Student Withdrawal Research Articles

Recognizing and Responding to the Untold Stories: How COVID-19 Affected Community College Students’ Decision to Withdraw

ABSTRACT The research paper is an investigation of student withdrawal in an urban community college that primarily serves working-class students, students of color, and first-generation college-goers. Community college students face a myriad of challenges that are not always obvious to faculty and often invisible to the institutions that serve them. At the same time, community colleges and the students they educate are often unfairly characterized as “less than,” suggesting how little they are understood. Nationally, community college students are nearly half of all undergraduates before the COVID-19 pandemic, but less than 40% of them graduate within six years. Additionally, the community college enrollment decline in the wake of the COVID-19 epidemic is causing alarm. As attempts to increase enrollment get underway, this research aims to demonstrate how previous obstacles collided with new complications brought by the pandemic and made college-going beyond challenging for many students. It is the author’s hope that these findings can shed new and much-needed light on recognizing these hardships and that higher education institutions can respond in ways that better support community college students.

Student Attrition in the Ontario Midwifery Education Program: A Qualitative Analysis - 1. Personal Issues

This study identifies some of the factors associated with student withdrawal from the Ontario Midwifery Education Program (OMEP). An Internet-based survey was used to collect data and written comments. Participation was requested from senior-level students, graduates of the program, and students who withdrew prior to graduation. In this qualitative study, we found that commuting and relocation, support and guidance, and the stress of one-on-one preceptor mentorships are areas in which the OMEP could develop interventions to improve student retention.

Manajemen praktek kerja lapangan pada program keahlian teknik komputer dan jaringan di SMK Prima Sejahtera Kotamobagu

The purpose of this study was to determine and analyze the management of Field Work Practice (PKL) Computer and Network Engineering Expertise Program at SMK Prima Sejahtera Kotamobagu, in terms of Planning, Implementation and Evaluation. This research is a type of qualitative research with research procedures that produce descriptive data. The methods used by researchers to collect data are observation, interviews and documentation studies. The subjects of this research are the Principal, Deputy for Public Relations, Head of the Computer and Network Engineering Department (TKJ), Supervising Teacher. After the data is collected, the data is analyzed including data reduction, and conclusion drawing. Based on the results of the study, it shows that the PKL planning stage includes: 1) PKL committee formation and coordination, 2) Industry mapping, 3) Administrative preparation (such as: making submission letters and submission procedures, making submission and withdrawal letters, making PKL activity schedules), 4) Determination of PKL place, 5) Debriefing. The stages of implementation activities: 1) Delivery of PKL students, 2) PKL implementation process in the Business World / Industrial World (DUDI), 3) PKL program monitoring, 4) Journal preparation of daily PKL activities, and 5) Withdrawal of PKL students. The PKL evaluation stage includes: 1) Completion of the journal which is carried out after the pick-up of students, 2) PKL assessment based on the results of coordination by industry and school supervisors and based on the results of reports/journals.

Addressing Student Attrition in An Open Distance E-Learning Undergraduate Program: The Case of The University of The Philippines Open University Bachelor of Arts in Multimedia Studies Program

Student attrition is indicative of how the educational system of academic institutions fairs. Addressing student attrition is a greater challenge for academic institutions solely focused on delivering Open and Distance eLearning (ODeL) education. A plethora of studies have found that attrition rates in the ODeL set-ups are higher compared to the conventional face-to-face physical arrangement (Moore et al., 2017; Rotar, 2022; Shaw et al., 2016; Muljana et al., 2019). This high rate of online attrition is rooted in the clamor of non-traditional students for more online courses that have significantly changed the course of growth of online learning. To address this attrition issue, this study aims to describe and examine the student attrition in the University of the Philippines Open University Bachelor of Arts in Multimedia Studies (BAMS) Program during the academic years covering 2018 to 2023. Based on available data, the primary reasons for student withdrawal in the BAMS Program is transferring to another university. This holds for all the academic years within the five-year coverage of this study. Other factors contributing to withdrawal include financial constraints, conflict in schedules, mental health issues, migration, exceeding residency limits, and adaptation challenges to nontraditional distance learning environments. Generally, the results of this study showed that there was a low attrition rate among the BAMS students. Thus, this study advances further study that would delve deeper into the reasons behind student withdrawals from the BAMS Program by using qualitative methods. Additionally, incorporating statistical analysis can reveal associations among variables, helping identify root causes of attrition. The study’s limitation lies in its focus solely on students withdrawing from the program rather than those shifting within the university, which could offer further insights for program enhancement.

International student withdrawal – the lived experience of five Syrian students on visa renewal in Malaysia

ABSTRACT International students are not only agents for the internationalisation of a campus environment but also a crucial source of income for universities and a country’s economy. Thus, their recruitment and retention are vital and prioritised by university leadership and policymakers. However, scant attention has been given to investigating international student withdrawal, even more so on visa-related matters. This paper focuses on the lived experiences of five former students from Syria who withdrew from education pursuits in Malaysia due to visa-related issues. This phenomenological study found the absence of clear knowledge of immigration procedures among institution staff and unsympathetic treatment towards international students were the primary reasons behind withdrawals. These findings suggest negative student experiences affect not only current students but also potential students. Whilst the findings add to existing knowledge and future studies, the study marks the first in-depth investigation concerning the impact of visa-related issues on international student withdrawal.

Midwifery Practice Leaders' Experiences of Practice Changes Early in the COVID-19 Pandemic: A Qualitative Exploration.

The coronavirus disease 2019 (COVID-19) pandemic generated considerable upheaval in all sectors of the US health care system, including maternity care. We focused this inquiry on midwifery practice leaders' experiences and perspectives on changes that occurred in their practices early in the pandemic. This was a qualitative descriptive study using thematic analysis. The data were responses to an open-ended question in a survey of pandemic-related employment and clinical practice changes. Findings are presented from a constructivist perspective, describing the experiences and perspectives of a group of US midwifery practice leaders during the initial phase of the COVID-19 pandemic. Two main themes emerged from the analysis: demands on midwives and driving forces. Demands on midwives were 3-fold: clients' needs, modification of care, and midwives' needs. These encompassed the psychological, physical, and emotional toll that caring for women during the pandemic placed on midwives. Driving forces were those entities that spurred and directed change and included regulations, institutions, financial logistics, and team dynamics. Survey respondents in community (home and birth center) practices reported substantial increases in inquiries and client volume, and many respondents expressed concern about withdrawal of students from clinical placements. Midwifery practices experienced profound changes in their work environments during the COVID-19 pandemic, with both positive and negative characteristics. These challenges in providing birth care were similar to those reported in other countries. Results indicated existing guidance for maternity care during emergencies did not meet clients' needs. Coordinated planning for maternity care in future prolonged health emergencies should incorporate best practices and include midwives in the process.

School dropout: study of the CST ADS IFRO - Ji-Paraná Campus

Discussing school dropout is essential for education, which is fundamental for the development of a nation, to be understood in terms of the flaws that lead to the withdrawal of students and corrective measures can be adopted. This study aimed to conduct a research whose main point is to discover the possible factors that motivate school dropout from the course of Analysis and Development of Systems of the Federal Institute of Rondônia - IFRO - Ji-Paraná Campus. A descriptive analysis of the data from the Unified System of Public Administration of the Federal Institute of Rondônia - SUAP was carried out. Data such as gender, race/ethnicity, entry form, municipality of students, neighborhood of students, type of transportation, type of school of origin were collected. In this study there is a prevalence of men (64.5%). The frequency of students was more incident among men, with some municipalities with higher rates than others (Urupá, Ji-Paraná, Outro Preto do Oeste, Porto Velho, Presidente Médici and Nova União). The highest income was verified in Ji-Paraná, evidencing that the need to move to another municipality can harm the results of the students. Men had better performance than women, however, the difference is not significant, since the total number of women is only 55% of the total number of men. Women’s income was lower than men’s, one of the factors that can justify a lower performance and interfere on the transport used, 11.2% of women depend on public transport, thus, with lower income women have less conditions to use private transport. The progress among men was greater, especially in Ji-Paraná. White women and men have higher incomes than brown or black people, there is a greater dropout among men, however, as there are more men, it is understood that the difference is not significant.

Impact of open educational resources on student performance in an introductory Geography course

ABSTRACT There is a growing body of evidence that Open Educational Resources (OERs) are a viable alternative to traditional “for cost” teaching materials. This paper provides a reflection on the process and outcomes of developing and implementing OER within an introduction Human-Environment Geography lecture-laboratory course. Evidence is further provided in support of improvements to the academic performance and completion rates of students enrolled in the course after the implementation of OERs over a period of 4–6 years. Results of the study indicate students’ academic performance significantly increased once OERs were incorporated into the classroom compared to the use of traditional materials purchased by the students. The rate of student withdrawal also was significantly less once OERs were implemented. The improvements to students’ academic performance and retention occurred despite OER being only used in the laboratory component of the course, suggesting that even a partial implementation of OERs can still have significant positive effects. The use of OERs can be considered as a legitimate option to increasing retention and student academic success in the Geography classroom.

Kampus Merdeka Sebagai Wadah Pengembangan Metode Mengajar Yang Kreatif Melalui Pendekatan Kampus Mengajar Untuk Memperkuat Literasi Numerasi Dan Teknologi Di Smp Al-Huda Surabaya

Independent Learning-Independent Campus is a policy of the Minister of Education and Culture which encourages students to study various fields in order to enter the world of work. The Independent Learning-Campus Independent Policy is guided by Permendikbud Number 3 of 2020 concerning Higher Education National Standards. Students as "agents of change" in developing human resources by contributing and improving together to benefit society. Students in this program go through many processes including registration, selection, debriefing, assignment, and student withdrawal. The Merdeka Learning-Independence Campus Program (MBKM) is a concept-based Merdeka-Learning program that allows students to develop and contribute, especially on issues related to education. The Teaching Campus contributes to the world of education at the elementary (SD) and junior high (SMP) levels in the 4T region (Foremost, Outermost, Disadvantaged, and Transmigration Zones), as well as schools accredited under A. This study aims to determine the role of campus students teaching in helping improve literacy, numeracy at AL-HUDA Middle School, Surabaya, East Java in order to improve the quality of education in Indonesia. Techniques and instruments used in data collection, such as interviews, observation, and documentation. Based on the results of this study, it can be interpreted that campus teaching students play an important role in increasing literacy, numeracy, and technology adaptation in schools

Countering Student Alienation and Anxiety with Team Formation in the Classroom

The way students communicate with each other and with faculty have dramatically changed through the years. Increased use of e-mail and texting has diminished face-to-face interaction. Consequently, students are experiencing a sense of isolation, increased anxiety, and an inability to connect with each other as well as with their professors. Team formation in the accounting classroom was considered to examine the impact on students’ course grade. The goal was to determine the effect of team formation on the students’ overall course experience. The academic and personal implications were determined by an examination of students’ grades, observation of teams, and interviews with team members. Students were organized into teams of 5 to 6 students and participated in team activities throughout the semester. Team activities included class presentations, in-class assignments, homework, and organized exam preparation/review sessions. Two entry-level accounting classes were examined and compared to their counterparts who studied exclusively in an individual learning environment. The classes in which team formation was implemented resulted in higher academic achievement; increased student passing rate, increased class attendance, and decreased number of student withdrawals. Observations noted included friendlier class environment, increased student to student as well as student to professor interaction, and heightened awareness of other cultures. Interviews with team members echoed sentiments of increased self-confidence, lower levels of stress, and deeper understanding of learned material.

Withdrawal Phenomenon and Coping Mechanisms in Students of Forms 5-8 Experiencing Learning Difficulties, in Remote Learning During COVID-19 Pandemic: Experiences of Teachers and Students

The article presents a novel phenomenon, namely, the phenomenon of withdrawal in the students of forms 5 to 8 with learning difficulties when learning remotely under the critical conditions of COVID-19 pandemic. The phenomenon was revealed through focus group discussions with the teachers of forms 5 to 8, educational assistance professionals, and school leaders from 23 schools (n-175), as well as through the material of depersonalized deliberations of the students, provided by the teachers.The process of quality content analysis of the research material highlighted the phenomenon of student withdrawal when learning remotely, and its following stages: partial or episodic self-removal from the lesson; muting; invisibility; confusion; demotivation; apathy; loss of social connections; exhaustion; helplessness, and complete withdrawal. The following external reasons prompting the emergence of the withdrawal phenomenon in students under the critical conditions of COVID-19 pandemic were identified: digital exclusion, non-inclusive traditional teaching, lack of enabling effect on the students, learning barriers that exceed their abilities, demotivating experiences of failure, unfavourable family environment, social and even physical isolation, and online bullying. The following internal factors favourable were for the development of the phenomenon of withdrawal emerged: limited mood management skills, lack of self-confidence, lack of self-acceptance, critical attitudes. The following ways of overcoming the withdrawal phenomenon were revealed: the organization of a remote learning process that involves the students and is based on the students’ active participation.

Financial support differentially aids retention of students from households with lower incomes: a UK case study

ABSTRACT Around the world each year, large sums of money are expended in helping students access higher education institutions (HEIs), but there is remarkably little evidence to show whether this investment is effective or not. Here we use data from a UK university to investigate the relationship between financial support and the continuation of students beyond their first year of study. As a result of changing scholarship policies over the course of three years, a natural experiment was created that allowed us to investigate the effect of financial support on the rates of withdrawal of students from households with different incomes. Controlling for multiple demographic and attainment factors (age, gender, ethnic grouping, disability, nationality, household income, prior educational attainment, and local Higher Education participation rates), the data suggest that scholarships improved student retention, but principally for those students from households with low and intermediate incomes. Interestingly, the value of the scholarships, which varied from £500 to £3,000, did not have a measurable effect on withdrawal. We also found that some students who appeared to be eligible for a scholarship and would likely have benefited from it did not receive one, and we discuss the reasons why this might be so. These results have important implications for scholarship policies in Higher Education internationally; to maximise impact, scholarships should be awarded to those most in financial need.

Internationalisation of Higher Education Policy: Implications on international student withdrawals from Malaysia

This paper aims to present and briefly discuss policy documents focusing on the internationalisation of higher education in Malaysia and their implication on international student withdrawals. Numerous policies and guidelines have been developed by the Ministry of Higher Education in Malaysia to propel Malaysia as education hub in this region. However, the current statistic does not seem to support national goal to increase international student enrolment to 200,000 by 2020 or be an education hub of excellence. Existing literature indicates that there has never been any research that studies in detail on the issue of international student withdrawals from pursuing higher education in Malaysian education institutions. Therefore, an in-depth study is needed to investigate the current policy development process and their implication on the phenomenon of international student withdrawals from Malaysian higher institutions.

Contributing factors to withdrawal decisions of military and nonmilitary nursing students

Retaining nursing students in courses is key to increasing the number of new nurses. This study examined factors associated with nursing course or program withdrawal among students with and without prior military experience. The purpose of this study was to uncover differences between groups of students who withdrew compared to those who did not. A cross-sectional study using an online questionnaire surveyed current or recent nursing students (n = 420) using the Educational Requirement Subscale and the Student Withdrawal Questionnaire from Jeffreys’ toolkit. Uncovering differences between groups of students who did and did not withdraw from nursing courses or programs shows opportunities for nurse educators to improve strategies for student retention. Students with and without prior military experience reported statistically similar confidence levels, withdrawal rates, and reasons for withdrawal. There was a positive relationship between higher confidence levels and rates of withdrawal. Factors with the strongest influence for withdrawal were academic difficulties (mean = 2.56), family responsibilities (mean = 2.59) and family crisis (mean = 2.62). First generation students reported the greatest level of course withdrawals. Participation in nursing clubs and faculty advisement and helpfulness were most helpful to participants who reported past withdrawal. Data from this study can guide nurse educators to create greater program support and opportunity for peer support for students experiencing factors associated with course withdrawal.

Classification of Latent Class and Prediction Factors of the Relationship between Attention, Agression, Social Withdrawal, Depression and School Adaptation of Middle School Students applying a Regression Mixture Model

본 연구는 잠재계층에 따라 주의집중, 공격성, 사회적 위축, 우울과 같은 정서문제가 학교적응에 어떻게 영향을 미치는지 살펴보고, 개인요인인 자아존중감, 자아탄력성, 학교요인인 또래애착, 가족요인인 방임과 학대가 잠재계층에 어떤 영향을 미치는지 살펴보는데 목적이 있다. 분석 결과에 따르면, 정서문제가 학교적응에 영향을 미치는 관계에서 총 3개의 계층이 도출되었고, 각 잠재계층의 특징은 다음과 같다. 먼저 계층1의 경우, 주의집중은 유의미하지 않았고, 공격성, 사회적 위축, 우울이 높음에도 불구하고 학교적응에 정적으로 유의미한 영향을 미쳤다. 계층2의 경우, 정서문제는 학교적응에 유의미한 영향을 미치지 못하는 것으로 나타났다. 계층3의 경우, 정서문제가 낮을수록 학교적응이 높게 나타났다. 또한 영향요인 분석 결과, 자아존중감이 높을수록 계층1 혹은 계층3에 속할 가능성이 높게 나타났고, 방임과 학대가 심할수록 계층2에 속할 가능성이 높았다. 자아탄려성과 또래애착이 높을수록 계층3에 속할 확률이 높았다.This study examines how emotional problems such as attention, aggression, social atrophy, and depression affect school adaptation, depending on the potential class as well as personal factors such as self-esteem, self-resilience, school factors, peer attachment, and family factors, including neglect. According to the data analysis results, a total of three potential classes were derived from the influence of emotional problems on school adaptation, and the characteristics of each potential class are as follows. First, in the case of the latent class 1, attention was not significant to school adaptation, and even although aggression, social withdrawal, and depression were elevated, this had a positive effect on school adaptation. In the case of latent class 2, we found that emotional problems such as attention, aggression, social withdrawal, and depression did not have a significant effect on school adaptation. In the case of latent class 3, the less seere the emotional problems such as attention, aggression, social withdrawal, and depression, the greater the school adaptation. In addition, as a result of analyzing influencing factors, the higher the self-esteem, the higher the probability of belonging to latent class 1 or latent class 3. The more severe neglect and abuse, the higher the likelihood of belonging to latent class 2. The higher the self-reliance and peer attachment, the higher the probability of belonging to class 3.

Peer-mentoring and doctoral student retention: a longitudinal investigation

ABSTRACT Many doctoral students do not finish their studies. Social support has been shown to lower the likelihood of student withdrawal. I propose peer-mentoring as one of the practices that makes a significant difference in doctoral student attrition. In this longitudinal study, I investigated the influence of peer-mentoring on students’ motivation and retention. Data were collected four times from 35 participants (a total of 140 surveys) in a Canadian university, where senior doctoral candidates mentored first year doctoral students. Data analysis indicates that students who received high levels of peer-mentoring experienced both steady and high autonomous motivation for their studies and low intention to leave. Implications for theory and practice are discussed.

대학의 학생 지원에 대한 학생 만족도와 학업중단 간의 관계 분석

The purpose of this study is to empirically investigate the relationship between college students’ satisfaction on college efforts for student support and students’ withdrawals. To achieve the goal, this study exploits 4th year dataset of KEEP II utilizing logit and fixed/random effect logit model. The results of this study first show that students’ satisfaction on education and welfare facilities is positively related to the reduction of student withdrawal. Based on this result, we can conclude that facility improvement and space innovation for students are needed to curtail student withdrawal. Meanwhile, this study also finds that students’ satisfaction on psychological counselling and career/ employment/entrepreneurship services are not statistically related to students withdrawal. The results suggest that it is needed to evaluate overall performance of student support services and to endeavor to improve the performance with further studies regarding this issue.

SCHOOLS’ WITHDRAWAL OF PRIVILEGES AND DEVELOPMENT OF VALUES AMONG LEARNERS

Purpose: The study examined the influence of withdrawal of student privileges on students discipline in public schools, Matungu Sub-County, Kenya.
 Methodology: The study adopted a cross-sectional study design to conduct the survey as it was suitable for comparing the following aspects: Demotion of prefects, denial of school trips and denial in co-curricular activities in relation to the development of values among learners. Data was collected using interviews, questionnaires and document analysis. Data were analysed both qualitatively and quantitatively. Qualitative data was analysed thematically while quantitative data was analysed using linear regression. Reliability was attained through test re test method using Cronbach’s alpha with coefficients between 0 and 1 thus rating the internal consistency of the development of values amongst learners.
 Findings: The findings of the study indicated that withdrawal of privileges as a disciplinary strategy was effective in developing values ​​among public school students in Matungu Sub-County. The results of the regression analysis revealed that the variables of students who were denied from participating in school trips, demotion of prefects and denial from participating in co-curricular activities were predicted to reduce students discipline mean score by 7.146,15.347 and 5.0123 points respectively. Furthermore, demotion of prefects seemed to contribute more in development of values among learners compared to denial to participate in co-curricular activities and denial from participating in school trips.
 Unique contribution to theory, practice and policy: The researchers focused on withdrawal of students privileges as one of the effective disciplinary actions implemented by many Kenyan schools but with little documentation available for evidence on its contribution to development of values among learners.

The Effect of Cooperative Quizzes on Student Performance and Anxiety in Community College Human Physiology Courses

Community college students come from a variety of backgrounds and have different levels of educational preparedness compared to undergraduates in 4-year undergraduate schools. Historically, retention rates of these students in human physiology courses have been low, often due to non-passing grades. Incorporation of additional active learning techniques has the potential to benefit learning in this group, which might ultimately benefit retention. However, active learning activities need to be incorporated in a thoughtful manner, because some activities can increase anxiety in students, resulting in unintended consequences such as student withdrawal from such activities. This study introduced cooperative quizzes into community college human physiology classes to determine if they improved student exam performance and reduced student anxiety. The cooperative quizzes were intended to be given in face-to-face classes but were adapted for synchronous broadcast classes using Zoom due to the COVID-19 pandemic. In the sample of students studied, cooperative quizzes did not have a significant impact on exam grades. However, several students reported a preference for the cooperative quizzes over traditional quizzes. In addition, the intervention did not increase the reported anxiety scores among students, which adds support for the use of cooperative quizzes as an active learning strategy in STEM classes.

Teaching physics during COVID-19 pandemic: implementation and report of teaching strategies to support student learning

The COVID-19 pandemic presented several challenges to both teachers and students. The rapid shift to an online learning environment demanded the development of effective teaching strategies to support student learning. This work describes teaching strategies developed to teach physics during the COVID-19 period. The strategies included posting recorded lectures and live demonstrations, providing timely resources and feedback on student graded items, enhancing communication, providing additional interactive opportunities, offering extra help sessions and extra credit opportunities to students. Other factors that played a significant role for student success were faculty empathy, flexibility, and willingness to adjust teaching strategies. All students who completed the courses (without withdrawing) earned grades of C or better. Over a total of 12 physics class sections, grade distributions in Fall 2020 were better than those of Fall 2019. Only a handful of students received incomplete grades because they were directly or indirectly affected by the COVID virus. Even though student withdrawal rates were higher during the COVID pandemic, the teaching strategies adopted helped improve student grades across all sections.