About this paper

Appears in:
Pages: 2233-2238
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.0649

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

EVALUATION OF STUDENT DROPOUT RATE AND REASONS DURING THE STUDY

L. Paura, I. Arhipova, G. Vitols

Latvia University of Agriculture (LATVIA)
In EU countries there are different definitions of study success. The students’ dropout rate and reduction of the rate during study, including the time period when student complete their study programme are few definition of study success. According to the Latvia strategic policy the number of enrolled student and the number of graduated students is the criteria of evaluation of Higher education institutions; therefore the students’ dropout should be reducing. The evaluation of students’ dropout reasons help to monitor the situation and to find ways targeting students more effectively.

The aim of this study is the evaluation of student dropout reasons and student dropout rate in information technology (IT) study programs at Latvia University of Agriculture using data of two study periods.

The results show that 64 – 65 % of the students’ dropout during the study period. 47% of students initiated study contract cancelation at IT faculty, due the inability to complete study program curriculum. Only 5 % of students cancelled contract based on financial reasons. One of the typical reasons on students’ inability to follow the study program curriculum is early application for job position at IT companies which at first results in decline in study performance and later in contract cancelation with the faculty. 10 % - 15% of students, who show high study performance receiving on average higher than 8 points in 10 point system, receive financial support by institution as scholarship. This scholarship typically enforces students’ dedication to study process without seeking extra income during first years of studies.

Highest students dropout rate is during first study year. As a response faculty integrate additional study courses, implement mentoring programme and position of student curator, having closer collaboration with student self-government and performing profiling of students.
@InProceedings{PAURA2017EVA,
author = {Paura, L. and Arhipova, I. and Vitols, G.},
title = {EVALUATION OF STUDENT DROPOUT RATE AND REASONS DURING THE STUDY},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.0649},
url = {http://dx.doi.org/10.21125/inted.2017.0649},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {2233-2238}}
TY - CONF
AU - L. Paura AU - I. Arhipova AU - G. Vitols
TI - EVALUATION OF STUDENT DROPOUT RATE AND REASONS DURING THE STUDY
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.0649
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 2233
EP - 2238
ER -
L. Paura, I. Arhipova, G. Vitols (2017) EVALUATION OF STUDENT DROPOUT RATE AND REASONS DURING THE STUDY, INTED2017 Proceedings, pp. 2233-2238.
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