Why Students Leave the University12 (1)

Why Students leave the University?

Why Students Leave the University?

Rafaqat Ali, Hassan Mansoor, Syed Imran Haider

Gift University Gujranwala

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Author Introduction:

Syed Imran Haider

ID: 10123027

Program: M.B.A (3-Years)

Contact: 0336-4261191

Email ID:[email protected]

Hassan Mansoor Butt

ID:10123051

Program : M.B.A(3-Years)

Contact:0321-6494149


Rafaqat Ali

ID: 10123057

Program: M.B.A (3-Years)

Contact: 0323-5824767


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TABLE OF CONTENTS

Acknowledgment.........................................................................................................................................5

LIST OF TABLES:.....................................................................................................................................7

LIST OF FIGURES:....................................................................................................................................7

1. Introduction.........................................................................................................................................9

1.1. Background of the study..............................................................................................................9

1.2. Significance of the study............................................................................................................10

1.3. Aim of the Study........................................................................................................................10

1.4. Problem Identification...............................................................................................................10

1.5. Research Objective....................................................................................................................11

1.6. Research Questions....................................................................................................................11

2. Literature Review..............................................................................................................................12

2.1. Concepts and definitions............................................................................................................12

2.2. Literature Review &Theoretical reflection................................................................................12

2.3. Study Gap..................................................................................................................................19

3. Frame Work.......................................................................................................................................20

3.1. Hypothesis:................................................................................................................................21

4. Research Design................................................................................................................................22

4.1. Type of Study............................................................................................................................22

4.2. Type of investigation.................................................................................................................22

4.3. Extent of researcher Interference...............................................................................................22

4.4. Study Setting.............................................................................................................................23

4.5. Measurement and measures.......................................................................................................23

4.6. Unit of analysis..........................................................................................................................23

4.7. Sampling Design........................................................................................................................23

4.8. Time horizon.............................................................................................................................24

4.9. Data Collection Method.............................................................................................................24

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4.10. Data Analysis:........................................................................................................................25

Table 1...............................................................................................................................................28

Table 2...............................................................................................................................................29

Table 3...............................................................................................................................................30

Table: 4..............................................................................................................................................32

Table:5...............................................................................................................................................33

Table: 6..............................................................................................................................................34

Table 7...............................................................................................................................................35

Table 8...............................................................................................................................................37

5. Limitations:.......................................................................................................................................42

6. Recommendation &Future Research:................................................................................................42

7. Schedule of Term Paper:...................................................................................................................42

8. References:........................................................................................................................................43

Appendix No: 1.........................................................................................................................................46

Questionnaire........................................................................................................................................46

Appendix No: 2.........................................................................................................................................48

Operationalization of Variables.............................................................................................................48

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Acknowledgment

All the praises and thanks for Almighty Allah who bestowed us with the potential and ability to

contribute a drop of a material to the existing ocean of knowledge. We offer our humblest thanks

from the deepest core of our heart to the Holly Prophet Muhammad (peace be upon him) who is

fore ever a torch of guidance and knowledge for humanity as a whole.

Secondly we would like to express our grateful thanks to our parents and course instructor

MR. Abid Awan

Whose outstanding teaching skills, methods, breathe of knowledge and counseling,

helped us to complete this assignment successfully.

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Abstract

The research was conducted to know about the reasons of student’s withdrawal from the

universities which is the common problem off all universities. In previous studies, many

researches were conducted related to this issue but not any single research conducted within

Pakistan to address this issue. According to our local environment, the best fitted factors were

selected regarding students intention to leave the university and hypothesis was developed.

Those factors were related to student's study habits, their financial position, their first GPA,

their income levels, their age and gender and most important factor is discussed which is the

student's commitment to leave. After analyzing these factors by applying statistical tools after

survey conducted through questioners, the results showed that bad study habits increase the

student's intention to leave and student's commitment to the study decreases student's intention to

leave the university. The results related to the age of students, their gender, their financial

position and their GPA are not significant which means that results cannot be applicable to the

population. So finally it is concluded accordance with the factors we selected for student's

intention to leave, the student's habits towards study and student's commitment plays a vital role

in making his/her intention to leave the university.

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LIST OF TABLES:

Descriptive Statistics Page.31

Reliability. Page32

Factor Analysis Page.33

Correlation Page.34

Regression Page.35

Independent sample t test Page.37

ANOVA Table Page.39

LIST OF FIGURES:

Theoretical Framework

Operationalization of framework( Dimensions &Elements)

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Key Words:

CS Commitment to study

ITL Intention to leave University

BSH Bad study habit

WFP Weak Financial Position

TAFE Technical and further education

NCES National Center of education research

KMO Kaiser-Meyer-Olkin

Vol. Volume

Pp Pages

et.Al and the other

Rev. Revised

Ed. Edition

No. Number

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1. Introduction

1.1.Background of the study

Student withdrawal during the study is a common problem of any University. So it’s not

only the problem in Pakistani universities but it naturally happens in internationally. At a

high demand for engineering graduates in Australia that famous for engineering in world

but mean graduation completion rate of engineering undergraduate is very low and

approximately identified 54 %.( Godfery et.al, 2010). Wilson in 1973 found that many

students leave because of wrong course selection later research conducted on this issue

which found by Dekker Whitfield in 1980 that some personal characteristics of students

and financial issues also related. The Theoretical Model of Non-traditional Student

Attrition (Wylie, 2004) proposes that non-persistence decisions are a short-term cyclic

process, where a student’s poor adjustments in academic and social self-worth results in a

re-evaluation of and separation from their course participation. According to the NCES

research conducted on student attrition and stated that about 31.7% students leave within

three years without a degree. (Susan Campbell, 2003). A National Center for Educational

Statistics (NCES) longitudinal study of first-year S&E students in 1990 found that fewer

than 50 percent had completed an S&E degree within five years.( Marria, R., Bouge, B.,

& Shen, D., 2011). Alion Kepner in the news journal reported that student attrition is a

major problem and states that in Delaware High scholars only six out of ten graduates

from this school and provides statistical analysis in 2010 that 500 dropouts ,between ages

16-25 when interviewed they stated reasons for leaving, 47% said classes were not

interesting, 43% missed too many days to catch up,45% entered high school poorly

prepared by their earlier schooling,69% said they were not motivated to work hard, 35%

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said they were failing, 32% said they left to get a job , 25% left to become parents, 22%

left to take care of a relative.

1.2.Significance of the study

Almost every university faces losses because of student’s withdrawal especially making

plans and forecasting and when a student leave the university is would be not a financial

loss but also harmful for the impact or reputation of university.

By conducting this research, came to know that the either factors which are described of

student’s withdrawal either applicable locally.

We focused on those factors which are exactly suitable for our Pakistani Universities and

our local environment i.e. financial crises and student’s habits and the factors which are

known by our common observations. This gives proper guidance that which factors are

exactly contributing toward student’s withdrawal.

1.3.Aim of the Study

We are willing to conduct the research to enhance our knowledge about Why students

leave the university to interpreted such issue in a constructive way to increase knowledge

about that situation which probably faced by many students.

1.4.Problem Identification

As we know because of our personal experience that every students seems excited about

studying in University his college life however As we are student of GIFT UNIVERSITY

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during a period of one year we have examined that most of students enrolled in degree

program but after a short period of time they usually quiet or start withdrawing the

courses and that is the big issue for the management team of universities. We personally

observed that many students leave because of weak financial background of their

families, their personal characteristics like non serious attitude toward study, their natural

characteristics and after disappointing from their initial results.

1.5.Research Objective

We’ll analyze financial factors involved in student’s intention to leave.

We’ll analyze habitual factors involved in student’s intention to leave.

We’ll analyze motivational factors involved in student’s intention to leave.

We’ll analyze historical factors involved in student’s intention to leave.

We’ll analyze characteristics of student which are involved in student’s intention to leave.

1.6.Research Questions

Q1: Does the financial position of the student make any impact on his decision of leaving

the university?

Q2: Does the habitual factors like study habit of the students plays any role in student

withdrawal?

Q3: Does the initial academic performance of the student in the university have any

impact on his decision of leaving the university?

Q4: Does the previous performance of the student plays any role in his withdrawal?

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Q5: Do the demographic characteristics of the students make any impact of their decision

of withdrawal?

2. Literature Review

1.7.Concepts and definitions

Study Habit means a habit is something that is done on a scheduled, regular and planned

basis that is not relegated to a second place or optional place in one’s life. It is simply

done, no excuses, no exceptions.(KWADERNO). Commitment to study refers to what

extent student’s gives weight age to their studies or in other terms how they are willing to

achieve their study goals shows commitment. Students are motivated through their

personal achievements in study that make them motivated. “A student is committed

towards study by identify goals, objectives, specify approaches and measures, share

results and finally make changes.”(Kent State University). “Intent to leavemeans to

withdrawal from any institution rather than the entrance in institution.” (Dr. Bruno

Staffelbach).Intent to leavebasically means to leave something or quit so in intent to leave

concept that helps the student to leave because several factors enhance their decision to

withdrawal like financial position, previous performance and the G.P.A.Financial

position of students refers the financial status of student and his/her family’s financial

status

1.8.Literature Review &Theoretical reflection

As our study title is why students leave the university in such we have find out some

independent ,moderating and dependent variable on which significant study is not done

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by prior. Our first independent variable that is previous performance John Bean, 1980

states that, “It’s a necessary for a student to excel in their degree program who have good

prior schooling results but it may be that prior schooling results are good and now

students have selecting such courses in which they lack interest and failure to perform in

term of achieving desired results”. Similarly another author also states that, “If the

previous semester performance is low or not up to desired expectations then they

involuntary withdrawal from university”. (Hutto, 2002).Most of the study conducted in

student attrition and finding indicates that Students whose parents give attention to them

there is less chances of attrition they have moral support in study but how can’t get from

home support they morally fail to achieve tasks.(Horn,1998;Nunez and Cuccaro-

Alamin,1998;Riehl,1994).First university G.P.A. is very important for the students to

continue their study. Desjardins states that, “First G.P.A of student in very first semester

is good then there is very less chances of making attention to leave and at the same if he

can’t get good G.P.A then they makes intention to quit.”Another contribution made

towards study is that, “Grades are extrinsic reward for self motivating the students and

also help the student how do job and help in their career development and at the same

who can’t meet the good G.P.A that can’t support to grow in his career

efficiently”(Spady,1970). “Some studies conducted in comparison with parents grades he

stated that there is no significant difference between them”. (Strage,1999).prior studies

also state that the First generation students has also lower grades in SAT and also in

academic background.( Riehl, 1994).York-Anderson &Bowman (1991) discovered that

first generation students receive less support from their families that is the cause of

lowering their academic performance slows down in terms of G.P.A.Narramore in 1974

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defined effective study habit leads towards student success by repetition of working

activities and if any student lacks in study habit then its whole temperament is loose leads

towards poor result and enforces him to intent to leave without any further thinking by

voluntary withdrawal instead of involuntary withdrawal made by University. “Good

study habit not only makes the student commitment to study, perform schedule tasks they

are able to managing any deviations in their schedule and most capable of managing

conflicts in study but if they can’t get the desired reward their attention departed towards

immoral act that leads to bad performance ”.(Rastogi in Bulus,1990).Financial position is

major part in the academic success of students as according to Summerskill about 50% of

students withdraw from university due to shortage of funds and some other requirements.

National Center for Educational Statistics also state that about 16% students voluntarily

withdrawal due to shortage of financial weaknesses. John Bean also contribute in stating

the financial position and describes that student who can’t meet their daily expenses

related to study and has poor family status also enables their decision to withdrawal.

Student commitment to study also stated by bean and Tinto’s theoretical model of student

attrition in which he states that student committed they perform well otherwise their

performance goes down. French et al., 2005 & Matusovich, 2008 states that student

commitment usually based on several factors like study habit, previous

performance ,G.P.A enhance their motivation level to grow otherwise they make intent to

leave due to negative affection of moderating variable.

In our research frame work student withdrawal/turnover is our dependent variable while

previous performance of student, first GPA, Age, gender, study habit and financial

position of student are our independent variables. Here commitment to the study plays the

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role of moderating variable while Intention to leave is mediating variable. Theoretical

reflection and justification of all independent variables, moderating variable and

mediating variable is given below in depth.

According to the student attrition model introduced by Bean in 1980, “previous

performance of student is highly important variable according to the bean if the previous

performance of the student is good then there will be less chances of student's attention to

leave the university on the other hand if student's previous performance is not good then

there will be likely more chances of making attention to leave”. Hutto stated that the

previous academic performance helpful for making decision either to quit or continue

“some of the students who are bad performing in their subjects they involuntary

withdrawal from university”.(Hutto,2002). Seymour and Hewitt describes that women

migrants performed worse as compared to women who completed engineering degree in

a constructed way which is totally based on the university GPA and high school class

rank.(Seymour & Hewitt).

Desjardins argued in response of Tinto's model which was made to criticize student

attrition model, that GPA of first semester play a vital role in making attention of leaving

the university. According to his arguments, “If a student gets a good GPA in his/her very

1st semester, there will be less chances of making attention of leaving while if he does not

attain a good GPA in very 1st semester then he /she will be de motivated and make

attention to leave the university”. Bean, 1980 hypothesized grades would have the same

effect in the university setting. He added variables to measure pre-matriculation

characteristics and student interaction. “G.P.A significantly related to satisfaction and

organizational commitment and student who have bad academic grade leave impact on

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their decision of withdrawal”. (Bean, 1980). Spady also make contribution towards the

G.P.A of students he stated that “G.P.A is extrinsic reward for students who do job or

playing role in developing their professional career for improved opportunity for success,

Who dissatisfied with their first G.P.A they quit form the ladder of career developing

path”. (Spady, 1970, p. 77).

Recent research into student attrition rates has identified that the majority of students in

higher education are now non-traditional (i.e. between the ages of 25 and 60, working in

a part- or full-time capacity, and attending a non-residential college facility to undertake a

part-time study program). For example, in 2002 the major provider of technical and

further education (TAFE) in New South Wales, Australia, reported that almost 300,000

students who had registered their enrolment were over the age of 25 years, and that over

87% of enrolments were for part-time studies (Statistics Newsletter: Enrolment

Summary 1999-2001, 2002). Furthermore, Streckfuss and Waters (1990) have reported

that the mature-age student entering higher education has typically not studied in the

previous ten years before undertaking the course. Schlossberg, Lynch and Checkering

(1989) suggest that this long period of absence from study is precisely why higher

education should be thought of differently for mature-age students. In support of this

position they argue that in contrast to traditional students, mature-age students have

diverse characteristics, a vast range of life circumstances, more and varied past

experiences, are more concerned with practical application, and have greater self-

determination and acceptance of responsibility. All of which, according to Kerka (1989),

results in the student role becoming a secondary activity for mature-age part-time

students which contributes to higher rates of withdrawal.

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According to Theoretical Model of Non-traditional Student Attrition Wylie, 2004 a

person's gender is also important factor weather he/she make attention of leaving or not.

After doing research on that model, it was seen that there are higher chances of making

attention to leave in females as compared to males. (Wylie, 2004).Some of the earlier

researcher found that intelligence was the only factor that causes gender variations among

high achievers. (Robinson, 1965).Bean also makes contribution towards student attrition

in which he state that gender and external factors, such as family circumstances and socio

economic status.(Bean, 1980). Later some attributed familial factors like parental

aspiration beliefs and their socio economic status as the main factors that cause age and

gender differences among high achievers by Malathi in 1987.(Malathi, 1987).

Theoretical Model of Non-traditional Student Attrition Wylie, 2004 introduced a very

important factor of making attention of leaving or not, that is study habit. According to

that study, “the student who gives more time to their study has less chances of making

attention to leave as compared to those students who give less time to their studies”.

“Study habits play an important role for developing skills and knowledge and consider a

study is an art which requires more practice in order to become successful. Most of the

students who put less effort and achieve more they are more willing to continue their

study and who put more effort in study and achieve less make their decisions to quit”.

(Nuthanap.G. July, 2007).

Ishitani & Desjardins while criticizing five-year study of student attrition identified very

important factor of financial position of student regarding with leaving the university.

According to their arguments and research, when the student faces financial problems,

although he would be not intended to leave but he will can leave the University. Student

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voluntarily withdrawal from the university due to lack of financial resources or any

personal and family reasons. (Hutto, 2002).

Tinto’s (1975) Theoretical Model of Student Integration stated that student's commitment

to the study directly affect the student's intention to leave the university. According to

that model, if the student committed to his studies, then there are very less chances of

making intention of leaving although the other variables like age, gender, first GPA and

study habit of student affect the intention of leaving positively. So here we can say that

student commitment to the study plays the role of moderation variable which minimize

the effect of independent variable to the dependent variable. In other way High

commitment to the study affect the first GPA and study habit positively. His own analysis

of the students issues of leaving the institutional of their own weak commitment towards

their studies and the courses they have selected are not of their own choices that at last

force them to leave the university. “The main issue faced by them is of the instructors

appointed to them are not giving their full efforts to build up the students moral and

motivation level. But if they are demotivated by the instructor then they intent to leave

the university as they can’t go with the system”. (French et al., 2005 & Matusovich,

2008).

John Bean, 1987 further expanded the previous work of Tinto by adding a very important

dependent variable which was "student intention of leaving" according to his argument;

“Student cannot take the decision of leaving until they are not intended to leave. Only

when students are forced to leave the university for example by the factor of unaffordable

tuition fee then the students leave the university without their own intention other than

this, the student first make intention to leave and then they leave”. This Process was

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included to enhance the student’s morale towards their intention to leave the university,

are they not fully satisfied with the atmosphere of the university or they facing the

difficulties in the financial crises of their family back ground situation are making their

intentions to leave the university. “Majority of the decisions taken by them are of failure

in their studies not coming up to the mark as required by the university patters. So they

are no longer intended to stay with the studies because they are making them in big

trouble of selected courses are the major cause to leave the university”. (John R.While,

2004).

1.9.Study Gap

We studied the literature about our topic and found gap in which most of them focus on

the student intimacy and peer group interaction and also with faculty members as well,

academic and social integration and finally we also ignore the cultural aspects that affect

the discrimination among them. So we have selected some independent variable on which

work has done before but not up to our level of requirement like study habit

(NUTHANAP.G. 2007; Wylie, 2004), previous performance (Bean, 1980; Hutto, 2002),

Age (Wylie, 2004), First G.P.A (Terry. Ishitani.,2003;Spady,1970) and Financial

position(Ishitani & Desjardins;Hutto,2002;Bean,1980)but on the other hand commitment

to study(Tinto,1975; French et al.,2005& Matusovich, 2008)as mediating variable that

affect on all (IVs) and the last intent to leave(John Bean, 1987 ;John R. Whiyle,2004) as

dependent variable.

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3. Frame Work

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1.10. Hypothesis:

H1: First semester GPA with low points significantly increase their intention to leave.

H2: Nontraditional age of study significantly increase the student intention to leave.

H3: Bad study habits significantly increase their intention to leave.

H4: Weak or Unstable financial positions significantly increase the rate of student’s

withdrawal.

H5: Student’s commitments to the study significantly minimize the student’s intention to

leave.

H6: Less family income of students significantly increase their intention to leave

H7: Female gender of the student significantly increase intention to leave.

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4. Research Design

1.11. Type of Study

The main purpose of our study is hypothesis testing. In our research we analyzed the

relationship between our dependent variable which is “Intent to leave” and Independent

variables related to different habitual characteristics of students like study habit, personal

characteristics of student like age, gender and motivational factors like previous

performance , first GPA and financial position of the students.

After that we will develop the hypothesis about the effect of this independent variable on

dependent variable of student intent to leave and moderating variable that shows effects

on the relationship of independent and dependent variable. After that we will test this

hypothesis through various statistical data analysis techniques.

1.12. Type of investigation

Our type of investigation is causal because our problem is student withdrawal and we

had to know the causes of our problem by developing hypothesis related to different

factors in shape of independent variables and affects of this independent variable on

dependent variable. Then we had tested our hypothesis which we developed.

1.13. Extent of researcher Interference

In our study extent of researcher is minimum because we filled out the questionnaire

from our respondents and we shown the results as they exist after analyzing statistical

data and we are concerned only with quantitative data so in our study extent of researcher

interference is minimum.

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1.14. Study Setting

Our study setting is non-contrived because while gathering data we had not make any

change in natural environments we will get filled out questionnaires at the spot.

1.15. Measurement and measures

We made measurement of our variables with the help of closed ended questions. We used

the scales related to quantitative data like interval scale, and Likert scale. Commonly we

use five points “Likert Scale” that represents as 1=Strongly Disagree, 2=Disagree,

3=Neutral, 4=Agree and 5=Strongly Agree. For demographic variables like Gender we

use dichotomous scale whereas for income, age, G.P.A and prior marks in college used

interval scale.

1.16. Unit of analysis

Our unit of analysis is individual because we had taken a single student as a sample we

maked concern about thinking, perception and mindset of a student while getting our

questionnaire filled up. At the time of filling the questionnaire by respondents we analyze

that the length of some questions is long and there is repetition in some question that

address the same thing .

1.17. Sampling Design

Sampling technique is convenient sampling and our respondents will be those students

which had ever withdrawal our left any course during their study. We used the ratio of

10:1 for determining the sample size. The total sample size is n=320 and the

questionnaire that we float for collection of data is 72%and out of which we get response

from our respondents is 58% appropriate which we used for data analysis some

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questionnaires are discarded because some questions are move towards the same

direction that shows respondents ineffectiveness or leniency in filling the questionnaire

and the last that some are also discarded because respondents missing some questions to

answer and cant prefer to give them appropriate answer of particular question so that’s

why we deleted it from our sample size.

1.18. Time horizon

Our time horizon is one shot cross sectional because we will gather the data at the same

period of time. Different respondents fill up our questionnaires at the same time.

1.19. Data Collection Method

Gathering of data usually a major problem how to conduct it there are various forms of

data collection method through email, interview, at workplace employees or management

of a firm through questions and answers and the last that through questionnaire. Our data

collection method is survey through questionnaire. We develop the questionnaire and get

the questionnaire filled out by respondents that help in conducting the analysis and

interpretation of data. As our research topic is why students leave the university so it’s

very difficult task for us to find out the students who quit due to certain reasons but we

collect data from the students who luckily our friends from first semester in current

university that quit university that are our respondents 50 of them and we have also

collect data from the students who withdrawal any course in current program knowingly

or unknowingly with any reason that comes in our sample. We collect data from Gift

University, Punjab University and Virtual University. Most of the questionnaire we have

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to collect from the students of virtual university who quit due to study burden or lack of

commitment to their study due to online degree program.

1.20. Data Analysis:

Data analysis basically provides concrete facts and outcomes of our academic research

through various research instruments which provides useful information about our

research topic either the information we have gather play supporting role to our research

title or not and also present how much deviation occur from actual course of action. Our

type of data is quantitative so we use various statistical tools like Regression analysis,

ANOVA etc. With the help of different computer programs like SPSS.

Data screening is the most important part of our research because we have develop the

instruments like questionnaire and make the scale of five in order to check the intentions

of students why they leave the university and main purpose gathered the true results from

our respondents that withdrawal any course or in reality leave the university.

First step towards data screening is to identify the outlier of a data the sole aim of this is

to check the data have been entered correctly. The data that we have entered in SPSS

consists of 39 variables including four demographic variables to check the population

mix impact on intention to leave. When the coding is done of manual data then we

analyze that the variable intention to leave contain value 7 that is out of range because

we use linkert scale of five items and the case is 12 .The error usually occur in coding of

manual data so we find the outlier value with the help of Analyze menu and select

Descriptive data analysis and further select frequencies in which we broadly look at

whole variables rating of each variable and that not only give info about outliers but also

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state the missing values that have occurred (Analyze Descriptive Frequencies)

and then we go to that variable select it completely then using edit menu option to find

the outlier correctly.

The second method of data screening is to identify the missing values, so how to deal

with missing values there are various methods to entertain the missing values. First, one

is to leave the data as it is if missing values are typically small, non random and if

missing values on individual items. (List wise and Pair wise deletion).In list wise

deletion it’s not possible for us to use it for eliminating missing values because it

reduces our sample size then major disadvantage is that when our respondents give

answers of some questions and it’s not possible for us to delete the variables .In pair

wise deletion which removes only missing cases instead of deleting the whole variable

so its most useful when sample size is small and missing values are large in such case

we use bivariate correlation between all variable data point to correct the missing values.

Second option to correct the missing value is to discard the questionnaire in which

respondents don’t fill questionnaire with full attention or contain more missing values

it’s the disadvantage because it has major impact on the sample size reduction.

Third option which we used for replacing the missing value called imputation. We

replace the missing value by conducting the mean of the variable and then replace it The

following cases are misses of variables like CS3 (Case 20), CS11 (Case 46), ITL12

(Case 34) and BSH25 (Case 15) that are missing values and replaced by variable mean

like CS3 (Case 20=4), CS11 (Case46=4), ITL12 (Case 34=3) and BSH 25(Case 15= 4).

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So the third module in our Current SPSS assignment how to deal with outliers. In First

step we identify the outliers that occur in few cases under variables head. When we

identify the outliers that occur then we use the following options to reduce the influence

of outliers with the help of delete the value, delete the variable and finally transform the

value following are the variables in which we perform the function to remove the

outliers. In Bad study habit variable (BSH9) in which extreme outliers take place and we

finally delete the variable from list and other variables like (CS3, CS4, CS6, CS9, CS10,

CS11, BSH2,BSH3,BSH7 and finally BSH8) in these variables mild outliers occur and

we reduce the impact of mild outliers with the help of delete the value and transform the

value with the highest and lowest value of variable by adding plus one and minus one.

We do the whole process twice to reduce the impact of mild and extreme outliers instead

of demographic factors. Due reducing the impact of mild or extreme outliers some

values are missing due to the option of delete the value in order to impact reduction but

we replace the missing value by average mean of the variable. So by reversing the whole

process we arrive at the conclusion that outlier’s impact on variable at the final is

minimum.

So the final step of our assignment is to check the normality of data that we have code in

SPSS from manual paper. The normality of our data is most important for conducting

further analysis on SPSS software. We check the normality of data with the help of

histogram with normal curve and further we check the normality of data with few values

of analysis like Skewness and Kurtosis. Skewness involves symmetry of the distribution

whereas Kurtosis involves peakdness of the distribution. So values of sleekness and

kurtosis varies from positive to negative normally greater than .05 and equal to one. So

Page | 27


another test we conduct to check the normality of values of variables like Kolmogorov-

Smirnov and Shapiro-Wilk in which our values are greater than.05 that shows positive

and negative values combination some values show positive and some are negative

values.

Table 1

Descriptive Statistics

Mean Std. Skewness

Statistics Statistics Statistics

Commitment to study 4 .79 -1.039

Intention to leave 3 1.04 -.291

Bad study habit 4 .77 -.588

Weak financial position 3 1.2 -.295

The sole aim of our conducting descriptive statistics table analysis in which we have to analyze

the sleekness of data either data is normal or not for such purpose to check the assumption of

Skewness that varies from +1 to -1 as a sign of normality distributed each variable as labeled in

scale. In our descriptive statistics each variable is negatively skewed and have normality of equal

distribution.

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Table 2

To measure Reliability and consistency among variables

Variable

Cronbac’s Alpha No. Of item

Commitment To Study .87 11

Intention To Leave .87 6

Bad Study Habit .86 12

Financial Position .81 4

The main purpose of check the reliability and consistency in variables item how they are

correlated among of then. So Nully in 1960 in which they stated that the Cronbac’s value that

varies from .6 to .7 in case of strong correlation among variable items. So if the correlated item

has value less than .6 but greater than .50 is satisfactory but has no appropriate reference in

literature. In our analysis of examining the reliability in which we saw that independent variables

like commitment to study, Intention to leave, Bad study habit and Weak financial position had

greater Cronbac’s alpha value .86 that shows that items of that variable strongly correlated.

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Table 3

Factor Analysis

Sr. Commitment To

Study

Intention To

Leave

Bad Study

Habit

Bad Financial

Position

1 .64 .725 .550 .702

2 .73 .851 .709 .82

3 .78 .742 .616 .86

4 .67 .773 .721 .81

5 .77 .855 .741

6 .61 .715 .751

7 .553 .713

8 .648 .701

9 .56 .645

10 .601 .583

11 .74 .478

KMO .80 .851 .823 .770

Bartletts .000 .000 .000 .000

Variance 44.51% 61% 43.85% 63.92%

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Factor analysis basically used to who questionnaire that we develop address the main construct

in terms of at what percentage they explain the construct. And the last but not the least is used to

reduce the large number of items into small number of items. First of all we have to check the

sample size adequacy like KMO test used to check sample size adequacy and its value ranging

from 0 to 1.In which Kaiser states that the sample adequacy greater than .50 is sufficient for

further analysis if it’s fall below then it can be increased with the sample size. In our SPSS data

analysis the sample adequacy is greater than.50. Meanwhile the other test that we used to check

the normality or significance value in that test our data or variables significance value is.000 is

normality of a data.

The factor extraction usually based on Eigen values and fixed number of factors. In Eigen if

variable has more items or questions round about 12-15 then they wholly divide into component

in his own way while in fixed no of component we write extract no of factors 2, 3,4 and receive

output in that but on the other hand if we write one then they tell the cumulative variance of all

items that address to the desired variable. As prescribed by our instructor we use fixed

component extraction technique and receive desired variance of variables like 44.51% for

commitment to study (IV), Intent to leave (DVs) has variance of 61%, Bad study habit (IV) has

variance of 44%, and Weak Financial position (IV) has variance of 64%.The variance we have

determined on the bases of fixed no of component bases not using Eigen values.

Component matrix contain the loading of each variable onto each factor, by default SPSS tells all

loading values that are less than .40 by default but on the we use the option super pass the

loading values to .40.In which they display such items results whose values above then .40 and

leaves the values of variables whose below.

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Table: 4

Inter Correlation for intention to leave students and predictors variables

Variable ILT CS BSH WFP

ILT 1 -.171 .569** .258*

CS -.171 1 .078 .383**

BSH .569** .078 1 .476*

WFP .258* .383** .476** 1

The correlation matrix tells about how other independent variables are strongly or significantly

correlated with the dependent variable .In which commitment to study, bad study habit and weak

financial position strongly correlated with intention to leave as stated by them in inter correlated

matrix and at the same way we accept the hypothesis because we state that the commitment to

study negatively affects the student attention to leave.(-.171) negatively relationship between the

commitment to study and the student intention to leave but at the same time the correlation

matrix in which.569**,.476*,.383** are strongly correlated among themselves.

The model summary view which states that multiple correlation coefficient (R) using all the

predictors simultaneously is .614 and the adjusted R2 is .355 which states that 35% of the

variance in Intention to leave can be predicted by the combination of commitment to study, bad

study habit and weak financial position. In multiple regression analysis the ANOVA table shows

that F=17.52 and statistically significant .That shows that all independent variables significantly

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combine to gather for predicting the intention to leave of students or permanent withdrawal. At

the last that coefficient table states that

How independent variables contributing towards regression equation the results predict that

commitment to study, bad study habit more significantly to multiple regression equation but we

include also include all variables. So the F(3, 87) =17.52,p<.001. At the last that we state that the

model explained our study 35% but there are other variables that we can’t include due to limited

time study.

Table:5

Simultaneous Multiple Regression analysis

In which our R2 value is 35% which is perfect according to the (Cohen, 1988) this is a large

effect to support the model. In such commitment to study had negative beta (-.250) which

minimizes the students intention to leave and had negative beta. Meanwhile bad study habit and

weak financial position has positive beta values and strongly influence their decision to

withdrawal. For demographic factors like income ,gender, age, G.P.A. of students and the last

marks in prior education who they impact on their intention to leave or their decision to

withdrawal from university.

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Variable B SEB Β

CS -.330 .122 -.250BSH .733 .131 .543

WFP .084 .093 .095

Constant 1.47 .56


Table: 6

Comparison of Male and Female Students who makes intention to leave by Lack of commitment

to study, Bad Study habit, and Weak Financial Position (n=45 females and 31 males)

Variable M SD t df p

CS 1.78 74 .080

Male 4.0 .489

Female 3.7 .752

BSH 2.901 74 .005

Male 3.8 .623

Female 3.3 .783

WFP 1.640 74 .106

Male 3.5 1.22

Female 3.03 1.11

First step that is descriptive statistical analysis which provides output of two groups like male

and female who they responded towards their contribution of study. In three pairs of variable

there is little variation among their means. The first assumption of independent samples t test

is also fulfilled that the variance among them is very low approximately equal. It means we

further proceeds to check the t test significance on which we have to accept or reject our

hypothesis.

H1:Females significantly differ in suffering from the weak financial position

H2:Females significantly differ in having bad study habits than males

H3:Females significantly differ in having commitment to their study

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Levenes test for all variable are not significant (significance is greater than 0.05) so it is

assumed that all variances on dependent variable are not different in other words, all

variances on dependent variable are equal so we can apply t-test to all to check the

hypothesis application on population. After observing the results of t-test we accept and

reject the hypothesis developed on the basis of means. We reject all hypothesis except H2

which states thatfemales significantly differ in having bad study habits than males because

it's significance after t-test is (p=0.01) which is less than (0.05) it means that we can apply

this result on population. All other hypothesis have significance greater than 0.05.

Table 7

Means and Standard Deviations comparing four groups of student parent’s income

Income n Commitment to

Study

Intention to leaveBad Study

HabitsWeak Financial

Position

M SD M SD M SD M SDBelow 20,000 12 4.06 .657 3.43 1.124 3.89 .65 4.3 .65720000-40000 33 3.87 .663 3.1 .871 3.60 .72 3.75 .66340000-80000 25 3.6 .8199 2.9 1.00 3.41 .65 2.85 .978Above 80000 21 3.4 .974 3.0 1.3 3.11 .916 1.93 1.00

Total 91 3.7053 .78710 3.0659 1.03902 3.5 .771 3.15 1.16

In variance analysis or ANOVA, the means of samples or groups related to different

variables, are compared in order to make influences about population means.

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In this process One-way ANOVA was run Keeping First GPA of students as “factor” and

Commitment to study, Intention to Leave, Bad study habits and Weak financial Position as

“Independent list” by selecting the “Descriptive” and “Homogeneity of Variance test”

In homogeneity of variance the assumption of levenes test is not violated because all

variables are not significant (p >.05).As for commitment to study ( p = .152), for bad study

habit (p=.496),for weak financial position ( p = .119) and for intention to leave(p=.053) all

fulfill the assumption of levenes test that allow to further analysis of data. The levenes

assumption fulfills that shows that there is equal variance between them.

So the student’s parent’s income is below20000 had high lack of commitment in study as

stated by mean which is 4.06 and the student s parents income above Rs.80000/- income has

low mean score 3.4.The post hoc analysis indicate that the low income group is significantly

different from high income group(P<.05).

Similarly that the average of student’s commitment, their intention to leave , their bad study

habits and weak financial position along with standard deviation according to the fur levels

of their first GPA. From which results indicate that the students who have their first GPA

above 3.3, they tend to have less average intention to leave (2.2333) and bad study habits

(2.6) as compared to those students who have less first GPA. While results also indicate that

the students who have high first GPA i.e. 3.0-3.3 and above 3.3, they experience more weak

financial position as (2.9) and (2.0) respectively.

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Table 8

One- Way analysis of variance summary Table Comparing Income groups on commitment to

study, Intention to Leave, Bad Study habits and Weak Financial Position

Variables df SS MS F P

Commitment to Study:

Between Groups 3 5.178 1.726 2.969 .036Within-Groups 87 50.50 .581

Total 90 55.758

Intention to leave:

Between Groups 3 2.42 .805 .739 .531Within-Groups 87 94.744 1.089

Total 90 97.160

Bad Study Habits:

Between Groups 3 5.399 1.800 3.259 .025Within-Groups 87 48.040 .552

Total 90 53.439

Weak Financial Position:

Between Groups 3 60.28120.094 28.104 .000

Within-Groups 87 62.203 .715Total 90 122.485

A statistically significant difference was found among three levels of parents income on

commitment to study, F (3,87)=2.969,p=.036, and on Bad study habit F(3,87) = 3.259,p=.025

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and Weak financial position, F(3,87)=28.104,p =.000.Similarly,F (3, 87) = 2.885 is

significant (.027) which is related to “Bad study Habits” other than this value all other values

are not significant. To know that value of which level of GPA level is significant related to

Bad Study habits, Tukey test was performed. After performing Tukey test, the results

indicated that the students who have first GPA level form 2.2-2.5 they have more bad study

habits and that value is significant which means that it is applicable on the whole population.

Finding of Acceptance or rejection of hypothesis:

H1: First semester GPA with low points significantly increase their intention to leave.

Our first hypothesis ( H1) is going to be rejected because to check the significance, we

applied independent sample T test keeping GPA in Grouping variable and “Intention to

leave” as “test variable” by cutting the group variable into cut piece i.e. GPA above 3.0

and below 3.0. In output file, results indicated in “Group Statistics” table that the students

having GPA less than 3.0 have more average intention to leave (3.1) while students having

less than GPA of 3.0 have less intention to leave (2.8).

As Leaven test for equality was not significant (0.12) so T test assumption was fulfilling.

T test (sig. = 0.40) which is less than 0.05 and not significant so our hypothesis is not

applicable on whole population.

By running ANOVA after which we have come to know that In further analysis of

demographic variable like Students G.P.A with intent to leave that we reject our hypothesis

because the (p≥.05) and cant apply this test on population As we state that G.P.A below 1.6

has high intention to leave as compared to high G.P.A but the results are not significant

and we rejected our hypothesis.

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Our hypothesis is rejected because according to Dweck and Leggett's (1988) social-

cognitive theory of achievement, first failures some time proved as motivation so after

getting first bad GPA, sometimes students do not leave but they starts change their

behavior and pay more attention to their study.

H2: Nontraditional age of study significantly increase the student intention to leave.

Our second hypothesis also rejected, to check the significance of H2 we applied

Independent sample T test keeping age as group variable and intention to leave as test

variable the results in output files indicated that the students having age between 21-25

years have average more intention to leave and students having the age 26-30 having less

average intention to leave. These results are totally opposite to our hypothesis so there was

not further need to see Levenes test of equal variance to check the significance in T test

because our hypothesis rejected after seeing the results of the table of Group statistics.

According to Cheadle, B. (1988), the students with mature age show more serious behavior

so they may be more committed to study so the there are many chances that student will not

intended to leave in age above 25 years.

H3: Bad study habits significantly increase their intention to leave.

We accept our hypothesis because our independent variable bad study habit strongly

correlate with dependent variable intention to leave (β=.543) and the relationship

between is positive and the results are significant as (p≤.05).So the relationship also

sported by with literature that also influence that bad habits of study significantly leads

their decision to withdrawal.(Nuthanap.G. July, 2007).Similarly (Wylie, 2004) states that

ineffective study habits lead towards their decision of withdrawal. In literature also stated

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that student who is indulged in bad activities university management involuntary made

decision for to quit.

H4: Weak or Unstable financial positions significantly increase the rate of student’s

withdrawal.

We reject our hypothesis because unstable or weak financial position as independent

variable has very weak correlation between dependent variable like intention to leave

(β=.095) and the relation between them is significant (p≥.05) that’s why we reject our

hypothesis. Wesley R. Habbley states that student intention to withdrawal from university

decreases due to weak financial position and states that the students how had good grades

in prior schooling enable them to get scholarships and even financial assistance that

reduce their impact on the intention to withdrawal. Similarly it’s also stated by another

author that institution provides better opportunities for talented students who win

scholarships and fee relaxation on the bases of his own abilities and marks reducing the

financial burden and makes commitment towards study for getting fee waiver in further

study in order to make future secure.(States University, Education Encyclopedia)

H5: Student’s commitments to the study significantly minimize the student’s intention to

leave.

We accept our hypothesis because our independent variable student commitment to study

strongly correlate with dependent variable intention to leave (β= -.250) and the

relationship between is negative and the results are significant as (p≤.05).So the

relationship also sported by with literature that also influence that commitment of study

significantly leads their decision to withdrawal. Similarly states that ineffective study

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habits lead towards their decision of withdrawal. In literature (French et al., 2005 &

Matusovich, 2008) states that student commitment to their study also affected by the

instructor if the instructor fail to grab the concentration and raising the level of

motivation and their moral that leads their decision to quit. Similarly another author

Vincent Tinto in 1980’s model of student attrition also states that student’s commitment

to study directly affect the students intention to leave the university ,other factors like

Low grades , lack of financial support significantly impact on their decision of

withdrawal.

H6: Less family income of students significantly increase their intention to leave

By running the one way ANOVA to test that either we reject or accept our hypothesis in

that scenario our hypothesis is rejected first assumption of Levine’s test is fulfilled that

allow us to check the significance or (p≥.05) which is not significant and we can’t use it

for population. So by analyzing the descriptive statistics we come to know that income of

student’s parent who is below then Rs.20000/- has more mean value towards intention to

leave as compared to above Rs.80000/- income mean2.90 but ANOVA reject our

assumption that states that below income Rs.20000/- has less intention to leave as

compared to Rs.80000/-.

H7: Female gender significantly made intention to leave as compared to male.

By using the independent sample t test we reject our hypothesis because the assumption

of levens test is fulfill and further we analyzed that the result is not significant

because(p≥.05) not applicable on population. As we stated female has more intention to

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withdrawal as compared to men but our output shows that male intention is greater than

female towards leaving the university.

5. Limitations:

In our study we could not considered the qualitative data regarding our problem because

the time factor was the big hurdle in our way and we had to complete our research within

specific time but as this type of research must need qualitative data to be considered for

finding results like interviews with students, instructors, and management staff of

universities. We also could not use any other techniques of research like observation by

visiting the universities located at different provinces of Pakistan for the purpose of

observing the change in environment area vise because it was needed huge financial

budget and founds. As we were students of M.B.A and it was our first chance to conduct

such type of research we did not had that level of experience as a professional researcher

has. As our research is based on behavior and nature of human beings so there was a keen

need for us to consult with psychologist as we experienced in our research that many of

our hypothesis supported by literature and theories were rejected so a psychologist can

explain batter the reason of their rejection and limited application of theories.

6. Recommendation &Future Research:

As the result of our research, we found that habits of students plays a vital role in order to

making their intention to leave the university i.e. the students with more bad study habits,

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more intended to leave. Second a very important result which we found that the student's

commitment also have a great impact upon his/her decision of making intention to leave

the university i.e. the student having more commitment to study tend to have less

intention to leave.

Considering the finding of our research, the universities should have focus on the habits

of students and they can make change of their teaching method by considering the

student's bad study habits which is the big reality so they should adopt measures to make

study interesting for students as much as they can. Secondly the management of

universities should take such measures so that would be able to measure the commitment

of students as they can include survey in the feedback session to measure the level of

commitment in the students.

Our research has huge scope for some future research because we found the students bad

study habits plays a vital role in order to increase the student's intention to leave and

student's commitment to study minimizes his/her intention to leave so further research

can be conduct on which type of study habits maximize the student's intention to leave

and commitment is a very huge concept so there can be further research conducted upon

which type of commitment is need which can prevent the students by making their

intention to leave

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7. Schedule of Term Paper:

Scheduling of research work is an essential task and helpful for conducting research on

time meanwhile it helps us to state the research activities up to date .So for such purpose

we have to develop the GANT chart for scheduling of our research activities most while

CPM chart is also used for that purpose.

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8. References:a. Currell, S .W. (1904). Why do students leave college before graduation? Chicago

journals, vol.12 (3).

b. Ishitani, T.Terry. (August, 2003). A longitudinal approach to assessing attrition behavior

among first generation students: time varying affects of pre-college characteristics.

Research in higher education, vol.44 (4).

c. Wylie, R. John. A theoretical model of student separation, disengagement and then

dropout. Non-traditional student attrition in higher education.

d. Marria, R., Bouge, B., & Shen, D. (July, 2011) Those who leave-Assessing why students

leave engineering. Journal of engineering education, vol.100 (3), pp.604-623.

e. Braxton, M. John., Brier. M. Ellen., & Hasler. Donald. (1988) The influence of student

problems on student withdrawal decision. Higher education research, vol.28 (3),

pub©1988 Ag. press inc.

f. Terenzini,T. Patrick., Pascarella, T. Ernest., & University, Syracuse.(1977) Voluntary

fresh man attrition and patterns of social and academic integration in a university: A test

of a conceptual model .Research in Higher education, vol.6,pp.25-43,pub.1977APS

g. Tinto, Vincent. (1993)Leaving college: Rethinking the causes of student attrition.

University of Chicago press,1993.2nd Ed.

h. Godfreg, Elizabeth. Aubrey, Tim., &King, Robin. (2010)Who leaves who stay?

Retention and attrition in engineering education. Journal of Engineering Education, vol.5,

issue.2.

i. Hald, Brad. (1970) Theories on student attrition.

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j. Miron, Gary. Urschel, Jessical.,& Saxton, Nicholas.,(March,2011) A study of student

characteristics, Attrition and school finance. Study group on educational management

organization.

k. Bean, D. John. (1980) Dropout and turnover: The synthesis and test of a census model of

student attrition. Research in Higher Education, vol.12 (2),©1980Agathan press Inc.

l. Belchier, Marcia J. (1977).Why students leave Boise state university.

m. Campbell, Susan. Dr. (Spring2003) an overview of the NCES studies of Short-term

Enrollment in Postsecondary Education.

n. Astin, A.W.College dropouts: a national profile. ACE Research Reports, 7. Washington,

D.C.: American Council on Education, 1972.

o. Seymour, E.& Hewitt, N.M (1997). Talking about leaving: Why undergraduates leave the

sciences. Boulder,CO: Westview Press.

p. Brainard, S., & Carlin, L.(1998). A six-year longitudinal study of undergraduate women

in engineering and science. Journal of Engineering Education, 87(4), p.369-375.

q. Kaiser, H.F. (1959). Computer program for varimax rotation in factor analysis. Ed.

Pyschol. Meas. 19:413-420.

r. Summerskill, J. (1962). Dropouts from college. In “American college,” (Sanford, R.N.,

ed.). New York: Wiley.

s. Tinto,V.(1975). A theoretical synthesis of recent research. Dropout from higher education

Rev. Ed. Res. 45:89-125.

t. Riehl, R.J. (1994). The academic preparation, aspirations, and first-year performance of

first-generation students. Coll.Univ.,p.14-19.

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u. York-Anderson, D., and Bowman, S.L.(1991). Assessing the college knowledge of first

generation and second-generation college students. J. Coll.stud. Dev. 32: 116-122.

v. Koestner, Richard.(Sep 1994). Journal of Personality, Vol.62 (3), p.321-346.

w. Leggett, L., Ellen. (1988).A Social-Cognitive Approach to Motivation and Personality.

American Psychological Review.Vol.95, No.2, p.256-273

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Vol.47,issue 2,p255-258.

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Appendix No: 1

QuestionnaireDear Sir\Madam,

Strongly Disagree Disagree Neutral Agree Strongly Agree1 2 3 4 5

Respectfully I have to say you that we are student of GIFT university and conducting research on topic why students leave the university so its humble request to you please fill out the questionnaire as it is a major part of our research because due to which we have to interpret the results as appropriately and accurately.

Commitment to Study: Commitment to study refers to what extent a student gives weight age to their studies or in other terms how they are willing to achieve their study goals in any unsupportive situation.

1 I avoid leaving the class even I am unprepared for the quiz. 1 2 3 4 5

2 I shall work hard even my teachers is unsatisfied with my performance. 1 2 3 4 5

3 My efforts never go down if my results are bad. 1 2 3 4 5

4 I prefer to reach in time in university rather than prefer sleeping. 1 2 3 4 5

5 I am struggling to continue my study even it is hard to meet expenses for it. 1 2 3 4 5

6 I’ll try to continue my study even I have to come in university from a long distance 1 2 3 4 5

7 I avoid to withdraw the course even instructor’s method is not good. 1 2 3 4 5

8 I will continue my study even my family is non cooperative to me. 1 2 3 4 5

9 I would prefer to continue study even my friends are unsupportive to me. 1 2 3 4 5

10 I feel guilty if I leave my study. 1 2 3 4 5

11 My study in very important for me. 1 2 3 4 5

Intention to leave: Student’s intent to leave means that students wish or aim to leave the university. A student leave the University when he decided to leave that is called student’s intention to leave.12 I’ll drop the course if I am unconcerned with my results of that course. 1 2 3 4 5

13 Whenever I participate in class very less, that encourages me to leave the course. 1 2 3 4 5

14 I prefer to withdraw when I feel less concentration from my instructor. 1 2 3 4 5

15 I would like to drop the course whenever I am getting bore in that course. 1 2 3 4 5

16 More Interest in extracurricular activities forces me to stop my study. 1 2 3 4 5

17 If I am so much afraid of exams then I’ll like to stop studying. 1 2 3 4 5

Bad Study Habits: Study habit means the habits of a student related to all academic activities i.e. regular or normal courses of actions performed by a student while performing academic activities.18 I have trouble finishing tests on time of the difficult course. 1 2 3 4 5

19 I leave the assignment if an assignment is difficult. 1 2 3 4 5

20 I face difficulty determining important points in lectures of difficult course. 1 2 3 4 5

21 I avoided giving so much time to understand a difficult topic. 1 2 3 4 5

22 I gaveless preference to make study notes. 1 2 3 4 5

23 I avoid giving time in myhome to study a difficult topic. 1 2 3 4 5

24 I am unable to give full attention to difficult topic. 1 2 3 4 5

25 I get sleepy when I start study the difficult course. 1 2 3 4 5

26 I always asked very less questions in the class of the difficult course. 1 2 3 4 5

27 I always avoid wasting time with my friends. 1 2 3 4 5

28 I avoid attending the class of the course from which I am not satisfied. 1 2 3 4 5

Weak Financial Position: Financial position of students refers the financial status of student and his/her family’s financial status and it describes student’s level of feeling the financial burden of his/her studies.

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29 My family hardly affords my study expenses. 1 2 3 4 5

30 I am always unable to pay my fee on time. 1 2 3 4 5

31 I’ll try my hard to take financial assistance if University offers me. 1 2 3 4 5

32 I always feel difficulty to purchase my required course packs in time. 1 2 3 4 5

33 I often borrow money from my friends. 1 2 3 4 5

Student’s Name (Optional): __________________________________________

University Name (Optional):__________________________________________

Age (years): 21-25 26-30

Gender: Male Female

Family Income (Rs.): Below 20,000 20,001 – 40,000 40,001 – 80,000 Above80,000

First G.P.A (If any): Below 1.6 2.2 - 2.5 2.6 – 2.9 3.0 – 3.3 Above 3.3

Marks obtained in college: Below 45% 46%-55 56%-65% 66%- 75% above 75%

Thank you so much for your cooperation

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Student’s Commitment(C)

Continuing study in spite of no

planning

Continuing study in spite of non supportive habitual

characters toward study (D)

Continuing study in spite of non concentrative

behavior toward study

Continuing study in spite of nontraditional age of

study

Continuing study in spite of having female gender

Continuing study in spite of non supportive personal characteristics. (D)

Continuing study In spite of low first

GPA

Continuing study in spite of bad previous

performance

Continuing Study in spite the lack of motivational factors (D)


Appendix No: 2

Operationalization of Variables

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Consulting to non syllabus material for

understanding (e)

Examination preparation time (e)

Reading and note taking (e)

Concentration toward study (d)

Planning of work (e)

Planning of Subject (e)

Study Habit (c)

Study Planning (d)


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Fear of exams

Lack of morale (D)

Avoiding studying in spite of easy lessons

Considering study as burden

Confusing from exam questions

Not interacting with teachers

Intent to leave (C)

Lack of satisfaction (D)

Very less class participation

Not concerning with results

Lack of interest in study(D)

Getting bore of study

Interest in extracurricular activities


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