scholarly journals INFLUENCE OF STUDENT RETENTION STRATEGIES ON PERFORMANCE OF TVETs IN NAIROBI COUNTY, KENYA

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Christopher Kimeli Magut ◽  
Dr. Allan Kihara
Keyword(s):  
Student Retention ◽  
Student Involvement ◽  
Student Support ◽  
Management Program ◽  
Support Programs ◽  
Integration Theory ◽  
Teaching Staff ◽  
Retention Strategies ◽  
Student Orientation ◽  
Induction Strategy

Purpose: The study sought to evaluate the power of student retention strategies on performance of TVET institutes in Kenya: a case study of Nairobi City County. In order to capture the required information, the study is guided by four objectives; to assess the influence of student orientation and induction strategy, student support programs strategy, customer relation management, and student involvement and participation on performance of TVET institutes in Kenya. This study is anchored on drive reduction theory, tinto’s learner’s integration theory, the cognitive dissonance theory and structural strain theory. Methodology: The study used a descriptive survey design utilizing primary quantitative and qualitative data. The study employed stratified and simple sampling techniques on the population. Targeted study population was 182 TVET institutes in Nairobi region with teaching staff and dean of students being unit of observation. 70 institutions were targeted as a sample size by the study. Data was collected through the administration of questionnaires to TVET institutions lecturers and deans of students being the respondents. A pilot study was conducted on 10 randomly selected TVET institutes in Nairobi region equivalent to 6% of the overall population. Reliability of the research instrument was established through Cronbach’s Alpha (α) scale of 0.7 (internal consistency measure) thresholds. Content validity of the instrument was conducted. Descriptive and inferential statistics was used for the purpose of data analysis using Microsoft Excel software and SPSS version 22.0.Results: The outcomes of the research showed that majority of the sampled staff had attained graduate level of learning, the institution had Student orientation and induction as indicated by 55.75% of respondents. The institution had in place student support programs as indicated by 40% of respondents. About 31% of the sampled population revealed that TVET institutions in Nairobi County had Customer relationship management program and 27% of the respondents agreed that students were involved to participate on decision making.Contributions: the study makes contribution to policy in regard to student orientation and induction strategy, student support program strategy, customer relation strategy and student involvement and participation

scholarly journals Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution

2017 ◽  
Vol 19 (2/3) ◽  
pp. 97-121 ◽  
Author(s):  
Alexandros Chrysikos ◽  
Ejaz Ahmed ◽  
Rupert Ward
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Education Institution ◽  
Integration Theory ◽  
First Year ◽  
Higher Education Institution ◽  
Content Type ◽  
Student Integration ◽  
Study Results ◽  
Uk Higher Education

Purpose Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention rates for first-year undergraduate computing students in a UK higher education institution (HEI). Design/methodology/approach The study applies Tinto’s student integration theory, and connects it with the behavioural patterns of students. Data were collected from 901 students using Pascarella and Terenzini’s questionnaire (integration scales). This data were combined with student enrolment information and analysed using the structural equation modelling technique. Findings The study results indicate that Tinto’s student integration theory is useful in analysing student retention, but this accounts for only a modest amount of variance in retention. Nevertheless, important relationships amongst student’s initial and later academic goals and commitments have been identified through this new approach to analysing retention. The largest direct effect on retention was accounted for by initial goals and institutional commitments, followed by later goals and institutional commitments. In addition, the results show that academic and social integration constructs can have an influence on the student retention processes. When all, or some, of these relationships are operating towards students’ benefits, appropriate services or programmes, such as student support systems, can have their maximum benefits. Originality/value The authors mapped behavioural-related retention factors using a learning community lens. The study explored students’ social and learning experiences within the context of a UK HEI by employing Tinto’s model. This is the first time the model has been tested in this context.

scholarly journals Integrated and Comprehensive Student Support Programs Aimed at Historically Underserved Students: Creating a Unified Community of Support

2018 ◽  
Vol 7 (1) ◽  
pp. 65-84
Author(s):  
Adrianna Kezar ◽  
Elizabeth Holcombe
Keyword(s):  
Higher Education ◽  
Underrepresented Students ◽  
Student Support ◽  
The United States ◽  
Support Programs ◽  
Campus Community ◽  
Underserved Students ◽  
Integrated Programs ◽  
Community Of Support ◽  
Integrated Program

AbstractWhile numerous support programs have evolved to support underrepresented students in higher education, these programs are often disconnected from the curriculum and only target one area of student need. Emerging research indicates that integrated programs which combine multiple curricular and co-curricular supports may be a more effective way to support historically underserved students. In this article, we report on one such integrated program in the United States,CSU STEMCollaboratives. We describe how integrated programs benefit students as well as the broader campus community by creating a unified community of support that fosters collaboration and connection.

scholarly journals Widening the net to reduce the debt: Reducing student debt by increasing identification of completely disengaged students

2020 ◽  
Author(s):  
Neil Van Der Ploeg ◽  
Kelly Linden ◽  
Ben Hicks ◽  
Prue Gonzalez
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Predictive Model ◽  
Hybrid Model ◽  
Learning Analytics ◽  
Teaching Staff ◽  
Student Debt ◽  
Education Standards ◽  
Performance Based Funding ◽  
Panel Review

Student Retention and Attrition guidelines are part of the Federal Government’s performance based funding framework. One of the recommendations from the Higher Education Standards Panel review is to consider changing students’ enrolment prior to census date when a certain level of engagement is not met. This study investigates this recommendation by trialing and testing a model to see if completely disengaged students are able to be retrospectively identified as at risk of failing all subjects. Using learning analytics alone to create a predictive model at scale proved to be very difficult. When applied to session 1 of 2019, even the strictest criteria included five false positives out of 17 identified students. There is promise, however, that a hybrid model of learning analytics with additional oversight from teaching staff could be a solution, but this needs further research.

Facebook and the Societal Aspects of Formal Learning

2015 ◽  
pp. 1345-1367
Author(s):  
Carolyn Woodley ◽  
Petrina Dorrington
Keyword(s):  
Social Media ◽  
Management System ◽  
Learning Management System ◽  
Student Support ◽  
Teaching Staff ◽  
Formal Learning ◽  
Cooperative Group ◽  
Collaborative Spaces ◽  
Learning Management ◽  
Critical Consideration

An online subject used social media to provide “collaborative spaces” that were “additional and complementary” to discussion in the university's Learning Management System (LMS). Facebook and Twitter provided optional “informal spaces” in which students “talk about general issues to do with media and connect with other students in the unit.” This chapter's analysis of Facebook posts shows a cooperative group of peers providing advice on assessment and recommending useful resources. Analysis, however, reveals that, as well as supportive posts, a proportion of posts could be considered inappropriate, distracting, or even, infrequently, inflammatory. Guidelines about acceptable behaviour must be imposed by teaching staff. More importantly, optional participation in social media sites requires critical consideration. If Facebook is used as a student support space for an online subject, it should be integrated into the curriculum and have an explicit purpose; making social media sites optional alongside mandatory university-supported platforms can prove problematic.

The Determinant of Student Satisfaction in Academic and Administrative Services in Private Universities

2021 ◽  
pp. 1534-1551
Author(s):  
Benjamin Ghansah ◽  
Juliana Serwaa Andoh ◽  
Patrick Gbagonah ◽  
Joy Nana Okogun-Odompley
Keyword(s):  
Student Satisfaction ◽  
Classroom Environment ◽  
Private Universities ◽  
Student Support ◽  
Descriptive Statistics ◽  
Teaching Staff ◽  
Administrative Services ◽  
Bartlett’S Test ◽  
Quantitative Sample ◽  
The University

Students are the primary stakeholders of the university, so the article evaluated the factors that influence student satisfaction in the university. The study employed descriptive statistics and one sample t-test was used to analyse the data. Reliability test was also done using Cronbach's Alpha and Kaiser-Meyer-Olkin Measure (KMO) of Sampling Adequacy and Bartlett's Test of Sphericity. A quantitative sample of 1,750 students was drawn from seven (7) selected universities in Tema, Ghana and two hundred and fifty (250) questionnaires were distributed to each university. The findings highlighted various levels of satisfaction. It was observed that all the factors such as classroom environment, textbook and tuition fees, student support facilities, business procedures, relationship with teaching staff, knowledgeable and responsive faculty, staff helpfulness, feedback, and class sizes drives student satisfaction. The paper attempts to develop insights into dimension of student satisfaction in academic and administrative services in private universities in the Tema metropolis.

scholarly journals The impact of student retention strategies: an empirical study

2013 ◽  
Vol 7 (1/2) ◽  
pp. 22 ◽  
Author(s):  
Elke Leeds ◽  
Stacy Campbell ◽  
Hope Baker ◽  
Radwan Ali ◽  
Dorothy Brawley ◽  
...  
Keyword(s):  
Empirical Study ◽  
Student Retention ◽  
Retention Strategies ◽  
The Impact

Facebook and the Societal Aspects of Formal Learning

2014 ◽  
pp. 269-291
Author(s):  
Carolyn Woodley ◽  
Petrina Dorrington
Keyword(s):  
Social Media ◽  
Management System ◽  
Learning Management System ◽  
Student Support ◽  
Teaching Staff ◽  
Formal Learning ◽  
Cooperative Group ◽  
Collaborative Spaces ◽  
Learning Management ◽  
Critical Consideration

An online subject used social media to provide “collaborative spaces” that were “additional and complementary” to discussion in the university’s Learning Management System (LMS). Facebook and Twitter provided optional “informal spaces” in which students “talk about general issues to do with media and connect with other students in the unit.” This chapter’s analysis of Facebook posts shows a cooperative group of peers providing advice on assessment and recommending useful resources. Analysis, however, reveals that, as well as supportive posts, a proportion of posts could be considered inappropriate, distracting, or even, infrequently, inflammatory. Guidelines about acceptable behaviour must be imposed by teaching staff. More importantly, optional participation in social media sites requires critical consideration. If Facebook is used as a student support space for an online subject, it should be integrated into the curriculum and have an explicit purpose; making social media sites optional alongside mandatory university-supported platforms can prove problematic.

Experiences of Participants Who Then Become Coaches in a Peer Coach Diabetes Self-Management Program: Lessons for Future Programs

2021 ◽  
pp. 174239532110642
Author(s):  
Kirin Saint ◽  
Michele Heisler
Keyword(s):  
Iterative Process ◽  
Peer Coaching ◽  
Management Program ◽  
Support Programs ◽  
Self Management ◽  
Structured Interviews ◽  
Shared Experiences ◽  
Management Coaching ◽  
Peer Coach ◽  
Insight Into

Objectives Peer support programs are effective in improving outcomes among low-resource populations. Prior studies suggest that shared experiences improve peer partnerships. We hypothesized that participants in a peer coaching program who then became coaches might bring insight into their coaching role. We explored the motivations of coaches in a diabetes self-management coaching program who became coaches after completing the program as participants. Methods Between June 2016 and April 2017 we conducted semi-structured interviews with eight participants-turned-coaches and four of their peer partners in a six-month peer coaching program for patients with poor glycemic control at the Detroit VA. The interviews were transcribed, reviewed and coded by two researchers in an iterative process until consensus was reached. Key themes were identified and analyzed. Results Participants-turned-coaches reported the importance of their own peer coach in their decision to become a coach. Participants-turned-coaches described commitment to their partners, providing realistic encouragement, and fostering a reciprocal partnership. Participants-turned-coaches shared their own difficulties to motivate their partners and create a sense of commonality. Discussion Encouraging participants who complete diabetes peer coach interventions to become coaches appears to be a useful strategy for developing peer coaches who bring sensitivity, commitment, and reciprocity to their role.

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