1

CHAPTER I

INTRODUCTION

The COVID-19 pandemic transformed how many organizations delivered their

services, including colleges and universities. Institutional leaders quickly altered their

educational model in response to the pandemic, with most closing their residential

campuses and shifting course delivery online (Marsicano et al., 2020). Education

advocates cautioned that providing courses entirely online might negatively impact the

retention of marginalized students making the transition, specifically minoritized

students, those with food insecurities, international students, and low-income students

unable to secure the necessary technological resources to participate (Aucejo et al., 2020;

Goldrick-Rab, 2021; Harper, 2020).

The current pandemic is one of the factors affecting students’ education around

the world, particularly in the Philippines. A serious concern arises about the retention

rate, as mentioned above, that may have an impact on them. The report published by

UNESCO (2020) highlighted that in 186 countries, 91.3% of the total enrolled learners at

different levels were affected by such global crisis. This event may cause students to feel

left out, or helpless in their situation, but it could also help them thrive and succeed in

college.

The suddenness, uncertainty, and volatility of COVID-19 left the education

system in a rush of addressing the changing learning landscape. New normal education is

now causing a crisis whereas most learners are becoming uninterested in their studies due

to the limited interactions and several difficulties made through the threat of the virus.
 2

Hence, the goal of this study is to determine whether or not the retention of the

students is being affected by several factors brought by the outbreak of the COVID-19

pandemic.

Statements of the Problem

This study aims to determine the factors affecting the retention of the Bachelor of

Science in Agriculture third year students of Cotabato Foundation College Science and

Technology Antipas Extension Unit, Academic Year 2022-2-23. Specifically, this study

will seek to answer the following questions:

1. What is the socio-demographic profile of the respondents?

2. What are the factors affecting the retention of the respondents in the new normal

education?

3. What is the retention of the respondents in the new normal education?

4. Is there any significant influence of the socio-demographic profile on the retention

of the respondents in the new normal education?

5. Is there any significant influence of the factors on the retention of the respondents

in the new normal education?

Significance of the study

The result of the study may be beneficial to the following:

To the institution, this may serve as the basis for crafting an action plan,

programs, and policies to address the issue regarding the retention of the college students.
 3

To the teachers, it may help them realize and understand the problems of the

students. Through this, they may also inspire and motivate their students to remain on

their chosen course.

To the students, it may help them to pursue and have the perseverance to continue

with their studies despite the circumstances in times of pandemic.

To the future researchers, this may serve as their guide in conducting relevant

researches exploring a wider scope.

Scope and Delimitation of the Study

This study will focus on determining the retention of the third year Bachelor of

Science in Agriculture major in Horticulture students of the Cotabato Foundation College

of Science and Technology, Antipas Extension Unit, Academic Year 2022-2023, as

affected by the socio-demographic profile and several factors caused by the COVID 19

pandemic. The factors are limited to personal, social, financial, environmental, and

school.

Operational Definition of Terms

For thorough understanding of the various terminologies used in this study, the

following terms are defined operationally:

COVID-19 Pandemic. It refers to the global outbreak of a contagious disease that

may or may not affect the retention of the respondents in the new normal education.

Factors. It refers to the circumstances that may or may not influence the retention

of the respondents such as personal, social, financial, environmental, and school.

 4

Retention. It refers to the capability of respondents to consistently continue their

course despite the factors that may affect their college career.

Students. It refers to the respondents of this study.

 5

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents related literature that may serve as a foundation for

conceptualizing the current study. Literature includes studies conducted both abroad and,

in the Philippines, as well as the most recent results of related studies published on the

internet.

Socio-demographic Profile

Age

The early era of the COVID-19 pandemic caused significant damage to the

education system, some of which were already under strain. The pandemic affects all

children, though to varying degrees, depending on their age, family background, and

level of education. The pandemic was hitting its first peak, the virus consigned nearly all

of over 55 million U.S. school children under the age of 18 to staying in their homes,

with 1.4 billion out of school or child care across the globe. Age was another

demographic variable that showed a significant relationship with the academic

performance (U.S. Census Bureau, 2019).

 6

Among children 6 to 12 years old, 81.1% had reached or finished at most

elementary education while 5.6% had no grade completed. More than two-thirds (68.8%)

of the household population aged 13 to 16 years reached or completed at most high

school. About 36.3% of the persons aged 17 to 24 years had post secondary and college

education. Those who had not completed any grade or level of schooling among the

secondary and tertiary school age population comprised less than 2.0%. Among aged 13

to 16 years old, 1.2% had no grade/year completed while among those aged 17 to 24

years, 1.1% had no grade completed. On the other hand, of the household population 25

years old and over, 2.5%t had no grade/year completed (PSA, 2013).

Cáceres-Delpian & Giolito, (2018) show that an increase of 1 year in the age of

enrolment is associated with a reduction in retention rate, an increase in grade point

average (GPA) during the first years, and an increase in higher education participation.

This possibility enables students who stand out during their preschool stage to

enter primary education earlier. This phenomenon also shows that the older students of

the academic year were not the ones who stood out and may even have a learning

disability. Some theories state that the sooner the student enters the school system, the

easier it will be for him or her to learn while others say students need to reach a certain

maturity to learn more complex content (Navarro et al., 2015) .

The substantial percentage of students who leave school without a high school

diploma is a major concern for educators, policy-makers, and society at large. In 2013,

7% of 16- to 24- year-olds in the United States were not enrolled in school and had not
 7

received a high school diploma or a general education development (GED) certificate

(NCES, 2015). 

Hughes et al. (2017) investigated the effect of retention rate in elementary school

on dropping out of school by age 16. Participants were 538 (54% males). Propensity

score weighting successfully equated the 171 retained students and the 367 continuously

promoted students on 65 covariates assessed in grade. Fifty-one students dropped out of

school by age 16 and 487 persisted.

Mostly college students at the age of 20 year old or younger which show higher

persistence (76.9%) than those age 21-24 (57.6%) or those 25 and older (53.3%). About

14% of continuing students age 20 or younger continue their studies at another college,

while the first-to-second year retention rate at other schools for older students is less than

4% (Nietzel, 2019).

In an online learning modality, older students indicated a much stronger

preference for videos of the professor lecturing, while younger students tended to prefer

more interactive learning strategies. Focus group comments from the older students

provide insights into some of the reasons why they found watching video lectures to be

helpful for their learning, and comments from younger students illustrate how they learn

best in online courses (Simonds & Brock, 2014).

Gender

Differences in education between men and women are less pronounced at all

levels, except for universities where the female population is more educated than men in

the Philippines which has a higher percentage of females (13.1%) than males (9.6%) have
 8

completed in college. Females had stronger self-regulation than males, which also led to

their significantly more positive online learning outcomes than males (Alghamdi et al.,

2020).

Numerous studies have explored the impact of gender (Boyte-Eckis et al., 2018)

and educational levels (Diep et al., 2016) on online learning outcomes. Educational levels

could greatly predict online learning outcomes (Huang & Fang, 2013), while the effect of

gender on online learning outcomes is controversial. Prediction through genders also

yielded mixed results. While women might be worse in online courses in STEM fields

(Wladis et al., 2015), there also existed a likelihood of men withdrawing from online

courses (Cochran et al., 2013). Therefore, Eliasquevici et al. (2017) believed that genders

were not necessarily associated with student retention in online learning environments.

In the study of Yoo and Huang (2013), female students have a stronger intrinsic

motivation to take online courses than their male counterparts. In addition, women and

older students preferred online courses, had a strong motivation to participate in online

learning and were good at communicating online. They also noted that women did better

on assignments and exams, were more successful at finding uninterrupted study time and

at self-regulating.

McKnight-Tutein & Thackaberry (2011) asserted there was a strong body of

evidence that suggested women learned differently from men, which made women

inherently more successful in the online learning environment. They believed that women

were uniquely positioned to be effective learners because they used affective learning

methods that allowed them to learn in relational ways by drawing on connections.

 9

The retention of males and females is different because face-to-face courses are

more suitable for males, whereas no significant difference between teaching methods was

observed in females. This suggests that not all students are adept at distance learning.

Based on these results, it is recommended that a new teaching model be established for

the post-COVID-19 era (Hsiao, 2021).

Morante et al. (2017) found evidence that level of engagement by gender can

affect learning in specific subject areas. Other research indicates women, in particular,

may be prepared for the demands of online education as they relate to organizational

skills and experience juggling multiple life roles. Understanding how men and women

perceive their online learning experiences may add to future discussions about gender

roles at home, work, and in school particularly amid societal and employment-related

shifts happening in the wake of COVID-19.

Of the online students surveyed, almost 60%t identified as female. A majority of

these women were also enrolled in their courses as full-time students (73%). Of the

participants identifying as male, 78% were enrolled full-time. More than half of the

women surveyed (58%) indicated they were motivated to enroll by and finish the degree,

compared to 63 percent of men (Venable, 2021).

Furthermore, Venable (2021) implied that overall, both men and women cited

time management, self-direction, and persistence as critical to student retention rate.

These reflect an individual approach to reaching success. Participants also shared the

sources of external support that they relied on most as online students, as well as areas in

which they wished they had received more support from their academic institutions.

Ethnicity
 10

Following the outbreak of the pandemic, many schools turned to distance learning

to prevent the virus from spreading. While school closures may be necessary for health

and safety reasons, they are likely to experience costs associated with learning outcomes.

Recent research has shown that students who are exposed to distance learning have made

"little or no progress while learning from home," and students from disadvantaged

socioeconomic backgrounds may face even steeper declines in learning outcomes

(Parolin & Lee 2021).

The ethnicity of the students may continue to be major factors influencing

children’s experiences of education at all levels and in a variety of respects including

academic achievement and social interactions. In October, an estimated 35.4% of white

students were exposed to distance learning, compared with 51.2% of black students,

60.2% of Hispanic students, and 64.9% of Asian students. By December, however, the

share of all students exposed to distance learning increased, with white students seeing a

particularly large increase to 57.4%. This rate, however, was still less than the rates of

exposure for Black (61.7%), Hispanic (68.9%) and Asian (77.1%) students in December (

Reeves et al., 2020).

Non-Hispanic Asian students may be at greater risk than other races/ethnicities,

several studies show higher psychological distress from COVID-19 in this population

(Aristovnik et al., 2020). Given that lower-income and/or non-white students already tend

to fall behind academically, their greater exposure to school closures and distance

learning may exacerbate socio-economic and racial/ethnic gaps in learning outcomes

(Reardon, 2013).
 11

Similarly, Chen et al. (2021) found in their study in the United States that family

income and race/ethnicity played a significant role in the lives of families coping with a

variety of challenges due to the pandemic.

At most colleges and universities, African American and Latino students are less

likely than students from other racial and ethnic backgrounds to stay enrolled in college

and are, therefore, less likely to earn a college degree. Unlike the situation at most

colleges and universities, African American students in this cohort are significantly less

likely to leave college than are other students, whereas Latino students are significantly

more likely to leave than are other students. In order to understand why there is a

difference in the retention of African American students and Latino students, they

examined the extent to which the precollege and college experiences of students vary by

race/ethnicity (Baker & Robnett, 2012).

 Brown et al., (2022) conducted a study where participants completed measures of

ethnic discrimination and identity near the beginning of the first semester and school

belonging at the end of the semester. Academic data from the fall of the second year

were obtained from school records. Tests of moderated mediation revealed that

perceptions of discrimination at the beginning of college had an indirect effect on

retention in the second year of college, as mediated by lowered school belonging, but

only for students with low and moderate (but not high) ethnic identity centrality.

Findings  of Maramba & Museus (2013) suggest that campus racial climate,

ethnic group cohesion, and cross-cultural interaction all directly influence sense of

belonging among Filipino American students. In addition, ethnic group cohesion was
 12

indirectly and positively associated with sense of belonging on campus via its direct

influence on cross-cultural interactions.

 Flateland et al., (2019) aimed to explore the lived experiences of students from

varying cultural and ethnic backgrounds undertaking an undergraduate nursing degree.

Their findings identified that participants faced discrimination in practice and felt isolated

generally. Additionally, all participants spoke of their desire to integrate and build

relationships with native students. This is supported by With and Fulton (2015) who

reported similar findings and identified that ethnic minority students need to develop

relationships with their peers throughout the course of their education. The findings from

this study is a clear indication of the need for native students, nurse educators in practice

and academia to give due regard to multi-culturalism and its significance in moving

forward. All students can learn from each other and integration would allow for peer

learning and diversity to be addressed. Given the changing nature of higher education and

globalization, there is a concerted need for systematic policies and procedures in place

that values diversity, equity and student progression and not just seen as a tick box

exercise.

Family Income

The family income have a huge impact on whether or not a child graduates from

college. Jez (2014) analyzed how wealth and income affect the decision to attend college.

According to a survey by the loan management website Student Loan Hero, 4 out of 5

college students are facing financial difficulties due to the COVID-19 pandemic.
 13

According to Aversa & MacCall (2013), many online students paid the tuition

fees out of pocket as they do not rely on the income of their parents due to unstable

financial income and number of siblings and support to study. This is why students who

valued education most and has eagerness to finish their study went to work on their

relatives to support their needs on their study. Interestingly, one study revealed mixed

results, in which students receiving financial aid were likely to withdraw except those in

education majors (Cochran et al., 2013).

Similarly, results of other international, as well as national studies, suggested that

relationship status, length of study, and parents' academic background are associated with

different indicators of financial circumstances (Jones et al., 2018). Students who were

financially supported by their parents might not or only partly continue to receive

financial support, as in the wake of the pandemic parents might face a worsened income

situation themselves (Becker & Lorz 2020).

 Students coming from a family with lower-income are more likely than their

higher-income peers to have delayed graduation due to COVID-19. The economic and

health related shocks induced by COVID-19 vary systematically by socioeconomic

factors and constitute key mediators in explaining the large (and heterogeneous) effects

of the pandemic (Aucejo et al., 2020).

Unfortunately, for students whose families cannot afford the time or resources

required for distance learning, the efforts of their teachers may not be enough to keep

them engaged, or lessen the effects of poverty on their education. Surveyed teachers

estimate that 43% of students were disengaged during distance learning. They believe
 14

more than half of their disengaged students did not have access to the internet at

home (Fowler, 2020). 

Gu (2021) showed that 83.38% of students in low-income families have been able

to participate in online education at home during the pandemic. The absence of

computers, smartphones, and broadband Internet access in low-income households

reduces the likelihood of children being able to participate in online education at home.

In terms of accessing online education at home, students from urban areas have obvious

advantages over those from rural ones, and students from minimum living guarantee

families have obvious advantages over those from marginal minimum living guarantee

ones.

According to the findings of Bautista (2020), parent’s income has lesser influence

for the students to stay in the university for as long as parents support their children in

school, they could always find ways to settle student’s financial concern at school.

Furthermore, there is no significant difference in the degree of influence of factors in

retention of respondents according average family monthly income.

Marital Status

The academic performance of the students in college are important. It is likely

that their success in college is likely to positively impact the quality of the married couple

(Cardillo, 2018). According to the United States Department of Education (2014),

approximately 7% of undergraduate students are married and the average age of first

marriage is 27 for women and 29 for men (United States Census Bureau, 2017).

Students who are married are less likely to graduate from their courses because it

may have a negative impact on their academic performance and may lead to distraction
 15

from academics. Literature reported that distress was associated with marital status

during previous pandemic diseases (Babore et al., 2020).

Tristeza Glomo-Narzoles & Glomo-Palermo (2021) conducted a study to verify

the reasons of students who had withdrawn or discontinued their studies. Academic and

non-academic correlates of student retention were identified through the reasons provided

by the students. It was revealed that majority of those who dropped out are married,

followed by single, divorced, and others who did not mention their status.

According to Amuda et al. (2016), if one believes that he/she is capable of

achieving something, he/she will likely stick to it until he/she succeeds. What is required

are the individuals’ self- efficacy and strong motives to face the task.This implies that

one’s marital status is not a significant determinant of academic persistence.

Robert et al. (2013) revealed that there was significant difference between

retention rate of married and unmarried students. There was significant difference

between study habits of married and unmarried students. The female married students

performed better and persistent in their studies than the unmarried students.

Moreover, Beard & Langlais (2018) argued that that marital status is negatively

associated with the academic persistence of students. There were no significant effects of

relationship satisfaction, relationship communication, or the interaction of relationship

quality and marital status for the retention rate of students.

 16

Factors Affecting the Retention Rates of BSA-Agriculture Students

Factors influencing student retention understanding the factors leading to low

retention rates is important (Tight, 2019). Therefore, it is necessary to know which

factors influence the retention rate of students during the pandemic, and if these factors

reflect an improvement or a decrease in the academic performance of the respondents.

Personal

Personality of the students plays an important role in the learning context.

Learners with different personality traits prefer different educational approaches. Some

might prefer a face-to-face traditional approach, while others might prefer an online

learning approach or blended approach (Bolliger & Erichsen, 2012).

While most studies revealed that technology use and competency were the most

common challenges that students face during the online classes, learners’ personalities

could predict their satisfaction, dropout rate, learning motivation, and academic success

(Vedel, 2014).

Motivation is one of the most important sources of power because it influences

student behavior. Motivation is a critical issue that can cause low retention particularly

since online classes tend to be self-directed (Bawa, 2016). Moreover, an emotional

connection to an environment and the people within it can motivate an individual to engage in

educationally purposeful activities leading to successful outcomes (Strayhorn, 2012).

Students who are not adequately prepared for their online courses had a higher

rate of not completing them (Travers, 2016).  Some students may have difficulties with

access to computers and the internet at home (Lederman, 2020).

 17

In some studies, a high level of anxiety and stress has been observed in students,

caused by the lack of accessibility to technology or the internet, the in efficiency of

educational institutions to adopt this modality, and the fear of losing the school year

(Hasan & Bao, 2020).

Since the COVID-19 outbreak, a few studies have emerged describing higher levels

of anxiety and increased risk perception among college students during the COVID-19

pandemic (DeWitt, 2020). Most of the studies concluded that the students prefer face-to-

face activities, and present a negative attitude and low motivation toward virtual

education (Rohma et al. 2020).

University in Australia found out that students leave the university because of the

following reasons: personal difficulties, health, finance, family, work and difficulty

adjusting to university life, or having friends; academic issues, employment status of the

students in which part-time students are less likely to continue their studies compared to

full-time students; wrong choice of the program/university and some other issues like loss

of interest (King, 2017).

Ericksen (2022) stated that students lacking the academic skills necessary to keep

up at the collegiate level can negatively affect retention rates. Similarly, students lacking

the critical thinking, logic and analysis needed in their courses are also at risk of dropping

out. This is where student resources become critical. Writing centers, academic tutors,

accessibly faculty and other support services can help bridge the gap and improve student

retention.

It is important to note that many personal factors can affect student retention as

well that are outside of a school's control. Student attitudes towards education,
 18

confidence, critical thinking skills, and study skills are difficult for a school to control.

Students can also face circumstantial difficulties that can hinder their ability to focus on

their education. Coming from a low socioeconomic background can make it difficult to

focus on education when a student's family struggles financially. Sometimes students

face outside family issues, like losing a loved one or divorce. This circumstance can

affect academic focus and performance (Armstead, 2014).

Social

Retaining a student is fundamental to the ability of an institution to carry out its

mission. A high rate of attrition (the opposite of retention) is not only a fiscal problem for

schools, but a symbolic failure of an institution to achieve its purpose. Academic and

social integration factors were found to be the most significant factors in persistence in

these years. Financial considerations were of less importance in the persistence decision (

Espaňola, 2016 ).

Parental involvement in the form of fostering interest and support has a major

influence on learners’ educational outcomes or achievement (Lara & Saracostti, 2019).

Relationships between parents and students are significant and important correspondingly

when it came to a student’s academic motivation.

When families are stakeholders in students’ education, there’s a positive impact

on student success. When families get involved and engaged in their child’s education,

students are more likely to graduate, earn higher grades, improve their attendance, and

finish college (Sudderth, 2020).

 19

Marsh (2014) revealed that the main reason for student withdrawal was one of

isolation; they had failed to be engaged by the university, the department, or their fellow

students. Due to students' poor attendance at classes and social events, it eventually led to

their withdrawal from the course.

Strayhorn (2012) posited that “sense of belonging refers to a student’s perceived social

support on campus, a feeling or sensation of connectedness, the experience of mattering or

feeling cared about, accepted, respected, valued by, and important to the group (e.g., campus

community) or others on campus (e.g., faculty, peers). Students who interact with their faculty

and peers establish a good foundation of a relationship (Jacoby, 2015).

Use of social media and mobile devices in higher education has a big role for the

students to communicate and sharing information with their classmates and

friends during COVID-19 pandemic. Research on the students of faculty of Economics at

University of Mortar, Bosnia, and Herzegovina reported that social media is already used

for educational purposes mainly e-learning and communication (Mirela Mabić, 2014).

Social networking sites and social media are closely similar, which provide a

platform where students can interact, communicate, and share emotional intelligence and

looking for people with other attitudes. Therefore, more interaction with peers leads to

increased student engagement (Gikas & Grant, 2013).

Durante (2012) examined the place of peer relationships in the retention of late

adolescent college freshmen. Peers were found to play a critical role in their introduction

and integration into college. By their own accounts, the subjects cited peers as their

primary sources of support and assistance during the unsettling period of adaptation to
 20

college. The findings also showed that peers were influential in the students' deliberations

to leave school or to stay in school.

Students who are actively involved in extracurricular activities or the student

community tend to experience better retention rates. Clubs, sports, study groups, school

spirit — all of these can factor into a student’s feeling of community belonging, which

can help them stay engaged in school and reach graduation (Ericksen, 2022).

Social integration is an important factor in university student retention. Peer

connections among undergraduate students such as closeness-induction task, compared to

a small-talk task, are found effective in boosting retention. This suggests that structured

interactions could be an effective strategy for universities to encourage retention of

students (Rasco et al., 2020).

Effective facilitation served as a bridge between deep learning and student

engagement. Students appreciated instructor presence to foster their knowledge

acquisition and mediate the engagement with other students in meaningful dialogues

(Alman et al., 2012). Both administrators and faculty nominated the quality of faculty

and student interactions as the second highest factor leading to student retention (Gaytan,

2015).

Although faculty were determined to play an influential role, additional factors

were identified to influence social integration such as academic advising, extracurricular

activities, sense of community, and institutional actions (Braxton, 2014). Thus, while

student-faculty interactions did not significantly predict student retention, they could be

considered to add influence on a larger matter that does significantly impact student

retention (Jarecke, 2020).
 21

Financial

The family income have a huge impact on whether or not a child graduates from

college. Jez (2014) analyzed how wealth and income affect the decision to attend college.

According to a survey by the loan management website Student Loan Hero, 4 out of 5

college students are facing financial difficulties due to the COVID-19 pandemic. Many

online students paid the tuition fees out of pocket (Aversa & MacCall, 2013).

Interestingly, one study revealed mixed results, in which students receiving financial aid

were likely to withdraw except those in education majors (Cochran et al., 2013).

Moreover, according to Aristovnik et al., (2020), international studies

demonstrate that many students worldwide are currently facing financial challenges due

to the COVID-19 pandemic. Bøe et al. (2020) stated that the factors found to be

associated with experiencing financial difficulties more often among university students

were being female and older, having a migration background and having children, as well

as being enrolled in a Bachelor's compared to a Master's degree program. Consistent

with the findings of Adarkwah (2020) and Day et al. (2020) that the pandemic somehow

exposed the many inequities in the educational systems within and across countries. In

the case of a developing country, families from lower socioeconomic status have limited

learning space at home, access to quality Internet service, and online learning resources.

This is the reason the learning environment and learning resources recorded the highest

level of challenges. These students frequently linked the lack of financial resources to

their access to the Internet, educational materials, and equipment necessary for online

learning. Students who were financially supported by their parents might not or only
 22

partly continue to receive financial support, as in the wake of the pandemic parents might

face a worsened income situation themselves (Becker & Lorz, 2020).

However, it significantly lower educational costs for students and for higher

education institutions, as these students would no longer need to travel to attend face-to-

face sessions, while still benefiting from contact with the instructor and with other

students, and higher education institutions enjoy some financial benefits since some

students do not have to meet any more in a physical location at each class

session (Fidalgo et al,. 2020).

Students that have economic, social, or educational advantages are the least likely

to leave college, while students lacking these advantages are the most likely to leave.

Advantaged students are also likely to attend the most elite schools, and since these

students are least likely to leave school before graduating, these schools have the highest

retention rates. The reverse is also true. Community colleges, regardless of their quality

or value, are the lowest status institutions and have the lowest rates of retention. To say

that the most elite schools have the highest retention rates is partly a tautology, because

one part of the definition of eliteness is the rate of retention. Nevertheless, eliteness and

student retention run hand in hand (Bean, 2014).

College is a significant financial decision for students to make, and the cost of

college definitely affects student retention rates. A student’s ability to afford classes, or

their confidence in the return on their investment, can play a large role in student

retention rates.
 23

If someone motivated to progress in this area, there are several alternative tuition

pricing strategies he/she could consider that may help ease the financial burden on

students, thus positively affecting student retention (Ericksen, 2022).

Ohio State University’s 2015 National Student Financial Wellness Study found

that a staggering 70% of college students reported feeling stressed about their finances. It

wasn’t just about paying the high price of tuition, either. Nearly 60% of respondents said

they worry about having enough money to pay for school, while half are concerned about

paying their monthly expenses. 32% of students reported neglecting their studies at least

sometimes because of the money they owed. Subsequent studies reveal even more about

students’ financial stress.In the midst of financial stress, often a student decides to drop

out of college (Scholarship America, 2019).

Environmental

While countries are at different points in their COVID-19 infection rates,

worldwide there are currently more than 1.2 billion children in 186 countries affected by

school closures due to the pandemic. With this sudden shift away from the classroom in

many parts of the globe, some are wondering whether the adoption of online learning will

continue to persist post-pandemic, and how such a shift would impact the worldwide

education market (Li & Lalani, 2020).

While online learning is increasingly popular, and the number of online students

is steadily growing, student retention rates are significantly lower than those in the

traditional environment. Despite the multitude of studies, many institutions are still

searching for solutions for this matter (Muljana & Luo, 2019).
 24

Heyman (2012) points out that one of the biggest concerns in online education

emanates from the excessively high attrition rates in fully online programs compared with

traditional classes. Online courses have a 10% to 20% higher failed retention rate than

traditional classroom environments.

Scholarworks & Banks (2019) revealed that student participation and belonging in

the environment are key indicators of student performance online and seem to be the

most significant reason for failure or withdrawal from online courses. To address the

reasons, a professional development plan was developed for the local community college

to increase student, faculty, and staff awareness, interaction, and to assist in creating a

welcoming, learning, and supportive environment. The implications for social change

include presenting the professional development to the local community college to

increase student retention and success rates for online courses by understanding the

student population and their needs to be successful, resulting in an increase for

graduation.

Online learning has continued to grow in recent years. However, retaining

students in online courses and programs has posed a challenge. Whether the university is

public, private, offers both face-to-face and online programs, or is 100% online, retaining

students in online programs can be an issue. This reflects the widespread desire at a large

online for-profit university to improve student retention rates (Sorensen & Donovan,

2017).

The findings of Farooq et al. (2019) showed that physical facilities at home were

also found a significant variable in students’ academic achievement. However, it was

 25

revealed in the study that the home environment of students was satisfactory but the

academic achievement was not outstanding.

Learning from home is fun and exciting, a fantastic opportunity to expand

qualifications, learn new skills and take another step in career. But, the learning

environment needs to be right. This refers to the physical space. It needs to be well-lit,

comfortable and warm. It also refers to the structure of this physical environment.

Students need to be able to access resources, whether that is a pen or a PC, a notebook or

coloured pencils. It needs to be an organized physical learning space too. And finally, the

learning environment needs to support students psychologically too. By studying in a

pleasant, comfortable space one remain positive and motivated in learning (Cooper,

2018).

School climate, on the other hand, reflects the cumulative perspectives of students

and staff. Research shows that a positive school climate increases attendance rates and

academic achievement, promotes student mental and physical well-being, reduces

violence, and increase student retention. A positive school culture combined with a

positive school climate results in a positive school environment. Therefore, the overall

school environment receives a multitude of short- and long-term benefits (Camara, 2019).

School

Some factors may influence the retention rate of the students may vary a different

aspects and some are outside the institution’s control. Institutions of higher education

continue to focus on attracting quality students and retaining them throughout their

college careers (Morrow & Ackermann, 2012). University reputation may build
 26

credibility and trust for its graduates and may increase the chances of their successfully

getting a job (Bano and Vasantha, 2019).

Colleges and universities often have favourable success recruiting students to

their school (Smith, 2016), but retention can be a more difficult subject to tackle and has

become a challenging issue for many institutions (Rizkallah & Seitz, 2017). There are

several factors an institution can assist with that may positively influence student

retention. Such factors involve attending to life factors (places to study, resources

available, etc.), supporting diverse learning styles, developing student personal attributes

(seeking help when needed, using time management skills, etc.), and developing

technological competencies. Combined, these factors play an important role in an

institution’s student retention rate (Shaw et al., 2015).

One of a school's priorities is to foster an institutional bond between faculty and

students in order to support students' persistence. The relationship between student

engagement and well-being is still not well-understood, but some studies indicated a

positive interaction between student, engagement, and happiness (Boulton et al., 2019).

With a more diverse population attending school, online courses have grown in

popularity making online education one of the top industries in the world (Bawa, 2016).

Student retention rates, however, have not realized the same level of increase. Students

in online courses have a 10% to 20% lower retention rate than those who take traditional

seated classes with 40% to 80% of students dropping their online courses (Bawa, 2016).

Therefore, one indicator of a good school may be its ability to organize and deliver

supportive, effective learning material (Giovannella et al., 2020).

 27

James et al. (2016) reported that students enrolled in community colleges realized

a 30–35% retention rate in fully online courses compared to a 50–60% retention rate of

their counterparts enrolled in blended or seated courses. Retention rates improved at the

4-year institution level (bachelor’s degree level).

Higher education institutions cannot effectively manage individual or pre-

program characteristics, but they can help students improve their decision making and

academic performance in the program (Yue &Fu, 2016). This also corresponds to what

Vedder (2015) has advanced that many institutions seek to develop plans for improving

student retention rates by focusing on at‐risk student populations or implementing an

institution‐wide strategy to improve student retention rates.

A student can be retained for various reasons, with the efforts of the school.

Generally, poor grades, attendance, and a negative change in attitude towards schooling

can help educators identify students who may need assistance. Student retention is a

combination of retention strategies. Some retention strategies employed in school include

procedures to identify at-risk students. By identifying these students early, who are more

likely to face difficulties graduating, professionals can introduce early interventions for

these students. An institution can have a student-centered culture as well. An institution

must express appreciation and value for its students. They should make available

resources to students facing academic and personal difficulties easy to access (Armstead,

2014).

Retention
 28

One of the most pressing problems facing colleges during the COVID-19 crisis is

retaining students—especially at-risk, low-income or underrepresented students who

attend institutions of higher learning to gain social mobility. While all students have

experienced hardships during the global pandemic, these vulnerable learners have been

hit particularly hard.Some don’t have reliable internet access to join online classes; some

have no home to return to; others, without campus jobs, have lost their only source of

income. To add to these woes, studies show that online learning retention rates are 28%

lower than students taking face-to-face classes. And, those who drop out are unlikely to

return (Mizrahi, 2020).

Howell et al. (2021), retention rates at community colleges declined by nearly 5%

due to the pandemic, while a 1.4% increase was found among public four-year colleges

and private nonprofit four-year institutions saw a decrease of only 1.2%.

Lopez-Rocha & Vailes (2017) reveal that overall completion rates are low.

Furthermore, when studying the effect of different modes of delivery on retention, the

blended learning mode is the most effective. The blended learning mode, with 14.2%

completion rates, is more effective in retaining students than both the distance mode

(4.8% completion rates), and the open self-directed mode (4.4% completion rates).

Groen et al. (2020) revealed that student retention appears to be greater in blended

courses as opposed to traditional ones, and no significant differences were observed for

student grades in the campus-wide roster of courses. Both students and instructors shared

that an intentional synergy of in-class instructional practices and online activities added

value to a course and had a positive impact on student learning.

 29

Conceptual framework

Figure 1 shows the conceptual framework of the study showing the relationships

of the independent and dependent variables.

INDEPENDENT VARIABLES DEPENDENT

VARIABLES

Socio-Demographic Profile
 Age
 Gender
 Ethnicity
 Family Income
 Marital Status

Retention of the
Respondents

Factors Affecting the Retention

Rate of the Respondents
 Personal
 Social
 Financial
 Environmental
 School
 30

Fig. 1. A Schematic Presentation of the Conceptual Framework.

 31

Null Hypothesis

1. There is no significant influence of the socio-demographic profile on the retention of

the respondents in the new normal education.

2. There is no significant influence of the factors on the retention of the respondents in

the new normal education.

 38
CHAPTER III

METHODOLOGY

This chapter presents the research design, locale of the study, respondents of the

study, research instrument, sampling technique, data gathering procedure, and statistical

analysis.

Research Design

This study will use a correlational design to determine the influence of the socio-

demographic profile and the factors on the retention of the respondents.

Locale of the Study

The study will be conducted at the Cotabato Foundation College of Science and

Technology Antipas Extension, Magsaysay, Antipas, North Cotabato.

Respondents of the study

The respondents of the study will be the fifty (50) third year students of Bachelor

of Science in Agriculture Major in Horticulture of Cotabato Foundation College of

Science and Technology in Agriculture , Academic Year 2022-202

 36

Research Instrument

A set of self-made survey questionnaire will be used as a main instrument to

obtain the needed data.

Sampling Technique

A random sampling technique will be employed to determine the respondents and

their number.

Data Gathering Procedure

A permission will be sought from the office of the supervisor of the Antipas

Extension Unit to conduct this study through a letter of request. Upon the approval, the

researcher will personally distribute the survey questionnaires to the identified

respondents after giving them a specific instruction following the minimum health

protocols. After the specified time, the data will be retrieved for statistical analysis.

Statistical Analysis

The data to be gathered will be statistically treated using frequency, percentage,

and mean. Meanwhile, multiple linear regression will be used to determine the influence

of the independent to the dependent variables. Responses will be based on the Likert-type

scale of McLeod (2019) as indicated below:

Scale Description
5 Strongly Agree
4 Agree
3 Moderately Agree
2 Disagree
1 Strongly Disagree
37
 38

BIBLIOGRAHY

Adarkwah, M. A. (2020). “I’m not against online teaching, but what about us?”: ICT in
Ghana post Covid-19. Education and Information Technologies.
https://doi.org/10.1007/s10639-020-10331-z

Alman, S. W., Frey, B. A, & Tomer, C. (2012). Social and cognitive presence as factors
in learning and student retention: An investigation of the cohort model in a
School setting. Journal of Education for Library and InFormation Science,
53(4), 290–302.

Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of
the COVID-19 Pandemic on Life of Higher Education Students: A Global
Perspective. Sustainability, 12(20), 8438.

Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-
to-face classroom multitasking and academic performance: Moderated mediation with
self-efficacy for self-regulated learning and gender. Computers in Human Behavior,
102, 214–222. https://doi.org/10.1016/j.chb.2019.08.018

Amuda, B. G., Bulus, A. K., & Joseph, H. P. (2016). Marital Status and Age as
Predictors of Academic Performance of Students of Colleges of Education in
the Nort- Eastern Nigeria. American Journal of Educational Research, 4(12),
896–902. https://doi.org/10.12691/education-4-12-7

Armstead, K. (2014). What is Student Retention? - Definition & Effects Video &
Lesson Transcript | Study.com. Study.com.
https://study.com/academy/lesson/what-is-student-retention- definition-
effects.html

Aucejo, E. M., French, J., Araya, M. P. U., & Zafar, B. (2020). The Impact of COVID-19
on Student Experiences and Expectations: Evidence from a Survey. Journal of
Public Economics, 191(104271), 104271.
https://doi.org/10.1016/j.jpubeco.2020.104271

Aversa, E., & MacCall, S. (2013). Profiles in retention part 1: Desig characteristics
of a graduate synchronous online program. Journal of Education for
Library, 54(2), 147–161.
 39

Babore, A., Lombardi, L., Viceconti, M. L., Pignataro, S., Marino, V., Crudele, M.,
Candelori, C., Bramanti, S. M., & Trumello, C. (2020). Psychological effects of the
COVID-2019 pandemic: Perceived stress and coping strategies among healthcare
professionals. Psychiatry Research, 293, 113366.
https://doi.org/10.1016/j.psychres.2020.113366

Baker, C. N., & Robnett, B. (2012). Race, Social Support and College Student Retention:
A Case Study. Journal of College Student Development, 53(2), 325–335.
https://doi.org/10.1353/csd.2012.0025

Bautista, M. (2020). Factors influencing retention and migration of senior high

school students at sti west negros university. https://www.researchgate.
net/publication/344786778

Bawa, P. (2016). Retention in Online Courses. SAGE Open, 6(1), 215824401562177.

https://doi.org/10.1177/2158244015621777

Bean, J. (2014). College Student Retention - Defining Student Retention, A Profile of

Successful Institutions and Students, Theories of Student Departure.
Education.stateuniversity.com.
https://education.stateuniversity.com/pages/1863/College-Student-Retention.html

Beard, S., & R. Langlais, M. (2018). Saying “I Do” in College: Examining Marital
Status and Academic Performance. International Journal of Psychological Studies, 10(4),
34. https://doi.org/10.5539/ijps.v10n4p34

Bano, Y., and Vasantha, S. (2019). Influence of university reputation on

employability. Int. J. Sci. Technol. Res. 8, 2061–2064.

Bates, A. (2019). Teaching in a Digital Age - Second Edition. Bccampus.ca; Tony Bates
Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev2/

Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning
challenges during the pandemic and how they cope with
them: The case of the Philippines. Education and Information Technologies,
26(7321–7338). https://doi.org/10.1007/s10639-021-10589-x

Becker, K, Lorz, M. (2020). Studieren Während der Corona-Pandemie: Die Finanzielle

Situation von Studierenden und Mögliche Auswirkungen Auf Das
Studium. DZHW Brief 09/2020. Hannover: DZHW;
(10.34878/2020.09.dzhw_brief 
 40

Bolliger, D. U., & Erichsen, E. A. (2012). Student Satisfaction with Blended and Online
Courses Based on Personality Type / Niveau de satisfaction des étudiants dans
les cours hybrides et en ligne basé sur le type de personnalité. Canadian Journal
of Learning and Technology / La Revue Canadienne de l’Apprentissage et de
La Technologie, 39(1). https://doi.org/10.21432/t2b88w

Boulton, C. A., Hughes, E., Kent, C., Smith, J. R., & Williams, H. T. P. (2019). Student
engagement and wellbeing over time at a higher education institution. PLOS
ONE, 14(11), e0225770. https://doi.org/10.1371/journal.pone.0225770

Bøe, T., Hysing, M., Lønning, K. J., & Sivertsen, B. (2020). Financial Difficulties and
Student Health: Results from a National Cross-Sectional Survey of Norwegian
College and University students. Mental Health & Prevention, 200196.
https://doi.org/10.1016/j.mhp.2020.200196

Boyte-Eckis, L., Minadeo, D. F., Bailey, S. S., & Bailey, W. C. (2018). Age, gender, and
race as predictors of opting for a midterm retest: A statistical analysis of online
economics students. The Journal of Business Diversity, 18(1), 17–28.

Braxton, J. M., & Al, E. (2014). Rethinking college student retention. Jossey Bass, Cop.

Brown, C. S., Usher, E. L., Coleman, C., & Han, J. (2022). Perceptions of Discrimination
Predict Retention of College Students of Color: Connections with School
Belonging and Ethnic Identity. Journal of College Student Retention: Research,
Theory & Practice, 152102512110705.
https://doi.org/10.1177/15210251211070560

Bureau of Labor Statistics. (2012). Education pays. Retrieved from

http://:www.bls.gov/emp/ep_chart_001.html
Cáceres-Delpiano, J., & Giolito, E. P. (2018). The Impact of Age of Entry on
Academic Progression. Data-Driven Policy Impact Evaluation, 249267.
https://doi.org/10.1007/978-3-319-78461-8_16

Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-
analysis. Computers & Education, 105, 1–13.
https://doi.org/10.1016/j.compedu.2016.11.003

Camara, J. (2019). The Effects of a Positive School Environment. Council for Children’s
Rights. https://www.cfcrights.org/the-effects-of-a-positive-school-environment/‌
 41

Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The
psychological impact of the COVID-19 epidemic on college students in China.
Psychiatry Research, 287(112934).
https://doi.org/10.1016/j.psychres.2020.112934

Cardillo, D. (2018). Can a college degree make you healthier and happier? Oz.
Retrieved from https://www.doctoroz.com/blog/donna-cardillo- rn-
ma/can-college-degree-make-you-healthier-and-happier.

Cochran, J. D., Campbell, S. M., Baker, H. M., & Leeds, E. M. (2013). The Role of
Student Characteristics in Predicting Retention in Online Courses. Research in
Higher Education, 55(1), 27–48. https://doi.org/10.1007/s11162-013-9305-8

Cooper, N. (2018). Does Your Home Environment Affect Your Ability to Learn? Latest
News. https://www.ncchomelearning.co.uk/blog/does-your-home-environment-
affect-your-ability-to-learn/

Cueva, M. A. L., & Terrones, S. A. C. (2020). Repercusiones de las clases virtuales en

los estudiantes universitarios en el contexto de la cuarentena por COVID-19:
El caso de la PUCP. Propósitos Y Representaciones, 8(SPE3), 588.
https://doi.org/10.20511/pyr2020.v8nSPE3.588

Day, T., Chang, I-Chun. C., Chung, C. K. L., Doolittle, W. E., Housel, J., & McDaniel, P.
N. (2020). The Immediate Impact of COVID-19 on Postsecondary Teaching
and Learning. The Professional Geographer, 73(1), 1–13.
https://doi.org/10.1080/00330124.2020.1823864

DeWitt, D. E. (2020). Fighting COVID-19: Enabling Graduating Students to Start

Internship Early at Their Own Medical School. Annals of Internal Medicine.
https://doi.org/10.7326/m20-1262

Diep, N. A., Cocquyt, C., Zhu, C., & Vanwing, T. (2016). Predicting adult learners’
online participation: Efects of altruism, performance
expectancy, and social capital. Computers & Education, 101, 84101.

Durante, A. (2012). The importance of peer relations in college student

retention: An exploratory study. ETD Collection for
FordhamUniversity,https://research.library.fordham.edu/ dissertatio
ns/AI9530026/
 42

Espaňola, R. P. (2016). Academic Status And Integration of Financially- Aided

Students: Insights for Retention Initiatives in Higher Education. Proceedings
Journal of Education, Psychology and Social Science Research, 3(1), 1–10.
https://doi.org/10.21016/icepss.2016.ja06wf067o‌

Ericksen, K. (2022, May 26). 8 Overlooked Factors Affecting Student Persistence

and Retention. Collegis Education — Tech-Enabled Higher Ed Solutions.
https://collegiseducation.com/news/programs- and-course-content/student-
persistence-and-retention/

Farooq, N., Khan, & Begum, M. (2019). Pakistan Journal of Distance & Online Learning
Relationship between Students’ Home Environment and their Academic
Achievement at Secondary School Level Maryum Imad.
https://files.eric.ed.gov/fulltext/EJ1266643.pdf

Fidalgo, P., Thormann, J., Kulyk, O., & Lencastre, J. A. (2020). Students’ perceptions on
distance education: A multinational study. International Journal of Educational
Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-
020-00194-2‌

Flateland, S. M., Pryce-Miller, M., Skisland, A. V.-S., Tønsberg, A. F., & Söderhamn, U.
(2019). Exploring the experiences of being an ethnic minority student within
undergraduate nurse education: a qualitative study. BMC Nursing, 18(1).
https://doi.org/10.1186/s12912-019-0389-0

Fowler, S. (2020). Effects of Poverty on Education During Distance Learning.

AdoptAClassroom.org.https://www.adoptaclassroom.org/ 2020/ 06/23/effects-
of-poverty-on-education-during-distance-learning/

Gaytan, J. (2015). Comparing Faculty and Student Perceptions Regarding Factors That
Affect Student Retention in Online Education. American Journal of Distance
Education, 29(1), 56–66. https://doi.org/10.1080/08923647.2015.994365

Giovannella, C., Passarelli, M., & Persico, D. (2020). The Effects of the Covid-19
Pandemic on Italian Learning Ecosystems: the School Teachers’ Perspective at
 43

the steady state. Interaction Design and Architecture(S), 45, 264–286.

https://doi.org/10.55612/s-5002-045-012

Goldrick-Rab, S. (2021). Centering Humanity:Addressing #RealCollege Needs During a

Pandemic. Change: The Magazine of Higher Learning, 53(1), 13–17.
https://doi.org/10.1080/00091383.2021.1850115

Groen, J., Ghani, S., Germain-Rutherford, A., & Taylor, M. (2020). Institutional
Adoption of Blended Learning: Analysis of an Initiative in Action. The
Canadian Journal for the Scholarship of Teaching and Learning, 11(3).
https://doi.org/10.5206/cjsotl-rcacea.2020.3.8288

Gu, J. (2021). Family Conditions and the Accessibility of Online Education: The Digital
Divide and Mediating Factors. Sustainability, 13(15), 8590.
https://doi.org/10.3390/su13158590

Harper, S. R. (2020). COVID-19 and the Racial Equity Implications of Reopening

College and University Campuses. American Journal of Education.
https://doi.org/10.1086/711095

Hasan, N., & Bao, Y. (2020). Impact of “e-Learning crack-up” perception on

psychological distress among college students during COVID-19 pandemic: A
mediating role of “fear of academic year loss.” Children and Youth Services
Review, 118(105355), 105355.
https://doi.org/10.1016/j.childyouth.2020.105355

Heyman, E. (2012). Overcoming student retention issues in higher education online

programs. Online Journal of Distance Learning Administration, 13(4), 1–10.

Howell, J., Hurwitz, M., Ma, J.,Pender, M., Perfetto, G., Wyatt, J. & Young, L. (2021).
College Enrollment and Retention in the Era of Covid. Higher Education
Today. https://www.higheredtoday.org/2021/06/16/college-enrollment-
retention-era-covid/‌
 44

Hsiao, Y.-C. (2021). Impacts of course type and student gender on distance learning
performance: A case study in Taiwan. Education and Information
Technologies. https://doi.org/10.1007/s10639-021-10538-8

Huang, S., & Fang, N. (2013). Predicting student academic performance in an

engineering dynamics course: A comparison of four types of predictive
mathematical models. Computers & Education, 61, 133–145.
https://doi.org/10.1016/j.compedu.2012.08.015

Hughes, J. N., Cao, Q., West, S. G., Allee, P., & Cerda, C. (2017). Effect of Retention in
Elementary Grades on Dropping Out of School Early. Journal of School
Psychology, 65, 11–27. https://doi.org/10.1016/j.jsp.2017.06.003

Jacoby, B. (2015). Enhancing Commuter Student Success: What’s Theory Got to Do

With It? New Directions for Student Services, 2015(150), 3–12.
https://doi.org/10.1002/ss.20122

James, S., Swan, K., & Daston, C. (2015). Retention, Progression and the Taking of
Online Courses. Online Learning, 20(2). https://doi.org/10.24059/olj.v20i2.780

Jarecke, S. (2020). Student-Faculty Interactions as Predictors of Retention and Student-

Faculty Interactions as Predictors of Retention and Satisfaction among
Generation Z College Students Satisfaction among Generation Z College
Students. https://openprairie.sdstate.edu/cgi/viewcontent.cgi?
article=4977&context=etd

Jez, S. J. (2014). The Differential Impact of Wealth Versus Income in the College-Going
Process. Research in Higher Education, 55(7), 710–734.
https://doi.org/10.1007/s11162-014-9332-0

Jones, P. J., Park, S. Y., & Lefevor, G. T. (2018). Contemporary College Student
Anxiety: The Role of Academic Distress, Financial Stress, and Support.
Journal of College Counseling, 21(3), 252–264.
https://doi.org/10.1002/jocc.12107
King, M. (2017). Student retention and success. Retrieved from https://
www.flinders.edu.au

Lara, L., & Saracostti, M. (2019). Effect of Parental Involvement on Children’s

Academic Achievement in Chile. Frontiers in Psychology, 10(1).
https://doi.org/10.3389/fpsyg.2019.01464
 45

Lederman D. (2020). How the shift to remote learning might affect students,instructors
and colleges. 2020 [cited 2020 Apr 29]. Available from:
https://www.insidehighered. com/ digitallearning
/article/2020/03/25/how-shift-remote-learning-might-affect-students-
instructors

Li, C., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever.
World Economic Forum.
https://www.weforum.org/agenda/2020/04/coronavirus-education-global-
covid19-online-digital-learning/‌

López-Rocha, S., & Vailes, F. (2017). Developing intercultural communicative

competence for the year abroad experience. https://doi.org/10.14705/rpnet‌

Maramba, D. C., & Museus, S. D. (2013). Examining the Effects of Campus Climate,
Ethnic Group Cohesion, and Cross-Cultural Interaction on Filipino American
Students’ Sense of Belonging in College. Journal of College Student Retention:
Research, Theory & Practice, 14(4), 495–522. https://doi.org/10.2190/cs.14.4.d

Marsicano, C., Felten, K., Toledo, L., & Buitendorp, M. (2020). Tracking Campus
Responses to the COVID-19 Pandemic. https://doi.org/10.33774/apsa-2020-
3wvrl

Marsh, G. (2014). Institutional Characteristics and Student Retention in Public 4-Year

Colleges and Universities. Journal of College Student Retention: Research,
Theory & Practice, 16(1), 127–151. https://doi.org/10.2190/cs.16.1.g

McKnight-Tutein, G. & Thackaberry, A.S. (2011) ‘Having it all: The hybrid solution for
the best of both worlds in women’s postsecondary education’, in Distance
Learning, 8: 3, 17-22.

McLeod, J. J. (2019). The effects on student retention by implementing contextualised,

program-specific learning modules in an online student success course. Student
Success, 10(1), 141–146. https://doi.org/10.5204/ssj.v10i1.1095
 46

Mirela Mabić, D. G. (2014). Facebook as a learning tool. Igarss, 2014(1), 1–

5. https://doi.org/10.1007/s13398-014-0173-7.2.

Mizrahi (2020). How to Retain Students in the COVID-19 Era - Today’s Learner -
Cengage. Today’s Learner. https://todayslearner.cengage.com/student-
retention-and-the-covid-19-era/

Morante, A., Djenidi, V., Clark, H., & West, S. (2017). Gender differences in
online participation: examining a history and a mathematics open
foundation online course. Australian Journal of Adult Learning 57, 2
(2017), 266–293.

Morrow, J., & Ackermann, M. (2012). Intention to persist and retention of first-year
students: The importance of motivation and sense of belonging. College
Student Journal, 46(3), 483-491.

Muljana, P. S., & Luo, T. (2019). Factors contributing to student retention in online
learning and recommended strategies for improvement: A systematic literature
review. Journal of Information Technology Education: Research, 18, 19-57.

Navarro, J.-J., García-Rubio, J., & Olivares, P. R. (2015). The Relative Age Effect and Its
Influence on Academic Performance. PLOS ONE, 10(10), e0141895.
https://doi.org/10.1371/journal.pone.0141895

National Center for Education Statistics. The condition of education. Washington, DC:

Author; 2015. Retrieved October 26, 2015 from http://nces.ed.gov/programs/coe/‌.

Nietzel, M. T. (2019). The Newest Numbers On Student Retention: Mind These Five
Gaps. Forbes. https://www.forbes.com/sites/michaeltnietzel/2019/07/15/the-
newest-numbers-on-student-retention-mind-these-five-gaps/?
sh=144359026e0c
 47

Parolin, Z., & Lee, E. K. (2021). Large socio-economic, geographic and demographic
disparities exist in exposure to school closures.  Nature Human Behaviour.
https://doi.org/10.1038/s41562-021-01087-8

Philippine Statistics Authority (2013). | Republic of the Philippines.

Psa.gov.ph. https://psa.gov.ph/press-releases/id/41292‌

Rasco, D., Day, S. L., & Denton, K. J. (2020). Student Retention: Fostering Peer
Relationships Through a Brief Experimental Intervention. Journal of College
Student Retention: Research, Theory & Practice, 152102512097296.
https://doi.org/10.1177/1521025120972962

Reardon, S. F. (2013). The Widening Income Achievement Gap. Educational

Leadership, 70(8), 10–16. https://eric.ed.gov/?id=EJ1029019

Reeves, E. S. and R. V. (2020, September 23). Students of color most likely

to be learning online: Districts must work even harder on race equity.
Brookings.https://www.brookings.edu/blog/how-we- rise/2020/09
/23/students-of-color-most-likely-to-be-learning-online-districtsmust- work-
even-harder-on-race-equity/

Rizkallah, E. G., & Seitz, V. (2017). Understanding Student Motivation: A Key to

Retention in Higher Education. Scientific Annals of Economics and Business,
64(1), 45–57. https://doi.org/10.1515/saeb-2017-0004

Robert, A., Wooster, M. A. & Chen, L. (2013). Marital status and academic performance
in College. College Students’ Journal, 13 (2), 106-111.

Rohman, M.; Marji, D.A.S.; Sugandi, R.M.; Nurhandi, D. Online Learning in Higher
Education During Covid-19 Pandemic: Students’ Perceptions. J. Talent Dev. Excell.
2020, 12, 3644–3651

Scholarship America. (2019, June 24). Financial Stress Prevents College Students from
Graduating. What Can We Do? | Scholarship America. Scholarship America.
https://scholarshipamerica.org/blog/financial-stress-prevents- college-
students-from-graduating-what-can-we-do/
 48

Scholarworks, S. & Banks, J. (2019). Student Retention at Online Learning

Institutions Student Retention at Online Learning Institutions.
Retrieved July 6,2022,from
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=886
5&context=dissertations
Shah, M., & Cheng, M. (2018). Exploring factors impacting student engagement in
open access courses. Open Learning: The Journal of Open, Distance and E-Learning,
1–16. https://doi.org/10.1080/02680513.2018.1508337

Shaw, M., Burrus, S., & Ferguson, K. (2016). Factors that influence student
attrition in online courses. Online Journal of Distance Learning
Administration, 19(3), 211–231. Retrieved from
http://www.tiffanireardon.com/documents/2016-dl-proceedings-
updated.pdf#page=211

Simonds, T., & Brock, B. (2014). Relationship Between Age, Experience, and
Student Preference for Types of Learning Activities in Online Courses. The
Journal of Educators Online, 11(1). https://doi.org/10.9743/jeo.2014.1.3

Smith, R. (2016). Recruiting and Serving Online Students at a Traditional

University. College and University, 91(3), 67–74.
https://www.learntechlib.org/p/193058/.
Sorensen, C., & Donovan, J. (2017). An Examination of Factors That Impact the
Retention of Online Students at a For-Profit University. Online Learning, 21(3), 206–
221. https://eric.ed.gov/?id=EJ1154164
Strayhorn, T. L. (2012). College Students’ Sense of Belonging. Routledge.
https://doi.org/10.4324/9780203118924

Sudderth, A. (2020). The Relationship Between Parental and Family Involvement

and Student Success. Rethink Together.
https://xqsuperschool.org/rethinktogether/relationship-between- parental-and-
family-involvement-and-academic-achievement/

Tight, M. (2019). Student retention and engagement in higher education. Journal of

Further and Higher Education, 44(5), 1–16.
https://doi.org/10.1080/0309877x.2019.1576860
Travers, S. (2016). Supporting online student retention in community colleges.
Quarterly Review of Distance Education, 17(4), 49-61 UNESCO, (2020) “1.3 billion
 49

learners are still affected by school or university closures, as educational

institutions start reopening around the world” https://en.unesco.org/news/13-billion-
learners-are-still- affected-school-university-closures-educational-institutions

Tristeza Glomo-Narzoles, D., & Glomo- Palermo, D. (2021). Examining the

Academic and Non-Academic Correlates of Student Retention. International
Journal of Publication and Social Studies, 6(1), 34–41.
https://doi.org/10.18488/journal.135.2021.61.34.41

UNESCO (2020), COVID-19 Educational Disruption and

Response, https://en.unesco.org/covid19/educationresponse/.

United States Department of Education. (2014). Profile of Undergraduate Students: 2011-

2012. Retrieved on March 2, 2017 from
https://nces.ed.gov/pubs2015/2015167.pdf.

United States Census Bureau. (2017). Historical Marital Status Tables. Retrieved on
October 1, 2018 from
https://www.census.gov/data/tables/timeseries/demo/families/marital.html.

U. S. Census Bureau (2019). “CPS Historical Time Series Tables on School Enrollment
Table A-1. School Enrollment of the Population 3 Years Old and Over, by Level
and Control of School, Race, and Hispanic Origin: October 1955 to 2018,”
December 2019.

Vedel, A. (2014). The Big Five and tertiary academic performance: A systematic review
and meta-analysis. Personality and Individual Differences, 71, 66–76.
https://doi.org/10.1016/j.paid.2014.07.011

Vedder, R., Gillen, A., Bennett, D., Denhart, M., Robe, J., Holbrook, T., Neiger, P.,
Coleman, J., Templeton, J., Leirer, J., Myers, L., Brady, R., & Malesick, M.
(2010). 25 Ways to Reduce the Cost of College. In ERIC. Center for College
Affordability and Productivity. https://eric.ed.gov/?id=ED536144

Venable, M. (2021). Gender Differences in Online Learning: Insights from

recent graduates. ELearn, 2021(6). https://doi.org/ 10.1145/3473344.3460821

Wladis, C., Conway, K. M., & Hachey, A. C. (2015). The Online STEM
Classroom—Who Succeeds? An Exploration of the Impact of
Ethnicity, Gender, and Non-traditional Student Characteristics in the
Community College Context. Community College Review, 43(2), 142–164.
https://doi.org/10.1177/0091552115571729
 50

Wladis, C., Conway, K., & Hachey, A. C. (2015). Using course-level factors as
predictors of online course outcomes: a multi-level analysis at a US urban
community college. Studies in Higher Education, 42(1), 184–200.
https://doi.org/10.1080/03075079.2015.1045478

World Health Organization. (2022). Coronavirus disease (COVID-19) pandemic. World

Health Organization. https://www.who.int/emergencies/diseases/novel-
coronavirus-2019

Yasmeenbano, S., & Vasantha. (2019). http://www.ijstr.org /final-print/

Nov2019/Influence-Of-University-Reputation-On-Employability.pdf

Yoo, S. J., & Huang, W. D. (2013). Engaging Online Adult Learners in Higher
Education: Motivational Factors Impacted by Gender, Age, and Prior
Experiences. The Journal of Continuing Higher Education, 61(3), 151–164.
https://doi.org/10.1080/07377363.2013.836823

Yue, H., & Fu, X. (2016). Rethinking Graduation and Time to Degree: A Fresh
Perspective. Research in Higher Education, 58(2), 184–213.
https://doi.org/10.1007/s11162-016-9420-4

Appendix 1. Communication Letter

 51

Republic of the Philippines

COTABATO FOUNDATION COLLEGE OF SCIENCE AND
TECHNOLOGY
Antipas Extension Unit
Magsaysay, Antipas, Cotabato

August 3, 2022
JUDY ROSE C. ALAMADA, MS
Supervisor, CFCST Extension Unit
Magsaysay, Antipas North Cotabato

Ma’am;
Greetings of prosperity and peace!
I would like to inform your office that I am conducting a research study entitled,
“Factors Affecting The Retention of The Bachelor Science in Agriculture Students in
New Normal Education” as partial fulfillment of the requirements of the degree,
Bachelor of Science in Agriculture Major in Agricultural Education.

Anent this, I would like to ask permission from your office to allow me to conduct this
study to those third year students taking up Bachelor of Science in Agriculture Major in
Horticulture of Cotabato Foundation College of Science and Technology Antipas
Extension Unit as my respondents

I am looking forward for your positive response on this matter.

Thank you and God bless you.

Respectfully yours,
JACKIE LOU N. MOJANA
Researcher

Noted:
REJIE M. SARI, LPT
Adviser

JUDY ROSE C. ALAMADA, MS

Supervisor, CFCST Antipas Extension Unit
 52

Appendix 2. Survey Questionnaire

Survey Questionnaire on “FACTORS AFFECTING RETENTION OF

BACHELOR OF SCIENCE IN AGRICULTURE STUDENTS IN AN ONLINE
LEARNING AMIDST COVID-19 PANDEMIC”.

Direction: Please supply the needed information by checking (/) on the space provided
that corresponds what is asked.
Name: _____________________ (Optional)
Part I. Socio-demographic Profile of the Respondents

1. Age
( )18-23 years old ( ) 30-34 years old
( ) 24- 29years old ( ) 35 years old above

2. Gender
( ) Male ( ) Female

3. Ethnicity
( ) Ilonggo ( ) Manobo
( )Bisaya ( ) Mandaya
( ) Ilocano ( ) Others; specify: ___________

4. Family Income
( )5,000 & below ( ) 7,000-10,000
( )5,000-7,0000 ( ) 10,000 & above

5. Marital Status
( ) Single ( )Married
( ) Widow
 53

Part II. Factors Affecting the Retention of the BSA Agricultural Students
Direction: Please supply the needed information by putting a check (/) to the scale that
corresponds to what is asked.

Scale Description
5 Strongly Agree
4 Agree
3 Moderately Agree
2 Disagree
1 Strongly Disagree

Personal Factor 1 2 3 4 5
1. I have good time management skills during classes.
2. I am equipped with critical, logical, and analytical thinking needed
in my course.
3. I prefer face-to-face activities than any other mode of learning.
4. I feel interested and enthusiastic during classes.
5. I have the ability to access to technology and the internet.

Social Factor 1 2 3 4 5
1. I feel motivated because my family gets involved in my education
2. My instructors are approachable and communicate effectively.
3. I felt accepted, respected, valued by, and important to the group during
class.
4. I have friends that support me during the unsettling period of
adaptation to college.
5. I interact effectively with my instructor during the class.

Financial Factor 5 4 3 2 1
1. My parents have the ability to purchase technology and internet
connection needed for my studies.
2. They can buy textbooks, worksheets, and other instructional
materials needed for my class.
3. They give me the money to spend on my school projects and
 54

laboratory activities
4. They give me enough allowance every day/week/month.
5. They give me the money to pay for any expenses I may be
encountering in school.

Environmental Factor 1 2 3 4 5
1. I have an organized physical learning space if classes are online.
2. There is an availability of learning resources in my community.
3. Classrooms have a beautiful lay-outs.
4. Classrooms are well-lit, comfortable, and warm.
5. Classrooms are composed of a small number of students.

School Factor 5 4 3 2 1
1. The school has built credibility that makes students strive hard to
continue and finish their studies.
2. It provides an equal privileges to learning among the students.
3. It supports diverse learning styles and offers a different mode of
learning
4. It has a sufficient learning materials, resources, and facilities.
5. It has teachers equipped with range of knowledge and skills to
facilitate the students.

I want to express my gratitude to your generous support as you responded

with my questionnaire. This will take steps into the success of my research.
Always keep safe and God bless you.

Jackie Lou N. Mojana

Researcher