The Impact of the "Vote with Your Feet" Strategy on Academic Achievement and Retention Among Fourth-Year Literary Stream Female Students in Sociology

Abstract

This study aims to explore the impact of employing the "Vote with Your Feet" strategy on the academic achievement and retention of fourth-year literary stream female students in sociology. The researchers formulated the following two null hypotheses:

1. There is no statistically significant difference at a significance level of (0.05) between the mean academic achievement scores of the experimental group students, who study sociology using the "Vote with Your Feet" strategy, and those of the control group students, who study the same subject using the traditional lecture method.
2. There is no statistically significant difference at a significance level of (0.05) between the mean retention scores of the experimental group students, who study sociology using the "Vote with Your Feet" strategy, and those of the control group students, who study the same subject using the traditional lecture method.

The researchers ensured statistical equivalence between the two groups using a t-test for variables such as age, first-semester sociology grades, and IQ scores, and a Chi-square test for parental educational attainment.

Based on the findings, the researchers concluded that the "Vote with Your Feet" strategy is effective within the parameters of the current study in enhancing the academic achievement and retention of sociology among fourth-year literary stream female students compared to the traditional lecture method.