Examining first-year student retention in higher education: teaching approaches and their impact on persistence

First-year student retention is a critical issue in higher education, affecting both institutional success and student achievement. This study examines the impact of teaching approaches on first-year students' decisions to persist or withdraw from their studies. Using a qualitative research design, data were collected through semi-structured interviews and document analysis from purposively selected participants at Duck University (pseudonym), which included students, faculty members, and academic advisors. Thematic analysis underscored the importance of student-centered teaching methods, active learning strategies, and ongoing academic support in promoting engagement and persistence. Key factors such as interactive classroom environments, personalized feedback, and faculty mentorship emerged as crucial influences on students' motivation and sense of belonging. The findings suggest that integrating innovative pedagogical approaches with strong institutional support enhances student retention by promoting deeper learning and academic resilience. This study advocates for a holistic framework that prioritizes pedagogical innovation, student engagement, and inclusive learning environments to reduce withdrawal rates and support first-year students in their academic journey.