A survey study evaluating persistence factors among dental hygiene students

Abstract

There has been an increased number of students pursuing post-secondary education in recent years, however there is a need for additional research on factors fostering academic success and persistence. Minimal research surrounding the notion of persistence has been conducted within private college settings in Canada. Persistence is described as a student attribute that enables continued participation in post-secondary studies with the intent of graduating. A cross-sectional survey study was conducted to examine attitudes towards persistence amongst current students and recent graduates at The Toronto College of Dental Hygiene and Auxiliaries (TCDHA), a private Dental Hygiene College. An online survey questionnaire, the Institutional Integration Scales (IIS), developed by Pascarella and Terenzini (1980) was adopted and administered to students and graduates based on Tinto’s (1975) model of Student Integration. One hundred and fifty-one (N=151) respondents completed the survey, representing a 42% response rate. The findings support the significance of social and academic integration factors, while highlighting the need for greater attention to initiatives that address multicultural sensitivity and diversity within TCDHA. The findings have implications for academic leaders, educators, and policy makers to enhance strategies that may promote and foster greater persistence amongst post-secondary students while promoting students’ retention and graduation rates.