Abstract
Introduction: Understanding persistence and retention in higher education is essential, as it provides a basis for identifying opportunities to enhance institutional programs and for developing strategies that mitigate student dropout while promoting successful degree completion.
Objective: This study examines factors influencing academic persistence and retention among prospective English language teachers and their engagement with institutional support programs, aiming to identify gaps and strengthen student retention in higher education.
Methodology: A quantitative, survey design was employed. Four hundred forty-five students enrolled in the English language teaching program between semesters 2020-II to 2022-II. Complementary institutional data from the ADATAR system (Academic Data Analysis for Early Retention Alerts) were used to identify 118 students at low persistence risk. However, only 35 were selected for in-depth analysis, as they exhibited a persistent risk profile, with 60% categorized as low-persistence cases across five consecutive academic semesters (2020-II to 2022-II).
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