DETERMINANTS OF STUDENT RETENTION IN NON-FORMAL EDUCATION CENTERS: A CASE OF SINDH PROVINCE

Abstract

The aim of this research is to examine the roles of teacher-student interactions, academic self-efficacy, and extracurricular activities for student retention in Non-Formal Education (NFE) centers in Sindh, Pakistan. The study followed a quantitative methodological approach. The study covered 558 students enrolled at different NFE centers across numerous districts of Sindh. Simple random sampling was exploited in selecting the respondents. Data were gathered via a 5-point Likert-type scale questionnaire. The data was analyzed using PLS-SEM given the complexity of the model. The result indicated that academic self-efficacy has a negative and insignificant effect on student retention. However academic self-efficacy has a positive and significant effect on student satisfaction. Extracurricular activities have a positive and significant effect on both stent retention and student satisfaction. Student satisfaction has a positive and significant effect on student retention. Whereas, teacher-student interaction has a positive and insignificant effects on student retention. Teacher-student interaction has positively significant effects on student satisfaction. Moreover, switching barriers has negatively and significant moderates between student satisfaction and student retention. Student satisfaction has positively and significant mediates between teacher-student interaction, academic self-efficacy, and extracurricular activities with student retention. Therefore, interventions for increasing student mixing may encourage extracurricular activities and hence better retention in NFE centers; and switching barriers must be very carefully managed to ensure that they pander to satisfaction-based retention and not hinder it.