Theses and Dissertations

Advisor

Okojie, Mabel CPO

Committee Member

Durrington, Vance A.

Committee Member

Strawderman, Lesley J.

Committee Member

Xu, Jianzhong

Date of Degree

5-16-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Instructional Systems and Workforce Development

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Industrial Technology, Instructional Design, and Community College Leadership

Abstract

Approximately 25% of engineering students drop out during their 1st year of school, with nearly that many leaving during their second or third years. A meta-analysis of engineering non-persistence literature led to the development of an Engineering Non-persistence Model, which incorporates both quantitative and qualitative factors. While previous research primarily focused on factors of non-persistence of engineering students as a whole, this study aims to fill the gap in existing literature by examining factors within the model that contribute to non-persistence among 2nd- and 3rd-year engineering students. The goal is to provide tailored support to second and third year students who have a desire to remain in engineering yet have obstacles to overcome. During Stage 1, institutional quantitative data were analyzed for the 2014 cohort of engineering students at a midsize Southern research university. Statistical analysis revealed several key factors linked to nonpersistence among second and third year students, including low ACT Math subscore, low high school GPA, poor grades in calculus and physics, and engineering course failures. Gender and ethnicity were not found to be significant factors. During Stage 2, to gain a deeper understanding of the perspectives of students who did not persist and chose to switch to other programs, qualitative, in-depth interviews were conducted. This approach aims to strengthen the data collected from the students' academic records. Six nonpersisting students - two female and four male - who were enrolled at the university in 2024, participated. Analysis of the data uncovered several themes related to nonpersistence, such as lack of involvement in extracurricular activities, poor peer and professor relationships, inadequate study habits, and unpreparedness for rigor or time commitment. With these new insights, engineering schools can narrow their focus and provide customized solutions for the targeted population of second and third year engineering students who are at risk of nonpersistence. Engineering schools should prioritize fostering stronger relationships among peers. Engineering schools should also incorporate time management skills and study skills tailored to the demands of engineering. These goals could be accomplished with the implementation of small group mentoring practices run by the college of engineering.

Download

Share

COinS