The main aim of the study was to investigate change of programmes of study at University of the Western Cape (UWC). This involved examining the extent, nature and possible range of factors which shape change of programmes. The factors influencing choice to study at UWC and choice of programmes formed the background for understanding the link between choice and change of programmes. The study focused on first-time entering undergraduates in selected faculties: Arts, Economics and Management Sciences (EMS) and Community and Health Sciences (CHS). The progression “pathways” of these students were tracked from first year of enrolment in 2001 to 2004. The findings of the longitudinal data showed that the percentage of students who changed their programmes in the Faculty of Arts and in CHS was very minimal. In total 5% changed their programmes in CHS in three-year programmes while in four-year programmes only 2% changed their programmes. In the Faculty of Arts in three-year and four-year programmes change of programmes ranged from 6% to 10%. The significant change of programmes of study happened in EMS which also had the highest enrolments. In total 18% of the students changed their programmes. It appeared from the statistical data that failure and academic exclusion could be associated with change of programmes of study. Other factors such as financial problems, poor grouping of courses, exploring and changing to preferred programmes as well came out from the interviews as major influences of change of programmes.

The dropout in undergraduation education is a complex phenomenon and it is a concern in the management of academic institutions. The most reliable data regarding dropout in Brazil are published annually by the Ministry of Education, which annually conducts the Census of Undergraduation Education. However, inside the institutions, knowledge that can be used to control dropout rates is dispersed in the individual knowledge of people, making it difficult to planning effective actions to combat dropout. Managers often have an empirical knowledge of the subject and develop normally intuitive actions. This paper presents a methodology that allows the identification of strategic factors capable of supporting a systematic monitoring of dropout rates. With an exploratory and quantitative approach, the work was divided into two stages. The first stage was carried out a systematization of data from the case study of the environment, for the analysis of dropout, using Census as a data source. The result was the demonstration that, from the Census data, the indicators can be extracted systematically and involve all courses and institution centers. In the second stage of the research, we sought to tacit knowledge of the institution's experts made up of teachers who passed the courses coordinating role. This step used the Delphi method of scientific research, to define consensually, which factors are most important and which justify the high dropout rates in the institution. As a result, we have elaborated a panel on which are listed the main causes of dropout. From this panel, which represents the socialization of knowledge, the managers can develop institutional policies, strategies and actions that minimize these factors and their influence on dropout rates of the institution. / A evasão no ensino superior é um fenômeno complexo e representa uma preocupação na gestão das instituições de ensino superior (IES). No Brasil, inexiste orientação oficial para sistematização da coleta e cálculo da evasão. Os dados mais confiáveis em relação à educação superior no Brasil são publicados anualmente pelo Ministério de Educação, que realiza anualmente o Censo da Educação Superior. Entretanto, nas IES, o conhecimento que pode ser utilizado para controlar a evasão está disperso no conhecimento individual das pessoas, dificultando o planejamento de ações eficazes no combate a evasão. Gestores costumam possuir um conhecimento empírico do tema e desenvolvem ações normalmente intuitivas. Este trabalho apresenta uma metodologia que permite a identificação de fatores estratégicos capazes de sustentar um acompanhamento sistemático da evasão. Com uma abordagem exploratória e quantitativa, o trabalho foi dividido em duas etapas. Na primeira etapa foi realizada uma sistematização dos dados do ambiente do estudo de caso, para a análise da evasão, utilizando como fonte de dados o Censo. O resultado foi à demonstração de que, a partir dos dados do Censo, os indicadores podem ser extraídos de forma sistemática envolvendo todos os cursos e centros de ensino da IES. Na segunda etapa da pesquisa, buscou-se o conhecimento tácito de especialistas da instituição formado por docentes que passaram na função de coordenação de cursos. Esta etapa utilizou o método Delphi de pesquisa científica, para definir de forma consensual, quais fatores são mais importantes e que justificam os altos índices de evasão na instituição. Como resultado elaborou-se um painel no qual são elencadas, de acordo com os especialistas, as principais causas de evasão. A partir deste painel, que representa a socialização do conhecimento, é possível desenvolver políticas institucionais, estratégias, executar ações e controlar resultados que permitam minimizar estes fatores e sua influência nos índices de evasão da instituição.

Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2017-06-19T15:48:40Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação _ Karen M.R. Silva.pdf: 1498619 bytes, checksum: d635f54be65f67af0ab0e765f8be7cc7 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2017-06-19T15:48:51Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação _ Karen M.R. Silva.pdf: 1498619 bytes, checksum: d635f54be65f67af0ab0e765f8be7cc7 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2017-06-19T15:49:21Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação _ Karen M.R. Silva.pdf: 1498619 bytes, checksum: d635f54be65f67af0ab0e765f8be7cc7 (MD5) / Made available in DSpace on 2017-06-19T15:49:21Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação _ Karen M.R. Silva.pdf: 1498619 bytes, checksum: d635f54be65f67af0ab0e765f8be7cc7 (MD5) Previous issue date: 2016-12-05 / The college drop-out in Brazilian private universities constitutes problem both for students and for the institution; in the other side, representing the end of aspiration on the future income stream; and on the other, the waste of resources and opportunity costs of unfilled vacancies. Thus, this work presents the study of the pedagogical factors that influence evasion with students first period in engineering courses in a Higher Education Private Institution during 2013, under the approach of the Markov chain. The approach of this study is quantitative with descriptive method, where the data were collected through desk research and interview technique among students. The population is all students of a private institution engineering courses and the sample refers to 64 students dropping out in the year 2013. According to the preliminary results identified that the highest dropout rate happens in the first half course. The biggest cause of this dropout is influenced by financial problems followed by pedagogical reasons. The course which shows greater evasion is the course of Environmental Engineering. Therefore, so far, this study indicates a significant roadmap, when the courses in this study showed us an average dropout at 49% when the national average shows 22%, these data that refer to higher education. The results of this field study allowed that the proposed model showed results with data validated in a period of time, resulting information for decision making. / A evasão nas universidades privadas brasileiras constitui-se problema tanto para os estudantes quanto para a instituição; por um lado, representando o fim de aspirações sobre o fluxo futuro de renda; e por outro, pelo desperdício dos recursos e custos de oportunidade das vagas ociosas. Neste sentido, este trabalho objetiva aplicar a Cadeia de Markov para estudar os fatores pedagógicos influenciadores da evasão de alunos de primeiro período, matriculados em cursos de Engenharia de uma instituição privada de ensino durante o ano de 2013. A abordagem da pesquisa realizada é quantitativa, com delineamento descritivo, onde os dados foram coletados por meio da técnica de pesquisa documental e entrevista entre os alunos. A população da pesquisa são todos os estudantes dos cursos de Engenharia de uma instituição privada e a amostra refere-se a 64 alunos evadidos no ano de 2013. De acordo com os resultados preliminarmente obtidos, foi identificado que a maior frequência de evasão acontece no primeiro semestre do curso. A principal causa de evasão é influenciada por motivos financeiros, seguido dos motivos pedagógicos. No universo analisado, curso de Engenharia Ambiental que evidenciou a maior evasão. Portanto, até o momento este estudo demonstra um panorama relevante, sendo que os cursos analisados apresentam uma evasão média de 49%, em que a média nacional aponta 22%, dados estes que se referem à educação do ensino superior. Os resultados desta pesquisa demonstraram que o modelo proposto apresentou resultados com dados validados em um período de tempo, resultando assim em informações gerenciais à tomada de decisão

Magister Educationis - MEd / The main aim of the study was to investigate change of programmes of study at University of the Western Cape (UWC). This involved examining the extent, nature and possible range of factors which shape change of programmes. The factors influencing choice to study at UWC and choice of programmes formed the background for understanding the link between choice and change of programmes. The study focused on first-time entering undergraduates in selected faculties: Arts, Economics and Management Sciences (EMS) and Community and Health Sciences (CHS). The progression “pathways†of these students were tracked from first year of enrolment in 2001 to 2004. The findings of the longitudinal data showed that the percentage of students who changed their programmes in the Faculty of Arts and in CHS was very minimal. In total 5% changed their programmes in CHS in three-year programmes while in four-year programmes only 2% changed their programmes. In the Faculty of Arts in three-year and four-year programmes change of programmes ranged from 6% to 10%. The significant change of programmes of study happened in EMS which also had the highest enrolments. In total 18% of the students changed their programmes. It appeared from the statistical data that failure and academic exclusion could be associated with change of programmes of study. Other factors such as financial problems, poor grouping of courses, exploring and changing to preferred programmes as well came out from the interviews as major influences of change of programmes. / South Africa

The study compared outcomes for distance learning courses with those of traditional courses offered by the seven campuses of Dallas County Community College District (DCCCD). The course outcomes were defined as completion rate, dropout rate and success rate. Eleven courses offered during the fall 2003 semester were selected for the study. The methods of instruction employed for each course were traditional classroom lecture/discussion and distance learning formats of Internet, TeleCourse and TeleCourse Plus. Internet courses are delivered on-line, using Internet access and a browser, TeleCourse uses one-way videos or public broadcasting, and TeleCourse Plus is a hybrid between Internet and TeleCourse courses. Seven of the courses selected were part of the core curriculum approved by Texas Higher Education Coordinating Board (THECB) while four other courses were completely transferable. Two types of specific data were extracted: course data and individual student data. Course data included method of instruction, length of course, instructor's load, enrollment, number of withdrawals, and grade distribution. In addition, course requirements including the use of email, videos and Internet, orientation and testing on campus were added as variables. The student data included demographic variables such as age, gender, ethnicity, family status, employment and academic variables including number of credit hours completed, previous distance learning courses, grade point average (GPA), grades, placement scores, previous degrees held, withdrawal history, and financial aid. The theoretical framework for ensuring sound statistical analysis was Astin's student engagement model. The results showed that significant differences exist due to the three distance learning methods of instruction for all course outcomes studied. Completion and success rates are higher for traditional courses and dropout rate is higher for distance learning ones. The outcomes for Internet courses are closer to the rates of traditional courses. Student factors that relate to performance in distance learning courses are GPA, credit hours completed, and family status, whereas those which do not relate to performance in the same classes are semester load, age, TASP reading scores, previous distance learning courses, income, and number of dependents. Course characteristics have a significant effect upon success rate, but no effect upon completion and dropout rates.

One of the aims of this study was to look at the difference in self-concept between traditional and non-traditional community college students. This study also examined self-concept differences based on ethnicity and gender and focused specifically on community college students in one or more developmental courses. Students from developmental math, reading, and English classes were given the Tennessee Self-Concept Scale: Second Edition survey (see Appendix B for a list of the questions on the Tennessee Self-Concept Scale: Second Edition). Students were asked to complete the long form consisting of 82 questions using Likert Scale responses from 1-Always False to 5-Always True. The results showed that among the 135 developmental students participating in this study, the total self-concept score did not differ statistically between traditional and non-traditional students. This study did, however, show that the mean value score for Black students was statistically significant and higher when compared to White students. All other ethnic groups were statistically equal. There was also no statistical difference in self-concept score based on gender. The overall self-concept score mean value fell in the 29th percentile for the students in the survey. This was well below the desired 50th percentile range between 296 and 299 as the cutoff point for high self-concept as referenced in the Tennessee Self-Concept Scale: Second Edition Profile chart for the Adult Form. Based on the results of this study, the self-concept score was proven to be a bi-product of student background and academic success. Self-concept can be a valuable pre-test and post-test tool for measuring the impact of developmental programs. Academic success raises self-concept, and given the statistical significance of the difference between the scores of Black developmental students and White developmental students, more research is warranted. The results from this study of developmental students provide additional support for the use of a self-concept score as a pre-test and post-test metric. Other than the pass or fail grade that a student may receive, the self-concept score can be used as a reliable way of measuring the impact of programs designed to improve retention and graduation rates of community college students.

The purpose of this study was to examine the variables that are associated with the percentage of students who pass Tennessee's Gateway exams in high school. Associations were examined between the Gateway exams and variables such as: socioeconomic status, ethnicity, dropout rate, graduation rate, attendance, average daily membership, per-pupil expenditure, teachers' salary, and elementary-school reading scores. Pearson correlations between school characteristics and pass rates of three Gateway exams were calculated. Schools were divided into quartiles based upon socioeconomic status and ethnicity in order to examine pass rates of the Gateway exams among different quartiles. Independent samples t tests were performed to determine if differences were statistically significant. Variables that exhibited strong association with pass rates of Gateway exams were used as predictor variables and pass rates of Gateway exams were used as dependent variables in multivariable linear regressions. The findings indicated that the graduation rate and percentage of Caucasian students were most positively associated with Gateway pass rates. Dropout rates and percentage of students who qualified for free/reduced-priced meals were most negatively associated with Gateway pass rates. It was discovered that the Algebra I Gateway exam was by far the most difficult for students to pass. Almost half of the students in high schools serving poor, minority students failed the Algebra I Gateway exam in 2004.

The purpose of the study was to identify which factors are most closely related to academic success during the freshman year for low socioeconomic students in one urban high school. This was an ex post facto study conducted in one urban high school in East Tennessee. The subjects were students enrolled in the 9th grade during the 2005-2006 and 2006-2007 academic school years. Low socioeconomic students were divided into 2 groups based on academic performance during their freshman year of high school. Students with GPAs of 2.5 or higher were classified as higher performing, low socioeconomic status (HLSES). Students with GPAs of 2.4 or lower were considered lower performing, low socioeconomic status (LLSES). The higher achieving group contained 85 students; the lower achieving group had 292 students. Relationships between 9 predictor variables (ethnicity, gender, involvement in extra curricular activities, scores on 7th grade TCAP reading-language arts and mathematics tests, number of out of school suspension days, literacy scores, mobility rates, and attendance) were examined across the 2 groups. Chi-square tests were conducted to compare the 2 groups with regard to involvement in extracurricular activities, gender, and ethnicity. All remaining quantitative predictor variables were compared using independent t tests. Two sets of multiple regressions were conducted, 1 for the higher performing group and 1 for the lower performing group, to determine which of the predictor variables had the strongest relationship to students' GPAs. From the higher performing group, 10 students were interviewed to uncover the factors they credited as having the biggest impact on their academic success during their freshman year. Significance was found for 8 of the 9 predictor variables. Student mobility was the only non-significant factor between the groups. None of the variables had a significant relationship to the higher performing groups' GPA. Four variables, gender, number of suspension days, number of days absent, and involvement in extracurricular activities were significantly related to students' GPA in the lower performing group. Self-discipline, determination, and guidance from an adult to help them stay focused were the main factors cited for academic success by students during their freshman year.

The dropout rate for first-generation Mexican Americans students in American schools has increased in the past decade. The purpose of this study, as reflected in the central research question, was to explore the factors that influenced the decision of first-generation Mexican American students to transition to high school or drop out after Grade 8. The research design was a phenomenological case study. The conceptual framework was based on current research surrounding first-generation Mexican American student dropout questions. In addition, how the concepts of family and community involvement and relationships between the home and school have an impact on the first generation Mexican American dropout rate. Participants were 10 first-generation Mexican Americans between the ages of 18-24, who either dropped out of school at the end of Grade 8 or completed high school. Data was collected from multiple interviews with participants. Data analysis involved coding, categorization, and analysis of themes and discrepant data. Factors that influenced students' decisions to stay in school or drop out included lack of support at home, lack of support at school, and financial needs. This study contributes to positive social change because educators may develop a deeper understanding about how to prevent first-generation Mexican American students from dropping out of school. In helping these students to graduate from high school, educators will assist these students in developing educational and employment goals that will confidently lead them to lives that are more productive.

Measles is a highly contagious virus that can affect the entire population if an effective immunisation programme is not in place. This study was aimed at determining the measles immunisation coverage and the dropout rate among children aged between 6 months and 14 years and at assessing factors associated with caregivers’ knowledge and perception of, and attitude towards the measles immunisation programme. Between 14 May 2018 and 31 July 2018, a descriptive, cross-sectional study design was conducted using simple random sampling to sample 381 caregivers of children at nine public health facilities at Tshwane Sub-district 2, Hammanskraal town. Data were collected by means of a structured questionnaire and observational checklist, and analysed using IBM SPSS version 23.0. Overall, the measles immunization coverage was 95.8% (365/381) and the MCV1-MCV2 dropout rate was 4.1%. The association between educational level and employment status (correlation coefficient=0.157**, p=0.0002), measles knowledge (correlation coefficient=-0.244**, p=0.000), immunization importance (correlation coefficient=-0.194**, p=0.000) and measles vaccine schedule (correlation coefficient=-0.138**, p=0.007) were found to be significant at p<0.05. The findings in this study revealed that caregivers’ positive attitude towards, and knowledge of measles immunisation programme resulted in high measles immunisation coverage and low dropout rate. It is recommended that continuous positive immunisation education about the benefits and importance be emphasized in order to increase immunisation uptake. / Health Studies / M. P. H.