WHAT DOES IT TAKE TO RETAIN STUDENTS IN HIGHER LEARNING INSTITUTION? A CASE ON A MALAYSIAN UNIVERSITY Roslan Mohd Rose1*, Haliza Mohd Said1, Gayatri d/o Anbalagan1 1UNITAR International University *Corresponding author, roslan@unitar.my ABSTRACT The purpose of this research is to identify the factors of retention level among students in one of the higher learning institution in Malaysia. This research aims to identify the relationship between cognitive factors, institutional factors and social factors toward student retention level at a Malaysian Private University. Data were collected from approximately two hundred respondents from one of the institutions in Klang Valley. The respondent comprises of both local and international students currently studying in the university. A quantitative experimental design has been conducted to analyze the relationship between independent and dependent variables. Non-probability sampling designs using convenient sampling were administered. Past literature from EBSCO, Proquest, and Emerald online databases are used as secondary data. Analysis of variance (ANOVA), factor analysis, cluster analysis, and categorical data analysis were conducted using Statistical Package for the Social Science (SPSS). Based on the analysis, all three hypotheses are accepted. Goal commitment, academic support, and time management are found to have significant relationship toward student retention level. Thus, this research is useful for the future researcher to have a better understanding of students' retention level that will eventually help to reduce student attrition rate at a higher learning institution. The ability in retaining students creates a competitive advantage for any Malaysian higher institution. Keywords: student retention level, goal commitment, academic support, time management, attrition rate. INTRODUCTION RESEARCH BACKGROUND Education and Student Retention Education plays an important role in developing and molding successful people. Good education system is able to enhance economic stability of a nation. In Malaysia, Ministry of Higher Education that was established in the year 2004 has played an important role in the development of education system. In the past, many universities have been set up in Malaysia to support tertiary education system (Arokiasamy, 2009). Retaining students in higher education is very challenging than it was before. Retaining students was the hardest job ever compared to recruiting new students; higher institution's success mainly relies on many graduates that completed their studies as opposed to the number of enrollments. Nowadays, students are more often influenced by many internal and external factors to keep committed to their educational goal (Mentzer, 2014; Ormond, 2005; Lau, 2003). Most of the students received lack of academic support, guidance from family, lack of study skills and even financial issues which hinder their commitment to higher education (Tinto, 2004; Prinsloo et al., 2010; Bearman et al. 2017). Thus, it is very crucial for the institution to create values and best practices to retain students by creating a conducive learning environment. The Higher institution must be proactive enough in sensing factor influence students to leave before graduating and strategize good retention ideas in their respective institution (Hanova Research, 2014; Chuah et al., 2018). Retaining students has become part and parcel of daily operation as failure to do so will lead to bad business in economic standpoints. Thus, many higher institution keen to focus on creating an extraordinary learning environment through good support from faculty, as lecturers are the first-person students always engaged with. Faculty needs to provide good academic support by academic advising as they will be able to boost up student motivation in succeeding in their studies. Apart from that, higher institutions also need to provide good support services to satisfy students out of the classroom. Research Problem Failure to earn a degree will impact both students and the institution and as for students, it might affect their socioeconomic status while higher institution's bottom line will be in debt due to reducing tuition fee. Education helps in reducing unemployment rates and increased job satisfaction level (Baum et al., 2010). Statistics from Sangodiah and Balakrishnan (2014) mentioned that, out of 168, 000 students' enrollment for certificate and diploma programs, only 38,000 students successfully graduated. In degree programs, it has been recorded only 83,000 out of 100,000 are able to complete their studies. Thus, it is very important for the higher institution to strategize on how to retain students as attrition is alarming more often in Malaysia. The cost of prevention of attrition rate is always prevailing over the cost of status quo which is doing nothing. From an academic perspective, the significance of the research findings will add literature on student retention studies and bridging the gap that exists in the Malaysian literature. As such, from the practitioner view, the finding of this study can become a guide to improve on the areas of student retention. Apart from that, it could improve the performance of the higher institution to acquire a competitive advantage and provide the best service to its students by identifying the significant factor that maintains high retention level within the institution. Capabilities in retaining more students lead to a greater number of graduates and this eventually increases higher institutions revenue. Good retention strategies that nurture together with conducive learning environment ensure long terms sustainability of many private higher institutions. This is because students contribute to the financial stability of higher education through completion of their studies. Apart from that, good retention strategy is able to maintain the reputation of the higher institution as good word of mouth spread around public about the services and support capacity of the institution. This eventually will retain existing students and create opportunities to retain new one as well. According to Karp et al. (2008), affordable tuition fees and convenient location are few factors that are able to attract students that possess economic constraint. Delivering good physical facilities like student lounges, library facilities, good financial support and caring staffs to assist with any inquiries can retain students at the end. As for the students, they must have good study skills like time management, critical thinking capacity, and academic preparedness to successfully complete their studies. According to Lloyd et. al., (2001) completion of degree remained a problem for higher institution and students. Failure in retaining students may affect the bottom line of higher institution due to reduce revenue creating capacity as each student numbers portray as cash flow. The reduce in revenue will lead to higher institution finding it difficult to retain academicians and support staffs due inability to fund their additional salaries. Students on the other hand maybe affected economically due to employability disabilities. Apart from this discontinuation of studies, it will also lead to increase in student attrition rate. This study is designed to understand the factors leading to student retention level in this Malaysian private university. This research will address questions such as (i) what are the factors that are impacting student retention level in this Malaysian private university? (ii) what is the most influential retention factor for students in this Malaysian private university? And (iii) how does student perceived retention factor at this Malaysian private university? Research Objectives This study attempts to accomplish three main objectives as follows: 􏰀 To find relationships between goal commitments and student retention level at this Malaysian private university 􏰀 To assess relationships between academic support and student retention level at this Malaysian private university 􏰀 To identify relationships between time management and student retention level at this Malaysian private university Tinto Retention Model LITERATURE REVIEW UNDERPINNING THEORY This research framework is based on Vincent Tinto’s model of institutional departure in 1975. This study is a pioneer study based on Durkheim Theory (1951) on suicide which is originally used by many researchers in the study of student retention. This Theory held that failure to interact with the society lead the individuals to commit suicide. Durkheim Theory mentions that those possess sufficient social support is less likely commit suicide. Tinto resonates suicide into egoistic suicide where values and attachment with others hinder individual to mix up with their society (Roos, 2012). This is because the individual that isolated themselves from society is more often engaged in suicide. Tinto adopts this model to resonate academic and social integration. Tinto highlights academic integration and social integration as factor leads to retention. Connecting this to student retention, students who failed to adjust themselves with their higher institution socially and academically are more likely to drop out. Academic integration often referred to academic values and social integration is an interaction between peers and lecturers. Good match between these two elements lead to greater retention and in contrast, weak connection increases the number of drops out (Khuong, 2014). The attributes within this dimension move students from pre-college life to campus experiences. Retaining students can be achieved from generating good interaction among faculty, staffs, and peers (Cofer et al., 2000). Students enter an academic system comprises of grading and intellectual development that makes them engage in academic integration. Consequently, the engagement with peers and faculty promote social interaction. Both academic and social integration stimulate goal commitment and institutional commitment which at the end promote persistence and minimize drop out. This research applied Tinto Retention Model as a basis to identify the factors of student retention in a private higher learning institution in Malaysia. Summerskill (1962) is the first person to define retention as annual return and completion rate. Retention is defined as attainment of educational goal by re- enrollment and persistence (Pruett & Absher, 2015). A study from Center for the Study of College Student Retention, (2008) held that percentage of student who failed to complete their studies is equal to many graduate students. US Census Bureau, (2007) research point out students who drop out before completing their studies faces difficulties in getting a better pay in economical view. Further, John Bean (1990) held that student retention is related to student attendance percentages and attributes of the college. Early spending of the higher institution returned to the in the form of profit. Student retention plays a crucial role in managing reputation of the institution as it often referred to success and their credibility (Ormond, 2005). The increase in attrition rate portrays inefficient learning environment (Tinto, 1993). RELATIONSHIPS BETWEEN GOAL COMMITMENT, ACADEMIC SUPPORT, TIME MANAGEMENT AND STUDENT RETENTION Goal Commitment Goal commitment is defined as an action plan in which students dedicated to accomplishing their educational goal by Jeremy Burrus, 2013. Goal commitment is different from institutional commitment as it defined as personal goal attainment and in contrast institutional commitment is dedication toward institution (Tinto, 1993). Goal directed behavior in getting a degree and appreciation of academic values shows a strong significant relationship toward student retention level (Burrus, 2013). According to Rany Tom (2013), goal commitment is an influential factor in student retention through favorable college attendance. Higher Institution may create developmental programme that emphasizes on goal commitment factor in completing studies. This will motivate the students and expose students about the importance of completing studies (Taafe & Gunningham, 2011). Burrus (2013) stated that students with high goal commitment always seek for active connection with the faculty for academic assistance. Moreover, goal commitment also persuades student retention level as it instills a motivation to obtain better grades (Fernando et al., 2010). Davidson et al., (2009) distinguish goal commitment with institutional commitment as a student with high goal commitment might have low institutional commitment. Students with high goal commitment tend to persist longer in their higher institution until completion of their studies as opposed to those with low goal commitment (Cofer & Summers, 2000). According to Tinto (1993), goal commitment has a significant influence on academic engagement and student retention. Those possess high goal commitment have higher possibilities to graduate. Student often places values to the academic courses that they are pursuing and possess higher goal commitment in achieving their dream. Finding from Cabrera et al. (1994), mention that goal commitment has a significant impact on student retention level. Academic Support Academic support is defined as the capacity of lecturers in conveying good lecture, frequent feedback, and support to the students in and outside the classroom (Mentzer, 2014). Positive academic support is associated with positive student retention as it increases greater, engagement and completion of studies (Warren et al., 2014). Halawah (2006) relate student retention is enhancing through positive interaction with lecturers. Otrel-Cass et al. (2009) said student want them to be valued and their education is taken seriously by academic staff. This can be done through personalize lecturing effort and preparedness of the lecturers. The teaching session should not merely on assessment for instance encouragement of question is allow student committed to their studies which directly retaining them. Tinto (2004) held that academic support is a crucial element in retaining first year students. Academic support from lecturers seems to have a positive correlation with student retention level as attention to detail influence students’ intention to stay (Roos, 2012.) Student's capability is highly associated with academic support in delivering good motivation as per Tinto's internationalist theory. Institutions that are able to deliver good academic support through good interaction with students will have students that are more likely to persist. The quality of teaching and learning sessions must be outstanding to enhance the position of students in the higher institution (Bearman et al., 2017). A good relationship between students and tutors are able to enhance self-confidence within students and increase their retention level. Students will have a sense of belonging toward their institution if lecturers create confidence among students that they are being accepted and valued. Knowing the student's name is a simple effort that can accumulate sign of respect. The student is comfortable to share their problem if there is more engagement between them. (Thomas, 2012). Academic support is crucial in retaining student from drop out (Lau, 2003). A good relationship between academician and student is very crucial in guiding students to achieve their academic goal. This relationship is very helpful in assisting the student to cope up with their academic difficulties. James (1998) points that higher education should ensure student understand their subject matters well to retain and committed to their higher institution. The important role player here tends to be the lecturer as they must be competent enough in delivering quality lectures. Time Management Time management is defined as the ability of the student to use time effectively in academic activities to achieve desirable learning outcomes. Student becomes active agent in utilizing their time in the educational related process (Khuong, 2014). Pruett and Absher (2015), held that proper time allocation is statistically signification in student retention. The more allocation of time devotes to studies ensure stronger retention as this portray educational commitment. Incompetence in managing time and study workload lead students to falling behind and lost track in their academic matters (Sangodiah & Balakrishan, 2014). Skills in managing time are compared to self-efficacy in planning and completion academics works and time management (Burrus, 2013). Personal attributes like proper time management skill have impact performance of student which directly affects their retention level (Thomas, 2012). Students who can manage their time properly are academically prepared and have a high tendency in completing their studies. Meeting deadlines of assignments create opportunities embrace students’ intention to complete their studies. Otrel-Cass et al. (2009) linked the capability in managing time ensure students remain enthusiastic in completing their studies. Those students who can manage their time and assign sufficient time for their studies are passionate about the education values. A student who able to spend their time wisely in academic activities during their first year shows a significant relationship toward student retention level (Cruce et al. , 2008). The amount of time devoted to study act as a key factor that promotes continuous enrollment apart from institutional factor (Kuh, 2006). Beaubouef and Mason (2005) held that poor time management hinders student retention from year one to two. Poor time management results in coping difficulties since students are unable to organize their study load that getting a complex from freshman year towards their final years. Drop out of students is mainly due to lack of study habit and in contrast, students who allocate more time for studies seems to retain themselves in their higher institution (Pantages & Creedon, 1978; Prinsloo et al., 2010). Deficiency in time management often makes student unprepared to face their academic challenges which sometimes result in stress. Based on the literature, the following research framework and hypothesis are develop for this research : H1: There is a relationship between goal commitment and student retention. H2: There is a relationship between academic support and student retention. H3: There is a relationship between time management and student retention. RESEARCH FRAMEWORK RESEARCH METHODOLOGY Research Design As this study seeks to identify the factors leading to student retention level at this selected Malaysian private university, thus a quantitative experimental design has been conducted to analyze the relationship between independent and dependent variables. Questionnaires are considered as the most appropriate method for data collection process (Taylor-Powell & Hermann, 2000). The questionnaires were in the form of closed-ended and open-ended. The arrangement of the questionnaires was set very simple and easy for the respondent to understand. Data gathering method used in this research is non-probability sampling design. The non-probability sampling designs are fit into two categories; convenient and purposive sampling and this research used convenient sampling. The data was collected at the university main campus which is in Petaling Jaya. In this study, the size of the sample was 200 respondents who were the respective students of this selected Malaysian private university. The questionnaires were distributed to both local and international students from various faculties. This research chose the library, student lounge, and one-stop center for students to distribute the questionnaires due to the availability of student traffic. Secondary data collection derived from the internet and other related journal to this research. This research has used an online database to search journals from the internet, for example, EBSCO and Emerald to find a related journal for this research. The instrument was adapted from previous studies and developed from the dimension of the variables. The survey questionnaire was divided into five main sections. Section A is dealing with respondents' demographic profiles. Using nominal scale item, age, gender, nationality, years of study, academic program and faculty have been asked in this section. This information is needed to identify and measure to what extent do these variables have an impact on student retention factor in this Malaysian private University. In section B, C, D, and E, investigates mainly on dependent and independent variables. Respondents were asked to report their views based on the five type Likert scale ranging from 1, being with "Strongly Disagree" to 5 being "Strongly Agree". Section F is a section of which open-ended questions were asked in order to discover the important factors influence student retention and what the students think might influence student retention level at this university. The questionnaires used English as the language medium for ease of understanding among both local and international students. Reliability Test The internal consistency of the scale used, which is reliability and validity of each item will be assessed using Cronbach Alpha. Cronbach Alpha is considered as the most commonly accepted measure of reliability. The following table reports the Cronbach Alpha of the independent and dependent variables for this study. The variables for this study were reported to have excellent reliability with a coefficient of more than 0.7. According to Pallant (2005), if Cronbach Alpha value is more than 0.7, which means that the data is reliable and if data is not reliable, appropriate action needs to be done on the questionnaire item. Table 1.0 reports the Cronbach Alpha of Goal Commitment is 0.887. The variable for this study was reported to have excellent reliability with a coefficient of more than 0.7, (Pallant, 2005), if Cronbach alpha is more than 0.7 means data is reliable. Table 1.0 shows the Cronbach Alpha of Time Management is 0.845. The variable for this study was reported to have excellent reliability with a coefficient of more than 0.7, (Pallant, 2005), if Cronbach alpha is more than 0.7 means data is reliable. Table 1.0 indicates the Cronbach Alpha of Academic Support is 0.909. The variable for this study was reported to have excellent reliability with a coefficient of more than 0.7, (Pallant, 2005), if Cronbach Alpha is more than 0.7 means data is reliable. Table 1.0 reports the Cronbach Alpha of Student Retention is 0.883. The variable for this study was reported to have excellent reliability with a coefficient of more than 0.7, (Pallant, 2005), if Cronbach alpha is more than 0.7 means data is reliable. FINDINGS AND DISCUSSION Descriptive Analysis In this research, a total of 200 respondents were randomly selected from UNITAR International University which covers both local and international students. The whole data collection process took approximately 3 weeks. A total of 197 usable response questionnaires were accepted and coded for further analysis. Based on the 197 responses, the demographic characteristic of the respondents was split according to categories that include gender, age, nationality, academic program, year of study and locality. From the total respondents, 56.3 percent are male while female respondents are only 43.7 percent. The majority of the respondent age was between 18 to 22 years old (49 percent) followed by those between 23 to 27 years old (36 percent). The rest of the group follows from age 28 to 32 years old (13 percent), 33 to 37 years old (1 percent) and above 34 years old (1 percent). The majority of the respondents were local students who occupied 83.8 percent whereas international students only occupied 16.2 percent. Figure 2 above indicates that majority of the respondent was degree students who occupied 46.2 percent, followed by diploma student (27.4 percent) then foundation student (13.2 percent), master student (11.7 percent) and finally Ph.D student (1.5 percent). Figure 3 above indicates that 1st years of students have occupied the highest percentage (40.6%), followed by 2nd-year students (36.8%), 3rd year (14.7%) and 4th year are which is only (4 %). H1: There is a relationship between goal commitment and student retention. Linear regressions were used to test and determine whether the positive relationship was present between Goal Commitment (independent variable) and Student Retention Level (dependent variable). As shown in Table 5.0a, the value of R. Squared is 14.8%. This is supported by Beta (B) values of 38.4%. This state that 14.8 % of goal commitment explain student retention level. Based on the results, it shows a strong significant level of .000. According to Pallant (2005), if the Sig. value is less than .05, then the variables are making a significant unique contribution to the prediction of the dependent variable. It can be assumed that goal commitment contributes to student retention level at this university. H2: There is a relationship between academic support and student retention. Linear regressions were used to test to determine whether the positive relationship was present between the academic support (independent variable) and student retention (dependent variable). As shown in Table 4.4, the value of R. Squared is 28.5%. This is supported by Beta (B) values of 53.3%. This state that 28.5 % of academic support explain student retention level. Based on the results, it shows a strong significant level of .000. According to Pallant (2005) if the Sig. value is less than .05, then the variables are making a significant unique contribution to the prediction of the dependent variable. It can be assumed that academic support contributes to student retention at this university. H3: There is a relationship between time management and student retention. A linear regression was used to test and determine whether the positive relationship was present between time management (independent variable) and student retention (dependent variable). As shown in Table 5.0a, the value of R. Squared is 21%. This is supported by Beta (B) values of 45.8%. This state that 21% of time management explain student retention level. Based on the results, it shows a strong significant level of .000. According to Pallant (2005) if the Sig. value is less than .05, then the variables are making a significant unique contribution to the prediction of the dependent variable. It can be assumed that time management contributes to student retention in this university. The main findings of the study are summarized in Table 7 shows findings from open-ended questions answered by the respondents. The open-ended questions were answered by 163 respondents out of 200 respondents. Most of the respondents agreed that use of technology in teaching and learning promote their retention rate at their university apart from proposed independent variables. According to respondents, student retention level was also influenced by the good support from family members. Suggestion to promote good retention includes an increase in student facilities, good accommodation, and experienced lecturers to assist teaching and learning. Affordable course fees also help in retaining students and promote their completion of studies. Based on the findings, the research objectives are then reiterate to ensure that the research objectives are met. RO1: To measure student retention level among UNITAR International University students. Based on the mean score analysis of goal commitment, it could be concluded that most of the respondent agree with the item “Getting a degree help me to get a better job” as it scored the highest mean score of 4.18. In academic support, “Lecturers are very knowledgeable in their area of expertise” achieved a highest mean score of 4.19. In the context of time management, “I plan rest time in between my busy schedules” recorded the highest mean score of 4.14. Finally, in measuring student retention level item “I have good support from my parents to pursue my studies” achieved highest mean score 4.31. In contrast “Getting a degree improves social status” achieved the lowest mean score of 3.95 for goal commitment. In measuring academic support “Lecturers will go an “extra mile” to help students” achieved the lowest mean score of 3.85. Considering time management measures, “I use sufficient study time on each of my courses” achieved the lowest mean score of 3.90. Finally, in student retention mean score, “I have received sufficient (enough) financial support at this university” achieved the lowest mean score of 3.78. RO2: To find out the factors contributing to student retention level at UNITAR International University. Findings of the research show that goal commitment, academic support and time management contributes to student retention level at this university, as all the independent variables have relationship toward student retention level. R. Squared value for goal commitment (15.2%) state that 15.2% of goal commitment explains student retention level. R. Squared value for academic support (20.8%) state that 20.8 % of academic support explains student retention level. R. Squared value for time management (18%) state that 18% of time management explains student retention level. RO3: To find out relationships between goal commitments, academic support and time management toward student retention level at UNITAR International University. Goal commitment, academic support and time management have positive significant relationship toward student retention level at UNITAR International University. All the independent variables have a significant level of 0.000 which shows a positive contribution toward student retention level. (p ≤ 0.05). CONCLUSION There is a tremendous change in today's higher education both in institution's numbers and competition level. Students are now exposed to various choices of higher institutions that they can choose for enrollment. Thus, the success of higher institutions mainly relies on how they differentiate and position themselves in the education market. This can be achieved through good retention strategies that influence students' completion rate. Instead of focusing solely on institution's factor like academic support facilities, the higher institution must also be proactive in gathering facts on student retention. For example, providing courses like time management skills are able to retain more students in the long run. This study intended to propose a better understanding of student retention factors that reduce attrition rate in private higher learning institution. This study also attempts to add on to the existing literature and render support for the past theories of student retention that will further enhance student retention rate. With stiff competition in the higher learning institution, the findings can assist the university to strategize methods to reduce attrition rate and increase retention rate among students at the university. The factors contributing to student retention rates may be sending signals of higher student attrition in the future if not addressed. However, the research only considered a small sample of 200 students within one private higher institution in Klang Valley. Thus, it would not be appropriate to generalize the findings of the study to the entire population. Moreover, only limited variables were tested in this study and thus it would be more convincing if future research could take into consideration other contributing factors as well. A comparative study is also important to see the difference retention factors between students from private higher learning and public higher learning institutions in Malaysia. In conclusion, this research aims to identify the factors contributing to student retention level, and the findings have highlighted that goal commitment, academic support, and time management are found to have significant relationship toward student retention level. Thus, the implication of this research will be constructive for the management of the higher learning institute to have a better understanding of student retention level that eventually helps to reduce attrition rate in return. The ability in retaining student will create a win-win situation for both higher institution and students.