Why Students Stick It Out

It’s common knowledge among faculty that there will likely be fewer students enrolled in our courses at the end of the term than there were at the beginning. We all know students sometimes drop courses, and research suggests this behavior is quite prevalent at a variety of institutions.

But why do students drop courses? The answer appears to be complex. Studies typically distinguish between academic reasons—such as course schedule or difficulty and experience with the instructor—and nonacademic reasons, such as those related to finances, health and family.

As directors in the Teaching & Learning Center at Sam Houston State University, we wanted to find out why students at our own institution drop their courses, or don’t. So we anonymously surveyed 596 students at SHSU last fall.

What they told us was surprising, and the insights our students shared will likely be of interest to faculty and administrators at many other campuses in the United States. SHSU enrolls more than 21,000 students, with a mix of traditional and nontraditional learners, about 44 percent of whom are first-generation college students. Our student body is majority undergraduate, with a growing number of graduate students, and is a blend of in-state, out-of-state and international students. A regional public four-year institution classified as a Hispanic-serving institution, SHSU draws most of its students from two of the fastest-growing metropolitan areas in the country, Houston and Dallas. In short, like the region we serve, the SHSU student body reflects dynamics that will be familiar to much of the country.

Moreover, our survey results may speak to the anxiety many in higher education are feeling at the prospect of being subject to factors outside our control. When we asked our undergraduates why they dropped or persisted in their courses this past fall, we expected to find that nonacademic factors, such as family obligations and health and financial issues, played the largest role. We were wrong. By far the most important factors influencing student persistence were faculty, self-confidence and degree of difficulty.

There’s a way looking at these results as providing some good news. Unlike student health or finances, the academic factors our students cited as reasons why they dropped their classes are things we can directly influence.

The Survey

Using an anonymous online survey sent out by instructors in a variety of disciplines across campus, we asked students whether they had considered dropping a course that term. If not, we requested that they list all their courses, allowing us to begin gathering data on salutary course combinations.

If they said they had considered dropping a course, we asked whether they ended up doing so. If they did not drop, we asked them to list the course and note which factors led them to persist. If they did drop, we similarly asked them to list the course and which factors led them to drop it. For each factor they chose as relevant, students were able to explain why in their own words.

The data revealed common challenges and motivations that shaped students’ decisions to persist or not.

Sticking It Out

For many students, the decision to remain in courses despite challenges was largely due to the support and encouragement of their professors. These instructors not only taught but cared. Because of their kind, patient and accessible approach, they were able to create an atmosphere in which students felt comfortable, valued and capable of succeeding. Most important was their willingness to take the time to teach material students viewed as complex, answer student questions and be understanding when students struggled. One response captured many of our key findings in this area: “This is a challenging course, however, I really liked how the professor covered the information. He was very thorough and organized and helpful when I had questions.”

Similarly, the classroom environment strongly influenced student persistence. Professors who made the extra effort to create warm and engaging spaces where students could feel that they were a part of a learning community cultivated a sense of belonging. Instructors who became key players in students’ decisions to remain in a course exhibited flexibility, provided personalized support and made the classroom a place where students could feel safe.

Engagement, too, was a significant consideration. Those instructors who infused energy and enthusiasm into their teaching kept students’ attention and brought the subject matter alive. One student noted that “He is honestly a great teacher, and I really had my doubts especially after the first and second test. But his energy and attitude kept me there.” These passionate teachers acted as a beacon of motivation for disaffected or otherwise overwhelmed students, keeping them engaged in the material even when the going got tough.

Clarity, structure and responsiveness to questions mattered as well. Well-organized classes in which faculty clearly communicated expectations were easy to follow. Here, perseverance wasn’t due to sheer willpower. Rather, faculty supported student success and satisfaction by providing tools and support to navigate academic challenges.

We don’t want to give the impression that nonacademic factors played no role in students’ decisions to persist. Many students reported staying in courses to keep financial aid or scholarships. Avoiding a hit to academic standing was also an important motivation for students to persist against academic odds. For example, students enrolled in courses necessary for graduation or for progressing in their major feared that time lost due to dropping a course could delay graduation or alter the course of their studies. Many of these students continued even when they believed they would not succeed.

In a substantial portion of cases, persistence hinged on internal determination coupled with external support. Students with strong determination to succeed reported that they saw challenges as avenues to grow and build resilience. This internal motivation was a factor that supportive faculty, peers or mentors often reinforced, leading these students to stay in their courses.

Many students reported finding some degree of relief from their earlier struggles as the semester progressed. For some, their confidence increased, some came to believe they could master the material and many who did not drop reported that they began to see improvement in their grades. The sense of success at overcoming obstacles became a powerful motivator for students who persevered in courses that otherwise appeared to them to be impossibly difficult. Many such students reported that meetings with supportive faculty or tutoring sessions made a difference. As one student put it, “The teacher did a great job increasing my confidence by encouraging me to keep going and helping by answering questions that I had.”

Leaving Class

Not all students were able to keep going. The three most common reasons given for dropping courses were lack of confidence, degree of difficulty and the professor.

Yet when we drill down in the comments, we see that faculty play a key role. Many students noted speed of instruction, lack of clarity or strict policies about attendance and makeup work as explanations for why they dropped a course, even when the factor they cited was something else. For instance, one student explained their response that they dropped the course because it was too hard in this way: “The concepts were not explained thoroughly or slow enough in my opinion, which made them hard to grasp.” And another said, “He’s incredibly fast-paced, and once I fell behind on one thing, everything else fell close behind.”

In some cases, faculty dispositions compounded problems. Students reported that some professors were difficult to approach, unresponsive to student questions or unwilling to accommodate personal concerns, leaving students feeling unsupported. One student even said that “My professor did not work with me when I had a family emergency. All my other professors and labs worked with me, and this was the only class where they refused to help me out.” This demonstrated how factors compound and, in particular, how faculty behavior can exacerbate nonacademic issues to the point that students feel they have no choice but to leave the class entirely.

It is important to note, however, that not all explanations given for dropping courses had to do with faculty. Student time management was also a significant obstacle to persistence. Having to juggle several demanding courses, jobs and/or family commitments left students feeling overwhelmed by coursework, leading to feelings of stress and self-doubt. Students cited a variety of factors when explaining their decisions to drop courses.

Takeaways

Ultimately, the choice to persist or drop a class is shaped by a complex web of factors. Students who were able to persevere did so because of supportive professors, clear instruction and external pressures like financial aid or graduation requirements. For others, a lack of clarity, limited support and overwhelming personal or academic struggles made the decision to drop appear most reasonable.

These findings underscore the importance of fostering supportive, engaging and flexible learning environments. Students really do respond to effective and compassionate instruction, and they’re unwilling to put up with confusing deadlines and inflexible grading policies. We may not be able to directly influence demographics or health or personal finances, but the factors we can influence do make a difference when it comes to enrollment trends. Fortunately, there is a wealth of literature, and a host of professional development opportunities, that faculty can use to inform their teaching in ways that will address the barriers to student persistence revealed in our survey.