Exploring Academic and Occupational Interest Aptitudes as Predictors of Academic Persistence: Basis for Attrition Intervention Program

Abstract

This study explored the academic aptitudes (AA) and occupational interest aptitudes (OIA) as predictors of first-year-to-third-year academic persistence (AP) of the 2,836 first-year college students enrolled in schoolyear 2008-2009 in one of the universities in Davao City. Using purposive sampling and predictivecorrelational design, the discriminant function analysis result showed academic aptitudes, both verbal (AAv) and non-verbal (AAnv), significantly predicted academic persistence (Wilks'λ =.952, X2 = 140.47; p<.05 =.001). Discriminant function accurately classified 63.8% of the group membership and explained 4.84% of the variance. A separate discriminant function analysis on occupational interest aptitudes revealed businessdetail, physical-performing, scientific, mechanical, and nature subscales significantly predicted academic persistence (Wilks'λ = .973; X2 = 77.624; p < .05 = .001) with 60.5% accuracy rate in identifying group membership and explained 2.72% of the variance. Furthermore, in a combined analysis of academic aptitudes and occupational interest aptitudes, verbal, non-verbal, business-detail, physical-performing, scientific, mechanical, and natural subscales significantly predicted academic persistence (Wilks'λ = .939; X2 = 177.44; p < .05 = 001). Discriminant function accurately classified 65.6% and accounted for 6.10% of the predicted group membership, persistent and non-persistent. On the other hand, three themes emerged from the focus group discussions to have contributed to the participants' academic persistence: a) competence and motivation, b) attitude and effort c) support and involvement. This study has implications in guidance counseling and school attrition intervention programs in higher education.