Students Who Have Unsuccessfully Studied in the Past – Analysis of Causes

Abstract

With the increase in the number of university students, the number of those who do not finish successfully the tertiary education is also increasing. The article uses a specific data source and analyses only a part of the group of unsuccessful students who re-enroll. This is a specific group of students -they did not finish the tertiary study in the past, but after some time they returned to education. The aim of the paper is to find significant factors that influence the decision whether the student changes the studied school or field of study. Factors will be searched using decision trees and binary logistic regression. Both methods were significant for gender and the fact that a student is studying his preferred university. Logistic regression adds to the student's health disadvantage. The data were obtained from the EUROSTUDENT survey, which was held in the Czech Republic in 2016 under the auspices of the Ministry of Education, Youth and Sports. The results can be used to identify a risky candidate or student at the beginning of tertiary education. Highlights •Students who definitely do not work at their preferred college are 6.3 times more likely to have unsuccessfully completed tertiary education in the past than students who definitely study in their preferred university • Men are 1.426 times more likely to have an unsuccessful past tertiary education than women • Students with a health disadvantage are 1.3 times more likely to have an unsuccessful past tertiary education than students who do not suffer from health complications

Importance of Peer Learning Among Part-Time Students in Preventing Drop Out

“…Příčiny studijní neúspěšnosti je možno hledat v tom, že se studenti pustili do studia, které nebylo jejich první volbou, dále v ekonomických tlacích, a to zejména u mužů, v nespokojenosti se studiem a souvislost lze nalézt také s typem střední školy (Mazouch, Ptáčková, Fischer et al, 2018;Fučík & Slepičková,2014). Vlk,Drbohlav,Flieglakol.…”

“…Vysokéškolstvísoučasnostisemusívypořádávatsnárůstempočtustudentů i s nárůstem jejich různorodosti (například co do věku, pracovních a životních zkušeností, předchozí studijní dráhy, socioekonomického zázemí) (Zawacki-Richter & Anderson, 2014;Stănescu, Monteagudo, & Freda, 2015). Zároveň však narůstá i počet studentů, kteří studium úspěšně nedokončí (Mazouch, Ptáčková, Fischer et al, 2018). Tyto tři trendy můžeme vnímat jako velmi významné výzvy pro vysoké školství současnosti, neboť nás znovu nutí odpovídat si na otázky po smyslu a úloze vysokého školství v naší společnosti.…”

Tracking the University Student Success: Statistical Quality Assessment

“…There are many approaches to explaining or predicting students' performance and assessing quality in education (Geiger and Cooper, 2010;Kappe and van der Flier, 2012;Shahiri, Husaina and Rashida, 2015;Okubo et al, 2017; Gerritsen-van Leeuwenkamp, Joosten-ten Brinke and Kester, 2017). Mohamadi uses an instrument-electronic writing forum to get data for both formative and summative assessment (Mohamadi, 2018, Mazouch et al, 2018. However, the authors decided on the observation of students' performance, from entrance tests to their final exams, at one faculty of the University of Defence.…”

Identity Struggles of Adult Returners

“…As HE has been expanding considerably in recent decades 2 and many university students do not graduate, university drop-outs constitute a growing group in the labor market (Schnepf, 2015). Moreover, research suggests that almost a quarter (24.8%) of all enrolled university students in the Czech Republic (where this research take place) have already studied without attaining a degree in the past (Mazouch et al, 2018).…”