Enhancing Student Retention: Action Research on First-Year Pedagogical Strategies

Dreifuss-Serrano C.; Lopez-Vallejos V.; Monge M. · Proceedings - 10th International Symposium on Accreditation of Engineering and Computing Education, ICACIT 2024 (2024) · DOI: 10.1109/icacit62963.2024.10788600

Resumen

According to the Education Data Initiative, 24.1% of undergraduate first-year students have a 12-month dropout rate, making it the highest compared to the remaining years of higher education. External factors in the Southern Hemisphere such as household's income level, lack of enough public institutions, or gender inequality led to gaps in enrolment rates in higher education that can reach over 60 percentage points when comparing the richest and poorest countries. Our research-action-based pedagogical strategies target first-year students at a private Peruvian university serving low-and middle-income families. The primary objective is to accurately assess students' skills, needs, and expectations as they begin their higher education journey, and to address these effectively. We've selected a first-semester course that not only imparts fundamental skills for future studies but also introduces students to key aspects of their chosen field, ultimately enabling informed career decisions. By identifying and addressing students' primary concerns, we aim to develop more effective dropout prevention policies. Throughout this process, quality assurance plays a crucial role in ensuring that our strategies are implemented consistently, evaluated rigorously, and continually improved. This focus on quality helps maintain high standards in our educational approach, enhances student satisfaction, and contributes to better retention rates. This pilot study in two Building Materials classes employed problem-based learning strategies, emphasizing real-life scenarios and research-action problems. The aim was to improve student retention and enhance the first-year university experience. Results showed lower dropout rates, increased student motivation, and higher faculty satisfaction. The approach fostered student autonomy and engagement, suggesting PBL's effectiveness in supporting student success in higher education.

Instituciones: Pontificia Universidad Católica del Perú; Universidad Privada del Norte