Student Retention Research Articles

WhatsApp as a Tool to Facilitate Continued Adjustment of First Time Entering Students Into University During COVID–19 Lockdown Restrictions

The Covid-19 pandemic forced universities into emergency remote learning. For universities situated in a country where internet connectivity prices are high, network coverage is low, and most students live in rural areas, this presented a unique set of problems. One of the issues is that traditional orientations were face-to-face for first-time entering students (FTENs) at universities, and they had to be moved online due to lockdown restrictions and the desire to save the academic year. For the university concerned, this presented challenges in accessing students due to their low digital literacy skills and infrastructure limitations. The study employed a quantitative exploratory research approach to assess whether WhatsApp, a low-cost communication tool offering features like affordable data bundles, group creation, and accessibility, could facilitate student engagement and support during the COVID-19 lockdown at a rural university campus. The aim was to investigate if utilizing WhatsApp could foster a sense of belonging among students, potentially mitigating dropout rates and preventing students from falling behind. The hypothesis posited a positive correlation between using WhatsApp for academic support and student retention, ultimately leading to enhanced success rates. The study used the 'Academic Dropout Wheel, a theoretical framework developed by Naaman (2021), which identifies key factors contributing to academic dropout and provides strategies for intervention. The results of a quantitative questionnaire on 181 of the 2022 cohort of FTENS at the campus revealed that students felt more at ease, had a feeling of belonging and ownership of the university, and knew where to ask for help through the effective use of WhatsApp. This paper concludes that if professionally managed, WhatsApp can be an effective tool to facilitate continued adjustment and integration of FTENs into the university.

Sociodemographic Attributes and Dropout Intentions of Working University Students: Evidence from Estonia

This study examines the relationship between various demographic and situational factors and working students’ decisions to change their study programmes and abandon higher education. It utilises a sample of 1902 working students derived from the Eurostudent VII survey and employs cross-tabulation and chi-square tests. The findings reveal statistically significant associations between several factors and students’ educational decisions. Males are more likely to consider abandoning higher education than females. Younger students, particularly those up to 21 years old, are more inclined to consider changing their study programmes. Financial difficulties significantly influence students’ considerations of both changing study programmes and abandoning higher education. Students in the arts, humanities, and ICT are more likely to consider abandoning their studies. Conversely, age does not significantly affect the likelihood of abandoning higher education. Parental educational attainment does not significantly influence decisions to change or abandon study programmes, whereas living situations, such as living independently and not living with parents, significantly affect changing the study programme. Qualification level affects the likelihood of changing study programmes, with bachelor’s students more likely to consider changes than masters and long-term national degree students, but it does not significantly affect the likelihood of abandoning higher education. Education–job mismatch significantly affects both changing study programmes and abandoning higher education, while the duration of working hours only influences the decision to alter study programmes. By revealing these findings, this research extends the student retention discourse as well as highlights how cultural, economic, familial, and workplace capital influence working students’ educational decisions.

Admission Test Scores and Colleges’ Retention Rates

Most higher education institutions eliminated standardized test requirements for applicants following the COVID-19 pandemic. The impact of college admission criteria on college student retention has been the subject of extensive research in higher education. This literature suggests that admission criteria play a significant role in influencing student retention rates. However, the impacts of test-optional admissions procedures have been relatively understudied. Using a dataset of admissions requirements, institutional profiles, measures of collegiate success, financial aid, and demographics of full-time, first-year students at public or not-for-profit private 4-year institutions for the 2021-2022 academic year, we find that, of the different criteria used in admission policies, required or recommended letters of recommendation and graduation rates combined have an impact on college retention rates. Required or recommended admission test scores positively increase retention rates, albeit not robustly.

Yoga as a Contemplative Practice and Its Contribution to Participatory Self-Knowledge and Student Retention: A Scoping Review of the First-Year Undergraduate Student Transition.

Contemplative pedagogy, specifically yoga, introduced into the higher education curriculum has the potential to develop and entrain intellectual, emotional, and social development in relation to mental health among university students studying for medical and nursing degrees. The objective of the study is to determine the extent of the current literature on the prevalence of yoga as a contemplative practice that contributes to student well-being and self-knowledge in the first-year transition from high school to university. As part of the scoping review, CINAHL, EBSCO, Medline, Emerald, Eric, and PsycINFO were searched to identify the prevalence and connection of mind-body courses to student well-being between 2011 and 2022. Screening and selection of studies were based on eligibility criteria and methodological quality assessment. Colaizzi's method of data analysis enabled the phenomena of interest to be examined and follows the PRISMA for Scoping Reviews (PRISMA-ScR) checklist. Seventeen studies were included with two themes emerging, which include physical practices and training and barriers to success. Yoga is a practice that supports undergraduate students in managing their stressful lives. Due to the experiential nature of yoga the participatory reflective processes established within the physicality of the students provided a framework to cope with the stress and challenges of higher education.

The Effect of Teaching with Web 2.0 Tools on Mathematics Achievement and Retention

This study aimed to examine the impact of using Web 2.0 tools in teaching algebraic expressions to 6th-grade students on their mathematical achievement and retention. In the research, a quasi-experimental design was used with pre-test post-test control group, one of the quantitative research methods. The research was conducted in the 2023-2024 academic year with 88 students, 44 in the experimental group and 44 in the control group, studying in the 6th grade of a public school in Yenimahalle District of Ankara. The experimental group received instruction through Web 2.0 tools for three weeks, while the control group followed the textbook-based curriculum during the same period. In the study, the "Algebraic Expressions Achievement Test" was used to determine academic success. SPSS 22.0 pragram was used to analyze the data. Independent Samples t-test, Repeated Measures ANOVA, and Benferroni multiple comparison test were used in the analysis process. The findings indicated a significant difference in the post-test mean scores of algebraic expressions between the experimental and control groups, favoring the experimental group. In conclusion, the use of Web 2.0 tools in teaching algebraic expressions was found to be more effective in enhancing students' academic achievement and retention compared to current teaching methods.

Making the Student Experience Everybody’s Business: Cultivating Collaboration in the Exosphere

It has long been recognised that a key element in improving student transition, retention and success in higher education is cross-institutional consistency and unity of action among disparate academic, policy and support units. However, transferring this principle into practice often requires overcoming departmental silos, negotiating shared understandings of key concepts, and establishing patterns of cross-institutional collaboration in spaces where this may have been lacking. This study examines the effect of a program of supported communities of practice among teaching academics that sought to improve the culture of learning and teaching in a large science, health and engineering faculty in an Australian university. We found indications that these communities of practice promoted collaboration by functioning as loci of cross-institutional consultation and coordination, providing the basis for an enhanced student experience. We interpret this finding through the lens of Bronfenbrenner’s ecological model of development, and propose an approach based on academic communities of practice as a way of building cross-institutional unity of action and making the student experience everybody’s business.

Monitoring and Academic Accompaniment of University Students Using Emerging Technologies

In the current context, where academic competitiveness is high, it is essential to provide academic support to improve the experience and achievements of students before they opt to drop out due to economic, social, and institutional factors. The main objective of the research is to understand how academic support and monitoring programs are implemented, identify different support styles, and the factors influencing their effectiveness. The methodology used was a systematic review of indexed articles in databases such as Scopus, DOAJ, Scielo, Semantic Scholar, and ProQuest, following PRISMA guidelines. The most important results highlight that the implementation of technologies such as artificial intelligence, smart monitors, and machine learning algorithms in academic monitoring programs improves student retention and success. However, challenges are identified, such as the adaptation of students and teachers to new technologies and the need for quality design and implementation to ensure the effectiveness of support. Additionally, the importance of predictive factors such as initial academic performance and motivation is emphasized to identify at-risk students and provide effective interventions.

The Cumulative Impact of Unmet Essential Needs on Indicators of Attrition: Findings from a Public University Population-Based Sample of Students in the Bronx, NY.

In recent decades, a growing proportion of college students have experienced financial stress, resulting in unmet essential needs including food insecurity, housing instability, lack of healthcare access, and inadequate mental health treatment. Given that urban-based public universities constitute a substantial proportion of the US college student population, understanding how unmet needs affect academic achievement in this population is crucial for developing strategies that alleviate college failure and dropout. We examined the cumulative impact of unmet essential needs (scored from 0 to 4) on indicators of college attrition (dropout, leave of absence, risk of academic probation). The sample comprised a college population-representative sample of 1833 students attending one of three urban public colleges in the Bronx, NY. Employing adjustedmultinomial and binomial logistic regression models, we assessed how total unmet essential needs predict any indicator of college attrition. Each unit increase in unmet need increased the odds of having any attrition indicator by 29% (p < 0.01). Students with two unmet needs had 43% greater odds (p < 0.01), students with three unmet needs had 57% greater odds (p < 0.01), and students with four unmet needs had 82% greater odds (p < 0.01) of having any attrition indicator compared to those without unmet needs. Findings revealed a modest dose-response relationship between the number of unmet needs and the likelihood of experiencing indicators of attrition, suggesting a cumulative impact of unmet needs onstudents' abilityto persist to graduation.Designing interventions aimed at college students with multiple unmet essential needs, and addressing these needs holistically, may assist student retention and graduation.

Undergraduate Student Retention Activities: Challenges and Research Agenda

Undergraduate Student Retention Activities: Challenges and Research Agenda

TEACHER’S EXPERIENCE ON THE IMPLEMENTATION OF SPIRAL PROGRESSION APPROACH (SPA) IN TEACHING ENGLISH TO JUNIOR HIGH SCHOOL: A QUALITATIVE INQUIRY

This qualitative inquiry explores the experiences of teachers implementing the Spiral Progression Approach (SPA) in teaching English to junior high school students. The study aims to understand the challenges educators in English subject encounter while applying SPA, a pedagogical method designed to reinforce learning by revisiting topics with increasing complexity. Data were collected through in-depth interviews and focus group discussions with a diverse group of junior high school English teachers. Findings reveal that while teachers appreciate the SPA’s potential to enhance student retention and understanding, they face significant challenges. These include difficulties in aligning the curriculum with SPA principles, time constraints in covering the required material, and varying levels of student readiness. Despite these hurdles, teachers reported that SPA facilitates a deeper understanding of language concepts and skills over time, fostering a more holistic and integrated approach to learning English. The study concludes that successful implementation of SPA requires comprehensive professional development, adequate resources, and continuous support for teachers. By addressing these needs, educational institutions can better leverage SPA to improve English language education outcomes in junior high schools.

From highlight to insight, the role of visual input enhancement in vocabulary Mastery with Kahoot

This study explores the use of Kahoot, assisted by input enhancement technique, to increase the vocabulary mastery of class eight students at SMP Negeri 3 Banawa. This study was conducted through two cycles of action research. Three meetings in the first cycle applied Kahoot, assisted by the input enhancement technique with bolded underlined modified texts, while three meetings in the second cycle applied Kahoot in team mode, assisted by input enhancement by highlighted enlarged fonts of modified texts. The subject of this research consisted of twenty-six students in class D. In carrying out this research, both quantitative and qualitative data were used. The quantitative data was taken from the post-test, while the qualitative data were taken from field notes, observation sheets, interviews, and questionnaires. The quantitative data indicated that the intervention done in the second cycle successfully increased the students' vocabulary by more than 70% of the students achieving the KKM (passing grade). The qualitative data showed that the intervention done in the second cycle increased students' engagement, interaction, motivation, attention, and retention. Overall, the present study highlights the potentiality of using Kahoot assisted by visual input enhancement in collaborative learning to provide good vocabulary instruction in the classroom.

Improving the practical skills of STEM students at a historically black college and university (HBCU)

Improving the practical skills of Science, Technology, Engineering and Mathematics (STEM) students at a historically black college and university (HBCU) was done by implementing a transformative teaching model. The model was implemented on undergraduate students of different educational levels in the Electrical Engineering (EE) Department at HBCU. The model was also extended to carefully chosen high and middle schools. These middle and high school students serve as a pipeline to the university, with a particular emphasis on fostering growth within the EE Department. The model aligns well with the core mission of the EE Department, aiming to enhance the theoretical knowledge and practical skills of students, ensuring that they are qualified to work in industry or to pursue graduate studies. The implemented model prepares students for outstanding STEM careers. It also increases enrolment, student retention, and the number of underrepresented minority graduates in a technology-based workforce.

Visual Mnemonics and Gamification

This learning representation is an innovative approach to teaching muscle physiology in a first-year medical school curriculum, utilizing assets from the Medimon game-based website. Medimon is a game designed to enhance students' preference and retention of medical concepts through interactive and visually engaging game contexts. The Medimon game experience allows students to (a) engage with characters representing various physiological components, (b) explore buildings designed to align with visual mnemonics, and (c) reinforce knowledge via game activities of muscle physiology, including muscle, cardiac, and smooth muscle structure and function. By leveraging the detailed visual mnemonics of the game, we implemented Medimon game assets into a presentation on muscle physiology to supplement existing presentation materials and promote long-term retention of muscle physiology.

Assessing Student Focus Areas for Self-Directed Metacognition and Self-Improvement

Research in higher education has consistently focused on determining factors that influence student success and retention in academic programs. Successful students also positively impact the effectiveness of teaching practices used in a course. Previous work shows that a recurring set of assignments where students reflect on past work and set a SMART goal to make a specific improvement promotes a growth mindset and is an activity that students see value in completing. Promoting improvements by students should also make an instructor’s teaching efforts more effective. To understand how instructors and institutions can provide more support for student development and retention, students at four universities completed reflection and planning assignments that involved goal setting based on the SMART goal framework. Student submissions were analyzed to categorize the topic areas where students saw the need to work. Results highlighted the importance of many topics, including time management, self-care, course content, and study methods. Analysis of the data also revealed that facilitating exercises requiring students to set goals and report on their progress later in the term greatly enhanced student engagement and fostered behaviors geared towards establishing a growth mindset.

Hybrid Approach to Predicting Learning Success Based on Digital Educational History for Timely Identification of At-Risk Students

Student retention is a significant challenge for higher education institutions (HEIs). The fact that a considerable number of dropouts from universities are primarily due to academic underperformance motivates universities to develop learning analytics tools based on models for predicting learning success. However, the scalability of such models is limited since students’ academic performance and engagement, as well as the factors influencing them, are largely determined by the educational environment. The article proposes a hybrid approach to forecasting success in completing an academic semester, which involves creating a set of predictive models. Some of the models use historical student data, while others are intended to refine the forecast using current data on student performance and engagement, which are regularly extracted from available sources. Based on this approach, we developed an ensemble of machine learning models and the Markov-process model that simultaneously address the tasks of forecasting success in mastering a course and success in completing a semester. The models utilize digital footprint data, digital educational history, and digital personality portraits of students extracted from the databases of Siberian Federal University, and the resulting ensemble demonstrates a high quality of the forecast. The proposed approach can be utilized by other HEIs as a framework for creating mutually complementary forecasting models based on different types of accessible educational data.

Onboarding Students at Scale: A New Student Orientation Course that Prepares Students to Succeed in their Online Degree Programs

A new online orientation course equips students with the tools and skills to thrive in online programs. It welcomes them to the university, introduces the learning management system, fosters peer connection, and locates essential resources. Additionally, it teaches valuable strategies for time management, motivation, and success in online learning. This adaptable base course caters to the university’s diverse online programs while maintaining a core structure. Designed for efficient facilitation by Academic Directors, it also allows for a personalized touch. Surveys indicate the course effectively prepares students for their first online course. Notably, completing the orientation has become the strongest predictor of student retention and academic success. This award-winning approach serves as a valuable example for designing online student orientation programs.

Enhancing Collaborative Learning in Mobile Environments through Interactive Virtual Reality Simulations

This study investigates the potential of enhancing collaborative learning in mobile environments through the integration of interactive virtual reality (VR) simulations. With the ubiquity of mobile devices and advancements in VR technology, there is a growing interest in using immersive experiences to promote collaborative learning among students. The study explores the design and implementation of interactive VR simulations customized for mobile platforms. The goal is to create engaging and immersive learning experiences that foster collaboration and knowledge sharing. By immersing students in virtual environments where they can interact with digital objects and manipulate scenarios, the study aims to facilitate active participation and teamwork, thereby enhancing learning outcomes. Furthermore, the study examines the impact of interactive VR simulations on student engagement, motivation, and knowledge retention in collaborative learning settings. Through empirical studies and user evaluations, the effectiveness of interactive VR simulations as a tool for collaborative learning in mobile environments is assessed. The findings provide valuable insights into the design and pedagogical integration of VR technologies in mobile learning contexts. They offer guidance for educators and instructional designers who aim to leverage the potential of immersive experiences to improve collaborative learning outcomes.

Tutoring and Academic Performance in University Students from the Peruvian Altiplano

Objective: University tutoring is crucial to support students' academic, personal and professional success, provides individualized guidance, fosters the development of key skills and promotes student retention, thus contributing to the overall growth of university students. Within this framework, the objective of the research was to determine the relationship between the perception of the tutoring system and the academic performance of students of the National University of the Altiplano of Puno (UNAP). Methods: The research approach is quantitative, non-experimental, with a cross-sectional correlational design. The population consisted of 474 students, obtaining a sample of 213 randomly selected students. A questionnaire was used to measure the first variable, while for the second variable the minutes of evaluation corresponding to the first academic semester of the year 2023 were consulted. Results: The results reveal that students of the UNAP have a regular perception of tutoring services, both academic and personalized. While they recognize the existence of these services, they are not fully familiar with all available services. Some students have also used these services occasionally, do not consider them an essential part of their university experience and do not actively seek this type of support, except when they need it. Conclusion: In conclusion 93.4% of the students assessed the tutoring system as regular, while 6.6% considered it bad or unsatisfactory. In addition, the statistical analysis reveals a strong positive correlation (r=0.795) between the tutoring system and academic performance, supported by a p value lower than the level of significance (0.00 &lt; 0.05) that confirms the statistical validity of this relationship. These findings suggest that as the tutoring system strengthens, there is a considerable and positive association with students' academic performance.

Who Works on Campus?

On-campus employment is a high-impact practice for student retention, postgraduate success, and employability. This study engaged with twelve years (2007-2019) of student employment data from a large R-1 university to determine who has access to this high-impact practice and explore which types of students become on-campus employees. Aggregate totals suggest juniors and seniors, White students, and women access on-campus employment at far greater levels than men or students of Color. However, intersectional analyses by race and gender suggest students from certain racial and gender groups are consistently over or underrepresented in on-campus student employment. Implications for gender and racial equity in on-campus hiring practices and postgraduate support for students of Color are addressed.

“I Tell Them Generics, but Not the Specifics”: Exploring Tensions Underlying Familial Support for First-Generation Latinx Undergraduate Students

Families continue to play an essential role in the experiences of first-generation Latinx undergraduate students and can serve as powerful partners to support student retention and socioemotional wellbeing. This qualitative phenomenological study uses the notion of emerging adulthood to explore how first-generation Latinx undergraduate students (n = 16) conceptualize their families’ role in their college education. Specifically, this study shows that while students describe feeling supported by their families, they also experience distinct and unique tensions tied to this support, which students associate with their first-generation student status. These tensions include (1) the family’s unfamiliarity with college culture; (2) bidirectional behaviors of protection from stress and worry; and (3) continued family interactions. These findings, or tensions, are essential to understand and address. Doing so can improve the nature of familial support for first-generation Latinx undergraduate students by leading to better family—student relationships, family—institutional relationships, and student academic and non-academic outcomes.