Study on students dropouts in Advanced Certificate in Pre school Education Program T.V.S.De Zoysa D.M.W.Munasinghe P.Senev...
Out Line <ul><li>Introduction </li></ul><ul><li>Objectives </li></ul><ul><li>Nature of the problem </li></ul><ul><li>Liter...
Introduction <ul><li>ECPE Department has conducted three programme </li></ul><ul><li>ACPE Program was introduced in 2000  ...
Introduction  (Con…) <ul><li>Target groups are includes </li></ul><ul><li>Employed and unemployed students (such as  presc...
Entry Requirement for this program <ul><li>Applicants should be </li></ul><ul><li>above 18 years old </li></ul><ul><li>suc...
Curriculum of this programme <ul><li>compulsory courses </li></ul><ul><li>ESC 2315 – Early Childhood Development </li></ul...
Curriculum of this programme  (Con…) <ul><li>Optional courses  </li></ul><ul><li>ESC 2219 –  Play in Early Childhood </li>...
Objectives of this Study <ul><li>Identify the background characteristics of the students who have followed the ACPE progra...
Nature of the problem Academic Year Registered Students Sinhala medium English medium Passed Out Not Completed Drop Outs 2...
Literature Review <ul><li>Garrison 1987, Zajkowski 1992, Kamau 2006, Ngoma 2006 and Rekkadal 1983 Indicated A large number...
Literature Review(Con…) <ul><li>Wanasinghe 1961, Ismail 1997, Lekamge & Karunanayaka 2003locally have highlighted that bot...
Literature Review(Con…) <ul><li>Matheswaran (2009) indicated the reasons were analyzed on eight different dimensions </li>...
Literature Review(Con…) <ul><li>De Zoysa (2009) conducted a study indicated that the adult learners who hold responsible p...
Methodology <ul><li>In order to achieve the  above mentioned objectives, survey method  was used </li></ul><ul><li>populat...
Sample Academic Year No. Dropouts 2000/2001 36 2001/2002 24 2002/2003 29 2003/2004 45 2004/2005 29 2005/2006 Not Conducted...
Data collection methods and instruments <ul><li>used a questionnaire for collect the data. </li></ul><ul><li>A mail questi...
Data analysis <ul><li>A descriptive analysis of responses was done on the basis of the frequencies of the responses.  Freq...
RESULTS AND DISCUSSION Sex Sex Frequency Percentage Male 03 3.2 Female 91 96.8 Total 94 100
Age Age Range Frequency Percentage 18-25 years 09 9.6 26-35 years 47 50.0 36-45 years 26 27.7 46-50 years 06 6.4 Above 50 ...
Sex and Civil Status   Sex   Civil Status (No.)   Total Married Unmarried Married and separated  Widowed  Male 02 00 01 00...
Ethnicity   Ethnicity Frequency Percentage Sinhala 85 90.4 Tamil 04 4.3 Muslim 04 4.3 Others 01 1.1 Total 94 100
Type of Employment   Type of employment   Frequency Percent Pre-School 42 44.7 Daycare 05 5.3 Own preschool/Day care 18 19...
Problems Faced in Following the Programme   Problems   Responses   Yes No NO % NO % Difficulties in finding time for  stud...
Student Perceptions of Lesson Materials (modules) Student Perceptions   Strongly Agree  Agree Can’t say  Disagree  Strongl...
Student Perceptions of Day Schools Student perceptions   Strongly Agree  Agree Can’t say  Disagree  Strongly Disagree  No ...
<ul><li>Student Perceptions of Assignments </li></ul>Student  Perception Strongly Agree Agree Can’t say Disagree Strongly ...
Family Related Factors Family Related Factor Responses  Yes NO No. % No. % No support from my family members 25 27 69 73 H...
Occupation Related Factors   Factors Responses Yes No Heavy responsibilities towards the job  31 63 Insufficient time to e...
Administration Related Factors Factor Yes NO Not Mention Total Quality of departmental coordination work was high 50 35 09...
Main Reasons for Dropping Out   Main reasons No. % Not submitting assignments 13 14 Failure to obtain eligibility 14 15 No...
Major Reasons for dropping out from the programme Reasons No.  A. Personal & family related factors 22 B. Difficulties fac...
Submission of the Project and Pass Rates  Projects N0 % Submitted and passed 36 38 Submitted and failed 12 13 Not Submitte...
Points at which Students Dropped Out Specific point No. % Just after registration 09 10 After 2-3 months 15 16 In the midd...
Suggestions to minimize dropout <ul><li>Delivery of the Programme </li></ul><ul><li>Structure of the programme </li></ul><...
Conclusions and Recommendations <ul><li>Conclusions </li></ul><ul><li>ACPE Programme consisted of 97% females and 03% male...
Con… <ul><li>71% are employed </li></ul><ul><li>Those who are unemployed have intentions of finding employment locally and...
Con… <ul><li>The majority were satisfied about the number of face to face sessions </li></ul><ul><li>Fifteen to twenty per...
Con… <ul><li>Personal and family related problems faced by the clientele appeared to have contributed to failure. </li></u...
Recommendations <ul><li>The Department of Early Childhood and Primary Education should consider the nature and the charact...
Con… <ul><li>Day Schools should be organized and conducted in a more efficient manner </li></ul><ul><li>The quality of the...
Con… <ul><li>Make the programme more flexible </li></ul><ul><li>Introduce efficient client oriented “Three Tier Counseling...
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Study on students dropouts in advanced certificate in pre school education program

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Study on students dropouts in advanced certificate in pre school education program

  1. 1. Study on students dropouts in Advanced Certificate in Pre school Education Program T.V.S.De Zoysa D.M.W.Munasinghe P.Seneviratne T.Mukunthan 14.09.2011
  2. 2. Out Line <ul><li>Introduction </li></ul><ul><li>Objectives </li></ul><ul><li>Nature of the problem </li></ul><ul><li>Literature Review </li></ul><ul><li>Methodology </li></ul><ul><li>Results and Discussion </li></ul><ul><li>Conclusion/Recommendations </li></ul>
  3. 3. Introduction <ul><li>ECPE Department has conducted three programme </li></ul><ul><li>ACPE Program was introduced in 2000 </li></ul><ul><li>Approximately 200 students register every year </li></ul><ul><li>This is 36 credit program (one year) </li></ul><ul><li>Conducted in Sinhala and English Medium </li></ul><ul><li>All completed ACPE students can be enrolled to the diploma program </li></ul><ul><li>Academic activities are conducted at three Regional Centers: Colombo, Kandy and Matara </li></ul>
  4. 4. Introduction (Con…) <ul><li>Target groups are includes </li></ul><ul><li>Employed and unemployed students (such as preschool teachers, crèche workers) </li></ul><ul><li>Managers of preschools </li></ul><ul><li>Managers of child day care centres </li></ul><ul><li>Parents and grandparents who wish to develop their competencies on child rearing practices </li></ul><ul><li>Those who seek employment locally and foreign countries in early childhood sectors . </li></ul>
  5. 5. Entry Requirement for this program <ul><li>Applicants should be </li></ul><ul><li>above 18 years old </li></ul><ul><li>successfully completed the CPE program </li></ul>
  6. 6. Curriculum of this programme <ul><li>compulsory courses </li></ul><ul><li>ESC 2315 – Early Childhood Development </li></ul><ul><li>ESC 2316 – Methods and Management of Teaching and Learning in Pre- Schools </li></ul><ul><li>ESC 2217 - Socio Cultural Perspectives in Early Childhood Education </li></ul><ul><li>ESC 2218– Project </li></ul>
  7. 7. Curriculum of this programme (Con…) <ul><li>Optional courses </li></ul><ul><li>ESC 2219 – Play in Early Childhood </li></ul><ul><li>ESC 2220 – Children’s Literature </li></ul><ul><li>ESC 2221 - Adjustment Problems in Early Childhood </li></ul><ul><li>ESC 2222 - Child Rights </li></ul>
  8. 8. Objectives of this Study <ul><li>Identify the background characteristics of the students who have followed the ACPE program </li></ul><ul><li>Identify the factors affecting dropout of students of ACPE Program </li></ul><ul><li>Identify the type of factors affecting dropout (institution-based or person-based factors) </li></ul><ul><li>Make recommendations to minimize students dropout in the program </li></ul>
  9. 9. Nature of the problem Academic Year Registered Students Sinhala medium English medium Passed Out Not Completed Drop Outs 2000/2001 201 164 37 129 36 36 2001/2002 183 148 35 115 44 24 2002/2003 140 98 42 78 33 29 2003/2004 160 124 36 87 28 45 2004/2005 176 155 21 101 46 29 2006/2007 264 147 117 87 124 53 2007/2008 247 128 119 99 102 46 2008/2009 227 77 150 68 103 56 TOTAL 1598 1041 557 764 516 318 % 100 65.14 34.86 47.81 32.29 19.90
  10. 10. Literature Review <ul><li>Garrison 1987, Zajkowski 1992, Kamau 2006, Ngoma 2006 and Rekkadal 1983 Indicated A large number of students learn through the distance mode in the world today, but some students who have enrolled in programmes do not complete their studies due to a variety of reasons. Dropout rates for distance education courses are usually higher than those for comparable on- campus courses . </li></ul>
  11. 11. Literature Review(Con…) <ul><li>Wanasinghe 1961, Ismail 1997, Lekamge & Karunanayaka 2003locally have highlighted that both institutional and non-institutional factors affect student persistence or withdrawal from distance education programmes. </li></ul>
  12. 12. Literature Review(Con…) <ul><li>Matheswaran (2009) indicated the reasons were analyzed on eight different dimensions </li></ul><ul><li>The findings of this study revealed that family-related and economics-related factors were the main reasons for dropout and health-related and social-related factors had influenced at a lower rate. </li></ul>
  13. 13. Literature Review(Con…) <ul><li>De Zoysa (2009) conducted a study indicated that the adult learners who hold responsible professions and also who are committed to their family responsibilities find it difficult to involve themselves continuously in their research studies. Lack of leave benefits is a major hindering factor, identified by the study . </li></ul>
  14. 14. Methodology <ul><li>In order to achieve the above mentioned objectives, survey method was used </li></ul><ul><li>population and the sample </li></ul><ul><li>The total number of students, who had dropped out since 2000/2001 academic year up to 2008/2009 academic year was considered as the sample of the study </li></ul><ul><li>Only 94 students responded to the questionnaire </li></ul>
  15. 15. Sample Academic Year No. Dropouts 2000/2001 36 2001/2002 24 2002/2003 29 2003/2004 45 2004/2005 29 2005/2006 Not Conducted 2006/2007 53 2007/2008 46 2008/2009 56 Total 318
  16. 16. Data collection methods and instruments <ul><li>used a questionnaire for collect the data. </li></ul><ul><li>A mail questionnaire was used as the main instrument of obtaining the responses from students. </li></ul><ul><li>The questionnaire consisted of both close ended and open ended questions </li></ul>
  17. 17. Data analysis <ul><li>A descriptive analysis of responses was done on the basis of the frequencies of the responses. Frequencies were analyzed as percentages. Furthermore, qualitative data, gained from the responses received for the open ended questions in the questionnaire were analyzed using verbatim quotes. </li></ul>
  18. 18. RESULTS AND DISCUSSION Sex Sex Frequency Percentage Male 03 3.2 Female 91 96.8 Total 94 100
  19. 19. Age Age Range Frequency Percentage 18-25 years 09 9.6 26-35 years 47 50.0 36-45 years 26 27.7 46-50 years 06 6.4 Above 50 years 05 5.3 Not mention 01 1.0 Total 94 100
  20. 20. Sex and Civil Status Sex   Civil Status (No.) Total Married Unmarried Married and separated Widowed Male 02 00 01 00 03   Female 61 28 01 01 91 Total  63 28 02 01 94
  21. 21. Ethnicity Ethnicity Frequency Percentage Sinhala 85 90.4 Tamil 04 4.3 Muslim 04 4.3 Others 01 1.1 Total 94 100
  22. 22. Type of Employment Type of employment Frequency Percent Pre-School 42 44.7 Daycare 05 5.3 Own preschool/Day care 18 19.1 Work relevant to Early Childhood 02 2.1 Not employed 27 28.7 Total 94 100
  23. 23. Problems Faced in Following the Programme Problems Responses Yes No NO % NO % Difficulties in finding time for studies 41 44 53 56 Financial problems when following the programme 11 12 83 88 Health problems when following the programme 23 24 71 76 Not psychologically motivated to follow the programme 12 13 82 87
  24. 24. Student Perceptions of Lesson Materials (modules) Student Perceptions Strongly Agree Agree Can’t say Disagree Strongly Disagree No Response % % % % % % Quality of content very high 23.4 52.1 2.1 6.4 0 17 Content is presented methodically 18.1 55.3 8.5 3.1 0 14.9 A sufficient number of activities are integrated 13.8 40.4 11.7 14.9 2.1 17 Language is simple and understandable 22.3 52.1 3.2 7.4 1.1 13.8 Modules are not attractive 10.6 34 13.8 20.2 1.1 20.2
  25. 25. Student Perceptions of Day Schools Student perceptions Strongly Agree Agree Can’t say Disagree Strongly Disagree No Response % % % % % % Sufficient no of Day Schools were conducted 14.8 43.6 8.5 15.9 1 15.9 Day schools were very useful 31.9 41.5 5.3 2.1 2.1 17 Learning problems were discussed at Day School 17 41.5 8.5 13.8 2.1 17 Peer interactions were promoted 16 43.6 10.6 8.5 3.2 18.1 Tutors who conducted day schools motivated students 15 43 12.8 6.4 4.3 19.1
  26. 26. <ul><li>Student Perceptions of Assignments </li></ul>Student Perception Strongly Agree Agree Can’t say Disagree Strongly Disagree No Response % % % % % % Assignments motivated me to do self studies 31 52 2 00 00 15 Assignments were well designed 20 52 7 3 00 17 No. of assignments given were sufficient 23 54 5 1 00 16 Received good feed back for assignments 19 46 7 10 1 17 Received back the marked assignments without delay 14 48 6 9 3 20
  27. 27. Family Related Factors Family Related Factor Responses Yes NO No. % No. % No support from my family members 25 27 69 73 Heavy responsibilities looking after young children 36 38 58 62 Heavy responsibilities looking after my parents 29 31 65 69
  28. 28. Occupation Related Factors   Factors Responses Yes No Heavy responsibilities towards the job 31 63 Insufficient time to engage in studies 32 62 The programme is not related to the job 19 75 Difficulties in managing multiple role (such as being a mother, employed person and a student etc) 34 60
  29. 29. Administration Related Factors Factor Yes NO Not Mention Total Quality of departmental coordination work was high 50 35 09 94 Opportunities to communicate with the internal staff members 45 40 09 94 Quality of the administrative procedures of the university related to the programme was high 29 12 12 94
  30. 30. Main Reasons for Dropping Out   Main reasons No. % Not submitting assignments 13 14 Failure to obtain eligibility 14 15 Not prepared for the final examination 27 29 Unable to submit the project 30 32 Not mentioned 10 10 Total 94 100
  31. 31. Major Reasons for dropping out from the programme Reasons No. A. Personal & family related factors 22 B. Difficulties faced in Project 20 C. Difficulties faced in examinations 19 D. Difficulty in finding time 12 E. Difficulties related to assignments 05 F. Difficulties face due to the distance from home to the Regional Centre, 05 G. Dissatisfaction with the programme 03
  32. 32. Submission of the Project and Pass Rates Projects N0 % Submitted and passed 36 38 Submitted and failed 12 13 Not Submitted 30 32 Not mentioned 16 17 Total 94 100
  33. 33. Points at which Students Dropped Out Specific point No. % Just after registration 09 10 After 2-3 months 15 16 In the middle 15 16 At the end 30 32 After failing the Examination 20 21 Not mentioned 05 05 Total 94 100
  34. 34. Suggestions to minimize dropout <ul><li>Delivery of the Programme </li></ul><ul><li>Structure of the programme </li></ul><ul><li>Student support </li></ul><ul><li>Student – Tutor (lecturer) Relationships </li></ul><ul><li>Guidance and Counseling </li></ul><ul><li>Opportunities for Further Education </li></ul>
  35. 35. Conclusions and Recommendations <ul><li>Conclusions </li></ul><ul><li>ACPE Programme consisted of 97% females and 03% males. </li></ul><ul><li>The majority 75% were adults. </li></ul><ul><li>Seventy five per cent falls into the age category of 26 – 45 years. </li></ul><ul><li>The majority belongs to the Sinhala ethnic group. </li></ul><ul><li>Sixty three per cent are married </li></ul>
  36. 36. Con… <ul><li>71% are employed </li></ul><ul><li>Those who are unemployed have intentions of finding employment locally and   </li></ul><ul><li>The nature of the components of the programme does not appear to have led to students dropping out from the programme. </li></ul><ul><li>The majority hold positive attitudes towards the quality of the content. </li></ul><ul><li>Only negative response with regard to the modules was the appearance of the module </li></ul>
  37. 37. Con… <ul><li>The majority were satisfied about the number of face to face sessions </li></ul><ul><li>Fifteen to twenty per cent who had not responded had not participated in Day Schools. </li></ul><ul><li>The majority were likewise satisfied about the nature of the assignment component </li></ul><ul><li>The only component which the students are mostly dissatisfied with was the project component. </li></ul>
  38. 38. Con… <ul><li>Personal and family related problems faced by the clientele appeared to have contributed to failure. </li></ul><ul><li>Students had faced difficulties in completing different components continuously. </li></ul><ul><li>Dropout rates were more visible towards the latter part of the programme when the final examination and the Project were scheduled. </li></ul><ul><li>  </li></ul>
  39. 39. Recommendations <ul><li>The Department of Early Childhood and Primary Education should consider the nature and the characteristics of the dropouts when structuring and offering the programme </li></ul><ul><li>  </li></ul><ul><li>The module should be produced in an attractive manner with a touch of colours in order to motivate self learners at a distance </li></ul>
  40. 40. Con… <ul><li>Day Schools should be organized and conducted in a more efficient manner </li></ul><ul><li>The quality of the assignment component should be further developed in order to motivate students to self study the modules </li></ul><ul><li>The University and the Department should introduce more efficient coordination and communication systems in order to reduce the isolation of students. </li></ul>
  41. 41. Con… <ul><li>Make the programme more flexible </li></ul><ul><li>Introduce efficient client oriented “Three Tier Counseling “pre-counseling, continuous - counseling and post – counseling. </li></ul><ul><li>Skill training in time management also should be provided to students. </li></ul><ul><li>Staff development programmes should be conducted on material development, conduct of Day Schools, assignments and final examination paper setting and on providing counseling </li></ul>
  42. 42. THANK YOU
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