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1 – 10 of over 3000Wei Wang, Yongyong Zhao, Yenchun Jim Wu and Mark Goh
Although MOOCs have become a pervasive online learning model, the problem of high dropout rates still persists. Gathering the reasons for the high dropout rate can help to improve…
Abstract
Purpose
Although MOOCs have become a pervasive online learning model, the problem of high dropout rates still persists. Gathering the reasons for the high dropout rate can help to improve the platform design and management of the MOOCs.
Design/methodology/approach
A total of 74 studies was extracted from the Web of Science and Scopus. Following the PRISMA (Preferred Reporting Items for systematic Reviews and Meta-Analyses) guidelines, the open-source program CiteSpace is employed to review and induce the studies on the antecedents of MOOC dropout.
Findings
The antecedents of the MOOC dropout rate are the psychological, social, personal, course-related, and time factors, and the unexpected hidden cost. Motivation and interaction, which have a decisive impact on the dropout rate of MOOCs, interact with each other. Interaction helps to strengthen the motivation, and appropriate course design enhances the degree of interaction.
Originality/value
From the perspective of a learner, the more knowledge and skills the learners acquire, the more likely they will complete the course. Possessing adequate foundational knowledge is one way to arrest the dropout rate. On the part of the MOOC platform, better course design eases the dropout rate. Further, the course duration and hidden cost in MOOCs contribute to the dropout rate.
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This study investigated the trends of repetition and dropout rates in Myanmar's lower secondary education before and after the introduction of the “Continuous Assessment and…
Abstract
Purpose
This study investigated the trends of repetition and dropout rates in Myanmar's lower secondary education before and after the introduction of the “Continuous Assessment and Progression System (CAPS)” and probed the dependence of these tendencies on high-, middle- and low- socioeconomic status (SES). The obtained results were then examined to extract effective policy implications for the achievement of universal secondary education as specified in the Sustainable Development Goals.
Design/methodology/approach
Before and after the CAPS introduction at four government secondary schools, grade repetition and dropout rate trends were examined with respect to differences in students' SES. The analysis utilised a sample of 7,272 students from target secondary schools in urban Yangon Region, Myanmar.
Findings
It was found that since the introduction of CAPS, the grade repetition rates had fallen significantly in all SES groups, so was effective regardless of students' SES. The results also demonstrated the influence of unequal CAPS on dropout rates: in the middle-SES group, significant falls to nearly zero post-CAPS implementation. The high-SES group was at ceiling pre- and post-CAPS, so was unaffected. However, in the low-SES group, high dropout rates persisted, indicating that the poor socioeconomic backgrounds of these students significantly reduced the benefits of CAPS.
Originality/value
Rather than using cross-sectional data such as education statistics, this study used longitudinal data based on academic enrollment registries that included information on individual enrollment statuses, which allowed for the relationships between grade repetition, school dropout, education policies and socioeconomic circumstances to be elucidated.
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Although China has instituted compulsory education through Grade 9, it is still unclear whether students are, in fact, staying in school. In this paper, the authors use a…
Abstract
Purpose
Although China has instituted compulsory education through Grade 9, it is still unclear whether students are, in fact, staying in school. In this paper, the authors use a multi-year (2003–2011) longitudinal survey data set on rural households in 102–130 villages across 30 provinces in China to examine the extent to which students still drop out of school prior to finishing compulsory education.
Design/methodology/approach
To examine the correlates of dropping out, the study uses ordinary least squares and multivariate probit models.
Findings
Dropout rate from junior high school was still high (14%) in 2011, even though it fell across the study period. There was heterogeneity in the measured dropout rate. There was great variation among different regions, and especially among different villages. In all, 10% of the sample villages showed extremely high rates during the study period and actually rose over time. Household characteristics associated with poverty and the opportunity cost of staying in school were significantly and negatively correlated with the completion of nine years of schooling.
Research limitations/implications
The findings of this study suggest that China needs to take additional steps to overcome the barriers keeping children from completing nine years of schooling if they hope to either achieve their goal of having all children complete nine years of school or extend compulsory schooling to the end of twelfth grade.
Originality/value
The authors seek to measure the prevalence of both compulsory education rates of dropouts and rates of completion in China. The study examines the correlates of dropping out at the lower secondary schooling level as a way of understanding what types of students (from what types of villages) are not complying with national schooling regulations. To overcome the methodological shortcomings of previous research on dropout in China, the study uses a nationally representative, longitudinal data set based on household surveys collected between 2003 and 2011.
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Kazim Ali, Muhammad Rizwan Yaseen, Muhammad Sohail Amjad Makhdum, Abdul Quddoos and Azeem Sardar
The main purpose of this study is to identify the socioeconomic determinants of dropout from primary schools and to give policy suggestions to address the issue.
Abstract
Purpose
The main purpose of this study is to identify the socioeconomic determinants of dropout from primary schools and to give policy suggestions to address the issue.
Design/methodology/approach
A total of 600 dropout and enrolled respondents were selected from 60 government primary schools of district Chiniot. School heads and parents of dropout children were taken as samples. The results were obtained by employing the Probit regression model.
Findings
Numbers of family members, age of the family head, exchange marriage and poverty status have positive relationship with dropout from primary schools. The findings revealed a higher rate of dropout among girls, which is a major cause of concern.
Practical implications
Education is regarded as a basic human right and a valuable human capital. It is included in Millennium Development Goals to achieve universal primary education and in Sustainable Development Goals as quality education. Underdeveloped countries are facing the problems of high dropout and lack of quality education, especially in Pakistan. These problems need to be addressed to keep pace with developed nations and to meet development goals.
Originality/value
It is recommended that government should create employment opportunities, family planning programs, legislature measures on exchange marriage and child labor. The involvement in co-curricular activities in learning and usage of audio-visual aids in the teaching process can improve the enrollment in the primary schools.
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Thao-Trang Huynh-Cam, Long-Sheng Chen and Tzu-Chuen Lu
This study aimed to use enrollment information including demographic, family background and financial status, which can be gathered before the first semester starts, to construct…
Abstract
Purpose
This study aimed to use enrollment information including demographic, family background and financial status, which can be gathered before the first semester starts, to construct early prediction models (EPMs) and extract crucial factors associated with first-year student dropout probability.
Design/methodology/approach
The real-world samples comprised the enrolled records of 2,412 first-year students of a private university (UNI) in Taiwan. This work utilized decision trees (DT), multilayer perceptron (MLP) and logistic regression (LR) algorithms for constructing EPMs; under-sampling, random oversampling and synthetic minority over sampling technique (SMOTE) methods for solving data imbalance problems; accuracy, precision, recall, F1-score, receiver operator characteristic (ROC) curve and area under ROC curve (AUC) for evaluating constructed EPMs.
Findings
DT outperformed MLP and LR with accuracy (97.59%), precision (98%), recall (97%), F1_score (97%), and ROC-AUC (98%). The top-ranking factors comprised “student loan,” “dad occupations,” “mom educational level,” “department,” “mom occupations,” “admission type,” “school fee waiver” and “main sources of living.”
Practical implications
This work only used enrollment information to identify dropout students and crucial factors associated with dropout probability as soon as students enter universities. The extracted rules could be utilized to enhance student retention.
Originality/value
Although first-year student dropouts have gained non-stop attention from researchers in educational practices and theories worldwide, diverse previous studies utilized while-and/or post-semester factors, and/or questionnaires for predicting. These methods failed to offer universities early warning systems (EWS) and/or assist them in providing in-time assistance to dropouts, who face economic difficulties. This work provided universities with an EWS and extracted rules for early dropout prevention and intervention.
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A common perception about immigrant assimilation is that association with natives necessarily speeds the process by which immigrants become indistinguishable from natives. Using…
Abstract
A common perception about immigrant assimilation is that association with natives necessarily speeds the process by which immigrants become indistinguishable from natives. Using 2000 Census data, this paper casts doubt on this presumption by examining the effect of an immigrant's marriage to a native, a measure of social integration, on dropout rates of children from these marriages. Although second-generation immigrants with one native parent generally have lower dropout rates than those with two foreign-born parents, the relationship reverses when steps are taken to control for observable and unobservable background characteristics. That is, immigrants that marry natives have children that are more likely to drop out of high school than immigrants that marry other immigrants. Moreover, gender differences in the effect of marriage to a native disappear in specifications which control for the endogeneity of the marriage decision.
Dahir Abdi Ali and Ali Mohamud Hussein
The main purpose of this study is to evaluate the extent of dropout students and identify the relationship between risk factors of dropout and the survival time of students.
Abstract
Purpose
The main purpose of this study is to evaluate the extent of dropout students and identify the relationship between risk factors of dropout and the survival time of students.
Design/methodology/approach
The Kaplan–Meier estimator (KM), also known as the product-limit technique, is a nonparametric model function that is commonly used in estimating survival function events (Kaplan and Meier, 1958). The survival function's Kaplan–Meier estimators are used to estimate and graph survival probabilities as a function of time, as well as explanatory data analysis (EDA) for the survival data, including the median survival time, and compare for two or more of the survival events. In addition, Cox proportional hazards model is employed for modelling purpose.
Findings
Results of the Kaplan–Meier curves show that male students have lower survival rates than female, researchers have found that there is a difference between the survival times of the student's school types, results show students from English-based schools are higher than Arabic-based schools as suggested by the survival curve. Similarly, there is a difference between the survival times of students aging equal or greater than 25 and students aging less than 25 and survival function estimates of dropout according to high school grade marks has huge difference. These results were confirmed using log rank test as age, school type and marks were statistically significantly different while gender is not statistically significant.
Research limitations/implications
There is no study of this kind from the Somalia context about the student's dropout. Subsequent to the outbreak of civil war in 1988 and the collapse of the central government in 1991, all public social services in Somalia including education centers were severely disrupted.
Originality/value
The statistical methods discussed in the previous section will be applied on a real dataset obtained from different offices of the university; most of the data were extracted from faculty of economics office and admission and record office. The data set comprised of 70 students from SIMAD university, consists of full-time faculty of economics students who enrolled at the university in the academic year of 2017–2018 until two years of diploma, students either complete 24 months of diploma or leave the university and that is the event of interest.
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Tanusree Mishra and Tanmoyee Banerjee
Exploration of District Level Household Survey 4 data show that among the selected states, Karnataka, West Bengal, Meghalaya, Tripura, Telengana, Arunachal Pradesh and Andhra…
Abstract
Exploration of District Level Household Survey 4 data show that among the selected states, Karnataka, West Bengal, Meghalaya, Tripura, Telengana, Arunachal Pradesh and Andhra Pradesh show higher rates of school dropout of girls compared to the all India level. Using multilevel probit technique, the study shows that the incidence of school dropout of girls decreases if the first born of the parents is male and mother is more educated than father while it increases with lower asset endowment, land-holding and high spousal age-gap between parents. Further it is high among the Muslim religion and schedule caste category.
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Yang Huo, Rachel Anna Messenger and Doug Miller
This paper aims to address the issue of why students want to drop out from a course and suggests appropriate strategies to enhance student retention.
Abstract
Purpose
This paper aims to address the issue of why students want to drop out from a course and suggests appropriate strategies to enhance student retention.
Design/methodology/approach
A sample of 260 hospitality management students were surveyed based on both Tinto's model of student–institution integration and a theory of planned behavior on student departure. The research applies data mining and decision tree using the classification and regression trees (CART) method as an analytic tool to identify a group, discover relationships between groups and predict future events for segmentation.
Findings
The results regarding the demographics indicate that the most critical factors of dropout included residency status, financial situation, quality of class and occupation.
Research limitations/implications
This is a limited US sample, based on student perceptions only and not lecturer or institution perceptions.
Originality/value
The paper provides empirical evidence of student perspective along with institutional and learning environment factors. It includes data from students who are currently enrolled (which previous literature has not covered) by testing student–institution integration and planned behavior on student departure.
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Rodney E. Stanley and Gary L. Peevely
The state of Tennessee is part of the United States that houses a special set of school districts known as the Black Belt. Named for the black fertile land, utilized for the…
Abstract
The state of Tennessee is part of the United States that houses a special set of school districts known as the Black Belt. Named for the black fertile land, utilized for the agricultural industry for hundreds of years in the south, these school districts have the lowest levels of achievement among the one hundred and thirty six school districts in Tennessee. The purpose of this study is to identify just how extensive these achievement discrepancies are between Black Belt school students and non-Black Belt school students by answering the following research question: are Black Belt school students disproportionately scoring lower on college admittance exams (ACT) than students in non-Black Belt school districts? The data for this study was gathered from the Tennessee Report Card for Education over a period of ten years. Pooled time series cross-sectional regression analysis was the datatesting device employed in the study. The findings suggest that Black Belt students are disproportionately scoring lower on college admittance exams compared to non-Black Belt students. Policymakers need to use caution when generalizing this study because it only represents those Black Belt school districts in Tennessee.