Determinants of University Dropout: A Case of Thailand

Tentsho, Kelzang; McNeil, Rhysa; Tongkumchum, Phattrawan

doi:10.5539/ass.v15n7p49

Cited by 6 publications

(4 citation statements)

References 23 publications

(30 reference statements)

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“…51 The nature of college experiences, which is viewed as an outcome of the interaction among student goals, self-efficacy, sense of belonging and perception towards the curriculum, can either enhance or diminish student motivation. 52 Research attests that universities are trying to support students emotionally by providing them with free counselling services offered by academic advisors and psychologists. It is well documented that the COVID-19 pandemic instilled fear in students and caused them to be stressed, anxious and psychological traumas that affected most students and the general populace's mental health.…”

Section: Mitigation Strategies To Counter Factors Driving University ...mentioning

confidence: 99%

Why they Contemplate Leaving: Exploring the Factors that Drive the High Dropout Intention Rate among University Teacher Trainees in Post-COVID Uganda and South Africa

Kobusingye,

Marongwe,

Mageyo

2024

EHASS

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In the post-COVID-19 period, it is evident that various studies have been conducted on the effects of the pandemic on economies, politics, education, and teachers, to mention but a few, but there are very few studies on how the pandemic has influenced student turn over especially in as far as educational retention and drop out intention is concerned. It should be noted that a multiplicity of factors hinder disadvantaged students from completing their studies and becoming lifelong students for educational and academic sustainability. Therefore, in addition to exploring the factors for this hindrance, the purpose of this study was also to offer strategies or alternative pathways that should be implemented to retain students and help them overcome related challenges. A qualitative approach was chosen for the study and a snowball sampling technique was utilized to select a total of 16 teacher trainees drawn from one Ugandan university (8) and one South African university (8) to explore factors why student teachers contemplate dropping out of their university education. Microsoft Teams meetings and physical interviews were utilized to collect data. The data was analysed thematically. Findings showed that the intention to drop out of university is driven by COVID-19-related factors or effects such as grief and loss of employment; government policies, economic, academic, and personal factors. The researchers therefore recommend teacher motivation, counselling, and new funding models to support teacher trainees, partnering with different potential employer stakeholders, focusing on addressing COVID-19 instructional effects, and creating socially safe spaces to minimize the intention to and actual drop out which are detrimental to future teacher availability. This in turn has implications on the quality of education for sustainability, which in the long run has implications on students’ academic achievement and job prospects. Keywords: Dropout Intention, Demographic, Teacher Trainees, Post-COVID-19

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Section: Mitigation Strategies To Counter Factors Driving University ...mentioning

confidence: 99%

Why they Contemplate Leaving: Exploring the Factors that Drive the High Dropout Intention Rate among University Teacher Trainees in Post-COVID Uganda and South Africa

Kobusingye,

Marongwe,

Mageyo

2024

EHASS

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“…Before upgrades, the Rajabhat were teacher training institutes, and the Rajamangala were focused technical institutes. However, Tentshol, McNeil and Tongkumchum (2019) showed that 24% of students drop out of university. The changing demographics (fewer young people) and the number of available places mean that universities accept students who may not be suited to their programs.…”

Section: Literaturementioning

confidence: 99%

Understanding Thai University Students' Preparedness for University

Carrera¹

2022

Proceedings of the International Conference on Education

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Universities can improve their output (and standings) by looking closer at their inputs. Better-prepared students can utilize the opportunities presented, positively challenge Faculty and represent their institution as professionals in a productive manner. Thus, tertiary education stakeholders can identify areas that need addressing by looking at Thai students' preparedness for university. This semi-exploratory study uses a mixedmethod approach, including a survey of undergraduates at one Thai university, a focus group, interviews with two university students' parents and the author's experience. Students need better information about programs and universities, with most still relying on friends and family to make their selection. Online information seems general and does not provide the individual touch required. Thorough self-assessment is limited, with students trusting their elders. Societal pressure is great; thus, following what others do takes precedent; hence few learners take a gap year or enter university later in life. Program inflexibility (for example, credit transfers or changing majors) means students stick to programs that they are uncomfortable with. Thai universities need greater outreach as personal contact is crucial in students' selection. Hence, supporting connections with relevant online information, onboarding and pre-university activities. Programs and universities appear to put their interest rather than the students, with students unable to change programs after entering. Program flexibility is necessary to accommodate learners who realize they may be suited for something else. Parents have an outsized influence on students; thus, educating parents is also required. More information on post-secondary education is needed, such as technical qualifications instead of degrees. A more holistic approach to preparedness is needed to have a more meaningful impact from university graduates.

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“…In regards to the academic context another influential factor emerging is the -wrong‖ subject choice. The latest consists of a reason for students' early -departure‖ from their studies, highlighting the variations in the dropout rates per university school (Tentshol et al, 2019). In terms of the university dropout, an additional significant factor of influence is the professor's role; indicatively, according to Hall (1999) it took students more than four years to graduate due to their dissatisfaction with the work of the teaching staff (Hall, 1999;Sneyers & De Witte, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Role of the Academic Factor in Student’s Tendency to University Dropout

Androulakis¹,

Georgiou²,

Kiprianos³

et al. 2021

JEHD

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Dropout in higher education has got important dimensions worldwide. The problem has consequences on an individual, social and economic level and it is thus of significance to investigate students' tendency to dropout before the decision to leave their studies is irreversible. Due to the complexity of the dropout phenomenon and the diversity of the influence exerted by different factors, arises intensively the need for a thorough comprehension of the mechanism and decomposition of the exerted intercorrelations. In regards to the above, this research aimed to analyze the effect of the variables within the academic spectrum on students' tendency to dropout of their studies via hierarchical regression trees indicating both the sequence and intercorrelation. From the present work it emerged that the elements of the academic index exert a significant impact on students' tendency to dropout via the sequence of level of study followed by the subject of study, the provision of knowledge to solve complex real-world problems, the feedback by professors on students' work completed, the students' perception of justice and reward in the evaluation procedures concerning them, the clarity of the educational goals and courses' requirements as well as students' satisfaction with the work of the teaching staff.

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Determinants of University Dropout: A Case of Thailand

Cited by 6 publications

References 23 publications

Why they Contemplate Leaving: Exploring the Factors that Drive the High Dropout Intention Rate among University Teacher Trainees in Post-COVID Uganda and South Africa

Why they Contemplate Leaving: Exploring the Factors that Drive the High Dropout Intention Rate among University Teacher Trainees in Post-COVID Uganda and South Africa

Understanding Thai University Students' Preparedness for University

The Role of the Academic Factor in Student’s Tendency to University Dropout

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