Examining the Role of Student-Faculty Interaction in Determining Course Completion and Graduation

Authors- T.M.B Cidambaram, Assistant Professor G. Anburaj

Abstract-This study investigates the impact of student-faculty interaction on student course Completion and graduation. Past studies have shown that positive engagement between students and their faculty members significantly contributes to their academic success, retention, and college experience. In fact, such interactions with faculty members provide students with support, guidance, and a sense of belonging necessary for maintaining motivation and overcoming academic challenges. Using data from multiple higher education institutions, this research study explores how mentorship, access to faculty, and the quality of faculty feedback influence the likelihood that students will complete courses and degrees. Variation in interaction effects by student demographic groups such as first-generation college students and those from underrepresented backgrounds is examined to understand how such interactions might help close gaps in achievement. The general indication is that the experience fosters both academic self-confidence and student persistence on an ongoing basis, again depending somewhat on how the interaction addresses the special challenges each has. These findings relate specifically to improving institutional settings toward faculty access and programs aimed at increasing support and supportiveness in their communities in hopes of fostering more fruitful faculty relationships with students to result in better retention and higher graduation rates.

DOI: /10.61463/ijset.vol.12.issue6.308