Longitudinal Analysis of Student Cohorts of Aldersgate College For Planning and Decision-Making

This study analyzed retention, attrition, progression, and graduation rates across academic programs from School Year 2018–2019 to School Year 2022–2023. It aimed to identify patterns of student persistence, pinpoint academic programs with varying levels of student success, and provide evidence-based insights for institutional planning and student support interventions. Specifically, the study examined the extent to which students remained enrolled, advanced from one academic year level to the next, completed their degree programs within the expected period, and identified programs demonstrating stronger or weaker student outcomes. The study employed a descriptive longitudinal research design utilizing cohort analysis. The study gathered data from institutional academic records covering freshman cohorts from SY 2018–2019 to SY 2022–2023 across various undergraduate programs. Retention, attrition, progression, and graduation rates were computed and analyzed by academic program to identify trends and variations in student persistence and completion. The findings revealed considerable differences in student outcomes among academic programs. Retention rates varied across cohorts, with programs such as Bachelor of Science in Nursing (BSN), Bachelor of Science in Criminology (BSCRIM), Bachelor of Science in Accountancy (BSA), and Bachelor of Science in Tourism Management (BSTM) demonstrating relatively stronger student persistence in several cohorts. In contrast, Bachelor of Science in Information Technology (BSIT) consistently showed comparatively lower retention and higher attrition rates, indicating greater student loss before program completion. Progression analysis showed that the first-year transition was generally the most critical stage of students’ academic journey, as cohort size fell sharply during the move from first year to second year. However, students who advanced to later year levels generally showed higher progression rates toward completion. Graduation outcomes also varied across programs, with several programs showing improved completion rates in recent cohorts, while others still required targeted intervention. The study concludes that student retention, persistence, and completion outcomes differ significantly across academic programs and are influenced by program-specific conditions and student experiences. Continuous monitoring of cohort performance provides valuable evidence to identify critical stages of student attrition and develop appropriate interventions. The study recommends strengthening academic advising, early intervention mechanisms, mentoring programs, student support services, and program-based retention strategies to improve student persistence and graduation outcomes.