Why Students Leave The University12

Why Students leave the University?
Why Students Leave the University?
Rafaqat Ali, Hassan Mansoor, Syed Imran Haider
Gift University Gujranwala
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Author Introduction:
Syed Imran Haider
ID: 10123027
Program: M.B.A (3-Years)
Contact: 0336-4261191
Email ID:10123027@gift.edu.pk
Hassan Mansoor Butt
ID:10123051
Program : M.B.A(3-Years)
Contact:0321-6494149
Rafaqat Ali
ID: 10123057
Program: M.B.A (3-Years)
Contact: 0323-5824767
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TABLE OF CONTENTS
Acknowledgment............................................................................................................. 5
LIST OF TABLES:.......................................................................................................... 7
LIST OF FIGURES:......................................................................................................... 7
1.
2.
3.
Introduction............................................................................................................. 9
1.1.
Background of the study........................................................................................ 9
1.2.
Significance of the study..................................................................................... 10
1.3.
Aim of the Study............................................................................................... 10
1.4.
Problem Identification........................................................................................ 10
1.5.
Research Objective............................................................................................ 11
1.6.
Research Questions............................................................................................ 11
Literature Review.................................................................................................... 12
2.1.
Concepts and definitions..................................................................................... 12
2.2.
Literature Review &Theoretical reflection...............................................................12
2.3.
Study Gap....................................................................................................... 19
Frame Work........................................................................................................... 20
3.1.
4.
Hypothesis:..................................................................................................... 21
Research Design...................................................................................................... 22
4.1.
Type of Study................................................................................................... 22
4.2.
Type of investigation.......................................................................................... 22
4.3.
Extent of researcher Interference...........................................................................22
4.4.
Study Setting................................................................................................... 23
4.5.
Measurement and measures.................................................................................. 23
4.6.
Unit of analysis................................................................................................. 23
4.7.
Sampling Design............................................................................................... 23
4.8.
Time horizon.................................................................................................... 24
4.9.
Data Collection Method...................................................................................... 24
4.10.
Data Analysis:............................................................................................... 25
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Table 1................................................................................................................. 28
Table 2................................................................................................................. 29
Table 3................................................................................................................. 30
Table: 4................................................................................................................. 32
Table:5................................................................................................................. 33
Table: 6................................................................................................................. 34
Table 7................................................................................................................. 35
Table 8................................................................................................................. 37
5.
Limitations:........................................................................................................... 42
6.
Recommendation &Future Research:............................................................................42
7.
Schedule of Term Paper:............................................................................................ 42
8.
References:............................................................................................................ 43
Appendix No: 1............................................................................................................. 46

Questionnaire........................................................................................................ 46
Appendix No: 2............................................................................................................. 48
Operationalization of Variables....................................................................................... 48
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Acknowledgment
All the praises and thanks for Almighty Allah who bestowed us with the potential and ability to
contribute a drop of a material to the existing ocean of knowledge. We offer our humblest thanks
from the deepest core of our heart to the Holly Prophet Muhammad (peace be upon him) who is
fore ever a torch of guidance and knowledge for humanity as a whole.
Secondly we would like to express our grateful thanks to our parents and course instructor
MR. Abid Awan

Whose outstanding teaching skills, methods, breathe of knowledge and counseling,
helped us to complete this assignment successfully.
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Abstract
The research was conducted to know about the reasons of students withdrawal from the
universities which is the common problem off all universities. In previous studies, many
researches were conducted related to this issue but not any single research conducted within
Pakistan to address this issue. According to our local environment, the best fitted factors were
selected regarding students intention to leave the university and hypothesis was developed.
Those factors were related to student's study habits, their financial position, their first GPA, their
income levels, their age and gender and most important factor is discussed which is the
student's commitment to leave. After analyzing these factors by applying statistical tools after
survey conducted through questioners, the results showed that bad study habits increase the
student's intention to leave and student's commitment to the study decreases student's intention to
leave the university.
The results related to the age of students, their gender, their financial
position and their GPA are not significant which means that results cannot be applicable to the
population. So finally it is concluded accordance with the factors we selected for student's
intention to leave, the student's habits towards study and student's commitment plays a vital role
in making his/her intention to leave the university.
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LIST OF TABLES:
Descriptive Statistics
Reliability.
Factor Analysis
Correlation
Regression
Independent sample t test
ANOVA Table
Page.31
Page32
Page.33
Page.34
Page.35
Page.37
Page.39
LIST OF FIGURES:
Theoretical Framework
Operationalization of framework( Dimensions &Elements)
Key Words:
CS
Commitment to study
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ITL
Intention to leave University
BSH
Bad study habit
WFP
Weak Financial Position
TAFE
Technical and further education
NCES
National Center of education research
KMO
Kaiser-Meyer-Olkin
Vol.
Volume
Pp
Pages
et.Al
and the other
Rev.
Revised
Ed.
Edition
No.
Number
1. Introduction
1.1.Background of the study
Student withdrawal during the study is a common problem of any University. So its not
only the problem in Pakistani universities but it naturally happens in internationally. At a
high demand for engineering graduates in Australia that famous for engineering in world
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but mean graduation completion rate of engineering undergraduate is very low and
approximately identified 54 %.( Godfery et.al, 2010). Wilson in 1973 found that many
students leave because of wrong course selection later research conducted on this issue
which found by Dekker Whitfield in 1980 that some personal characteristics of students
and financial issues also related. The Theoretical Model of Non-traditional Student
Attrition (Wylie, 2004) proposes that non-persistence decisions are a short-term cyclic
process, where a students poor adjustments in academic and social self-worth results in a
re-evaluation of and separation from their course participation. According to the NCES
research conducted on student attrition and stated that about 31.7% students leave within
three years without a degree. (Susan Campbell, 2003). A National Center for Educational
Statistics (NCES) longitudinal study of first-year S&E students in 1990 found that fewer
than 50 percent had completed an S&E degree within five years.( Marria, R., Bouge, B.,
& Shen, D., 2011). Alion Kepner in the news journal reported that student attrition is a
major problem and states that in Delaware High scholars only six out of ten graduates
from this school and provides statistical analysis in 2010 that 500 dropouts ,between ages
16-25 when interviewed they stated reasons for leaving, 47% said classes were not
interesting, 43% missed too many days to catch up,45% entered high school poorly
prepared by their earlier schooling,69% said they were not motivated to work hard, 35%
said they were failing, 32% said they left to get a job , 25% left to become parents, 22%
left to take care of a relative.
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1.2.Significance of the study

Almost every university faces losses because of students withdrawal especially making
plans and forecasting and when a student leave the university is would be not a financial
loss but also harmful for the impact or reputation of university.
By conducting this research, came to know that the either factors which are described of
students withdrawal either applicable locally.
We focused on those factors which are exactly suitable for our Pakistani Universities and
our local environment i.e. financial crises and students habits and the factors which are
known by our common observations. This gives proper guidance that which factors are
exactly contributing toward students withdrawal.
1.3.Aim of the Study

We are willing to conduct the research to enhance our knowledge about Why students
leave the university to interpreted such issue in a constructive way to increase knowledge
about that situation which probably faced by many students.
1.4.Problem Identification
As we know because of our personal experience that every students seems excited about
studying in University his college life however As we are student of GIFT UNIVERSITY
during a period of one year we have examined that most of students enrolled in degree
program but after a short period of time they usually quiet or start withdrawing the
courses and that is the big issue for the management team of universities. We personally
observed that many students leave because of weak financial background of their
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families, their personal characteristics like non serious attitude toward study, their natural
characteristics and after disappointing from their initial results.
1.5.Research Objective
Well analyze financial factors involved in students intention to leave.
Well analyze habitual factors involved in students intention to leave.
Well analyze motivational factors involved in students intention to leave.
Well analyze historical factors involved in students intention to leave.
Well analyze characteristics of student which are involved in students intention to leave.
1.6.Research Questions
Q1: Does the financial position of the student make any impact on his decision of leaving
the university?
Q2: Does the habitual factors like study habit of the students plays any role in student
withdrawal?
Q3: Does the initial academic performance of the student in the university have any
impact on his decision of leaving the university?
Q4: Does the previous performance of the student plays any role in his withdrawal?
Q5: Do the demographic characteristics of the students make any impact of their decision
of withdrawal?
2. Literature Review
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2.1.Concepts and definitions

Study Habit means a habit is something that is done on a scheduled, regular and planned
basis that is not relegated to a second place or optional place in ones life. It is simply
done, no excuses, no exceptions.(KWADERNO). Commitment to study refers to what
extent students gives weight age to their studies or in other terms how they are willing to
achieve their study goals shows commitment. Students are motivated through their
personal achievements in study that make them motivated. A student is committed
towards study by identify goals, objectives, specify approaches and measures, share
results and finally make changes.(Kent State University). Intent to leavemeans to
withdrawal from any institution rather than the entrance in institution. (Dr. Bruno
Staffelbach).Intent to leavebasically means to leave something or quit so in intent to leave
concept that helps the student to leave because several factors enhance their decision to
withdrawal like financial position, previous performance and the G.P.A.Financial position
of students refers the financial status of student and his/her familys financial status
2.2.Literature Review &Theoretical reflection

As our study title is why students leave the university in such we have find out some
independent ,moderating and dependent variable on which significant study is not done
by prior. Our first independent variable that is previous performance John Bean, 1980
states that, Its a necessary for a student to excel in their degree program who have good
prior schooling results but it may be that prior schooling results are good and now
students have selecting such courses in which they lack interest and failure to perform in
term of achieving desired results. Similarly another author also states that, If the
previous semester performance is low or not up to desired expectations then they
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involuntary withdrawal from university. (Hutto, 2002).Most of the study conducted in
student attrition and finding indicates that Students whose parents give attention to them
there is less chances of attrition they have moral support in study but how cant get from
home support they morally fail to achieve tasks.(Horn,1998;Nunez and CuccaroAlamin,1998;Riehl,1994).First university G.P.A. is very important for the students to
continue their study. Desjardins states that, First G.P.A of student in very first semester
is good then there is very less chances of making attention to leave and at the same if he
cant get good G.P.A then they makes intention to quit.Another contribution made
towards study is that, Grades are extrinsic reward for self motivating the students and
also help the student how do job and help in their career development and at the same
who cant meet the good G.P.A that cant support to grow in his career
efficiently(Spady,1970). Some studies conducted in comparison with parents grades he
stated that there is no significant difference between them. (Strage,1999).prior studies
also state that the First generation students has also lower grades in SAT and also in
academic background.( Riehl, 1994).York-Anderson &Bowman (1991) discovered that
first generation students receive less support from their families that is the cause of
lowering their academic performance slows down in terms of G.P.A.Narramore in 1974
defined effective study habit leads towards student success by repetition of working
activities and if any student lacks in study habit then its whole temperament is loose leads
towards poor result and enforces him to intent to leave without any further thinking by
voluntary withdrawal instead of involuntary withdrawal made by University. Good
study habit not only makes the student commitment to study, perform schedule tasks they
are able to managing any deviations in their schedule and most capable of managing
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conflicts in study but if they cant get the desired reward their attention departed towards
immoral act that leads to bad performance .(Rastogi in Bulus,1990).Financial position is
major part in the academic success of students as according to Summerskill about 50% of
students withdraw from university due to shortage of funds and some other requirements.
National Center for Educational Statistics also state that about 16% students voluntarily
withdrawal due to shortage of financial weaknesses. John Bean also contribute in stating
the financial position and describes that student who cant meet their daily expenses
related to study and has poor family status also enables their decision to withdrawal.
Student commitment to study also stated by bean and Tintos theoretical model of student
attrition in which he states that student committed they perform well otherwise their
performance goes down. French et al., 2005 & Matusovich, 2008 states that student
commitment usually based on several factors like study habit, previous performance
,G.P.A enhance their motivation level to grow otherwise they make intent to leave due to
negative affection of moderating variable.
In our research frame work student withdrawal/turnover is our dependent variable while
previous performance of student, first GPA, Age, gender, study habit and financial
position of student are our independent variables. Here commitment to the study plays the
role of moderating variable while Intention to leave is mediating variable. Theoretical
reflection and justification of all independent variables, moderating variable and
mediating variable is given below in depth.
According to the student attrition model introduced by Bean in 1980, previous
performance of student is highly important variable according to the bean if the previous
performance of the student is good then there will be less chances of student's attention to
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leave the university on the other hand if student's previous performance is not good then
there will be likely more chances of making attention to leave. Hutto stated that the
previous academic performance helpful for making decision either to quit or continue
some of the students who are bad performing in their subjects they involuntary
withdrawal from university.(Hutto,2002). Seymour and Hewitt describes that women
migrants performed worse as compared to women who completed engineering degree in
a constructed way which is totally based on the university GPA and high school class
rank.(Seymour & Hewitt).
Desjardins argued in response of Tinto's model which was made to criticize student
attrition model, that GPA of first semester play a vital role in making attention of leaving
the university. According to his arguments, If a student gets a good GPA in his/her very
1st semester, there will be less chances of making attention of leaving while if he does not
attain a good GPA in very 1st semester then he /she will be de motivated and make
attention to leave the university. Bean, 1980 hypothesized grades would have the same
effect in the university setting. He added variables to measure pre-matriculation
characteristics and student interaction. G.P.A significantly related to satisfaction and
organizational commitment and student who have bad academic grade leave impact on
their decision of withdrawal. (Bean, 1980). Spady also make contribution towards the
G.P.A of students he stated that G.P.A is extrinsic reward for students who do job or
playing role in developing their professional career for improved opportunity for success,
Who dissatisfied with their first G.P.A they quit form the ladder of career developing
path. (Spady, 1970, p. 77).
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Recent research into student attrition rates has identified that the majority of students in
higher education are now non-traditional (i.e. between the ages of 25 and 60, working in
a part- or full-time capacity, and attending a non-residential college facility to undertake a
part-time study program). For example, in 2002 the major provider of technical and
further education (TAFE) in New South Wales, Australia, reported that almost 300,000
students who had registered their enrolment were over the age of 25 years, and that over
87%
of enrolments were for part-time studies (Statistics Newsletter: Enrolment
Summary 1999-2001, 2002). Furthermore, Streckfuss and Waters (1990) have reported
that the mature-age student entering higher education has typically not studied in the
previous ten years before undertaking the course. Schlossberg, Lynch and Checkering
(1989) suggest that this long period of absence from study is precisely why higher
education should be thought of differently for mature-age students. In support of this
position they argue that in contrast to traditional students, mature-age students have
diverse characteristics, a vast range of life circumstances, more and varied past
experiences, are more concerned with practical application, and have greater selfdetermination and acceptance of responsibility. All of which, according to Kerka (1989),
results in the student role becoming a secondary activity for mature-age part-time
students which contributes to higher rates of withdrawal.
According to Theoretical Model of Non-traditional Student Attrition Wylie, 2004 a
person's gender is also important factor weather he/she make attention of leaving or not.
After doing research on that model, it was seen that there are higher chances of making
attention to leave in females as compared to males. (Wylie, 2004).Some of the earlier
researcher found that intelligence was the only factor that causes gender variations among
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high achievers. (Robinson, 1965).Bean also makes contribution towards student attrition
in which he state that gender and external factors, such as family circumstances and socio
economic status.(Bean, 1980). Later some attributed familial factors like parental
aspiration beliefs and their socio economic status as the main factors that cause age and
gender differences among high achievers by Malathi in 1987.(Malathi, 1987).
Theoretical Model of Non-traditional Student Attrition Wylie, 2004 introduced a very
important factor of making attention of leaving or not, that is study habit. According to
that study, the student who gives more time to their study has less chances of making
attention to leave as compared to those students who give less time to their studies.
Study habits play an important role for developing skills and knowledge and consider a
study is an art which requires more practice in order to become successful. Most of the
students who put less effort and achieve more they are more willing to continue their
study and who put more effort in study and achieve less make their decisions to quit.
(Nuthanap.G. July, 2007).
Ishitani & Desjardins while criticizing five-year study of student attrition identified very
important factor of financial position of student regarding with leaving the university.
According to their arguments and research, when the student faces financial problems,
although he would be not intended to leave but he will can leave the University. Student
voluntarily withdrawal from the university due to lack of financial resources or any
personal and family reasons. (Hutto, 2002).
Tintos (1975) Theoretical Model of Student Integration stated that student's commitment
to the study directly affect the student's intention to leave the university. According to that
model, if the student committed to his studies, then there are very less chances of making
intention of leaving although the other variables like age, gender, first GPA and study
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habit of student affect the intention of leaving positively. So here we can say that student
commitment to the study plays the role of moderation variable which minimize the effect
of independent variable to the dependent variable. In other way High commitment to the
study affect the first GPA and study habit positively. His own analysis of the students
issues of leaving the institutional of their own weak commitment towards their studies
and the courses they have selected are not of their own choices that at last force them to
leave the university. The main issue faced by them is of the instructors appointed to
them are not giving their full efforts to build up the students moral and motivation level.
But if they are demotivated by the instructor then they intent to leave the university as
they cant go with the system. (French et al., 2005 & Matusovich, 2008).
John Bean, 1987 further expanded the previous work of Tinto by adding a very important
dependent variable which was "student intention of leaving" according to his argument;
Student cannot take the decision of leaving until they are not intended to leave. Only
when students are forced to leave the university for example by the factor of unaffordable
tuition fee then the students leave the university without their own intention other than
this, the student first make intention to leave and then they leave. This Process was
included to enhance the students morale towards their intention to leave the university,
are they not fully satisfied with the atmosphere of the university or they facing the
difficulties in the financial crises of their family back ground situation are making their
intentions to leave the university. Majority of the decisions taken by them are of failure
in their studies not coming up to the mark as required by the university patters. So they
are no longer intended to stay with the studies because they are making them in big
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trouble of selected courses are the major cause to leave the university. (John R.While,
2004).
2.3.Study Gap
We studied the literature about our topic and found gap in which most of them focus on
the student intimacy and peer group interaction and also with faculty members as well,
academic and social integration and finally we also ignore the cultural aspects that affect
the discrimination among them. So we have selected some independent variable on which
work has done before but not up to our level of requirement like study habit
(NUTHANAP.G. 2007; Wylie, 2004), previous performance (Bean, 1980; Hutto, 2002),
Age (Wylie, 2004), First G.P.A (Terry. Ishitani.,2003;Spady,1970) and Financial
position(Ishitani & Desjardins;Hutto,2002;Bean,1980)but on the other hand commitment
to study(Tinto,1975; French et al.,2005& Matusovich, 2008)as mediating variable that
affect on all (IVs) and the last intent to leave(John Bean, 1987 ;John R. Whiyle,2004) as
dependent variable.
3. Frame Work
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3.1.Hypothesis:
H1: First semester GPA with low points significantly increase their intention to leave.
H2: Nontraditional age of study significantly increase the student intention to leave.
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H3: Bad study habits significantly increase their intention to leave.
H4: Weak or Unstable financial positions significantly increase the rate of students
withdrawal.
H5: Students commitments to the study significantly minimize the students intention to
leave.
H6: Less family income of students significantly increase their intention to leave
H7: Female gender of the student significantly increase intention to leave.
4. Research Design
4.1.Type of Study
The main purpose of our study is hypothesis testing. In our research we analyzed the
relationship between our dependent variable which is Intent to leave and Independent
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variables related to different habitual characteristics of students like study habit, personal
characteristics of student like age, gender and motivational factors like previous
performance , first GPA and financial position of the students.
After that we will develop the hypothesis about the effect of this independent variable on
dependent variable of student intent to leave and moderating variable that shows effects
on the relationship of independent and dependent variable. After that we will test this
hypothesis through various statistical data analysis techniques.
4.2.Type of investigation
Our type of investigation is causal because our problem is student withdrawal and we
had to know the causes of our problem by developing hypothesis related to different
factors in shape of independent variables and affects of this independent variable on
dependent variable. Then we had tested our hypothesis which we developed.
4.3.Extent of researcher Interference

In our study extent of researcher is minimum because we filled out the questionnaire
from our respondents and we shown the results as they exist after analyzing statistical
data and we are concerned only with quantitative data so in our study extent of researcher
interference is minimum.
4.4.Study Setting
Our study setting is non-contrived because while gathering data we had not make any
change in natural environments we will get filled out questionnaires at the spot.
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4.5.Measurement and measures

We made measurement of our variables with the help of closed ended questions. We used
the scales related to quantitative data like interval scale, and Likert scale. Commonly we
use five points Likert Scale that represents as 1=Strongly Disagree, 2=Disagree,
3=Neutral, 4=Agree and 5=Strongly Agree. For demographic variables like Gender we
use dichotomous scale whereas for income, age, G.P.A and prior marks in college used
interval scale.
4.6.Unit of analysis
Our unit of analysis is individual because we had taken a single student as a sample we
maked concern about thinking, perception and mindset of a student while getting our
questionnaire filled up. At the time of filling the questionnaire by respondents we analyze
that the length of some questions is long and there is repetition in some question that
address the same thing .
4.7.Sampling Design
Sampling technique is convenient sampling and our respondents will be those students
which had ever withdrawal our left any course during their study. We used the ratio of
10:1 for determining the sample size. The total sample size is n=320 and the
questionnaire that we float for collection of data is 72%and out of which we get response
from our respondents is 58% appropriate which we used for data analysis some
questionnaires are discarded because some questions are move towards the same
direction that shows respondents ineffectiveness or leniency in filling the questionnaire
and the last that some are also discarded because respondents missing some questions to
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answer and cant prefer to give them appropriate answer of particular question so thats
why we deleted it from our sample size.
4.8.Time horizon
Our time horizon is one shot cross sectional because we will gather the data at the same
period of time. Different respondents fill up our questionnaires at the same time.
4.9.Data Collection Method

Gathering of data usually a major problem how to conduct it there are various forms of
data collection method through email, interview, at workplace employees or management
of a firm through questions and answers and the last that through questionnaire. Our data
collection method is survey through questionnaire. We develop the questionnaire and get
the questionnaire filled out by respondents that help in conducting the analysis and
interpretation of data. As our research topic is why students leave the university so its
very difficult task for us to find out the students who quit due to certain reasons but we
collect data from the students who luckily our friends from first semester in current
university that quit university that are our respondents 50 of them and we have also
collect data from the students who withdrawal any course in current program knowingly
or unknowingly with any reason that comes in our sample. We collect data from Gift
University, Punjab University and Virtual University. Most of the questionnaire we have
to collect from the students of virtual university who quit due to study burden or lack of
commitment to their study due to online degree program.
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4.10. Data Analysis:

Data analysis basically provides concrete facts and outcomes of our academic research
through various research instruments which provides useful information about our
research topic either the information we have gather play supporting role to our research
title or not and also present how much deviation occur from actual course of action. Our
type of data is quantitative so we use various statistical tools like Regression analysis,
ANOVA etc. With the help of different computer programs like SPSS.
Data screening is the most important part of our research because we have develop the
instruments like questionnaire and make the scale of five in order to check the intentions
of students why they leave the university and main purpose gathered the true results from
our respondents that withdrawal any course or in reality leave the university.
First step towards data screening is to identify the outlier of a data the sole aim of this is
to check the data have been entered correctly. The data that we have entered in SPSS
consists of 39 variables including four demographic variables to check the population
mix impact on intention to leave. When the coding is done of manual data then we
analyze that the variable intention to leave contain value 7 that is out of range because
we use linkert scale of five items and the case is 12 .The error usually occur in coding of
manual data so we find the outlier value with the help of Analyze menu and select
Descriptive data analysis and further select frequencies in which we broadly look at
whole variables rating of each variable and that not only give info about outliers but also
state the missing values that have occurred (Analyze
Descriptive
Frequencies)
and then we go to that variable select it completely then using edit menu option to find
the outlier correctly.
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The second method of data screening is to identify the missing values, so how to deal
with missing values there are various methods to entertain the missing values. First, one
is to leave the data as it is if missing values are typically small, non random and if
missing values on individual items. (List wise and Pair wise deletion).In list wise
deletion its not possible for us to use it for eliminating missing values because it
reduces our sample size then major disadvantage is that when our respondents give
answers of some questions and its not possible for us to delete the variables .In pair
wise deletion which removes only missing cases instead of deleting the whole variable
so its most useful when sample size is small and missing values are large in such case
we use bivariate correlation between all variable data point to correct the missing values.
Second option to correct the missing value is to discard the questionnaire in which
respondents dont fill questionnaire with full attention or contain more missing values
its the disadvantage because it has major impact on the sample size reduction.
Third option which we used for replacing the missing value called imputation. We
replace the missing value by conducting the mean of the variable and then replace it The
following cases are misses of variables like CS3 (Case 20), CS11 (Case 46), ITL12
(Case 34) and BSH25 (Case 15) that are missing values and replaced by variable mean
like CS3 (Case 20=4), CS11 (Case46=4), ITL12 (Case 34=3) and BSH 25(Case 15= 4).
So the third module in our Current SPSS assignment how to deal with outliers. In First
step we identify the outliers that occur in few cases under variables head. When we
identify the outliers that occur then we use the following options to reduce the influence
of outliers with the help of delete the value, delete the variable and finally transform the
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value following are the variables in which we perform the function to remove the
outliers. In Bad study habit variable (BSH9) in which extreme outliers take place and we
finally delete the variable from list and other variables like (CS3, CS4, CS6, CS9, CS10,
CS11, BSH2,BSH3,BSH7 and finally BSH8) in these variables mild outliers occur and
we reduce the impact of mild outliers with the help of delete the value and transform the
value with the highest and lowest value of variable by adding plus one and minus one.
We do the whole process twice to reduce the impact of mild and extreme outliers instead
of demographic factors. Due reducing the impact of mild or extreme outliers some
values are missing due to the option of delete the value in order to impact reduction but
we replace the missing value by average mean of the variable. So by reversing the whole
process we arrive at the conclusion that outliers impact on variable at the final is
minimum.
So the final step of our assignment is to check the normality of data that we have code in
SPSS from manual paper. The normality of our data is most important for conducting
further analysis on SPSS software. We check the normality of data with the help of
histogram with normal curve and further we check the normality of data with few values
of analysis like Skewness and Kurtosis. Skewness involves symmetry of the distribution
whereas Kurtosis involves peakdness of the distribution. So values of sleekness and
kurtosis varies from positive to negative normally greater than .05 and equal to one. So
another test we conduct to check the normality of values of variables like KolmogorovSmirnov and Shapiro-Wilk in which our values are greater than.05 that shows positive
and negative values combination some values show positive and some are negative
values.
Page | 27

Table 1
Descriptive Statistics
Commitment to study
Intention to leave
Bad study habit
Weak financial position
Mean
Statistics
4
3
4
3
Std.
Statistics
.79
1.04
.77
1.2
Skewness
Statistics
-1.039
-.291
-.588
-.295
The sole aim of our conducting descriptive statistics table analysis in which we have to analyze
the sleekness of data either data is normal or not for such purpose to check the assumption of
Skewness that varies from +1 to -1 as a sign of normality distributed each variable as labeled in
scale. In our descriptive statistics each variable is negatively skewed and have normality of equal
distribution.
Table 2
To measure Reliability and consistency among variables
Cronbacs Alpha
No. Of item
.87
11
Variable
Commitment To Study
Page | 28

Intention To Leave
.87
Bad Study Habit
.86
12
Financial Position
.81
The main purpose of check the reliability and consistency in variables item how they are
correlated among of then. So Nully in 1960 in which they stated that the Cronbacs value that
varies from .6 to .7 in case of strong correlation among variable items. So if the correlated item
has value less than .6 but greater than .50 is satisfactory but has no appropriate reference in
literature. In our analysis of examining the reliability in which we saw that independent variables
like commitment to study, Intention to leave, Bad study habit and Weak financial position had
greater Cronbacs alpha value .86 that shows that items of that variable strongly correlated.
Table 3
Factor Analysis
Sr.
Commitment To
Intention To
Bad Study
Study
Leave
Habit
Bad Financial
Page | 29

Position
1
.64
.725
.550
.702
.73
.851
.709
.82
.78
.742
.616
.86
.67
.773
.721
.81
.77
.855
.741
.61
.715
.751
.553
.713
.648
.701
.56
.645
10
.601
.583
11
.74
.478
KMO
.80
.851
.823
.770
Bartletts
.000
.000
.000
.000
Variance
44.51%
61%
43.85%
63.92%
Factor analysis basically used to who questionnaire that we develop address the main construct
in terms of at what percentage they explain the construct. And the last but not the least is used to
reduce the large number of items into small number of items. First of all we have to check the
sample size adequacy like KMO test used to check sample size adequacy and its value ranging
from 0 to 1.In which Kaiser states that the sample adequacy greater than .50 is sufficient for
further analysis if its fall below then it can be increased with the sample size. In our SPSS data
analysis the sample adequacy is greater than.50. Meanwhile the other test that we used to check
the normality or significance value in that test our data or variables significance value is.000 is
normality of a data.
Page | 30

The factor extraction usually based on Eigen values and fixed number of factors. In Eigen if
variable has more items or questions round about 12-15 then they wholly divide into component
Variable
ILT
CS
ILT
1
-.171
CS
-.171
1
BSH
.569**
.078
WFP
.258*
.383**
BSH
.569**
.078
.476*
WFP
.258*
.383**
.476**
in his own way while in fixed no of component we write extract no of factors 2, 3,4 and receive
output in that but on the other hand if we write one then they tell the cumulative variance of all
items that address to the desired variable. As prescribed by our instructor we use fixed
component extraction technique and receive desired variance of variables like 44.51% for
commitment to study (IV), Intent to leave (DVs) has variance of 61%, Bad study habit (IV) has
variance of 44%, and Weak Financial position (IV) has variance of 64%.The variance we have
determined on the bases of fixed no of component bases not using Eigen values.
Component matrix contain the loading of each variable onto each factor, by default SPSS tells all
loading values that are less than .40 by default but on the we use the option super pass the
loading values to .40.In which they display such items results whose values above then .40 and
leaves the values of variables whose below.
Table: 4
Inter Correlation for intention to leave students and predictors variables
Page | 31

The correlation matrix tells about how other independent variables are strongly or significantly
correlated with the dependent variable .In which commitment to study, bad study habit and weak
financial position strongly correlated with intention to leave as stated by them in inter correlated
matrix and at the same way we accept the hypothesis because we state that the commitment to
study negatively affects the student attention to leave.(-.171) negatively relationship between the
commitment to study and the student intention to leave but at the same time the correlation
matrix in which.569**,.476*,.383** are strongly correlated among themselves.
The model summary view which states that multiple correlation coefficient (R) using all the
predictors simultaneously is .614 and the adjusted R 2 is .355 which states that 35% of the
variance in Intention to leave can be predicted by the combination of commitment to study, bad
study habit and weak financial position. In multiple regression analysis the ANOVA table shows
that F=17.52 and statistically significant .That shows that all independent variables significantly
combine to gather for predicting the intention to leave of students or permanent withdrawal. At
the last that coefficient table states that
How independent variables contributing towards regression equation the results predict that
commitment to study, bad study habit more significantly to multiple regression equation but we
include also include all variables. So the F(3, 87) =17.52,p<.001. At the last that we state that the
model explained our study 35% but there are other variables that we cant include due to limited
time study.
Table:5
Simultaneous Multiple Regression analysis
Page | 32
In
Variable
SEB
CS
-.330
.122
-.250
BSH
.733
.131
.543
WFP
.084
.093
.095
Constant
1.47
.56
our R2
is
which
which
value
35%
is
perfect according to the (Cohen, 1988) this is a large effect to support the model. In such
commitment to study had negative beta (-.250) which minimizes the students intention to leave
and had negative beta. Meanwhile bad study habit and weak financial position has positive beta
values and strongly influence their decision to withdrawal. For demographic factors like
income ,gender, age, G.P.A. of students and the last marks in prior education who they impact on
their intention to leave or their decision to withdrawal from university.
Table: 6
Comparison of Male and Female Students who makes intention to leave by Lack of commitment
to study, Bad Study habit, and Weak Financial Position (n=45 females and 31 males)
Variable
SD
CS
Male
4.0
.489
Female
3.7
.752
BSH
df
1.78
74
.080
2.901
74
.005
Page | 33

Male
3.8
.623
Female
3.3
.783
WFP
1.640
Male
3.5
1.22
Female
3.03
1.11
74
.106
First step that is descriptive statistical analysis which provides output of two groups like male
and female who they responded towards their contribution of study. In three pairs of variable
there is little variation among their means. The first assumption of independent samples t test
is also fulfilled that the variance among them is very low approximately equal. It means we
further proceeds to check the t test significance on which we have to accept or reject our
hypothesis.
H1:Females significantly differ in suffering from the weak financial position
H2:Females significantly differ in having bad study habits than males
H3:Females significantly differ in having commitment to their study
Levenes test for all variable are not significant (significance is greater
than 0.05) so it is assumed that all variances on dependent variable are
not different in other words, all variances on dependent variable are equal
so we can apply t-test to all to check the hypothesis application on
population. After observing the results of t-test we accept and reject the
hypothesis developed on the basis of means. We reject all hypothesis
except H2 which states thatfemales significantly differ in having bad
study habits than males because it's significance after t-test is (p=0.01)
Page | 34

which is less than (0.05) it means that we can apply this result on
population. All other hypothesis have significance greater than 0.05.
Table 7
Means and Standard Deviations comparing four groups of student parents
income
Income
Commitment to
Intention to leave
Bad Study
Weak Financial
Habits
Position
Study
Below 20,000
20000-40000
40000-80000
Above 80000
Total
12
33
25
21
91
SD
SD
SD
SD
4.06
3.87
3.6
3.4
3.7053
.657
.663
.8199
.974
.78710
3.43
3.1
2.9
3.0
3.065
1.124
.871
1.00
1.3
1.03902
3.89
3.60
3.41
3.11
3.5
.65
.72
.65
.916
.771
4.3
3.75
2.85
1.93
3.15
.657
.663
.978
1.00
1.16
In variance analysis or ANOVA, the means of samples or groups related to

different variables, are compared in order to make influences about
population means.
In this process One-way ANOVA was run Keeping First GPA of students as
factor and Commitment to study, Intention to Leave, Bad study habits
and Weak financial Position as Independent list by selecting the
Descriptive and Homogeneity of Variance test
In homogeneity of variance the assumption of levenes test is not violated
because all variables are not significant (p >.05).As for commitment to
Page | 35

study ( p = .152), for bad study habit (p=.496),for weak financial position
( p = .119) and for intention to leave(p=.053) all fulfill the assumption of
levenes test that allow to further analysis of data. The levenes assumption
fulfills that shows that there is equal variance between them.
So the students parents income is below20000 had high lack of
commitment in study as stated by mean which is 4.06 and the student s
parents income above Rs.80000/- income has low mean score 3.4.The
post hoc analysis indicate that the low income group is significantly
different from high income group(P<.05).
Similarly that the average of students
commitment, their intention to
leave , their bad study habits and weak financial position along with
standard deviation according to the fur levels of their first GPA. From
which results indicate that the students who have their first GPA above
3.3, they tend to have less average intention to leave (2.2333) and bad
study habits (2.6) as compared to those students who have less first GPA. While results
also indicate that the students who have high first GPA i.e. 3.0-3.3 and above 3.3, they
experience more weak financial position as (2.9) and (2.0) respectively.
Page | 36

Table 8
One- Way analysis of variance summary Table Comparing Income groups on
commitment to study, Intention to Leave, Bad Study habits and Weak
Financial Position
Variables
Commitment
to Study:
df
SS
MS
Between
Groups
Within-Groups
5.178
1.726
2.969
.036
87
50.50
.581
90
55.758
2.42
.805
.739
.531
87
94.744
1.089
90
97.160
5.399
1.800
3.259
.025
87
48.040
.552
90
53.439
3
87
90
60.281
62.203
122.485
28.104
.000
Total
Intention to
leave:
Between
Groups
Within-Groups
Total
Bad Study
Habits:
Between
Groups
Within-Groups
Total
Weak
Financial
Position:
Between Groups
Within-Groups
Total
20.094
.715
A statistically significant difference was found among three levels of

parents income on commitment to study, F (3,87)=2.969,p=.036, and on
Page | 37

Bad study habit F(3,87) = 3.259,p=.025 and Weak financial position,
F(3,87)=28.104,p =.000.Similarly,F (3, 87) = 2.885 is significant (.027) which is
related to Bad study Habits other than this value all other values are not significant. To
know that value of which level of GPA level is significant related to Bad Study habits, Tukey
test was performed. After performing Tukey test, the results indicated that the students who
have first GPA level form 2.2-2.5 they have more bad study habits and that value is
significant which means that it is applicable on the whole population.
Finding of Acceptance or rejection of hypothesis:
H1: First semester GPA with low points significantly increase their intention to leave.
Our first hypothesis ( H1) is going to be rejected because to check the significance, we
applied independent sample T test keeping GPA in Grouping variable and Intention to
leave as test variable by cutting the group variable into cut piece i.e. GPA above 3.0 and
below 3.0. In output file, results indicated in Group Statistics table that the students
having GPA less than 3.0 have more average intention to leave (3.1) while students having
less than GPA of 3.0 have less intention to leave (2.8).
As Leaven test for equality was not significant (0.12) so T test assumption was fulfilling.
T test (sig. = 0.40) which is less than 0.05 and not significant so our hypothesis is not
applicable on whole population.
By running ANOVA after which we have come to know that In further analysis of
demographic variable like Students G.P.A with intent to leave that we reject our hypothesis
because the (p.05) and cant apply this test on population As we state that G.P.A below 1.6
Page | 38

has high intention to leave as compared to high G.P.A but the results are not significant and
we rejected our hypothesis.
Our hypothesis is rejected because according to Dweck and Leggett's (1988) socialcognitive theory of achievement, first failures some time proved as motivation so after
getting first bad GPA, sometimes students do not leave but they starts change their
behavior and pay more attention to their study.
H2: Nontraditional age of study significantly increase the student intention to leave.
Our second hypothesis also rejected, to check the significance of H2 we applied
Independent sample T test keeping age as group variable and intention to leave as test
variable the results in output files indicated that the students having age between 21-25
years have average more intention to leave and students having the age 26-30 having less
average intention to leave. These results are totally opposite to our hypothesis so there was
not further need to see Levenes test of equal variance to check the significance in T test
because our hypothesis rejected after seeing the results of the table of Group statistics.
According to Cheadle, B. (1988), the students with mature age show more serious behavior
so they may be more committed to study so the there are many chances that student will not
intended to leave in age above 25 years.
H3: Bad study habits significantly increase their intention to leave.
We accept our hypothesis because our independent variable bad study habit strongly
correlate with dependent variable intention to leave (=.543) and the relationship
between is positive and the results are significant as (p.05).So the relationship also
Page | 39

sported by with literature that also influence that bad habits of study significantly leads
their decision to withdrawal.(Nuthanap.G. July, 2007).Similarly (Wylie, 2004) states that
ineffective study habits lead towards their decision of withdrawal. In literature also stated
that student who is indulged in bad activities university management involuntary made
decision for to quit.
H4: Weak or Unstable financial positions significantly increase the rate of students
withdrawal.
We reject our hypothesis because unstable or weak financial position as independent
variable has very weak correlation between dependent variable like intention to leave
(=.095) and the relation between them is significant (p.05) thats why we reject our
hypothesis. Wesley R. Habbley states that student intention to withdrawal from university
decreases due to weak financial position and states that the students how had good grades
in prior schooling enable them to get scholarships and even financial assistance that
reduce their impact on the intention to withdrawal. Similarly its also stated by another
author that institution provides better opportunities for talented students who win
scholarships and fee relaxation on the bases of his own abilities and marks reducing the
financial burden and makes commitment towards study for getting fee waiver in further
study in order to make future secure.(States University, Education Encyclopedia)
H5: Students commitments to the study significantly minimize the students intention to
leave.
We accept our hypothesis because our independent variable student commitment to study
strongly correlate with dependent variable intention to leave (= -.250) and the
Page | 40

relationship between is negative
and the results are significant as (p.05).So the
relationship also sported by with literature that also influence that commitment of study
significantly leads their decision to withdrawal. Similarly states that ineffective study
habits lead towards their decision of withdrawal. In literature (French et al., 2005 &
Matusovich, 2008) states that student commitment to their study also affected by the
instructor
if the instructor fail to grab the concentration and raising the level of
motivation and their moral that leads their decision to quit. Similarly another author
Vincent Tinto in 1980s model of student attrition also states that students commitment
to study directly affect the students intention to leave the university ,other factors like
Low grades , lack of financial support significantly impact on their decision of
withdrawal.
H6: Less family income of students significantly increase their intention to leave
By running the one way ANOVA to test that either we reject or accept our hypothesis in
that scenario our hypothesis is rejected first assumption of Levines test is fulfilled that
allow us to check the significance or (p.05) which is not significant and we cant use it
for population. So by analyzing the descriptive statistics we come to know that income of
students parent who is below then Rs.20000/- has more mean value towards intention to
leave as compared to above Rs.80000/- income mean2.90 but ANOVA reject our
assumption that states that below income Rs.20000/- has less intention to leave as
compared to Rs.80000/-.
H7: Female gender significantly made intention to leave as compared to male.
Page | 41

By using the independent sample t test we reject our hypothesis because the assumption
of
levens test is fulfill and further we analyzed that the result is not significant
because(p.05) not applicable on population. As we stated female has more intention to

withdrawal as compared to men but our output shows that male intention is greater than
female towards leaving the university.
5. Limitations:
In our study we could not considered the qualitative data regarding our problem because
the time factor was the big hurdle in our way and we had to complete our research within
specific time but as this type of research must need qualitative data to be considered for
finding results like interviews with students, instructors, and management staff of
universities. We also could not use any other techniques of research like observation by
visiting the universities located at different provinces of Pakistan for the purpose of
observing the change in environment area vise because it was needed huge financial
budget and founds. As we were students of M.B.A and it was our first chance to conduct
such type of research we did not had that level of experience as a professional researcher
has. As our research is based on behavior and nature of human beings so there was a keen
need for us to consult with psychologist as we experienced in our research that many of
our hypothesis supported by literature and theories were rejected so a psychologist can
explain batter the reason of their rejection and limited application of theories.
Page | 42
6. Recommendation &Future Research:

As the result of our research, we found that habits of students plays a vital role in order to
making their intention to leave the university i.e. the students with more bad study habits,
more intended to leave. Second a very important result which we found that the student's
commitment also have a great impact upon his/her decision of making intention to leave
the university i.e. the student having more commitment to study tend to have less
intention to leave.
Considering the finding of our research, the universities should have focus on the habits
of students and they can make change of their teaching method by considering the
student's bad study habits which is the big reality so they should adopt measures to make
study interesting for students as much as they can. Secondly the management of
universities should take such measures so that would be able to measure the commitment
of students as they can include survey in the feedback session to measure the level of
commitment in the students.
Our research has huge scope for some future research because we found the students bad
study habits plays a vital role in order to increase the student's intention to leave and
student's commitment to study minimizes his/her intention to leave so further research
can be conduct on which type of study habits maximize the student's intention to leave
and commitment is a very huge concept so there can be further research conducted upon
which type of commitment is need which can prevent the students by making their
intention to leave
Page | 43
7. Schedule of Term Paper:

Scheduling of research work is an essential task and helpful for conducting research on
time meanwhile it helps us to state the research activities up to date .So for such purpose
we have to develop the GANT chart for scheduling of our research activities most while
CPM chart is also used for that purpose.
Page | 44
8. References:
a. Currell, S .W. (1904). Why do students leave college before graduation? Chicago
journals, vol.12 (3).
b. Ishitani, T.Terry. (August, 2003). A longitudinal approach to assessing attrition behavior
among first generation students: time varying affects of pre-college characteristics.
Research in higher education, vol.44 (4).
c. Wylie, R. John. A theoretical model of student separation, disengagement and then
dropout. Non-traditional student attrition in higher education.
d. Marria, R., Bouge, B., & Shen, D. (July, 2011) Those who leave-Assessing why students
leave engineering. Journal of engineering education, vol.100 (3), pp.604-623.
e. Braxton, M. John., Brier. M. Ellen., & Hasler. Donald. (1988) The influence of student
problems on student withdrawal decision. Higher education research, vol.28 (3),
pub1988 Ag. press inc.
f. Terenzini,T. Patrick., Pascarella, T. Ernest., & University, Syracuse.(1977) Voluntary
fresh man attrition and patterns of social and academic integration in a university: A test
of a conceptual model .Research in Higher education, vol.6,pp.25-43,pub.1977APS
g. Tinto, Vincent. (1993)Leaving college: Rethinking the causes of student attrition.
University of Chicago press,1993.2nd Ed.
h. Godfreg, Elizabeth. Aubrey, Tim., &King, Robin. (2010)Who leaves who stay? Retention
and attrition in engineering education. Journal of Engineering Education, vol.5, issue.2.
i. Hald, Brad. (1970) Theories on student attrition.
j. Miron, Gary. Urschel, Jessical.,& Saxton, Nicholas.,(March,2011) A study of student
characteristics, Attrition and school finance. Study group on educational management
organization.
k. Bean, D. John. (1980) Dropout and turnover: The synthesis and test of a census model of
student attrition. Research in Higher Education, vol.12 (2),1980Agathan press Inc.
l. Belchier, Marcia J. (1977).Why students leave Boise state university.
Page | 45

m. Campbell, Susan. Dr. (Spring2003) an overview of the NCES studies of Short-term
Enrollment in Postsecondary Education.
n. Astin, A.W.College dropouts: a national profile. ACE Research Reports, 7. Washington,
D.C.: American Council on Education, 1972.
o. Seymour, E.& Hewitt, N.M (1997). Talking about leaving: Why undergraduates leave the
sciences. Boulder,CO: Westview Press.
p. Brainard, S., & Carlin, L.(1998). A six-year longitudinal study of undergraduate women
in engineering and science. Journal of Engineering Education, 87(4), p.369-375.
q. Kaiser, H.F. (1959). Computer program for varimax rotation in factor analysis. Ed.
Pyschol. Meas. 19:413-420.
r. Summerskill, J. (1962). Dropouts from college. In American college, (Sanford, R.N.,
ed.). New York: Wiley.
s. Tinto,V.(1975). A theoretical synthesis of recent research. Dropout from higher education
Rev. Ed. Res. 45:89-125.
t. Riehl, R.J. (1994). The academic preparation, aspirations, and first-year performance of
first-generation students. Coll.Univ.,p.14-19.
u. York-Anderson, D., and Bowman, S.L.(1991). Assessing the college knowledge of first
generation and second-generation college students. J. Coll.stud. Dev. 32: 116-122.
v. Koestner, Richard.(Sep 1994). Journal of Personality, Vol.62 (3), p.321-346.
w. Leggett, L., Ellen. (1988).A Social-Cognitive Approach to Motivation and Personality.
American Psychological Review.Vol.95, No.2, p.256-273
x. Cheadle, B.The transformation and age hardening behavior, Journal of Nuclear Materials,
Vol.47,issue 2,p255-258.
Page | 46
Appendix No: 1
Questionnaire
Dear Sir\Madam,
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
1
2
3
4
5
Respectfully I have to say you that we are student of GIFT university and conducting research on topic
why students leave the university so its humble request to you please fill out the questionnaire as it is a
major part of our research because due to which we have to interpret the results as appropriately and
accurately.
Commitment to Study: Commitment to study refers to what extent a student gives weight age to their studies or in
other terms how they are willing to achieve their study goals in any unsupportive situation.
1
2
3
4
5
1
I avoid leaving the class even I am unprepared for the quiz.
1
2
3
4
5
2
I shall work hard even my teachers is unsatisfied with my performance.
1
2
3
4
5
3
My efforts never go down if my results are bad.
1
2
3
4
5
4
I prefer to reach in time in university rather than prefer sleeping.
1
2
3
4
5
5
I am struggling to continue my study even it is hard to meet expenses for it.
1
2
3
4
5
6
Ill try to continue my study even I have to come in university from a long distance
1
2
3
4
5
7
I avoid to withdraw the course even instructors method is not good.
1
2
3
4
5
8
I will continue my study even my family is non cooperative to me.
1
2
3
4
5
9
I would prefer to continue study even my friends are unsupportive to me.
1
2
3
4
5
10 I feel guilty if I leave my study.
1
2
3
4
5
11 My study in very important for me.
Intention to leave: Students intent to leave means that students wish or aim to leave the university. A student leave
the University when he decided to leave that is called students intention to leave.
1
2
3
4
5
12
Ill drop the course if I am unconcerned with my results of that course.
1
2
3
4
5
13
Whenever I participate in class very less, that encourages me to leave the course.
Page | 47

1
2
3
4
5
14
I prefer to withdraw when I feel less concentration from my instructor.
1
2
3
4
5
15
I would like to drop the course whenever I am getting bore in that course.
1
2
3
4
5
16
More Interest in extracurricular activities forces me to stop my study.
1
2
3
4
5
17
If I am so much afraid of exams then Ill like to stop studying.
Bad Study Habits: Study habit means the habits of a student related to all academic activities i.e. regular or normal
courses of actions performed by a student while performing academic activities.
1
2
3
4
5
18
I have trouble finishing tests on time of the difficult course.
1
2
3
4
5
19
I leave the assignment if an assignment is difficult.
1
2
3
4
5
20
I face difficulty determining important points in lectures of difficult course.
1
2
3
4
5
21
I avoided giving so much time to understand a difficult topic.
1
2
3
4
5
22
I gaveless preference to make study notes.
1
2
3
4
5
23
I avoid giving time in myhome to study a difficult topic.
1
2
3
4
5
24
I am unable to give full attention to difficult topic.
1
2
3
4
5
25
I get sleepy when I start study the difficult course.
1
2
3
4
5
26
I always asked very less questions in the class of the difficult course.
1
2
3
4
5
27
I always avoid wasting time with my friends.
1
2
3
4
5
28
I avoid attending the class of the course from which I am not satisfied.
Weak Financial Position: Financial position of students refers the financial status of student and his/her familys
financial status and it describes students level of feeling the financial burden of his/her studies.
1
2
3
4
5
29
My family hardly affords my study expenses.
1
2
3
4
5
30
I am always unable to pay my fee on time.
1
2
3
4
5
31
Ill try my hard to take financial assistance if University offers me.
1
2
3
4
5
32
I always feel difficulty to purchase my required course packs in time.
1
2
3
4
5
33
I often borrow money from my friends.
Students Name (Optional): __________________________________________
University Name (Optional):__________________________________________
Age (years):
21-25
Gender:
Family Income (Rs.):
26-30
Male
Below 20,000
Female
20,001 40,000
40,001 80,000
Above80,000
Page | 48
First G.P.A (If any):
Below 1.6
Marks obtained in college:
Below 45%
2.2 - 2.5
46%-55
2.6 2.9
56%-65%
3.0 3.3
Above 3.3
66%- 75%
above 75%
ThankStudents
you so much
for your cooperation
Commitment(C)
Appendix No: 2
g Study in spite the lack of motivational

factors
Continuing
study (D)
in spite of non supportive habitual characters towa
Operationalization of Variables
Continuingbehavior
study intoward
spite of
no plann
Continuing
study in spite
of non concentrative
study
in spite
of bad previous
performance
uing studyContinuing
In spite of study
low first
GPA
Continuing study in spite of non supportive personal characteristics. (D)
Continuing study in spite of nontraditional

Continuingage
study
of study
in spite of having female gender
Page | 49
Study Habit (c)
Concentration toward study (d)

Study Planning (d)
Examination preparation time (e)

of Subject (e)
Planning of work Planning
(e)
Consulting to non syllabus material for understanding (e)

Reading and note taking (e)
Page | 50
Intent to leave (C)
Lack of morale (D)

Lack of satisfaction (D)
Avoiding studying in spite

of easy lessons
Confusing
from exam questions
Considering
study
as burden
Not concerning with
results
Very
less class participation
Not interacting with teachers
Fear of exams
Lack of interest in study

(D)
Getting boreInterest
of study
in extracurricular activities
Page | 51

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