Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 39 no. 5 (2025)

Stories of Graduate School Students at Risk of Dropping Out (GS-SARDOs) In Maasim 2 District

Melojean Asentista | Anita Gonzales

Discipline: Education

 

Abstract:

This qualitative single case study aimed to explore and narrate the lessons from stories of graduate school students at risk of dropping out (GS-SARDOs) in Maasim 2 District. This study has four participants who were purposely chosen for this research. Since completing a graduate program remains a challenge for large proportion of graduate school students within the expected timeframe, with many becoming graduate school dropouts, the researcher is motivated to ponder on their stories that can serve as lessons for future graduate school students. In gathering information, in-depth interviews were used. Thematic analysis by Clarke and Braun (2013) was employed to analyze the data and peer debriefing was done. This study is structured into four chapters, each narrating a distinct challenge: Prioritizing Mental Health, Hindered by Distance, Losing Interest, and Family Matters. From the thematic analysis, five key themes emerged: pursue graduate school early, seek support, learn from setbacks, align goals, and recognize that it is never too late to start again. This study emphasizes enrolling in graduate school when responsibilities are minimal and underscores the importance of financial and moral support for teachers pursuing advanced education. School mechanisms may enhance professional development opportunities and retention of graduate students. Reflective practice is encouraged as a means for GS-SARDOs to identify areas for improvement, celebrate achievements, and navigate challenges effectively. This provides valuable insights for academic institutions, policymakers, and educators in strengthening support systems for graduate students, ultimately fostering a more inclusive and conducive learning environment. By offering advanced training, resources, mentorship, and collaboration opportunities, institutions can create a graduate experience that not only benefits students but also contributes to the broader educational landscape. Additionally, this offers recommendations for future research on graduate school retention and completion strategies.



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