Holding On or Moving Out: An Exploration on Students Retention in the Criminology Program
DOI:
https://doi.org/10.65339/ijsis.V1.I4.274Keywords:
Academic Persistence, Criminology Education, Institutional Support, Phenomenological Research, Professional Identity, Student Retention, Student SupportAbstract
This study explored the lived experiences of criminology students concerning retention, persistence, and departure from the Criminology Program, focusing on the academic, financial, personal, social, and institutional factors influencing their educational decisions. A qualitative phenomenological research design was employed involving 20 purposively selected adult criminology students from selected local colleges and universities in Region X (Northern Mindanao), Philippines. Data were gathered through semi-structured, in-depth interviews and analyzed using thematic analysis. Findings revealed that failed retention subjects, demanding workloads, financial difficulties, emotional strain, and concerns about institutional fairness contributed to uncertainty and considerations of withdrawal or transfer. Conversely, family encouragement, peer support, educational assistance, personal determination, and professional aspirations strengthened students' commitment to completing their degrees. Participants also described developing resilience, discipline, responsibility, and professional identity through academic challenges. The study concluded that retention is a multidimensional process shaped by interactions between individual motivation and institutional support. It recommends strengthening transparent retention policies, academic interventions, financial assistance, counseling, and career-oriented mentoring. The findings were limited to the context-specific experiences of 20 participants and were not intended for statistical generalization. Aligned with Sustainable Development Goal 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), the study contributes to educational and socioeconomic sustainability by informing student-centered retention strategies, equitable institutional practices, and supportive pathways toward professional development.
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