Academic persistence is a challenge in Burkina Faso. Based on Tinto's (1997) model, this research assesses the effect of pre-entry attributes (father's occupation, gender, age at first enrollment in the university, place of birth, Grade Point Average [GPA], field of study in high school, time to first enrollment in the university, cohorts) on academic persistence in STEM in Burkina Faso. Using Kaplan and Meier (1958) survivor function, log rank test (Mantel & Haenszel, 1959) and Cox (1972) regression with 14 cohorts of freshmen (n = 13,891), findings reveal that less than 40% of students of a cohort were enrolled in the bachelor's degree. Father's occupation, gender, age at first enrollment, GPA and cohorts are predictors of academic persistence. Results seem to validate the use of Tinto's model in Burkina Faso. Findings will help education stakeholders (ministry of education, faculty members) to provide support aiming to improve academic persistence in STEM.

学术上的坚持是布基纳法索的挑战。基于Tinto（1997）的模型，本研究评估了入学前属性的影响（父亲的职业，性别，大学初次入学年龄，出生地，平均绩点[GPA]，高中学习领域，首次进入该大学的时间（队列）），以了解布基纳法索的STEM的学术表现。使用Kaplan和Meier（1958）的幸存者功能，对数秩检验（Mantel＆Haenszel，1959）和Cox（1972）对14个新生群体进行回归分析（n = 13,891），研究结果表明，该队列中只有不到40％的学生获得了本科学历。父亲的职业，性别，首次入学年龄，GPA和同类人群是学习持久性的预测指标。结果似乎证实了Tinto模型在布基纳法索的使用。调查结果将帮助教育利益相关者（教育部，教职员工）提供支持，以提高STEM的学术持久性。