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Students Difficulties Into Understanding First-Year Subjects: A Premise For University Drop-Out. Case Study: The Bucharest University Of Economic Studies, The Faculty Of Business And Tourism

Author

Listed:
  • Maria-Cristina Iorgulescu

    (Bucharest University of Economic Studies, Romania)

  • Luciana-Floriana Holostencu

    (Bucharest University of Economic Studies, Romania)

  • Madalina-Ionela Iordache

    (Bucharest University of Economic Studies, Romania)

  • Madalina-Lavinia Tala

    (Bucharest University of Economic Studies, Romania)

  • Ileana Valimareanu (Mircioi)

    (Bucharest University of Economic Studies, Romania)

  • Georgiana-Geanina Bursuc

    (Bucharest University of Economic Studies, Romania)

Abstract

The increasing rate of students enrolling into higher education leads undoubtedly to a more contrasted student body, impeding the identification of potential sources that might determine their option into continuing or dropping out of university, mainly after the first year of admission. Although there are various reasons why students drop out of university, ranging from personal, social or even technical ones (considering online blended learning), we will focus mainly on difficulties encountered by students related to specific subjects or teaching techniques, known as academic difficulties. Therefore, considering Romania’s higher education is facing retention problems among students in various universities around the country, the purpose of the present study is to analyze the influence of a particular variable which, lato sensu, consists in students’ inability of channeling their resources into getting a deeper understanding of various university subjects in order to achieve effective learning and therefore successfully continue their studies. A quantitative study consisting in a two-stages questionnaire was carried out with 70 first year students enrolled at the Bucharest University of Economic Studies, the Faculty of Business and Tourism who agreed to take part into the development of their academic performance by joining the agenda provided via the Secondary Education Project – ROSE BT. The present research offers empirical evidence that might be useful for future decision-making in order to improve educational processes and both students’ and professors’ accomplishments in university settings. Also, the results have indicated that students who have difficulties into understanding first-year subjects are more open to engage into further communication and academic activities with their professors and also to adapt to improved teaching and interaction techniques or strategies.

Suggested Citation

  • Maria-Cristina Iorgulescu & Luciana-Floriana Holostencu & Madalina-Ionela Iordache & Madalina-Lavinia Tala & Ileana Valimareanu (Mircioi) & Georgiana-Geanina Bursuc, 2020. "Students Difficulties Into Understanding First-Year Subjects: A Premise For University Drop-Out. Case Study: The Bucharest University Of Economic Studies, The Faculty Of Business And Tourism," Cactus - The tourism journal for research, education, culture and soul, Bucharest University of Economic Studies, vol. 2(2), pages 14-27.
    • Handle: RePEc:bum:cactus:v:2:y:2020:i:2:p:14-27
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    References listed on IDEAS

    as
    1. Emanuela Ghignoni, 2015. "Family background and university dropouts during the crisis: the case of Italy," Working Papers in Public Economics 169, University of Rome La Sapienza, Department of Economics and Law.
    2. Eric A. Hanushek, 2016. "Will more higher education improve economic growth?," Oxford Review of Economic Policy, Oxford University Press and Oxford Review of Economic Policy Limited, vol. 32(4), pages 538-552.
    3. Nicolas Gury, 2011. "Dropping out of higher education in France: a micro-economic approach using survival analysis," Education Economics, Taylor & Francis Journals, vol. 19(1), pages 51-64.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    University drop-out; education; learning difficulties;
    All these keywords.

    JEL classification:

    • A29 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Other
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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