Factors at the household and university level that influence student dropout at UNAM

Hugo Marca Maquera¹MARIO COYLA ZELA¹RENE PAZ PAREDES^2*

• ¹University of Moquegua, Moquegua, Peru
• ²Universidad Nacional del Altiplano, Puno, Peru

This study examines the socioeconomic, institutional, and personal factors influencing student dropout at the National University of Moquegua (UNAM). The main objective is to identify the most significant determinants of university dropout to guide effective retention strategies. The research is based on data collected through a face-to-face survey conducted during the first semester of 2024 with a sample of 771 students, including both regular students and dropouts. A logistic regression model was used to estimate the marginal effects of various variables on the probability of dropout. Results show that parental motivation plays a significant protective role. Frequent parental motivation reduces the probability of dropout by 7.8 percentage points, while very frequent motivation reduces it by 16.8 points. Other household factors, such as having a mother without education or a father working in commerce, significantly increase the risk of dropout. Ownership of a computer and internet access at home are associated with lower dropout rates. At the university level, receiving a considerable amount of homework reduces the probability of dropout, whereas poor class scheduling (27.5 points), difficulty accessing the campus (20.2 points), and negative perception of library quality (10.9 points) significantly increase dropout risk. Among student characteristics, being male, studying fewer hours daily, and having children raise the likelihood of abandonment. The study concludes that university dropout results from a combination of structural and personal factors. Institutions should strengthen academic and logistical support while promoting supportive family environments. This comprehensive approach is key to improving student retention and reducing dropout rates in higher education.