All Theses and Dissertations

Degree

Doctor of Philosophy in Computer Science

Faculty / School

School of Mathematics and Computer Science (SMCS)

Department

Department of Computer Science

Date of Award

Fall 2024

Advisor

Dr. Zaheeruddin Asif, Assistant Professor School of Mathematics and Computer Science (SMCS), Institute of Business Administration (IBA), Karachi

Committee Member 1

Dr. Syed Safdar Ali Rizvi

Committee Member 2

Dr. Noman Islam

Committee Member 3

Dr. Shakeel Khoja

Project Type

Dissertation

Access Type

Restricted Access

Document Version

Final

Pages

xii, 175

Keywords

Retention, Persistence, Attrition, Dropout, Self-Efficacy, Self-Determination, Social Constructivism, More Knowledgeable Others, Zone of Proximal Development

Subjects

Computer Science

Abstract

The rapid development and integration of social and educational technologies are reshaping modern education, with online learning becoming increasingly prevalent. Teachers and students embrace its convenience, accessibility, and innovative approaches. Technology facilitates access to resources and enables dynamic virtual interactions among learners and instructors, regardless of physical distance. The COVID-19 pandemic accelerated this shift, positioning online learning as a widely accepted alternative to traditional education. However, online programs often face low completion rates, resulting in financial challenges for providers and reduced motivation among learners, which may discourage future enrolment. These issues hinder the full potential of online learning and impact all involved stakeholders. Addressing them is essential to ensure the continued growth and effectiveness of online education. While previous studies have explored persistence and dropout, fragmented frameworks and isolated analyses have limited their effectiveness. This research responds by developing a comprehensive framework in post-secondary education, organizing factors into logically cohesive categories. An extensive review of studies since 2001 was conducted using databases including Education Research Complete, ProQuest, ERIC,JSTOR, and PsycInfo, with further searches via Google Scholar and the snowball technique. After rigorous screening, relevant factors were identified and grouped using the Constant Comparative Method (CCM).The review highlights isolation, reduced engagement, low self-belief, and diminished motivation as major contributors to dropout. Therefore, the study further explores the impact of Vygotsky’s concept of More Knowledgeable Others (MKO) scaffolding on learners’ self-determination and self-efficacy, the two key psychological attributes influencing persistence. These were examined in relation to perceived learning and retention intention. Using Self-Determination and Self-Efficacy theories, a research model was proposed and validated through structural equation modelling (SEM).Within this study, the premise is established by introducing MKO intervention as contextual support. SEM analysis suggests that MKO intervention has a significant positive effect on the self-deterministic and self-efficacy beliefs of an online learner with p < .001and p < .1 respectively. This support positively influences the basic needs of the learner (p< .001), ultimately leading to a significant enhancement of self-determined motivation (p< .001). Positive influences of self-determined motivation are observed on perceived learning (p < .1) and retention intention (p < .1), the learning outcomes within the scope of this study. Furthermore, the analysis has also revealed that MKO intervention has significant effects on self-efficacy, thereby, leading to improved learning outcomes, that is, perceived learning (p < .001) and retention Intention (p < .01).This study acknowledges limitations, including potential CCM gaps, ethical restrictions on contextual depth, and the lack of standardized tools for evaluating MKO interaction quality. Future research could further explore additional factors such as resilience and peer support.

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