Students are considered one of the major contributors to the development of a country. Earlier, higher edu-cation was regarded as luxury in a society of low literacy rates. The government has been trying to reach the goal of achieving a hundred percent literacy rate since its independence. According to the last statistics, (2021) of UGC (University Grant Commission) 43, 62,187 students enrolled in the public universities of Bangladesh which marks the highest number of stu-dents enrolment in public universities for the last ten years. In spite of the increasing number of students in university level, the quality of education provided to the students is frustrating. The endeavors of the gover-nment to ensure quality education are flunked due to the growing apathy of students towards learning. Among the three major education level, only a half of the secondary level students get enrolled in tertiary level with 20.19% Gross Enrolment Ratio (BANBEIS- Bangladesh Education Statistics-2021). Since the stu-dents of Bangladesh have to face numerous chall-enges in their student life, these factors head for cumu-lative reluctance of students to adhere to academic learning. Lack of interest in learning refers to lack of curiosity of students pursuing new knowledge, met-hods, concepts and techniques to ameliorate their intri-nsic and extrinsic cognitive processes. Interest is the prerequisite to attain new skills and to sharpen ones prior capabilities. Thus, lack of interest can be defined as an alarming stage where students lack impulse, feelings, concerns and motivation to learn. Since inter-est is one of the determinants of learning, the cor-relation between objectives and outcomes of educa-tion remains unfulfilled without exquisite concentra-tion of students. Reluctance to learning has become a universal issue which impedes purpose of education, students academic progress and the goal of personality development (Rahman, 2021). 

The main objectives of education will remain unexe-cuted if students get distracted by any internal and external repulses. In order to develop the potential capabilities of students, educational institutions need to adopt effective strides which are conducive to rege-nerating students interest in academic learning. This study provides a wide overview of the factual reasons behind this cumulative reluctance of students towards learning based on their socio-economic as well as psy-chological circumstances, and also incorporates sugg-estions and recommendations to motivate students and to rejuvenate their inclination to learn.

Research Questions and Objectives

What are the influencing factors of losing learning attitudes regarding socio-economic and psychological circumstances among the university students? Some specific research questions are as follows:

1) What is the Socio-Economic and psychological condition of university students?

2) What are the factors responsible for losing learn-ing attitudes among the university students?

Objectives 

The main objective of this research is to know why the university students losing their learning attitude.  It has also some specific objectives which are as follows:

a) To understand the general psychological and social condition of university students.

b) To know the causes of losing learning attitudes of the student.

This research is operated based on an integration of both qualitative and quantitative approaches to reach the roots of the problems, and to describe the factors using numerical and quantitative data. Since it is an exploratory study, sample survey and in-depth case study have been followed. Primary data have been gat-hered from study area and secondary data have been collected from journal, reports, articles and newspapers.

Locale of study and Sampling

For the convenience of this study, this research has been conducted at several departments of University of Dhaka. Students, who have recently completed their graduation and are currently studying in multiple dis-ciplines, are the main subjects of this study. A total number of 42 correspondents have been selected through simple random method with an intention of exploring the reasons behind their disinclination to learn.

Table 1: Demographic information of Respondents (%).

This Table 1 indicates that there are no significant age variations among these students. The highest average age belongs to 23-25 which is about 46% of the total respondents. The second highest age level belongs to 21-22 which is almost 36%. And there are 18% students who are about 19-20. It also shows that 67% students are male and 33% students are female respondents in this study which indicates that tertiary level education is male dominated. The highest (57%) percentage of the respondents parents occupation indicates that most of the university students come from agriculture based family. And a large portion (47%) of their par-ents income is between 9,000-13,000 tk which in-dicates that they are not come from enough solvent family. From the in depth case study, it is clear that the profession and income of the students parents have very significant impact on achieving good result and for developing learning attitude. For this reason, one female student of the Institute of Education and res-earch said, "If my financial status was fair enough, I could spend much more time in study than doing tuition."

Table 2: Economic Factor (%).

The data from above Table 2 shows that most of the selected students are unemployed and the percentage is about 90%. Most of them (83%) acknowledge that they have to depend on their family. Only 10 % the respondents are involved in different sectors for finan-cial solvency. Among the employed respondents, 10% students are engaged in tuition, 5% students are doing part time job. The data also indicates that 73% of the students belong to middle economic class, 14.28% of them are from lower economic class and 12% of the students come from higher economic class. The Table 2 shows that most of the students belong to middle and lower economic class and they have to struggle in their university life. The Table 2 also demonstrates that about 52% of the total expenditure of the students is expen-ded for educational purposes like admission fees, sem-ester fees etc. They also spend 7% for buying books and 5% for teaching materials. It is also seen that a large portion (36%) of their expenditure is spent for living and consuming. From the case study, one of the respondents from department of History said, “My family cannot provide sufficient money every month. Consequently, I always have to think of bearing my expenses which lead to mental stress. So, I cannot focus on my study properly.” 

Table 3: Relation between economic condition and education.

The Table 3 demonstrates that about 83% students consider economic condition as an influential fact in achieving education and 17% students think that eco-nomic condition has less impact on education. It also shows that about 26% students have their own savings and 74% students have no savings. Again, about 17% students have debt and 83% students do not have any debt.

From the case study, one female student of Rokeya Hall of Dhaka University said, “Though I always go through financial crisis which hampers my education, I never borrow money from others. I have no savings and during illness I cannot afford good food or medi-cine.”

Table 4: Views of students toward political involvement. 

This Table 4 shows that about 12% students are pass-ionately engaged in students politics and more or less 14% students are interested in it. Among the res-pondents, about 41% and 22% students consider stu-dents politics as a factor leading to uncertain future and driving to hampering learning. Again, some of them about 10% students are involved in politics for taking advantages and other 2% students for several reasons.  

Table 5: Daily activities of students on hourly basis (%).

In another in-depth case study, one male respondent mentioned, “some senior students, who are actively involved in politics utilize their junior for own interest which is one of the barriers on the way of learning by consuming valuable time.”

This Table 5 presents the daily activities of the students with specific time distribution. About 36% students spend 2 - 4 hours in attending classes, 24% students attend classes for 1 - 2 hours. Only 5% stu-dents spend 4-5 hours for attending classes. It shows that students are not so inclined to attend lengthy clas-ses. In addition, a large number of students 38% study about 3 - 4 hours, 23% study 6 - 7 hours and 24% stu-dents spend 2-3 hours in study daily. Most of the students, almost 38% students sleep 5 - 6 hours. A notable fact is that maximum students 64% spend 1 -2 hours with their friends as well as are engaged into various activities which shows their friendly and bene-volent nature. Moreover, a large number of students about 61% spend valuable time in social media. It is a more shocking fact that respectively 11%and 2% stu-dents spend 3-5 hours in tab social media on daily basis. Students about 52%like to have recreation for 2-3 hours in solitude on daily basis. So it can be said that there are diversified activities among the students which makes their own personality. 

Table 6: Opinions on Quality of education verses of university facilities (%).

Table 6 presents the quality of education & the socio-political status or facilities of the students. It is found that about 57% students regards that the library faci-lities and book facilities are average in standard. Very few of them, about 2 - 5% think the facilities very good. And about 7 - 12% students think that the faci-lities they are provided with are very bad in quality. Again, 43% students comment that the internet facili-ties are average standard. Here, the quality education parameter indicates that 64% think the quality of edu-cation good. An astonishing fact is that the parameter of social environment and residential facilities show that none of the students regard those facilities very good. About 26 - 43% students claim these facilities as good or average. Moreover, 31% students think that the condition of residential environment is very bad. About 26% and 29% students consider the political en-vironment bad or very bad. Only 2% students regard the political environment good. From the case study, a respondent from Mohsin Hall said, “I stay at hall and there are about 30 students living in one room in a overcrowding manner. Instead of devoting to study, I have to attend political program for my shelter.”

Table 7: Causes of losing learning attitude (%).

The Table 7 pointed out that there are many reasons behind students losing learning attitude. The survey shows that about 35% to 45% students think that poor university administration, poor political situation, lack of quality education and poor teachers guideline are the main reasons behind students losing learning atti-tude. In the second stage, 15%-35%students mention poor library facilities, poor internet systems, poor social environment, lack of teaching materials, poor psychological support and poor students- teachers relation as the factor liable for losing students learning attitude. 

A few numbers of students (about 10%-12%) consider poor curriculum activities and other reason as respon-sible for this situation. By analyzing the opinion of the respondents, it is seen that the overall education envi-ronment of Dhaka University is average. In addition, most of the students emphasize on poor teachers guide-line, poor university administration, poor political en-vironment and lack of teachers educational quali-fication as responsible for students losing learning atti-tude which hamper their overall studies. 

In another in-depth case study, one female respondent mentioned, “Some aspects which are creating barriers in her learning. Among all criteria, lack of proper accommodation, financial crisis, lack of motivation and worried about getting job are the major barriers which distract her from learning. She says that stu-dents are losing learning attitude for many social, psy-chological and economic problems. For example, lack of employment opportunities leads students to think of job oriented learning and they lose the interest of academic learning. Also, political instability, in addi-tion to social media, frustration gradually results in losing learning attitude.”

Table 8: Nature and types of mental anxiety of the students (%).

The above Table 8 asserts that most of the respondents choose frustration as a reason of their mental anxiety which is about 67%. According to them this sort of frustration generally takes place due to lack of cohe-rence between academic activities and job market as from a student of public university. The parent and relatives have more expectation. This situation creates pressure on them which leads to ultimate frustration. The second most influential reason of anxiety is finan-cial crisis and 43% students suffer from this condition. Also, 26% students consider low self – esteem as a fact of their mental anxiety because most of the respon-dents belong to middle class or lower economic class and their family cannot provide financial support to them. Another 14% students think of loneliness as a reason of mental depression and about 10% students lack friendship which leads them to mental breakdown. 

From the case study, a student of Shahidullah hall said, “My father cannot afford all my expenses and always pressurizes me for getting job. This situation makes me frustrated about my future life and leads to mental breakdown.”

Table 9: Suggestion to overcome the factors that inhibit learning (%). 

Table 9 contains a number of suggestions on behalf of the students for improving their learning attitudes. In this part of the survey, the respondents answer to give their suggestion to overcome this situation and how to make study more attractive to them. About 35% - 45% students emphasize on ensuring quality educations, upgrading teachers-students relationship, eliminating political influences in job sectors and spending voca-tional studies. Also, 33.33% students recommend that students should be provided with stipends and finan-cial support. Another 31% students consider moti-vating students for learning is an essential factor to reduce losing learning attitude among the students. About 4% students thinks that if they are assured of having a wide range of job sectors which is related to their academic studies, it will be help them to reduce their tendency of losing learning attitude. From the case study, a student of Surjasen hall recommended, “If quality education, teachers – students relationship and vocational studies are upgraded, we will be more benefited and attracted to learning. Political influence and nepotism should be eliminated so that students can learn spontaneously without be press unused and frustration.”

This study evidences that majority of the respondents belong to middle to lower middle class families and are mostly dependent on families for educational exp-enditures. Since most of them have come from rural areas, the excessive living costs of urban area have an adverse impact on them. In addition, discrepancy bet-ween academic studies and job market extends to un-employment problem, creates a sense of dissatisfac-tion and apathy towards learning among the students. Lack of financial security and insufficient employment opportunities further intensify students inclination to job-oriented studies rather than academic learning. In-felicitous curriculums and lack of pedagogical skills of the university teachers also exacerbate students disin-clination to learning. There has been an incoherence between the number of students and infrastructure receptivity of the university which results in inadequ-ate seats and unsteadiness in residential halls, defici-ency of educational materials and degradation of sui-table environment for learning. It is observed that very few students are inclined to academic learning and are interested in pedagogic research in the near future. Again, a significant number of students are suffering from mental anxiety and depression sprung up from in-congruous social expectations, familial pressure, lack of mental support and guidances, and low self-esteem. All these negative apprehension affect students idio-syncrasies as well as cognitive development. 

Bangladesh has developed remarkably in the literacy rate over the last ten years to all time high. In spite of achieving notable progress in literacy rate, the standard of higher education has still remained dissatisfying due to failure of ensuring quality education at universities. Students are distracted from attaining the main goal of education because of their reluctance towards learning. This study ensures a circumstantial exploration of the factors responsible for their lack of interest in learning. Several factors such as inept curriculums, financial in-security, and unemployment issue, lack of teachers pedagogical efficiency, mental anxiety and negligence of the authority are identified as the liable issues resulting students reluctance towards learning. These issues must be addressed sincerely to revive students interest in learning. The findings and discussion of this study present the factual reasons behind students relu-ctance to learn. The overall situation is getting worse day by day. If proper steps are not adopted immedi-ately, it will lead to serious loss of the nation. To mini-mize the existing challenges and to bring back stu-dents interest in learning, proper steps should be taken integrating students opinions. Following is a list of re-commendations based on this study-

1) First of all, quality education must be ensured through emendation of inconsistent curriculum & academic activities, considering modern educa-tion system.

2) Students, faced with financial crisis, should be provided with scholarship & subsidiary job op-portunities.

3) Unemployment issue needs to be eliminated and a wide range of job opportunities must be ensured to regenerate students interest in learning rather than job sectors.

4) Research oriented sessions and vocational stu-dies can be adopted to make students attract to-wards study and to provide them practical scope of learning.

5) A suitable environment of residential halls must be developed with modern facilities to help stu-dents focus on learning. 

6) With a view of eliminating mental anxiety and frustration of the students, psychological coun-selling services can be arranged.

7) The teacher can play the most crucial role to motivate students and to revive their interest in learning. 

8) The attention of higher authority and policy ma-kers should be addressed to explore these issues for the best implementation of educational policy.

The author and co-authors announced that there were no potential conflicts of interest with respect to the res-earch work.