Factors Affecting Student Retention in Caregiver Education in Chonburi Province

Abstract

This article aimed to (1) examine differences in caregiver-education student retention by demographic characteristics, (2) examine the levels of learning motivation, perceived value, quality of learning experience, and student retention, and (3) analyze the effects of learning motivation, perceived value, and quality of learning experience on student retention. This quantitative study collected questionnaire data from 400 students enrolled in caregiver schools in Chonburi Province. Data were analyzed using frequency, percentage, mean, standard deviation, independent-samples t-test, one-way ANOVA, Games-Howell post hoc comparisons, simple linear regression, and multiple linear regression at the .05 significance level. The findings showed that (1) student retention differed significantly by sex, age, educational level, and length of study; (2) learning motivation (M = 4.77, SD = 0.44), perceived value (M = 4.65, SD = 0.49), quality of learning experience (M = 4.72, SD = 0.46), and student retention (M = 4.58, SD = 0.44) were all at the highest level; and (3) in separate regressions, motivation, perceived value, and learning-experience quality positively predicted retention, explaining 18.30%, 19.90%, and 23.90% of the variance, respectively. In the multiple-regression model, the three predictors jointly explained 26.20% of the variance (R² = .262; adjusted R² = .257; F = 46.953, p < .001). Quality of learning experience was the strongest predictor (β = .320, p < .001), followed by motivation (β = .161, p = .011), whereas perceived value was not significant when the predictors were considered simultaneously (β = .083, p = .280). These findings suggest that caregiver schools should prioritize high-quality learning experiences and sustained learner motivation to support students’ intention to remain enrolled through program completion.