UNDERSTANDING UNDERGRADUATE STUDENT PROBATION: A MIXED-METHOD INVESTIGATION OF CONTRIBUTING FACTORS AT ONE UNIVERSITY IN KAZAKHSTAN

Abstract

Student retention is a pressing issue in universities worldwide, yet little is known about why students leave universities in Kazakhstan and what measures universities are taking to mitigate the problem. This issue has serious implications for the socio-economic development of Kazakhstan and results in substantial financial losses within the higher education sector. The primary motivation for this study is to understand the underlying reasons why students encounter difficulties in completing their degrees. Therefore, the purpose of this explanatory sequential design study is to address this gap and provide insights for higher education institutions in Kazakhstan. The study was conducted at one of the largest universities in Kazakhstan. An anonymized dataset comprising over 7,000 unique student records was analyzed to determine the impact of sociodemographic characteristics and secondary-level academic experiences on postsecondary academic performance, specifically university GPA and instances of academic probation. Additionally, eight administrators or staff members were interviewed to gain insights into their perceptions of the factors that influence academic performance at this institution and to assess whether they believe the university offers adequate student support. Finally, a focus group interview with six undergraduate students reveals student perspectives on contributing factors. The study reveals the impact of various sociodemographic factors, academic preparation, and organizational context of the institution contributing to academic probation. As a result, the institutional retention strategy at the examined university is assessed and recommendations for improvement are provided.