Factors Influencing Student Dropout at the Faculty of Education, Myanglung Campus

Abstract

Student dropout is a significant challenge in higher education, impacting both individual progress and institutional reputation. Understanding the underlying factors contributing to dropout in Nepalese campuses is essential for developing effective retention strategies. This study aimed to analyze the factors influencing student dropout at the Faculty of Education, Myanglung Campus, focusing on student-related, campus-related, and family-related indicators. A descriptive research design was employed. Fifteen Bachelor of Education (B.Ed.) dropout students were selected as respondents using judgmental purposive sampling. The study was grounded on theoretical frameworks including Maslow’s Hierarchy of Needs, Motivation and Engagement theory, and Cognitive Load theory. The findings revealed that dropout is significantly influenced by three main categories of factors: student-related factors such as low academic achievement in examinations and irregular class attendance; campus-related factors including lack of academic support, feedback, motivation, and encouragement from teachers; and family-related factors such as insufficient financial support and various family problems. The study highlights the critical role of student, campus, and family environments in student retention. Addressing these factors is vital to reducing dropout rates and enhancing higher education outcomes in Nepal.