both traditional and online learning, enhancing student engagement and outcomes in English language acquisition and comprehension. This paper explores the potential of Cooperative Optimized Blended Education (COBE) to enhance interdisciplinary knowledge integration within English-blended education settings. Drawing upon theoretical frameworks such as game theory and optimization strategies, alongside empirical analyses and simulation results, the study elucidates the effectiveness of COBE in fostering collaborative learning outcomes. Through the utilization of digital resources, personalized learning paths, collaborative projects, blended assessment methods, and teacher training programs, COBE offers a dynamic and engaging approach to pedagogical innovation. Empirical findings and student performance data underscore the significance of COBE in promoting student engagement, knowledge retention, and interdisciplinary understanding. Furthermore, the paper highlights the importance of continuous monitoring and assessment to support student academic achievement within COBE. OBE resulted in a mean increase of 10% in student engagement, a 15% improvement in knowledge retention, and a 20% enhancement in interdisciplinary understanding. Furthermore, the paper emphasizes continuous monitoring and assessment to support student academic achievement within COBE.

The impact of an academic counselling learning analytics tool: Evidence from 3 years of use

AbstractDespite the importance of academic counselling for student success, providing timely and personalized guidance can be challenging for higher education institutions. In this study, we investigate the impact of counselling instances supported by a learning analytics (LA) tool, called TrAC, which provides specific data about the curriculum and grades of each student. To evaluate the tool, we measured changes in students' performance ranking position over 3 years and compared the performance of students who received counselling with and without the tool. Our results show that using the tool is related to an improvement in cohort ranking. We further investigated the characteristics of counselled students using cluster analyses. The findings highlight the potential beneficial influence on academic outcomes arising from the provision of guidance to students regarding their course load decisions via TrAC‐mediated counselling. This study contributes to the field of LA by providing evidence of the impact of counselling supported by an LA tool in a real‐world setting over a long period of time. Our results suggest that incorporating LA into academic counselling practices can improve student success. Practitioner notesWhat is already known about this topic By analysing student performance, teaching strategies and resource impact, learning analytics (LA) empowers institutions to make informed changes in curriculum design, resource allocation and educational policies. Through insights into academic progress, engagement and behaviour, LA counselling tools enable the identification of at‐risk students and those needing additional support. In the related literature, there are areas for further exploration such as understanding the scalability and long‐term effects of interventions on student success and retention. What this paper adds Through rigorous data analysis, the paper establishes a connection between LA utilization and enhanced student performance, offering concrete evidence of the effectiveness of LA interventions. By examining various factors such as academic stage and course load, the research offers valuable insights into the contextual nuances that optimize the outcomes of LA tool‐based support. It adds to the growing body of evidence that supports the efficacy of data‐driven interventions in education, fostering a more informed and evidence‐based approach to student support and success. Implications for practice and policy Enhanced student support strategies: By tailoring counselling interventions to align with the identified effective conditions, educators can proactively address individual student needs, improving academic outcomes and retention rates. Informed decision making: The demonstrated positive impact highlights the potential of similar data‐driven initiatives to foster student success. Policymakers can consider incentivizing the adoption of such interventions at institutional levels. Future directions for research: By identifying contextual factors that influence the efficacy of LA interventions, it encourages further exploration into how other LA interventions can be optimized for specific conditions. This can guide the development of more precise and effective student support strategies in the future.

The impact of bank loans on university student retention

PurposeThis study analyzed the impact on the persistence of Chilean university students who had received a government-guaranteed loan (CAE).Design/methodology/approachUsing academic and administrative data from 2016 to 2019, provided by 11 Chilean universities, a discrete-time survival model was constructed. The model was based on data of 5,276 students in the 2016 cohort and included sociodemographic variables, academic background prior to entering university and academic performance once in university. As a robustness check of our results to observable confounding, the analysis was repeated using a control group constructed using propensity score matching (PSM).FindingsThe results reveal that students who receive a bank loan (CAE) were more likely to remain in undergraduate studies for at least the first two years of university, as opposed to their peers who did not receive financial aid. In addition, they show the importance of academic performance in retention.Originality/valueThe article advances in the identification of the impact of bank loans on permanence. Although previous research has evaluated the impact of the CAE, it has been conducted on small samples of students. These studies also lacked student records associated with their academic performance at the university. The present research overcomes both weaknesses, allowing us to estimate the impact of the CAE on a larger population of students that is representative of the system.

Examining the Economic Value of Collegiate Club Sports to the University

To measure the contribution of collegiate club sports to the economic and social environment of higher education institutions, this case study developed a pragmatic model—integrating self-generated revenue, stimulated student spending, student attraction, and student retention—to quantify the economic value or worth of club sports to the university, and to consider their broader utility for the attainment of the university's mission. For the university studied, results show that undergraduate club sport athletes render approximately $21.7 million in institutional expenditure annually, and club sports can serve the university mission through their contribution to student recruitment, retention, and recommendation. Over 50% of participants credited their enrollment, continued attendance, and willingness to recommend the university to the availability of club sports. Student retention was more positive for participants in club sports than for the university population as a whole. Additionally, international students and students living off-campus viewed club sports as particularly positive.

Institutional Factors and Student Satisfaction of Post-graduate Adult Learners

In recent years, various stakeholders, including researchers, policymakers, and students, have displayed a growing interest in assessing the effectiveness and performance of higher education institutions. Although no single indicator is sufficient to describe the organizational quality of the university, student satisfaction is one of the most often used indicators. Extensive prior research has consistently demonstrated that high levels of student satisfaction positively influence crucial performance measures such as student retention and institutional graduation rates. Although student satisfaction has been extensively studied, particularly among undergraduate students, much less research has been done among adult learners returning to college. This paper aims to identify the key institutional factors that significantly impact the satisfaction of part-time postgraduate students. We hope that the insights of the study can help universities to allocate their limited resources and ultimately to enhance the well-being of the students.

Predicting Academic Success of College Students Using Machine Learning Techniques

College context and academic performance are important determinants of academic success; using students’ prior experience with machine learning techniques to predict academic success before the end of the first year reinforces college self-efficacy. Dropout prediction is related to student retention and has been studied extensively in recent work; however, there is little literature on predicting academic success using educational machine learning. For this reason, CRISP-DM methodology was applied to extract relevant knowledge and features from the data. The dataset examined consists of 6690 records and 21 variables with academic and socioeconomic information. Preprocessing techniques and classification algorithms were analyzed. The area under the curve was used to measure the effectiveness of the algorithm; XGBoost had an AUC = 87.75% and correctly classified eight out of ten cases, while the decision tree improved interpretation with ten rules in seven out of ten cases. Recognizing the gaps in the study and that on-time completion of college consolidates college self-efficacy, creating intervention and support strategies to retain students is a priority for decision makers. Assessing the fairness and discrimination of the algorithms was the main limitation of this work. In the future, we intend to apply the extracted knowledge and learn about its influence of on university management.

Enhancing STEM Enrollment, Retention, and Graduation

JOHNNA SMITH, Dept of Mathematics, Shepherd University, Shepherdstown, WV, 25443, RAINA BURTON, Dept of Mathematics, Shepherd University, Shepherdstown, WV, 25443, QING WANG and KAREN ADAMS, Dept of Computer Sciences, Mathematics, and Engineering, Shepherd University, Shepherdstown, WV, 25443. Enhancing STEM enrollment, retention, and graduation: insights and strategies for student success. The objective of this study is to synthesize over 20 findings related to STEM success and its measurement to enhance student recruitment, retention, and graduation rates. Surveys were analyzed focusing on various student categories, including underrepresented minorities (URMs), high-achievers, low-income individuals, first-generation students, community college transfers, and gender diversity, among others. Our findings demonstrate that improving students’ self-efficacy and fostering a sense of belonging significantly contribute to their success and persistence in STEM. Consequently, programs such as undergraduate research opportunities, networking, seminars, summer bridge programs, field trips, and workshops are identified as crucial for enhancing students’ confidence and sense of belonging, thereby facilitating their success and perseverance in STEM fields. The project was supported by the Summer Undergraduate Research Experience Grant (SOARS) from West Virginia Higher Education Policy Commission Division of Science and Research and the NSF S-STEM Grant (award No. DUE-2130267).

Impact of a Networked Improvement Community’s Interventions on STEM Student Persistence. Review of Results and a Call to Action.

It is well known that high impact practices such as student learning communities and peer-mentoring, early engagement in research and faculty-student relationship building can have a positive influence on undergraduate student engagement and retention in their chosen field of study. The First2 Network is a Networked Improvement Community comprised of students, faculty, staff and administrators from eight higher education institutions in West Virginia and one in Kentucky, that has, over the past six years, engaged in creating interventions to implement and test these high impact practices with the aim of doubling the graduation rate of first-generation and other underrepresented STEM students. Relying on data collected, mostly from WVU, we see very promising outcomes on the persistence of STEM majors. These results will be shared. However, our data story is incomplete as there is no mechanism to sort data on first-generation status across all universities and colleges in the state. The value of this information and its inclusion in a future state funding formula will be explored.

AUGMENTED AND VIRTUAL REALITY IN U.S. EDUCATION: A REVIEW: ANALYZING THE IMPACT, EFFECTIVENESS, AND FUTURE PROSPECTS OF AR/VR TOOLS IN ENHANCING LEARNING EXPERIENCES

This study provides an in-depth analysis of the impact, effectiveness, and future prospects of Augmented Reality (AR) and Virtual Reality (VR) in educational settings. The primary objective was to explore how these immersive technologies are reshaping learning and teaching landscapes. Employing a systematic literature review and content analysis methodology, the research analyzed recent scholarly articles and reports from 2014 to 2024, focusing on AR/VR applications in education. The findings reveal that AR and VR significantly enhance learning experiences by offering immersive, interactive, and engaging environments. These technologies have been shown to improve student engagement, knowledge retention, and skill development. AR enriches traditional educational materials by overlaying digital information onto the real world, while VR facilitates experiential learning in virtual environments. However, challenges such as high costs, technical infrastructure requirements, and content development complexities were identified as barriers to widespread adoption. The study predicts a future where AR and VR technologies will continue to evolve, focusing on enhancing user experience, improving accessibility, and integrating seamlessly into educational curricula. Recommendations for stakeholders, including educators, administrators, and policymakers, emphasize the need for investment in infrastructure, educator training, content development, and collaboration with technology companies. Lastly, AR and VR technologies hold great promise for transforming educational practices. Addressing current challenges and leveraging opportunities will be key to realizing their full potential in enhancing teaching and learning experiences. Continued research and innovation in this field are essential for the effective integration of AR and VR in education.
 Keywords: Augmented Reality (AR), Virtual Reality (VR), Educational Technology, Immersive Learning.

‘Belonging' within White male-dominated sports business management programmes

ABSTRACT Patriarchal Whiteness dominates the sports sector and sports business university classrooms. This echo effect maintains a cyclical pattern of oppression whereby only certain voices are heard and certain bodies are seen. Belongingness has the power to address injustices and facilitate the feeling of connection that can transcend social identity markers. This paper explores the experiences of students studying a White male-dominated degree in the United Kingdom (UK). In total, 10 sports business management students (undergraduate and postgraduate) were interviewed in relation to gender, race/ethnicity and belonging within their course. Findings demonstrated that belonging was more straightforward for male students who made connections with ease. Sense of belonging, however, was not entirely connected with Whiteness or gender but rather a shared sense of meaning and passion for sport. The subject of sport has the power to unify and facilitate belonging. This study has important ramifications for universities in relation to subject identity, student retention, course design and critical pedagogy.

The process of adaptation to higher education studies and its relation to academic dropout

AbstractThe academic dropout of higher education students represents one of the most significant challenges that university institutions have to face today. This research analysed the university academic trajectory of students who dropped out of university for good. The aim of this paper is to examine in depth the factors that influence the idea of the construction of academic dropout and its relationship with the difficulties of adaptation to the university training system. A qualitative study was carried out in which the interview technique was applied to n = 34 dropout students belonging to three Spanish autonomous communities. The results made it possible to identify and examine students' difficulties in adapting to university studies in greater depth. The interviews revealed contextual and emotional details that contributed to dropout, such as personal and professional challenges and a lack of emotional support. The findings lead to the need to approach the issue from a holistic viewpoint in order to address the different reasons behind university dropouts. This broad view of the academic trajectories of university students who drop out is a benchmark for strategies to improve student retention and success in higher education.

Trust and Transformative Learning: How Faculty-Led Study Abroad Experiences Foster Sense of Belonging and Community

ABSTRACT Study abroad programs (SAPs) in higher education are long known for providing numerous benefits to student participants. However, few studies have looked at the process of faculty-led SAPs (i.e. the role of student engagement, faculty-student interaction) in creating a sense of belonging for students, which is critical for student retention and success. This study explored how student engagement in short-term faculty-led SAPs is related to their sense of belonging and transformative learning. Twenty-nine interviews were conducted among students at a public university in the southern U.S. who participated in short-term SAPs led by tourism and hospitality faculty during spring break. Results showed that trust in faculty leaders premised a sense of belonging, which allowed transformative learning experiences while studying abroad. Results shed light on optimizing the design and operation of short-term SAPs for greater student retention and success.