Nontraditional student withdrawal from undergraduate accounting programmes: a holistic perspective

Fortin, Anne; Sauvé, Louise; Viger, Chantal; Landry, France

doi:10.1080/09639284.2016.1193034

Cited by 19 publications

(19 citation statements)

References 76 publications

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“…The mean age of the study population was 25 years old. This age range is in line with the definition of non-traditional students (Chen, 2017;Ellis, 2019;Fortin et al, 2016). This connection required further exploration and a chi-square test of independence and t-test were performed to examine if there was a statistically significant relationship, with respect to age, between the number of students who passed a course with a letter grade 'C' or better when provided their required course materials on or before the first day of class, as part of an inclusive access program, compared to students who had the responsibility of sourcing their own required course material.…”

Section: Unexpected Findingssupporting

confidence: 77%

Inclusive Access Course Materials: The Impact on Student Outcomes

Moore¹

2022

Preprint

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The rising cost of course materials over the last 20 years has had a negative impact on student finances, higher education choices, and grades. Two recent models have emerged to help increase student access to course materials while driving down acquisition costs – third party open educational resources and publisher content driven inclusive access programs. The potential impact of open educational resources on student outcomes has been widely studied. However, the potential impact of inclusive access programs on student outcomes has been studied less so. The intent of this quantitative correlational research study was to examine the relationship of student outcomes for students who had their required course materials provided on or before the first day of class, as part of an inclusive access program, compared to students who had the responsibility of sourcing their own required course materials. Study population size was 2,550 (N=2550). Data analysis techniques used in this study include chi-square test of independence and independent t-tests with a standard p-value of .05. Results of the data analysis revealed varying improvement in the increase in the number and percentages of students who passed a class with a letter grade ‘C’ or better when their required course materials were provided as part of an inclusive access program, compared to students who had the responsibility of sourcing their own required course materials. Furthermore, the results of chi-square and t-tests, provided insight into any statistically significant relationships between student populations who were enrolled in courses using an inclusive access program and student populations who had the responsibility to source their own required course materials.

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Section: Unexpected Findingssupporting

confidence: 77%

Inclusive Access Course Materials: The Impact on Student Outcomes

Moore¹

2022

Preprint

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“…This situation also has implications and costs in several dimensions: social, economic, and personal [36]. Research on this topic began in the 1970s and 1980s [37][38][39][40]; these approaches are still the basis for developing new solutions [41][42][43][44][45]. However, it is necessary to note that dropout can happen throughout the academic course (from the first to the second year [46], and from the second to the third year [47]).…”

Section: Dropoutmentioning

confidence: 99%

How Does Learning Analytics Contribute to Prevent Students’ Dropout in Higher Education: A Systematic Literature Review

Oliveira

Sobral

Ferreira

et al. 2021

BDCC

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Retention and dropout of higher education students is a subject that must be analysed carefully. Learning analytics can be used to help prevent failure cases. The purpose of this paper is to analyse the scientific production in this area in higher education in journals indexed in Clarivate Analytics’ Web of Science and Elsevier’s Scopus. We use a bibliometric and systematic study to obtain deep knowledge of the referred scientific production. The information gathered allows us to perceive where, how, and in what ways learning analytics has been used in the latest years. By analysing studies performed all over the world, we identify what kinds of data and techniques are used to approach the subject. We propose a feature classification into several categories and subcategories, regarding student and external features. Student features can be seen as personal or academic data, while external factors include information about the university, environment, and support offered to the students. To approach the problems, authors successfully use data mining applied to the identified educational data. We also identify some other concerns, such as privacy issues, that need to be considered in the studies.

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“…Adams and Becker (1990) argued that course withdrawals are problematic not only because they are costly, but more importantly because they indicate that a breakdown in the system has occurred because the student is willing to drop a course with no, or little, tuition refund. It is therefore surprising that research about the topic is both scarce and dated, unlike research that addresses retention on the college level (Craig and Ward, 2008; Davidson and Wilson, 2017; Fortin et al , 2016; Lounsbury et al , 2004; Mamiseishvili and Deggs, 2013; Schmitt and Duggan, 2011). The reason given by Adams and Becker (1990) for this state of affairs is that course withdrawal is not seen as a failure of the school or university as a whole.…”

Section: Literature Reviewmentioning

confidence: 99%

“…All of the studies cited in this paper have been conducted in the USA. While dropping out of college has received cross-national interest (Fortin et al , 2016; Laing and Robinson, 2003; Smith and Naylor, 2001), the same cannot be said about course withdrawal. Accordingly, this is one of the first studies to investigate course withdrawal in another country.…”

Section: Purpose Of the Studymentioning

confidence: 99%

Course withdrawal: a comparison of business and engineering students in a private university

Mozahem

2019

JARHE

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Purpose The purpose of this paper is to investigate the course withdrawal behavior of business and engineering students in a private university. While previous research has studied such behavior, the literature remains sparse and dated. Design/methodology/approach This study uses a negative binomial model in order to model the total number of course withdrawals for 760 students. The data set includes all courses taken by the students, with a total of 25,160 course outcomes. Findings Among the findings of the study are that males withdraw from courses more than females, engineering courses have the highest withdrawal rates, and male engineering students withdraw more than any other group. Originality/value While dropping out of college has received cross-national interest, the same cannot be said of course withdrawal. Most research to date has been conducted in a community college setting or has used a subset of the courses taken by students at universities in the USA. Thus, this is one of the first studies to investigate course withdrawal in another country.

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Nontraditional student withdrawal from undergraduate accounting programmes: a holistic perspective

Cited by 19 publications

References 76 publications

Inclusive Access Course Materials: The Impact on Student Outcomes

Inclusive Access Course Materials: The Impact on Student Outcomes

How Does Learning Analytics Contribute to Prevent Students’ Dropout in Higher Education: A Systematic Literature Review

Course withdrawal: a comparison of business and engineering students in a private university

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