Comparative Analysis of Dropout and Student Permanence in Rural Higher Education
Abstract
:1. Introduction
2. Theoretical Background
2.1. Dropout and Permanence in Higher Education
2.2. Context of Dropout and Permanence in Higher Education in Colombia
3. Methodology
3.1. Sample
3.2. Instruments and Explanatory Variables
3.3. Data Analysis and Modelling
4. Results
4.1. Dropout in Rural Higher Education
4.2. Permanence in Rural Higher Education
5. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Code | Question | Options for Response |
---|---|---|
I1 | Year of birth | |
I2 | What is your gender? |
|
I3 | At present, do you? |
|
I4 | Are you primarily responsible for your household expenses? |
|
I5 | Do you have children under the age of 18? |
|
I6 | Are you the person responsible for the upbringing of your children? |
|
I7 | What is your marital status? |
|
I8 | What is the highest level of education achieved by your mother? |
|
I9 | What is the highest level of education achieved by your father? |
|
I10 | I like studying |
|
I11 | I feel that I am qualified to study at higher education level. | |
I12 | I am a responsible person for the execution of academic work independently. | |
I13 | I am frequently stressed by studying. | |
I14 | I feel that my family constantly interferes with my studies. | |
I15 | I feel that work or family obligations diminish the time I can devote to studying. | |
I16 | I am committed to the goal of completing my training programme. | |
I17 | I feel motivated to learn new concepts, themes and methodologies. | |
I18 | I am afraid of failing in a job, assignment and training programme. | |
I19 | I tend to procrastinate (leave everything to the last minute) in my daily activities, including my study. | |
S1 | The dwelling in which you live is. |
|
S2 | The house is in the stratum. |
|
S3–S11 | The dwelling currently has access to the following services (multiple choice). |
|
S12 | Do you currently receive any benefits (e.g., education, health and transport) for being registered in SISBEN? |
|
S13 | Does your family receive any state subsidy (Familias en Acción, Ingreso Seguro, Plan de Apoyo a la Vejez, etc.)? |
|
S14 | Your family’s income is between? |
|
S15 | Are your studies mainly funded by? |
|
S16 | Do you have to commute from your place of origin to another city to be able to study? |
|
A1 | The secondary or high school from which you graduated was. |
|
A2 | Prior to entering the training programme (technical, technological or vocational), you obtained information (e.g., curriculum, funding programme costs) to make the decision to enrol. |
|
A3 | How much time passed between the enrolment to the undergraduate training programme (technical, technological or vocational) and the completion of your secondary school or high school? |
|
A4 | How many subjects do you take on average per academic semester? |
|
A5 | Your performance during high school was: |
|
A6 | Your performance in the subject of Maths during high school was: | |
A7 | Your performance in the subjects of the Natural Sciences during high school was: | |
A8 | Your performance in the subject of Chemistry during the high school was: | |
A9 | Your performance in the subjects of Human Sciences (History, Geography, Philosophy, etc.) during high school was: | |
A10 | Your performance in the subject of Spanish during high school was: | |
A11 | Your performance in the subject of English during high school was: | |
You consider that your academic performance (average) during the time you have been linked to the Higher Education Institution or university has been. | ||
A12* | Your teachers have prepared you well for university. |
|
A13 | Your choice of undergraduate programme has satisfied you. | |
A14 | The teachers in your degree programme often leave a lot of work. | |
A15 | You have the necessary tools to do the work left in class (e.g., computer, internet, software). | |
A16 | You hand in work left by the teacher on time. | |
IES1 | How often have you made use of tutoring, psychological counselling, nutritional benefits and other programmes offered by your Higher Education Institution or University. |
|
IES2 | You considered it easy to communicate with the HEI/University through the channels defined by the HEI/University. | |
IES3 | The administrative staff of the Higher Education Institution or University attended to their requirements. | |
IES4 | The technologies (e.g., virtual campus, specialised software and hardware) used by the HEI or University were adequate for their training process. | |
IES5 | The bibliographic resources (e.g., books or databases) owned by the HEI or university were relevant to the development of its academic activities. | |
IES6 | Teachers tended to address their doubts and concerns in a timely manner. | |
IES7 | Teachers taught the content of the subject in a simple way. | |
IES8 | You were involved in extracurricular activities such as dance, sports, music, etc. |
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Characteristics | Result |
---|---|
Gender | Male: 40.89% |
Female: 59.11% | |
Age | 17–20: 6.31% |
21–24: 14.12% | |
25–28: 16.72% | |
29–32: 13.75% | |
+33 years: 49.07% | |
Current semester | 1: 27.14% |
2: 11.52% | |
3: 7.81% | |
4: 10.78% | |
5: 9.29% | |
6: 11.15% | |
+7 semester: 21.93% | |
Family income level * | COP0 to COP500,000: 12.63% |
COP500,001 to COP1,000,000: 27.13% | |
COP1,000,001 to COP1,500,000: 25.65% | |
COP1,500,001 to COP2,000,000: 18.21% | |
COP2,000,001 to COP2,500,000: 5.94% | |
COP2,500,001 pesos or more: 10.40% |
Determinant | Variable | Theoretical References |
---|---|---|
Individual | Age | [28,68] |
Gender | [28,69] | |
Work obligations | [28,70,71] | |
Family obligations | [28,70] | |
Marital Status * | [24] | |
Parents’ level of education | [72] | |
Student psychological traits | [30,70,72] | |
Socio-economic | Type of dwelling * | [18] |
Stratum | [11] | |
Access to public services * | [9] | |
State benefits * | [9] | |
Family income | [29,73] | |
Methods of financing studies * | [12] | |
Academic | Type of school graduated from | [68,74] |
Dropout from other previous academic programmes * | [14] | |
Entry time to higher education * | [14] | |
Number of subjects taken * | [14] | |
Academic behaviour, attitudes and self-perceptions | [70,72] | |
Institutional | Use of university welfare programmes | [70,75] |
Communication with the HEI | [17] | |
Attention of the HEI administrative staff * | [14] | |
Technologies used by the HEI related to the training programme | [76] | |
Teaching role * | [17] | |
Participation in extracurricular activities * | [22] |
Determinant | Code | α | α-SE ** |
---|---|---|---|
Individual | I1 | −0.053 * | 0.580 |
I2 | −0.04 * | ||
I3 | −0.022 * | ||
I4 | −0.037 * | ||
I5 | −0.026 * | ||
I6 | 0.015 | ||
I7 | −0.077 * | ||
I8 | −0.045 * | ||
I9 | −0.048 * | ||
I10 | −0.096 * | ||
I11 | −0.099 * | ||
I12 | −0.094 * | ||
I13 | −0.088 * | ||
I14 | −0.085 * | ||
I15 | −0.113 * | ||
I16 | −0.097 * | ||
I17 | −0.092 * | ||
I18 | −0.103 * | ||
I19 | −0.05 * | ||
Socio-economic | S1 | 0.530 | 0.575 |
S2 | 0.439 | ||
S3 | 0.514 | ||
S4 | 0.466 | ||
S5 | 0.483 | ||
S6 | 0.523 | ||
S7 | 0.483 | ||
S8 | 0.484 | ||
S9 | 0.492 | ||
S10 | 0.497 | ||
S11 | 0.542 | ||
S12 | 0.548 | ||
S13 | 0.453 | ||
S14 | 0.609 | ||
S15 | 0.526 | ||
Academic | A1 | 0.670 | 0.684 |
A2 | 0.678 | ||
A3 | 0.689 | ||
A4 | 0.740 | ||
A5 | 0.633 | ||
A6 | 0.642 | ||
A7 | 0.626 | ||
A8 | 0.636 | ||
A9 | 0.642 | ||
A10 | 0.643 | ||
A11 | 0.651 | ||
A12 | 0.635 | ||
A13 | 0.660 | ||
A14 | 0.654 | ||
A15 | 0.701 | ||
A16 | 0.664 | ||
A17 | 0.663 | ||
Institutional | IES1 | 0.744 | 0.781 |
IES2 | 0.680 | ||
IES3 | 0.677 | ||
IES4 | 0.713 | ||
IES5 | 0.720 | ||
IES6 | 0.694 | ||
IES7 | 0.698 | ||
IES8 | 0.759 |
Code | Statistic * | p-Value ** | Code | Statistic * | p-Value ** |
---|---|---|---|---|---|
I2 | 0.388 | <0.01 | S9 | 0.461 | <0.01 |
I3 | 0.394 | <0.01 | S10 | 0.369 | <0.01 |
I4 | 0.486 | <0.01 | S12 | 0.468 | <0.01 |
I5 | 0.371 | <0.01 | S13 | 0.179 | <0.01 |
I6 | 0.361 | <0.01 | S15 | 0.523 | <0.01 |
I7 | 0.338 | <0.01 | A1 | 0.489 | <0.01 |
I8 | 0.248 | <0.01 | A3 | 0.411 | <0.01 |
I9 | 0.296 | <0.01 | A5 | 0.240 | <0.01 |
I10 | 0.422 | <0.01 | A6 | 0.229 | <0.01 |
I11 | 0.410 | <0.01 | A7 | 0.242 | <0.01 |
I12 | 0.385 | <0.01 | A8 | 0.238 | <0.01 |
I13 | 0.188 | <0.01 | A9 | 0.238 | <0.01 |
I14 | 0.201 | <0.01 | A10 | 0.229 | <0.01 |
I15 | 0.218 | <0.01 | A11 | 0.253 | <0.01 |
I16 | 0.461 | <0.01 | A12 | 0.266 | <0.01 |
I17 | 0.434 | <0.01 | A13 | 0.228 | <0.01 |
I18 | 0.233 | <0.01 | A14 | 0.322 | <0.01 |
I19 | 0.224 | <0.01 | A16 | 0.272 | <0.01 |
S2 | 0.243 | <0.01 | A17 | 0.241 | <0.01 |
S3 | 0.540 | <0.01 | IES2 | 0.257 | <0.01 |
S4 | 0.472 | <0.01 | IES3 | 0.326 | <0.01 |
S5 | 0.470 | <0.01 | IES4 | 0.467 | <0.01 |
S6 | 0.540 | <0.01 | IES5 | 0.422 | <0.01 |
S7 | 0.439 | <0.01 | IES6 | 0.365 | <0.01 |
S8 | 0.474 | <0.01 | IES7 | 0.403 | <0.01 |
Code | Statistic | p-Value * | Code | Statistic | p-Value * |
---|---|---|---|---|---|
I2 | 8577.500 | 0.395 | S9 | 8961.500 | 0.874 |
I3 | 8841.500 | 0.717 | S10 | 8156.500 | 0.108 |
I4 | 8399.000 | 0.156 | S12 | 8420.000 | 0.181 |
I5 | 8238.500 | 0.145 | S13 | 8063.500 | 0.117 |
I6 | 8308.000 | 0.194 | S15 | 8107.000 | 0.010 |
I7 | 8585.500 | 0.432 | A1 | 8741.000 | 0.504 |
I8 | 8056.500 | 0.103 | A3 | 8429.000 | 0.238 |
I9 | 7801.500 | 0.038 | A5 | 8620.500 | 0.477 |
I10 | 8692.000 | 0.473 | A6 | 8387.000 | 0.275 |
I11 | 8361.000 | 0.171 | A7 | 8514.000 | 0.373 |
I12 | 8775.000 | 0.611 | A8 | 8280.500 | 0.205 |
I13 | 8341.500 | 0.260 | A9 | 8339.500 | 0.236 |
I14 | 8102.500 | 0.128 | A10 | 8158.000 | 0.137 |
I15 | 6905.000 | <0.01 | A11 | 8056.500 | 0.101 |
I16 | 8246.000 | 0.064 | A12 | 7316.500 | 0.004 |
I17 | 8536.500 | 0.283 | A13 | 7475.500 | 0.010 |
I18 | 8715.500 | 0.602 | A14 | 7869.500 | 0.040 |
I19 | 8862.000 | 0.773 | A16 | 6430.000 | 0.000 |
S2 | 8924.500 | 0.850 | A17 | 7420.000 | 0.007 |
S3 | 8932.500 | 0.684 | IES2 | 7189.500 | 0.002 |
S4 | 8682.000 | 0.450 | IES3 | 6996.500 | 0.000 |
S5 | 9020.000 | 0.968 | IES4 | 8232.500 | 0.087 |
S6 | 8890.500 | 0.429 | IES5 | 7895.000 | 0.028 |
S7 | 8848.000 | 0.708 | IES6 | 6862.000 | < 0.01 |
S8 | 8658.000 | 0.418 | IES7 | 7638.000 | 0.009 |
Code | Options for Response | No * | Yes ** | No * | Yes ** |
---|---|---|---|---|---|
Count | % | ||||
I9 | Did not study | 18 | 17 | 13% | 13% |
Primary | 56 | 74 | 41% | 56% | |
Secondary | 31 | 20 | 22% | 15% | |
Technical and technological | 8 | 7 | 6% | 5% | |
Professional | 15 | 3 | 11% | 2% | |
Postgraduate | 1 | 1 | 1% | 1% | |
Don’t know | 9 | 9 | 7% | 7% | |
Total | 138 | 131 | 100% | 100% | |
I15 | Strongly disagree | 22 | 9 | 16% | 7% |
Disagree | 33 | 16 | 24% | 12% | |
Neither disagree nor agree | 29 | 30 | 21% | 23% | |
Agree | 36 | 53 | 26% | 40% | |
Strongly agree | 18 | 23 | 13% | 18% | |
Total | 138 | 131 | 100% | 100% | |
S15 | Yes | 10 | 23 | 7% | 18% |
No | 128 | 108 | 93% | 82% | |
Total | 138 | 131 | 100% | 100% | |
A12 | Deficient | 2 | 0 | 1% | 0% |
Insufficient | 3 | 6 | 2% | 5% | |
Acceptable | 30 | 45 | 22% | 34% | |
Outstanding | 68 | 63 | 49% | 48% | |
Excellent | 35 | 17 | 25% | 13% | |
Total | 138 | 131 | 100% | 100% | |
A13 | Strongly disagree | 4 | 13 | 3% | 10% |
Disagree | 13 | 14 | 9% | 11% | |
Neither disagree nor agree | 36 | 43 | 26% | 33% | |
Agree | 59 | 43 | 43% | 33% | |
Strongly agree | 26 | 18 | 19% | 14% | |
Total | 138 | 131 | 100% | 100% | |
A14 | Strongly disagree | 1 | 1 | 1% | 1% |
Disagree | 2 | 3 | 1% | 2% | |
Neither disagree nor agree | 7 | 16 | 5% | 12% | |
Agree | 46 | 47 | 33% | 36% | |
Strongly agree | 82 | 64 | 59% | 49% | |
Total | 138 | 131 | 100% | 100% | |
A16 | Strongly disagree | 2 | 6 | 1% | 5% |
Disagree | 6 | 14 | 4% | 11% | |
Neither disagree nor agree | 11 | 17 | 8% | 13% | |
Agree | 48 | 59 | 35% | 45% | |
Strongly agree | 71 | 35 | 51% | 27% | |
Total | 138 | 131 | 100% | 100% | |
A17 | Strongly disagree | 2 | 4 | 1% | 3% |
Disagree | 6 | 9 | 4% | 7% | |
Neither disagree nor agree | 22 | 27 | 16% | 21% | |
Agree | 48 | 55 | 35% | 42% | |
Strongly agree | 60 | 36 | 43% | 27% | |
Total | 138 | 131 | 100% | 100% | |
IES2 | Never | 15 | 33 | 11% | 25% |
Occasionally | 69 | 64 | 50% | 49% | |
Always | 54 | 34 | 39% | 26% | |
Total | 138 | 131 | 100% | 100% | |
IES3 | Never | 5 | 17 | 4% | 13% |
Occasionally | 49 | 60 | 36% | 46% | |
Always | 84 | 54 | 61% | 41% | |
Total | 138 | 131 | 100% | 100% | |
IES4 | Never | 1 | 3 | 1% | 2% |
Occasionally | 26 | 34 | 19% | 26% | |
Always | 111 | 94 | 80% | 72% | |
Total | 138 | 131 | 100% | 100% | |
IES5 | Never | 1 | 4 | 1% | 3% |
Occasionally | 36 | 47 | 26% | 36% | |
Always | 101 | 80 | 73% | 61% | |
Total | 138 | 131 | 100% | 100% | |
IES6 | Never | 1 | 12 | 1% | 9% |
Occasionally | 43 | 58 | 31% | 44% | |
Always | 94 | 61 | 68% | 47% | |
Total | 138 | 131 | 100% | 100% | |
IES7 | Never | 3 | 9 | 2% | 7% |
Occasionally | 36 | 47 | 26% | 36% | |
Always | 99 | 75 | 72% | 57% | |
Total | 138 | 131 | 100% | 100% |
Code | Statistic | p-Value * |
---|---|---|
I9 | 1429.500 | 0.007 |
I15 | 1419.000 | 0.009 |
S15 | 1208.000 | <0.01 |
A12 | 1769.000 | 0.382 |
A13 | 1850.500 | 0.670 |
A14 | 1175.000 | <0.01 |
A16 | 1444.000 | 0.011 |
A17 | 1724.000 | 0.280 |
IES2 | 1139.000 | <0.01 |
IES3 | 1135.000 | <0.01 |
IES4 | 73.500 | <0.01 |
IES5 | 899.000 | <0.01 |
IES6 | 686.000 | <0.01 |
IES7 | 1429.500 | 0.007 |
Code | Statistic | p-Value * |
---|---|---|
I9 | 1,827,000 | 0.609 |
I15 | 1,704,500 | 0.274 |
S15 | 1,873,500 | 0.548 |
A12 | 1,536,500 | 0.044 |
A13 | 1,449,000 | 0.016 |
A14 | 1,206,500 | <0.01 |
A16 | 1.547,000 | 0.045 |
A17 | 1,563,500 | 0.063 |
IES2 | 912,000 | <0.01 |
IES3 | 920,000 | <0.01 |
IES4 | 1,210,500 | <0.01 |
IES5 | 852,500 | <0.01 |
IES6 | 437,500 | <0.01 |
IES7 | 675,000 | <0.01 |
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Guzmán, A.; Barragán, S.; Cala-Vitery, F. Comparative Analysis of Dropout and Student Permanence in Rural Higher Education. Sustainability 2022, 14, 8871. https://doi.org/10.3390/su14148871
Guzmán A, Barragán S, Cala-Vitery F. Comparative Analysis of Dropout and Student Permanence in Rural Higher Education. Sustainability. 2022; 14(14):8871. https://doi.org/10.3390/su14148871
Chicago/Turabian StyleGuzmán, Alfredo, Sandra Barragán, and Favio Cala-Vitery. 2022. "Comparative Analysis of Dropout and Student Permanence in Rural Higher Education" Sustainability 14, no. 14: 8871. https://doi.org/10.3390/su14148871