Twenty Years of History: Analysis of Graduates and Dropouts in the Bachelor’s Degree in Mathematics Education in Panama

Abstract

University dropout represents a critical challenge for educational institutions, negatively impacting both individual and collective development. This research focused on analyzing the dropout factors of students from the bachelor’s degree in mathematics teaching at the University of Panama, from 2014 to 2019. The main objective was to identify the key variables that influence students' decisions to abandon their studies, thus providing a basis for the development of effective retention strategies. The adopted methodology was a quantitative approach, using data collected from student academic records. Simple linear regression and logistic regression models were employed to examine the relationship between dropout rates and variables such as academic index, student geographical location, and duration of studies. The findings revealed that the province of Panama had the highest dropout rate, with 39% of students abandoning their studies. This was primarily attributed to the historical concentration of academic offerings on the central campus and logistical challenges such as transportation. Furthermore, the results indicated that poor academic performance was significantly correlated with dropout, suggesting that difficulties in meeting academic demands play a crucial role in students' decisions to leave university. Interestingly, it was found that some students who initially dropped out returned later to complete their studies, highlighting the importance of flexible policies that allow students to resume their education