A study of personal and social variables affecting voluntary student attrition during Junior Division at Memorial University of Newfoundland

Abstract

This study dealt with the personal and social variables affecting voluntary student attrition during Junior Division at Memorial University of Newfoundland. The study was conducted on a random sample of 66 students, one year after they completed Junior Division. Thirty-three of these students persisted beyond Junior Division; the remaining 33 voluntarily dropped out for at least one semester. In addition, descriptive data consisting of the sex, residence before attending Memorial University of Newfoundland, high school graduated from, and high school grade point average were obtained for an additional 216 students. One hundred and eight of these students persisted beyond Junior Division; the remaining 108 voluntarily dropped out for at least one semester. -- The Institutional Integration Scale (as developed by Ernest T. Pascarella and Patrick T. Terenzini) was completed by the respondents to assess their Junior Division experiences at Memorial University of Newfoundland. The 33 voluntary dropouts also completed seven open-ended questions (developed by the writer) requesting more descriptive information pertaining to their Junior Division experiences. -- The descriptive data list was statistically analyzed using the Chi-square Test of Independence. Data from the Institutional Integration Scales were analyzed using the Chi-square and one-way-analysis of variance statistical procedures. Descriptive statistics were used to analyze data obtained from the Additional Questions section of the questionnaire. -- Results of the study indicated that the sex of a student was not significantly related to his/her decision to voluntarily drop out or to persist. However, the place of residence prior to attending Junior Division, high school graduated from, and high school grade point average were significantly related. Specifically, more voluntary dropouts: (1) had not been from the local area and were required to relocate in order to attend Junior Division; (2) had attended more urban high schools; and (3) had obtained lower high school grade point averages, compared to the persisters. The voluntary dropouts were also significantly less certain of their institutional and goal commitments, their interpersonal relationships with other students, and their intellectual development. -- Recommendations were developed to assist students in making the transition from high school to Junior Division at Memorial University of Newfoundland. In addition, specific recommendations to university officials were made stressing the importance of assisting the Junior Division student to become socially integrated into the university environment.