Instrument Description

The Identifying the Tendency to Drop Out in Dual Studies Instrument (ITDODSI-8) is an assessment tool designed to evaluate the likelihood that students may withdraw from dual-study programs that combine academic education with practical work experience.

Students enrolled in dual-study programs are required to manage both academic responsibilities and practical or work-related commitments. The ITDODSI-8 provides a structured approach to identifying factors that may contribute to a student’s intention or tendency to leave such a program.

According to the original framework, the instrument examines several relevant areas, including academic engagement, work-study balance, support systems, motivation and satisfaction, and challenges and stress.

These dimensions can provide valuable information about students’ experiences and the circumstances that may increase or reduce their likelihood of remaining enrolled in their dual-study program.

Objective

The primary objective of the ITDODSI-8 is to identify students who may be at increased risk of dropping out of dual-study programs and to examine the underlying factors associated with this risk.

Early identification of these factors may enable educational institutions to develop preventive measures and appropriate support systems aimed at improving student retention and academic success.

The instrument can therefore contribute to a broader understanding of students’ experiences within dual-study programs and help identify areas in which additional academic, practical, or personal support may be required.

Data Analysis and Use

Analysis of ITDODSI-8 data can focus on the identification of risk factors associated with students’ tendency to drop out.

Participants’ responses can be examined to determine which factors are most strongly associated with higher dropout tendencies. Researchers may also identify common patterns among students who demonstrate an increased likelihood of withdrawal.

According to the original document, the data may also be used to support the development of targeted interventions and support strategies addressing identified risk factors.

When the instrument is administered repeatedly over time, changes and trends in students’ responses can be monitored. This approach may help institutions evaluate the effectiveness of implemented support strategies and modify them where necessary.

Scoring

According to the source document, the ITDODSI-8 generally uses a Likert-type scale or a comparable scoring system, through which students indicate their level of agreement with, or experience of, different statements or questions.

The general interpretation of scores is as follows:

Lower Scores: Indicate a lower tendency to drop out, with students generally reporting greater engagement, better balance, and stronger perceived support.

Higher Scores: Indicate a higher risk of dropping out, with students experiencing more substantial challenges or dissatisfaction.

Individual responses may be combined to provide an overall measure of dropout risk, with higher total scores indicating greater risk.

The source document does not specify the exact Likert response anchors or a detailed scoring algorithm. Therefore, these should be applied according to the instructions associated with the specific version of the instrument being used.

Applications

The ITDODSI-8 can be used in educational research, dual-study program evaluation, student retention research, and studies examining academic persistence and dropout.

Educational institutions may use the information obtained from the instrument to identify areas in which students experience particular difficulties and to develop targeted strategies for supporting those considered at greater risk of withdrawal.

The instrument may also contribute to the evaluation of existing student-support systems by allowing institutions to monitor changes in dropout-related tendencies over time.

Interpretation of Results

Higher overall ITDODSI-8 scores indicate a greater reported tendency or risk of dropping out, whereas lower scores indicate a comparatively lower level of risk.

Interpretation should not be based solely on the overall score. Examining the individual factors assessed by the instrument may provide additional information regarding the specific difficulties or circumstances contributing to a student’s increased dropout tendency.

Importantly, ITDODSI-8 scores should be interpreted as indicators of potential dropout tendency rather than definitive predictions that a student will leave the program.

Results can therefore be used as part of a broader assessment of student needs and should be considered alongside relevant information concerning students’ academic progress, practical commitments, and educational context.

References

Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition.

Bean, J. P., & Metzner, B. S. (1985). A Conceptual Model of Nontraditional Undergraduate Student Attrition.

Kember, D. (1995). Open Learning Courses for Adults: A Model of Student Progress.

Schreiner, L. A., & Nelson, D. A. (2015). Thriving in College: The Role of Academic and Social Integration.

Keywords

Identifying the Tendency to Drop Out in Dual Studies Instrument, ITDODSI-8, dual studies, student dropout, dropout tendency, student retention, academic engagement, work-study balance, student support, motivation, student satisfaction, educational assessment.