Analysis of dual and non-dual student learning outcomes and student dropout data

Abstract

Dual training form was the first introduced at John von Neumann University among higher education institutions in Hungary in 2012, when 24 vehicle engineer students started their studies and 2 industrial partner companies joined. Over time these numbers increased significantly, more and more training areas were also involved including engineering, information technology, agriculture, economic, as well as other BSc studies. In 2019, 303 undergraduate students were studying in dual form at our University and the number of industrial partners training students has increased to 40. Looking back over the past eight years, it became important to review and analyse the students’ so far achieved results. The aim of our study was to examine the student learning outcomes of dual and non-dual students with particular regard to student dropout. In the research, we compared weighted learning outcome averages and correlative credit indexes of dual and non-dual students to measure student performance for the period between 2015 and 2019. The results revealed that both the credit index and the weighted learning outcome average of dual students surpassed that of non-dual students at Engineering and Computer Science Faculty. According to the data referring to courses, operating in dual training forms dropout among dual students is significantly lower than among non-dual students. Dropout data may also indicate that due to its nature dual training proves to be a more efficient ‘ handrail’ to take part in the training, it can be stated that a sort of cohesion, positive ‘ community consciousness’ are present among dual students supporting motivation to follow their studies, attending the institution.