examining the factors affecting student - USP Theses

18

Figure 2. 3 Diagram Showing Pascarella (1980) Attrition Theory Source:

Pascarella, 1980.

2.2.1.4 Integrated Retention Theory

Integrated Retention Theory of Cabrera, Castaneda, Nora & Hengstler (1992) is an

(1985) Student Attrition Theory. The Retention theory presents the commonalities of

the two theories. The purpose of Cabrera et al (1992) study was to examine the

convergent and discriminant validity between the two theories. The data was

gathered at several points in time using a questionnaire containing seventy-nine

items. These items were designed to measure ten constructs including (1) Intent to

Persist, (2) Family Approval, (3) Institutional Fit, (4) Courses, (5) Encouragement of

Friends, (6) Opportunity to Transfer, (7) Academic Integration, (8) Social

Integration, (9) Institutional Commitment, and (10) Goal Commitment.

In a follow up study, Cabrera, Nora, and Castaneda (1993) tested the Integrated

Model of Student Retention using Structural equation modelling. Their purpose was

to examine possibilities of merging two theories in order to improve understanding

of the processes of student retention. This integrated model as presented in Figure

2.4, include two independent variables and seven dependent variables. The two

78 111

142

187

234

272

0

50

100

150

200

250

300

1967 1979 1989 1999 2009 2016

No.

of P

eopl

e in

Tho

usan

d

Year

WORKSHOPS

Moodle

Soft skills

Anxiety

Depression

Stress Managem

ent

Communication

40%

49%

3% 1% 7%

Very Satisfied

Satisfied

Dissatisfied

Very Dissatisfied

No Response

31%

27%

24%

8%

4% 2% 2% 1% 1%

Prog. Content matches my interest

Prog. Leads to my intented career

Academic reputation of the University

Prog. Is well regarded by potentialemployerInfluence by family members or friends

1%

8% 4%

85%

1% 1% Looking for a Job

Full Time or Part TimeEmployment

Studying at Another Tertiary

Studying in High School

Other

39%

52%

8%

1%

0%

0% 10% 20% 30% 40% 50% 60%

Strongly agree

Agree

Not sure

Disagree

Strongly disagree

14.60%

37.30%

37.60%

10.50%

0.00% 5.00% 10.00%15.00%20.00%25.00%30.00%35.00%40.00%

Halls of Resident

Living with Parents

Renting off Campus

Own Residence

Acco

mm

odat

ion

arra

ngem

ents

80

5.3.1.3. Sources of Finance and Challenges

With reference to the st arrangement to cope with the

university expenses, Figure 5. , shows the most dominant group (45 per cent) of the

while 23 per cent took advantage of student loan scheme programmes available. 15

per cent of students received assistance fro

11 per cent funded their education expenses privately. A small number of students

received Aid donor scholarships (5 per cent). Such scholarships are highly

competitive and are awarded to high academic achievers.

Figure 5. 7 Tuition Fees Arrangements of First Year Students at USP

Source: By the Researcher, 2017.

5.3.1.4. Financial Difficulties and Implication on Retention

Despite obtaining educational scholarships, the students have other living and

running expenses, which at times may or may not be provided by scholarship donors.

These expenses range from daily life needs to educational support needs at USP. The

participants were asked whether they faced financial difficulties, a clear majority

nearly 59 per cent agreed that they face financial difficulties while 41 per cent

indicated no financial difficulties (Figure 5.8).

11%

45%5%

15%

23%1%

Personal Government Scholarship

Aid Donor Scholarship Parents Superannuation funds

Student Loan Scheme Others

59% 41% Yes

No

28%

33% 5%

29%

5% Transport

Meal

Text Book

Accommodationand BoardingMedical

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%

I-Taukei I-Kiribati Ni-Vanuatu Indo-Fijian

Perc

enta

ge

Transport

Meal

Textbook

Accomodation

Medical

84

Figure 5.11 Student Response of type of Financial Difficulties & Living Arrangement


5.3.2. Initial Goal and Institutional Commitments

Goal commitment represents the degree to which the student is committed, or

motivated, to get a university degree in general. Students were asked about their

main educational goals when they enrolled at USP. Majority of the students

mentioned that their main educational goal was to obtain a bachelor degree. Some

students also mentioned that their educational goal was to obtain more than a

bachelor degree. Institutional commitment represents the degree to which the student

is motivated to graduate from a specific university. Students were then asked why

they choose USP. Most of the students responded that they had chosen USP because

it is one of the best universities in Fiji and the Pacific and it was close to their home.

5.3.2.1. Initial Goal and Social Support

Student goals are set by themselves and by the external parties as well such as direct

or indirect support from parents, peers and community. It is critical to understand the

dynamics of support and from where it originates. Every individual has a unique

make up of his/ her network. A Cross-tabulations test was performed to explore

relationship between various support networks and ethnicity. Figure 5.12 show that

students, irrespective of their ethnicity have indicated strongest link with their

parents. Major support to study and to continue studying comes from parents. Nearly

71 per cent Indo-Fijians, 69 per cent I-Taukei, 64 per cent Ni-Vanuatu and 49 per

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

Halls ofResident

Living withParents

Rentingoff

Campus

OwnResidence

Transport

Meal

Textbook

Accomodation

Medical

85

cent I-Kiribati students indicated that their persistence drive come from their

parents. Second most influential group that sup

friends across all ethnicities. The ratings were similar amongst all ethnicities,

however, Indo-Fijians were ranked top with 22 per cent and I-Taukei ranked the

lowest with 16 per cent.

Figure 5.12 Response of Student Social Support Network by Ethnicity


Students were asked about their main educational goal when they enrolled at USP.

indicated their later goal of securing suitable employment and building better career

paths using the attained degree from USP. The two quotes from students below

withdrawing from study.

myself. I expected quality education in terms of teaching. My goal was to graduate with a good GPA from a well-recognised institute in

a good job after graduating from the programme

5.3.2.2. Institutional Commitments

Institutional commitment represents the degree to which the student is motivated to

graduate from a specific university. Students also indicated that the quality of degree

is highly recognized overseas and such qualification can be easily mobile. Together

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%


Parents

Friends

Community

Spouse

Relatives

87

From the preceding quotes, it appears that students have had clear initial goal

commitments and institutional commitments. Students seem to be highly aware of

programmes and its quality. Parents and friends play a critical role in

determining career goals and aspiration.

5.1.1.1. Recommendation and Continuation of Studies with Institution

Students were asked if they were going to recommend USP to their friends and

families to join. A large proportion of students answered positively. Figure 5.13

Reveals that 84 per cent of students stated that they were willing to recommend USP

to their friends and families however, 2 per cent indicated otherwise.

Figure 5.13 Student Response on Recommending USP to Friends & Family


Students were also asked if they wish to continue studying at USP.

Figure 5.14 is used to show the response from the students. Around 87 per cent of

students indicated that they would continue their studies with USP while 11 per cent

of students were unsure and 2 per cent indicated that they would discontinue the

studies.

88

Figure 5.14 Student Response Regarding Continuation of Studies with USP


5.1.1. Academic Integration

intellectual development (Pascarella and Terenzini, 1980). Students were asked about

the effectiveness of orientation week in helping to settle into the university. In the

very first semester, the University organises a weeklong orientation programme to

assist first year students.

5.1.1.1. USP Orientation Programme

Close to 90 per cent students indicated that the orientation programme at the

beginning of the semester had helped them in transiting to the new environment. To

that the orientation programme was beneficial, while 34 per cent of respondents

strongly agreed (Figure 5.15). The orientation programme appears to be a

knowledge-

amenities, academic and other support related programmes.

86.90%

1.60% 11.50%

Yes No Unsure

89


Following are three quotes from students when asked how orientation week had

helped them settle into the new environment:

guidelines. On the first day on campus, I already knew who my programme coordinators were and whom to contact in case of

different parts and functions of the institute, to identify what all were available and as well as whom to contact should I need any assistance. With the help from mentors I met during Orientation, I was able to log in my student account and quickly learn basic

without the Campus tour. The Orientation Tour Guides helped by taking campus tour and pointing out key student support departments. Most importantly, through orientation I made lifelong

As part of the Orientation Programme, campus guided tours are crucial as it takes the

new students around the campus showing key destinations. Campus tour is one of the

key programmes at initial stage to make new students transit easily. Photograph 5.1

shows two Orientation Guides in red t-shirt leading the first year students on campus

guided tour.

0 10 20 30 40 50 60

Strongly Agreed

Agree

Disagree

Stongly Disagreed

90

27.10%

65.90%

4.10%

2.90%

Excellent

Good

Unpleasing

No Life

Photograph 5. 1. Campus Tour during Orientation Week

Source: Ronil, P. 2016.

5.1.1.2. Life on Campus

The students had indicated very affirming response when asked about their quality of

life on campus. Around 92 per cent indicated positive about their university life on

campus. However, around 6 per cent of students were not happy, indicating

unpleasant or no life. Figure 5.16 provides percentage as per the rating scale.

Source: The Researcher, 2017.

5.1.1.3. Students Support Network

Students were further asked from whom they seek assistance from when they face

difficulties in studies. Figure 5.

assistance from when they face academic challenges. A large cohort (49 per cent) of

respondents indicated that they seek assistance from their friends and peers. Tutors

and SLS staffs were ranke

15.9%

49% 1%

4.8%

28.7%

0.6%

SLS

Friends

FYE

Parents

Tutor

Others

92

0 10 20 30 40

Strongly Agree

Agree

Disagree

Strongly Disagree

occasionally visit SLS for assistance. Close to 28 per cent of students indicated that

they have never visited SLS for assistance.

Figure 5.18 Student Response for Visiting SLS for Academic Assistance


5.1.1.4. Students Satisfaction

-year journey at the university, students

were asked to indicate their level of satisfaction. Figure 5.19 reveals that 64 per cent

of students indicated having a pleasant first year experience at the university and 36

per cent of students indicated not having a pleasant experience.

about their First Year Experience


11.50%

25.80%

34.10%

28.70% Very Often

Occasionally

Rarely

Never

0.00%5.00%

10.00%15.00%20.00%

94

students have higher adaptability to new environment. About 14 per cent Indo-Fijian

and 11 per cent I-Taukei students indicated poor performance due to lack of time.

Figure 5.21 Reasons for Poor Academic Performance by Ethnic Group


All students indicated the accent of course lecturers the major reason however,

particularly higher amongst Indo-Fijian students (12.9 per cent). Similar findings

were noted for other teaching methods used for teaching; Indo-Fijian (19 per cent)

students indicated this as a challenge that results to poor academic performance. For

reason Family Obligation, 10 per cent of the I-Kiribati respondents indicated as

major reason for poor performance. For the reasons of English language, (11%) votes

were given from Ni-Vanuatu reason. Students indicated that poor English proficiency

was also one of the primary challenges in influencing their performance. I-Kiribati

and Ni-Vanuatu students mainly experienced this while local students had lower

response regarding English proficiency as a challenge.

5.1.2.2. SLS Support for Academic Assistance

These statistics are also supported by the in-depth investigation with SLS staff on

capacity for poor ac

low English language proficiency amongst other social lifestyle issues affected

Coordinator:

he English Language, and in some cases, necessary numeracy skills sometimes result in failure. There are workshops available for many of these skills, not many students

.

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%


Homesick

Lack of Time

Lecturer's Accent

Family Obligation

Social Obligation

26.40%

73.60%

Yes No

96

5.1.3. Social Integration

peer group and the faculty (Pascarella and Terenzini, 1980).

5.1.3.1. Student Interaction with Faculty Staff

The students were asked to rate how often they have social interactions with staff and

academic staff outside classroom. It appears to be that students have strong social

integration with academic staff. Close to 55 per cent students indicated that they

meet academic staff occasionally while 11 per cent of students indicated meeting

academic staff outside classroom as very often. Interesting to note that 28 per cent of

the students indicated that they rarely meet their academic staff.

Figure 5.23 Student and Academic Staff Interaction outside Classroom


According to the SLS staff, student interactions with staff have been seen very

positive. The two quotes below are from interview SLS staff:

encourage them never to give up and suggest and demonstrate, plus let them try out practical ways in which they can study smarter, e.g. time management skills. I also try to follow up with students who have asked for my assistance.

available at the university, and talk about what they wish to do after their first degree. I also market the services that are provided that will assist them in their learning journey, e.g. Peer Mentoring. I also

Students were asked to describe their interactions with staff. It seems that students have open interaction with the staff and not in fear which might be in traditional

0 20 40 60

Very Often

Rarely

97

school setup. Below is a quote from a student who had maintained positive interaction with staff:

There were various mediums of communication available as well that eased the nervousness. I have also managed to stop my coordinators around the campus walk ways to ask or have a quick

5.1.3.2. Student Interaction amongst Student Peers

Figure 5.24 show that there is a high interaction between students from same course

outside their class time. Around 57 per cent of students indicated that they

occasionally meet their peers from the same course while 32 per cent of students

indicated meeting and interacting with their peers from same course very often.

Figure 5.24 Student Interaction with Peers outside Classroom


5.1.4. Socio-Cultural Characteristics

As part of the main research question to investigate the socio-cultural dynamic on

socio-culture influenced their decision on formal education. Students were asked to

rate how their culture, beliefs and customs, value formal education.

Figure 5.

of respondents (74 per cent) agreed that their socio-cultural beliefs, customs and

values support formal education.

0 20 40 60

Very OftenOccasionally

RarelyNever

98

Figure 5.25 Cultural Values on Formal Education


Students and staff were asked about their views of cultural influence on higher

education. The following quotes indicate that many students felt that there were

strong links between culture and education; however, the responses were unique for

every respondent. The quotes below give account of high linkage of culture through

religious practice and its endorsement of education:

religion, which serves as a guideline and we must follow it without dispute. Our culture is source that helps us live each day with

it. We wake up every morning being reminded of obedience and oneof which was making sure attaining highest level of educations. Islam actually promotes learning as one of the quotes goes -Seek

The following quotes from students shows how culture is showing change towards

accepting equity of education amongst both, a male and female child.

view for formal education. I remember how back in the days male

rtured more into domestic duties and child rearing. Now times are different, a lot seems to have changed when we hear stories from our grandparents. Now its accepted that higher

0 20 40 60 80

Very much

Little

No Importance

Cannot Say

135

13. Do you face financial difficulties while in university? Yes NoIf yes, please advice in which areas you face financial difficulties in? (You may select more than one option) Transportation cost Meal cost Accommodation and boarding cost Medical cost Others (please specify) __________________________________________________________ Section 3: Student Support Services

14. Who do you visit most for assistance if you have difficulties in your studies?

SLS Friends FYE Parents Tutor

Others (Please specify)

?________________________________________________

15. How often do you visit Student Learning Support? Very often Occasionally Rarely Never

16. Have you attended any workshops/skills training programme conducted by SLS/FYE? Yes NoSection 4: Socio-Cultural Influence

17. Who supports and encourages you to study the most? Parents Friends

Community Spouse Relatives Others

(please specify)________________ 18. How does your culture, beliefs and customs, value education? Very much

Little No Importance Cannot say 19. Does your cultural value encourage formal education? Yes No Not sure 20. Is higher formal education an essential component of your community in choosing a

leader? Very important Somewhat important Not important

Not sure

Section 5: Orientation and Transition courses

21. The faculty/USP Orientation helped me to adjust to the university environment and programme of study: Strongly agree Agree Disagree Strongly disagree

22. My first year experience was/is a pleasant and encouraging: Strongly agree Agree Disagree Strongly disagree

23. Are you a member of any student association? Yes No

24. How is your academic performance? Very Good Good Average Poor Very Poor

25. What are the reasons to your unsatisfying performance? (please tick as appropriate, you may have multiple responses): English language Accent of course lecturer Teaching methods used Lack of study environment at home Lack of time Financial difficulty Family obligations Social obligations Peer pressure Belief and customs Home sickness Inability to adjust well in university Poor support from Faculty Loneliness Not applicable Others (please specify) _______________________________________________________________________

26. How regularly do you attend your classes? Almost all classes Occasionally Rarely Never attend

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