2
Review of Related Literature and Studies
Student retention has already for long been among the most widely researched
areas in higher education. The generalizability of research in this field, however, is
problematic due to cultural and structural differences between countries, universities
and even programs where research is done. In recent years, much effort has been put
in attracting young people to engineering. However, once the students are in
universities, there is another challenge: how to retain them? In Sweden for instance,
where the number of new entrants to engineering programs has grown 50% in the last
15 years, the graduation rates have simultaneously declined significantly. This illustrates
a common problem; the students apply for engineering degrees, but the universities fail
to retain them (Forsman 2011). Van den Bogaard (2011) has also pointed out that
engineering students tend to drop out of university more often and they take a longer
time to graduate than their peers on non-engineering programs. For example in
Sweden, around 7000 students register in Masters programs in engineering each year.
There is currently much interest not only in access to higher education but also in
student successes.
Not surprisingly, concern about high dropout rates in higher education has also
increased over the years, since although participation in higher education has
expanded significantly in recent years, the proportional figure for dropout has remained
relatively stable at least in the UK (Thomas 2002). There is also a large body of
international research and theory exploring the impact various individual, social and
organizational factors on student retention in higher education (Thomas 2002).
The difficulty with international comparison often lies in the differences between
national systems, concepts and performance indicators. This is also the case with
student retention- a complex, confusing and context dependent concept-which is not
only difficult to define in universal terms but also rather challenging to measure and
control. It has, however, been suggested that withdrawal from university can arise either
from voluntary withdrawal or from forced withdrawal (academic dismissal).
Retention and dropouts are also widely used concepts and typically defined as
two sides of the same coin. Simplistically, retention is staying in university until
completion of a degree and dropping out is leaving university prematurely (Hagedorn
2006).
A national survey (HSV 2009), however, shows that around 2200 of them drop
out this type of engineering education. The same survey also shows that only about
37% of the students graduate within the nominal study time (in 2005/2006and
2006/2007), whereas the typical study time tends to be nominal study time plus 1 year
for approximately 70% of the graduates and the nominal study time plus 2 years for
approximately 86% of the graduates. Another interesting example comes from the
Netherland.
Theoretical and Conceptual Framework
INDEPENDENT VARIABLE
TEACHING AND LEARNING
ACTIVITIES
Utilization of visual aids
Oral communication
Application and classroom
DEPENDENT VARIABLE
ACADEMIC RETENTION
Level of understanding
activity
Figure 1. Schematic Diagram Showing the Relationship of the Independent and
Dependent Variables
Statement of the Problem
1. What is the extent of involvement of the 3rd year engineering students of Saint
Joseph Institute of Technology in terms of:
1.1 Utilization of visual aids
1.2 Oral communication
1.3 Application and classroom activity
2. What is the Academic Retention of 3rd year
engineering students of Saint
Joseph Institute of Technology in terms of:
2.1 Level of understanding
3. Is there a significant relation between teaching and learning activities and the
academic retention of 3rd year engineering students of Saint Joseph Institute of
Technology?
4. On the basis of the findings, what program and recommendation can be
developed?
Hypothesis
There is no relationship between the teaching and learning activities and
academic retention of 3rd year engineering students of Saint Joseph Institute of
Technology.
Scope and Limitation of the Study
The researchers conduct their study at Saint Joseph Institute of technology,
Montilla Boulevard, Butuan City. The participants of this study are the 3rd year
engineering students who are taking their respective course in Saint Joseph Institute of
Technology. The population of the 3 rd year engineering is 63 and since the researchers
focused on 3rd year engineering we chose them all to answers the 24 questions that the
researchers made. The scope and limitation of this study is to identify the relationship
between teaching and learning activities and the academic retention of the 3 rd year
engineering
students
of
Saint
Joseph
Institute
of
Technology.
Significance of the Study
The Teachers. They will also benefit from the result of the study because some
learning activities are measured and personally undertaken to improve their teaching
and learning activities so that they can be more dynamic and effective teachers in the
future.
The Students. The result of the study will help the students to know what could
be the best teaching and learning activities so that they can use to improve their
academic retention.
To Saint Joseph Institute of Technology. The school will also benefit the result
of the study by knowing what is the effective teaching method that the teachers need to
use.
Definition Of terms
Academic Retention. This term refers to the process by which the student
absorbed the application. Or what method they can simply gain their academic
retention.
Application and classroom activity. This term refers to the process by which
the students given an activity which is related to their topic. The examples of activity are
quiz bowl, games, and laboratory activity.
Level Of understanding.
This term refers to the process by which the student
has a different level of understanding regarding on what learning activities the teacher
shall make.
Oral Communication. This term refers to the process by which the teacher
using
his
mouth
to
discuss
to
his
students.
It
is
also
the
activity
of
conveying information through the exchange of thoughts, messages, or information, as
by speech, signals or behavior.
Teaching and Learning Activities. This term refers to the process by which
teaching performance and activities he\she made so that his students can understand
the topic that he\she taught.
Utilization of visual aids. This term refers to the process by which another type
of teaching method which is the teacher using charts, and the Microsoft PowerPoint.