Factors Affecting Student Retention: A Complex-Systemic Study of EFL Students at Cadi Ayyad University

Abstract

In order to shed light on the problem of student retention (a university's ability to retain its students), this paper analyzes the implementation of complexity theory in Moroccan universities. Tinto's (1975) Student Integration model served as its main reference. Through the lenses of nestedness and networked interactions, we examine the case of the English department at the factors affecting student retention at the English department and (b) build a model that will serve as an example for student retention there. In order to address the topic at hand, the study conceptualizes student retention as an emergent phenomenon brought on by component and agent interaction in a complex system. Data was gathered from freshmen English department students. EFA (exploratory factor analysis) and correlations were used to analyze the quantitative data. Statistically significant findings supported three of the five hypotheses. According to the research, four variables from the initial model were revealed by the EFA. The following variables are: (1) Initial goal and institutional commitment; (2) Social integration; (3) Family background; and (4) Academic integration. In a nutshell, this paper seeks to investigate how complexity perspectives might be used to construct student retention models that will guide institutional decision-making at Moroccan universities.