A study of academic persistence of science and technology university students in a Taiwan University

The graduates of high schools and vocational high schools in Taiwan have different ways to enter colleges and universities offering technology and vocational education programs. In this research, we have traced the 4-year academic performances of science and technology university students who have gained admissions through different channels. For students admitted through different channels, the research finds that the third year performance to be the poorest; academic performances differ for different means of gaining admissions; differ for each year; and differ for each university. We suggest that different teaching supplement, academic support program, and curriculum adjustment applied to students admitted to university through different channels.