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Improving Student Persistence in Open and Distance Learning; An Investigation of Demotivational Challenges

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Title: Improving Student Persistence in Open and Distance Learning; An Investigation of Demotivational Challenges
Language: English
Authors: Kokila Ranasinghe (ORCID 0000-0001-9021-0076), T. Lakshini D. Fernando (ORCID 0000-0002-1796-1022), Nimali Vineeshiya (ORCID 0000-0002-2551-3174), G. W. A. Rohan Fernando (ORCID 0000-0001-5299-3161)
Source: Open Praxis. 2025 17(4):648-663.
Availability: International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Distance Education, Open Universities, Foreign Countries, Academic Persistence, School Holding Power, Student Motivation, College Environment, Barriers, Gender Differences, Marital Status, Employment Level, Language of Instruction
Geographic Terms: Sri Lanka
ISSN: 1369-9997
2304-070X
Abstract: Student retention is evidently low in Open and Distance Educational (ODE) institutions. This study comprehensively analyzes the student retention patterns and demotivational challenges of ODE systems. The registered students of the Bachelor of Science degree program of the faculty of natural sciences of the Open University of Sri Lanka, was chosen as the sample of this study. The data revealed the lowest student retention in the first year (level 3) courses (65-75%) compared to the higher-level courses (92-95%). The online questionnaire survey showed that 35% of persistent students felt demotivated at some point. Using a Likert scale, students rated 44 potential demotivational factors based on the degree of the influence on their demotivation. The top three demotivational factors were: 1) packed semesters, 2) low flexibility in the program, and 3) social and political disappointment. Further, several other statistically significant relationships were identified: 1) Female students (70% of the sample) are significantly affected by the low flexibility of the program compared to their male counterparts 2) The married (27%) and employed (60%) students were significantly demotivated by the external factors related to job and family commitments and life crises. 3) 70% of the students who selected Tamil as the study language during the first year were severely demotivated due to their inadequate competency in the second language (English). Based on the findings, we suggest improving the flexibility of the academic activities, especially in the first year, to increase the satisfaction of the persistent students. Further, implementing a less rigorous academic schedule may reduce academic burden and enhance retention.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490434
Database: ERIC
FullText Text:
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  Data: Improving Student Persistence in Open and Distance Learning; An Investigation of Demotivational Challenges
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  Data: <searchLink fieldCode="AR" term="%22Kokila+Ranasinghe%22">Kokila Ranasinghe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9021-0076">0000-0001-9021-0076</externalLink>)<br /><searchLink fieldCode="AR" term="%22T%2E+Lakshini+D%2E+Fernando%22">T. Lakshini D. Fernando</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1796-1022">0000-0002-1796-1022</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nimali+Vineeshiya%22">Nimali Vineeshiya</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2551-3174">0000-0002-2551-3174</externalLink>)<br /><searchLink fieldCode="AR" term="%22G%2E+W%2E+A%2E+Rohan+Fernando%22">G. W. A. Rohan Fernando</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5299-3161">0000-0001-5299-3161</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Open+Praxis%22"><i>Open Praxis</i></searchLink>. 2025 17(4):648-663.
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  Data: International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Universities%22">Open Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Environment%22">College Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Marital+Status%22">Marital Status</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Level%22">Employment Level</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Sri+Lanka%22">Sri Lanka</searchLink>
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  Data: Student retention is evidently low in Open and Distance Educational (ODE) institutions. This study comprehensively analyzes the student retention patterns and demotivational challenges of ODE systems. The registered students of the Bachelor of Science degree program of the faculty of natural sciences of the Open University of Sri Lanka, was chosen as the sample of this study. The data revealed the lowest student retention in the first year (level 3) courses (65-75%) compared to the higher-level courses (92-95%). The online questionnaire survey showed that 35% of persistent students felt demotivated at some point. Using a Likert scale, students rated 44 potential demotivational factors based on the degree of the influence on their demotivation. The top three demotivational factors were: 1) packed semesters, 2) low flexibility in the program, and 3) social and political disappointment. Further, several other statistically significant relationships were identified: 1) Female students (70% of the sample) are significantly affected by the low flexibility of the program compared to their male counterparts 2) The married (27%) and employed (60%) students were significantly demotivated by the external factors related to job and family commitments and life crises. 3) 70% of the students who selected Tamil as the study language during the first year were severely demotivated due to their inadequate competency in the second language (English). Based on the findings, we suggest improving the flexibility of the academic activities, especially in the first year, to increase the satisfaction of the persistent students. Further, implementing a less rigorous academic schedule may reduce academic burden and enhance retention.
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      – Text: English
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      Pagination:
        PageCount: 16
        StartPage: 648
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Open Universities
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Academic Persistence
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      – SubjectFull: School Holding Power
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      – SubjectFull: Gender Differences
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      – SubjectFull: Employment Level
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      – SubjectFull: Language of Instruction
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      – SubjectFull: Sri Lanka
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      – TitleFull: Improving Student Persistence in Open and Distance Learning; An Investigation of Demotivational Challenges
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