STUDENT-RELATED FACTORS IN THE TIMELY COMPLETION OF UNDERGRADUATE DEGREE IN PUBLIC UNIVERSITIES IN WESTERN KENYA

Patrick Kibet Riwong’ole¹ *, Robert Kati², Sarah Naliaka Likoko³
¹ PhD Student, Kibabii University, Kenya
² Associate Professor, Department of Curriculum and Pedagogy, Kibabii University, Kenya
³ Senior Lecturer, Department of Educational Planning and Management, Kibabii University, Kenya.

Abstract

Delayed graduation and rising attrition rates among undergraduate students present persistent challenges for higher education systems globally, and particularly within massified public universities in Sub-Saharan Africa. Grounded in Tinto’s Theory of Student Departure and Bean and Metzner’s Student Attrition Model, this study examined the relationship between student-related factors specifically academic motivation, time management skills, personal struggles (financial, mental health, and family issues), and university entry readiness and the timely completion of undergraduate degrees in public universities in the Western region of Kenya. Adopting a pragmatic research philosophy and an ex post facto (causal-comparative) mixed-methods design, quantitative data were collected from $n = 705$ participants, comprising recent graduates ($n = 341$) and final-year undergraduate students ($n = 364$), while qualitative insights were sourced from four academic deans who participated exclusively in qualitative interviews. Survey instruments demonstrated robust construct validity, with the Kaiser-Meyer-Olkin (KMO) measure ranging from 0.72 to 0.87, and Bartlett’s Test of Sphericity yielding significant results ($p < .001$). Simple linear regression analysis revealed that student-related factors explained 73.4% of the variance in timely program completion ($\beta = .863$, 95% CI $[.808, .918]$, $p < .001$), displaying a large effect size ($f^2 = 2.76$), while the scale demonstrated high internal consistency ($\alpha = .87$). Descriptive statistics revealed a strong perception of individual agency and behavioral impact, with an aggregate mean score of 4.25 ($SD = 0.818$). Specifically, 95.2% of undergraduates confirmed that academic motivation determines timely degree attainment, while 94.0% highlighted effective time management as vital for maintaining academic momentum. Qualitative thematic triangulation corroborated these patterns, identifying entry preparedness and personal resilience as key enablers, while identifying financial shocks as a severe structural barrier forcing course repetition or temporary deferment. The study concludes that student-related attributes are primary determinants of timely degree completion and recommends strengthening institutional mechanisms regarding academic policies, formalizing peer-lecturer mentorship frameworks, and optimizing financial aid disbursement timelines.

Keywords: Higher Education; Timely Graduation; Academic Motivation; Time Management; Personal Struggles; Kenya.

Article Type: Open Access

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