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EFFECTS OF COURSE PREFERENCES ON THE ACADEMIC
PERFORMANCE OF UP CEBU 1STYEAR BA PSYCHOLOGY
STUDENTS (AY 2010-2011)
A research paper submitted to the
Humanities Division
University of the Philippines Cebu College
Lahug, Cebu City
In partial fulfillment of the requirements in
Communications II
Researchers:
Jedidiah K. Singco
Loren Kaye R. Colina
Adviser:
Maam Crina Escabarte-Tanongon
March 2011
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ACKNOWLEDGEMENT
To those who helped make this study possible:
We thank the Almighty Father for the strength, guidance, love and courage that
He has given us. This research paper is also dedicated to Him, especially because He
has provided us with all the intellectual faculties we needed to complete this paper.
Secondly, we would also like to show our great appreciation to our teacher in
Comm 2, Ms. Crina Tanongon. From the start of the semester, she has guided every
step in the process of making this research paper, carefully giving advice and
constructive criticism, never ceasing to edit our works again and again until they were
presentable. There is no doubt that without her patience and persistence, this study
would not have been completed.
We would also like to thank our friends: Fritzie, Mishka, Hannah, Mikhaila and
many others. We cant thank you enough for your time, effort, help and support. Thank
you for being there for us when we needed you, for sharing notes, for the laughter and
frustrations that we went through in the making of this study.
We are also grateful for both of our parents for all their support most especially
when it came to our financial needs. Thank you for your never-ending love, care and
moral support.
Lastly, we would like to thank the people who helped us in this study, for our
respondents who gave us their time in answering our questionnaires and kuya in the
internet caf who reminded us of our margins and format every time we needed to print
our papers.
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RESEARCHERS PROFILE
Loren Kaye R. Colina is the eldest daughter among the four children of Eric and
Lucia Colina of CCF Compound Canduman, Mandaue City. She was born on the 13 th
day of February in the year 1994. She spent her preschool in Tisa II Elementary School
when she and her family were still living in Capaculan Tisa, Cebu City. Her elementary
years were spent in Tisa II Elementary School, CFI Coop Learning Center (now known
as Lyceum of Cebu) in Kalunasan, Cebu City, and Canduman Elementary School in
Mandaue City. In her grade 6 year, she became a part of the schools representative for
the district and division Press Conference as a feature writer. It was also in this year
that she joined the soccer team, and began to discover her talent for this sport. She
spent the first year of her high school in San Isidro Parish School in Talamban, Cebu
City and was the secretary of the Performing Arts Club. Her remaining years in high
school were spent in Cebu Mary Immaculate College, also in Talamban. She passed
the UPCAT and pursued BA Psychology in the University of the Philippines, Cebu. In
the near future, she wants to pursue Culinary Arts. She also wants to travel all around
the world and work with famous people in the culinary business.
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Jedidiah K. Singco was born in the year 1993 on the 12th day of October. She is
the eldest and only daughter of Joselito Singco and Vivian Singco. She spent her
preschool years in St. Clares Learning Center in Tayud, Consolacion, Cebu. Her
elementary and high school years were spent in Cebu Mary Immaculate College as a
scholar, where she was class valedictorian both in elementary and high school. Having
passed the UPCAT, she currently pursues a BA Psychology course in the University of
the Philippines Cebu College. Her hobbies include reading fiction and writing stories,
but her primary interests are playing the piano and listening to classical or instrumental
music. She dreams of pursuing a music degree in the Conservatory of Music in UP
Diliman, and of being able to perform someday in Carnegie Hall. She is also a member
of the organization Youth for Christ (YFC), and sometimes plays the piano or guitar
with the music ministry during YFC camps or gatherings.
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ABSTRACT
This study examined the factors affecting the course preferences of first year BA
Psychology students and the effects of these factors on their academic performance. It
also studied how the students grades affected their course satisfaction, and observed if
academic performance was correlated with some students decision to shift to another
course. The descriptive type of research was used, coupled with qualitative data to
allow for a flexible approach. The study was guided by the Self-Determination Theory of
Motivation by Edward L. Deci and Richard M. Ryan, which served as the theoretical
framework.
The studys findings revealed that the most common factor affecting the students
course preference was personal interest in the course. This was followed by parental
influence and the belief that BA Psychology was a good preparatory course.
The findings also showed that students who had a higher academic performance
were more likely to choose their course based on self-determined factors, such as
personal interest in their course. Those who had a lower academic performance were
more likely to choose their course based on factors which were not self-determined.
The study also revealed that those who had a higher academic performance had
a higher level of satisfaction for their course compared to those who had a lower
academic performance.
Lastly, no correlation was seen between academic performance and the desire to
shift to another course, because too many personal factors could be involved in this
kind of decision. The decision to shift to another course could possibly be attributed to
other surrounding influences such as the school environment or the students peers.
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The researchers have concluded that it is necessary for the student to choose
his/her course based on self-determined factors such as personal interest in the course,
in order to have a higher academic performance. This in turn leads to a higher level of
satisfaction for ones course. Thus, the students college learning experience becomes
a positive and optimistic environment which is conducive to proper improvement and
development.
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TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii.
RESEARCHERS PROFILE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii.- iv.
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v.-vi.
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x.
CHAPTERS
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Rationale of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Review of Related Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Study Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Theoretical Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Operational Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Methodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Respondents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Research Instruments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Data Processing and Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Presentation, Interpretation, and
Analysis of Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
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Findings, Conclusions
And Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Findings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
APPENDIX. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
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LIST OF FIGURES
Page
Figure 1.1 Theoretical Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Figure 1.2 Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Figure 1.3 Operational Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Figure 2.1. GWA of the Respondents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Figure 2.2. Personal Interest Ranking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Figure 2.3. High School Teachers and Counselors Ranking. . . . . . . . . . . . . . . 35
Figure 2.4. Parental Influence Ranking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Figure 2.5. BA Psychology as Good Preparatory Course Ranking. . . . . . . . . . . 37
Figure 2.6. Only Course Passed in UPCAT Ranking. . . . . . . . . . . . . . . . . . . . . .38
Figure 2.7. Belief that Course Easy Ranking. . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Figure 2.8. Others Category. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . 40
Figure 2.9. Influential Factors, Parental Influence. . . . . . . . . . . . . . . . . . . . . . . . 41
Figure 2.10. Influential Factors, Peer Influence. . . . . . . . . . . . . . . . . . . . . . . . . .42
Figure 2.11. Influential Factors, Personal Interest. . . . . . . . . . . . . . . . . . . . . . . . 43
Figure 2.12. Influential Factors, Financial Situation. . . . . . . . . . . . . . . . . . . . . . . .44
Figure 2.13. Influential factors, Belief that Course is Easy. . . . . . . . . . . . . . . . . . 45
Figure 2.14. Influential Factors, High School Counselors. . . . . . . . . . . . . . . . . . . 46
Figure 2.15. Influential Factors, High School Teachers. . . . . . . . . . . . . . . . . . . . . 47
Figure 2.16. Respondents satisfaction of BA Psychology as their course. . . . . . . 51
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LIST OF TABLES
Page
Table 1. Respondents expectation and
satisfaction level of their GWAs (Group A) . . . . . . . . . . . . . . . . . . . . . . . .48
Table 2. Respondents expectation and
satisfaction level of their GWAs (Group B) . . . . . . . . . . . . . . . . . . . . . . . .50
Table 3. Whether the respondents
want to shift their course (Group A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Table 4. Whether the respondents
want to shift their course (Group B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
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CHAPTER I
INTRODUCTION
Rationale of the Study
Jesse Barber, a college student enrolled at the University of Wisconsin in
Madison, initially took up Sports Communication as his course during his freshman
year. As it turned out, taking up this course ended up as a bad idea and Barber had to
drop out after his first year and transfer to a different college. According to him, he had
no interest in what he was studying, and his grades gave a clear indication of that.
Eventually, although it took him a couple of years and more than one college transfer,
he was able to find a course that suited him well, one that he finally graduated in:
Computer Science. This course was finally labeled by Barber as something that I truly
liked and excelled in.
This incident, presented by Jonathan Whitbourne (2002) in his online article The
Dropout Dilemma, illustrates one of the biggest issues involved in going to college:
choosing a college course. A huge number of college freshman are confused on what
course they should be taking up for college (Gardner & Jewler, 2000). In fact, many
have shifted from one course to another before they finally graduated. Gardner and
Jewler also present a variety of factors that can be attributed to this indecision, such as
the introduction of more advanced lessons compared to high school lectures, family
expectations, peer pressure, and the allure of a certain course although the student
does not even possess the skills or aptitude for it. The other factors examined in the
study include financial limitations, the influence of guidance counselors, and personal
interest of the student himself/herself in taking up the course.
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In this age where the world has become very competitive, people need to ensure
that they can survive, and the easiest way of guaranteeing that is by securing their
future through a good career. A good career means more chances of employment, and
having a secure job means that one has a steady income. Of course, a guaranteed way
to gain a career is to study in college. However, with numerous courses available, many
college students fail to choose the right course for themselves. Some are propelled to
take a certain course because they believe that it will bring them financial stability in the
future. Some are forced to take a course because it is what their parents want. This
issue on parental influence is particularly addressed because of the complications it
presents: not just on the student, but on the parents themselves. In fact, college
students who allow their parents to choose their course for them end up dissatisfied and
unhappy at some instant in their lives, to the point that some of these students
eventually go back to college and pursue their own ambitions this time (J. Deese & E.
Deese, 1957). Thus, the time, money and energy spent on the previous course has
merely gone to waste.
Basically, the researchers chose this topic because of the question it poses in the
arena of college education. This study is also conducted on a local scale, firstly because
there is a need to explore the attitude of Filipinos towards selecting the proper course
for the student, taking into consideration his/her personal interest, capabilities and skills.
Based on previous personal experience, the researchers have encountered college
students who claim that they were forced into a course that they were not really
interested in, because of a variety of reasons which will eventually be expounded in the
study.
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Secondly, the effects of these reasons towards the students academic
performance should be examined, so that a correlation can be made between the two
variables. The importance of choosing a college course properly can then be weighed
based on the results.
Statement of the Problem
This study aims to examine the factors affecting the course preferences of first
year BA Psychology students and the effects of these factors on their academic
performance. It seeks to address the following main objectives:
1.) To identify the most common factors affecting the students course preference
2.) To examine how these factors affect their academic performance based on
their first semester General Weighted Average
Two secondary objectives will also be investigated:
3.) To find out in what way the students grades for the first semester reflect their
satisfaction or dissatisfaction with BA Psychology as their course
4.) To determine if academic performance is correlated with why some students
end up shifting into another course
Significance of the Study
The researchers aim to provide answers to these objectives, and in doing so help
students improve academic competence, develop employability skills and choose a
college course for the right reasons.
This study will be a significant endeavor in promoting proper planning and choice
of career in college students. It will be most beneficial to students entering the tertiary
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level of education, as it will provide them with an idea of what they should consider best
before taking up a course, to ensure that they will have a good academic performance.
By understanding the students career considerations, parents will also learn to
consult with their children on the course to be taken up, instead of imposing a course
that the son/daughter has to follow regardless of their personal interest in the course.
Moreover, the study will be especially helpful to the University of the Philippines
Cebu students, seeing that they are the respondents of the study. It would greatly
contribute to their career aspirations and help them make more guided decisions on
what to plan for their future. UP Cebu then, as a whole, can develop a learning
environment that encourages students to study something which will suit each of them
and bring out the best of their potential.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter contains varied sources which relate to the research study, and at
the same time provide a background for the research topic. These sources were
collected from both the university library and reputable websites on the internet. The
subject matters of these reference materials were associated with the research studys
issues: course choice in college, the factors influencing this choice and the factors
influencing academic performance.
Every year, many high school graduates attempt to get into different universities
and colleges in the country to advance to the tertiary level of education so they can
prepare for a proper career in the future. Calvert Jr. and Steele (1963), assert this by
stating that a college education is important economically (because it is one thing
employers look for in their employees in order to make sure their companies flourish)
and socially (school boards, organizations and agencies for example, usually appoint
college graduates as their leaders or their representatives). Through this, college
training develops a person both academically and personally. Yet in the process of
planning a college education, one of the biggest issues always comes up: choosing a
course. To understand this issue, we first have to look at things taken into consideration
when planning to go to college: understanding ones motive for going to college, and
then choosing what university to enroll in. After these is where choosing a course
comes in, which is not easy to do, because a lot of factorsfamily pressure and
guidance counseling includedinfluence this decision, and these factors need to be
analyzed.
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Going back to the start of the college application process, students are aware of
the benefits of a college education, and these learners have a wide variety of reasons
for trying to get one. Hettich (1998) says that when one decides to go to college, he or
she always has certain motives for doing so, and these motives are classified as either
intrinsic or extrinsic. To put Hettichs thought into other words, ones motive for going to
college might be centered on ones self, or it can be centered on other factors such as
the people and environment around him.
Once the student has decided that he/she does want to go to college, he/she
then starts making decisions about how to go about his/her college life. With the vast
array of choices presented in the world of college, decision-making becomes very
important. Thagard (2001) stresses the significance of decision making by explaining
that one cannot make the right decision by purely relying on either gut instinct or on
systematic models on decision-making presented by psychologists and the like.
Thagard explains that to attempt making the right choices, decision-making should
come in three levels: decision as intuition, as calculation, and as coherence.
The first of these important decisions that the student will have to make is
selecting which university to enroll in. According to the American Educational Guidance
Center (2000), there are three certain guidelines one needs to follow in the process of
deciding where to go for college. Firstly, one should avoid finalizing a college choice
without investigating other universities first. This includes colleges that the student is
already familiar with and those which he/she doesnt know much about. Secondly,
applying for a particular college just because ones friends are planning to go there must
also be avoided at all costs. Thirdly, it is best for the student to let himself/herself be
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accompanied by trusted people, such as family, when exploring the different
universities, so he/she can readily consult other opinions rather than only his/her own.
Lastly, the AEGC also avers that discussing his observations and options with his/her
family and/or a counselor is also useful to maximize the information gathered so far.
After choosing a university, another essential thing to consider in planning for
college is choosing ones course. Choosing the right course is important because it
determines ones future career. But first, the word career must be defined clearly.
Based from Guralnik, (as cited by Drummond & Ryan, 1995), a career can be defined
as an occupation or profession which one trains for or pursues as a life work (p. 214).
Calvert Jr. and Steele (1963), stress the importance of sensible career planning:
College training, however, must be properly harnessed to be of value. A college
degree does not of itself provide the necessary vocational direction. College
graduates frequently flounder, changing jobs and direction, with consequent
personal and financial dislocation. As the opportunities increase, so do the
chances of making a wrong choice. The wider the choice of jobs, the more
important career planning becomes (p. 7).
Fredrickson (1982) supports Calvert by saying that planning a career is crucial both for
a person and his community. Career planning is useful in a person because it shapes
much of his life, according to him. He says that it also benefits the community, because
the community thrives on its members who use their abilities to foster growth within, and
to answer to the communitys needs. Sadly, a lot of career planning is done without
thorough knowledge. Fredrickson phrases it this way:
Would you buy a used car after just walking around it and kicking the
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tires once or twice? Certainly not. You would want to know something about
the history of the car and its mechanical condition. But kicking the tires is
what many people do in making the most crucial decision in their lives:
that of choosing an occupation (p.1).
Calvert and Steele (1963), on the topic of vocational objective, also emphasize
the importance of choosing a career for the choice will eventually affect the individuals
life largely. Decades ago, people strove to fulfill only the most basic needs: food,
clothing and shelter. But now, humans also need satisfaction from a sense of service,
and professional status (p.17). Calvert and Steele also advise that students who plan
on maximizing their professional education should already be aware of their career
goals during their early college days.
Usually, this process of choosing a college course is subjected to many factors,
related to the person involved and his or her interests (Gardner & Jewler, 2000). These
include the individuals interests, skills, aptitudes, personality, life goals and work
values (p. 197).
Robert Hoppock (1977) presented a few guidelines that served as the framework
of his theory on occupational choice:
1. The occupation that we choose is the one that we believe will best meet
the needs that most concern us.
2. Information about ourselves affects occupation choice by helping us
recognize what we want, and by helping us to anticipate whether or not we
will be successful in the contemplated occupation.
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3. Occupations are chosen to meet needs. Every individual has many needs.
Some of them are essentially physical such as, the need for food, rest and
shelter. Other needs can be more properly described as psychological in
nature, such as the need to maintain contact with others, and to feel a
sense of success or accomplishment (p.5).
There are also other theories on the various bases for ones career or course
decisions. Edwin Herr (1968) explains that there are several models of decision-making
that add insight to the process of college-choice (p.64). The first is the trait and factor
model, which involves an individual matching his characteristics with a career choice
which requires the traits he possesses. The second model is founded on an economic
principle, which assumes that the student selects a college which will maximize his
gain and minimize his losses (p. 65). These gains and losses do not necessarily have
to be financialrather, they are subject to the individuals personal views. The third
model or the social structure model concentrates on the limits presented by a persons
social class (especially those who are not in the upper classes of society), concentrated
on the lack of knowledge on educational opportunities available to the individual. This is
mainly because the person can also gather only a little supportive information from his
community. The fourth model is the information processing model, where the person is
overwhelmed with a wide array of choices and information, and as a result, makes an
impulsive choice without truly weighing the factors properly and thinking them through.
Herrs last model is the need reduction model, which assumes that a person already
possesses an image of himself, or a concept of his interests or personality. The
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individual then applies this image of himself when choosing a college career to make
sure that it compliments his interests.
However, a lot of new students are confused when deciding what course they
should take up in college (Gardner and Jewler, 2000). In fact, a lot of students have
tried shifting to another course before they finally graduated. Gardner and Jewler also
explain that many factors cause this uncertainty, such as the students being presented
with vast and more advanced fields of study compared to high school, family or peer
pressure, and the allure of a certain course because of the benefits it offers, although
one lacks the interest, understanding, and/or propensity for it.
A related study on choice of college course was conducted by Carla Camille
Faustino Basa- Martinez and Odinah Navasquez Sagun (2002), entitled Factors
Affecting the Choice of Mass Communication as a Course Preference Among Mass
Comm Students in Cebu City. Their study aimed to find out the various reasons why
Mass Communication students from different schools in Cebu took this particular
course. They also wanted to determine if ability, interest, social, fallback and economic
factors affected the decision to take up Mass Comm.
Basa-Martinez and Sagun employed the Correlational Survey design, coupled
with random sampling. The respondents were first asked to answer a 4-part
questionnaire, and were afterwards divided into focus groups to probe for more details
that could not be answered by the questionnaires alone.
Their results showed that majority of the students decided to take up Mass
Communication primarily because it was where their skills and abilities lay. They were
aware of their capability in this field, although it wasnt really what they wanted to take.
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The study also revealed that the students did not have sufficient knowledge about the
course as most of them just want to be seen on television and apparently believe that
taking Mass Communication will lead them to that dream (p.14).
Basa-Martinez and Saguns study is related to our own inquiry because it seeks
to find out the possible factors that affect students decisions in selecting their college
course. However, their study is limited to exposing these factors, without mentioning
how the factors affect the students taking up the course. This is where it differs from our
study, because our study also wants to learn how these factors affect the students
academic performance.
Another related study was also conducted by Chona Taghoy (1994) entitled
Factors Affecting The Choice of Nursing as a Career Among Freshmen and
Sophomore Students at the University of San Carlos Cebu. Her study aimed to
determine the different factors affecting the course choice of freshmen and sophomore
nursing students.
Taghoy used a questionnaire in a checklist form as her main research instrument
for gathering data. The questionnaire was made up of two parts; Part 1 asked for
personal information and Part 2 dealt with the factors influencing career choice. The
students were asked in Part 2 of the questionnaire to check the factors that influenced
them in their choice to take up nursing. Afterwards, they were again asked to rank the
factors according to the degree of influence. She also provided a space for the Others
category for answers not found in the checklist.
The results of her study showed that the students choice of career was based on
job-related factors. They were aware that if they took this course, they would have a
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secured future. The factor that also ranked as the number one factor that determined
the course of the student was rendering service to fellowmen. The study also stated
that Instead of being influenced by parents and peers, students, today, take a course
for practicalitys sake. They look for a course which can guarantee them a future, a
profession that helps uplift their personality and leads them to a future with
opportunities (p.36).
This study is comparable to our own because it also deals with the factors that
influence course choice of college students. However, Taghoys study is different
because it did not classify its factors according to what kind of motivation they were.
The variables considered in her study were also appropriate for the nursing profession,
which is viewed as a particularly lucrative career especially in the Filipino culture. The
variables considered in our study are different, to match the setting of the UP
environment and the theoretical framework.
If the results of the aforementioned studies revealed that students chose their
course based on their skills and the need for a secure future, there is one other pressing
factor: family pressure, particularly parental pressure. Parents sometimes expect too
much of their children (J. Deese and E. Deese, 1957), and this can result to problems
especially if the childs grades in college have considerably lowered compared to the
ones he/she usually received in high school. J. Deese and E. Deese (1957) also state
that as a result, the parents might demand the student to do better, although they
usually arent aware of the academic and social pressures their child is also facing at
school itself.
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J. Deese and E. Deese (1957) point out further that another predicament is
between students and their parents happens when the parents decide a college course
for their child that mirrors their aspirations. Sometimes, these parents do not understand
why their child wants to do something that doesnt follow their footsteps, as J. Deese
and E. Deese seek to point out here:
The engineer who cant understand why his son is taking courses in art and
music, the artist who is horrified by his daughters enthusiasm for economics and
accounting, the physician who insists that his son follow a premedical curriculum,
the lawyer who is upset because her daughter has no professional aspirations,
the mother who is shocked because her daughter wants to be an electrical
engineer are all cases in one point (p. 8).
College students who allow their parents to choose their course for them end up
dissatisfied and unhappy at some instant in their lives, to the point that some of these
students eventually go back to college and pursue their own ambitions this time (J.
Deese and E. Deese, 1957).
Yet in the light of recent studies, not all parents impose this kind of attitude on
their children. A journal article shared a study conducted in Chapel Hill, North Carolina
by J. Taylor, Harris and S.Taylor (2004), parents are aware of the extent of their
influence over their children on the process of choosing what college course to take.
When asked to rate their views on their influence, 38.5% said that they do not possess
that much authority on their childrens career decisions. A larger number of parents,
45.4%, deemed they should have little or minimal influence instead. The remaining
8.1% were the only ones who emphasized that they should have a huge part on their
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childrens career choice. These outcomes tell us that most parents look at career
decision-making as something which they havent got much control over.
Other factors which influence students career decisions are also guidance
counselors. In his Principles of Guidance, Jones (1963) defines guidance as the
assistance given to individuals in making intelligent choices and adjustments (p. 7). It is
stated that every person has the freedom to choose his path, yet his capability to
choose is not as inherent as this freedomit must also be cultivated properly. Jones
further expounds that guidance plays an important role in the development of this ability
to make choices. It avoids making decisions for people, but instead trains them to learn
how to make good choices independently without needing help from others.
A study conducted by Richard J. Light, (as cited in Gardner and Jewler, 2000)
asked students from Harvard University what characteristics they sought in academic
advisors. The results showed that males wanted an advisor who was knowledgeable
about the facts or someone who could give them outright suggestions they are then
free to accept or reject. Females, on the other hand, prefer academic advisors who
take the time to truly examine them and listen to their concerns on a personal basis.
On the subject of guidance counseling, a graduation dissertation entitled Role
Perceptions, Actualizations and Expectations Among Administrators, Counselors and
Teachers in Relation to the Guidance Programs of Secondary Schools in Cebu City
(1974) by Veronica Tallo proved to be insightful.
Tallo used the descriptive survey method with a 3-part questionnaire, a 52-item
checklist, and a few open-ended questions. The respondents were administrators,
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counselors and teachers selected on the basis of the existence of a structured guidance
program in their respective schools.
Her studys findings revealed that school counselors expected to be engaged in
the performance of the service role and share in the discharge of coordinating functions
and supportive roles (p.6), which extremely differs from the principals and teachers,
who believe they should deal with administrative roles and supportive tasks,
respectively. Tallo then suggested that school counselors should present a clear-out
definition of roles they carry out in their job.
These findings are helpful because they give a concrete idea of what school
guidance counselors expect of themselves and their job, especially because guidance
counseling has its own role to play in career guidance for high school students soon to
take up college. Of course, it still raises questions such as, How huge then is the
impact of guidance counseling on course preference?
There is still another issue concerning the college life of the student, however,
and that is continuity of his college education. For example, according to Borow and
Lindsey (1959), many surveys in the USA based on college mortality rates show that
about fifty percent of college students suspend their studies without receiving a
bachelors degree. However, the percentage is different in each institution and the fifty
percent average may not be exactly accurate because students who quit from a certain
college may end up continuing their studies in other colleges. Nevertheless, the number
shows us that a lot of students who start college do not complete their education.
Although financial problems might be the cause of abandoning college, it might
be helpful to keep in mind that a college education offers much more job opportunities
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and useful contacts compared to a high school diploma, states Whitbourne (2002). In
attempting to earn money, Whitbourne advises that it is best to choose a job that
doesnt drive you away from your schoolworkpreferably a part-time stint just within the
school grounds.
There are certainly many factors which are able to shape the students decision
to take up a particular course for college, such as the ones discussed in the previous
paragraphs. But if there are many factors which influence course choice, which of these
factors should the student prioritize, and which ones should be set aside?
Aristotle argued that the most significant aspect of adolescence is the ability to
choose, and self-determination is the hallmark of maturity (Santrock, 2007). This self-
determination was expounded by Edward L. Deci and Richard M. Ryan (1985) in their
Self-Determination Theory of Motivation.
This theory can be utilized in an academic context, like the way it was used in
Wondimu Ahmed and Marjon Bruinsmas thesis entitled A Structural Model of Self-
concept, Autonomous Motivation and Academic Performance in Cross-Cultural
Perspective, which aimed to discover the factors that determine students academic
performance. The study was based on two theories, the Self-Determination Theory of
Motivation by Deci and Ryan (1985), which was also used in our study, and the Self-
Concept Theory by Shavelson, Hubner and Stanton (as cited in Ahmed and Bruinsma,
2006). But what made their thesis different was that they employed a cross-culture
setting, which is the comparison of two different societies. In the case of Ahmed and
Bruinsmas study, they compared Asian and European culture.
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Ahmed and Bruinsma (2006) explained that when it comes to students academic
performance, there should be a connection between self-concept and self-motivation.
..Self-concept is defined as a persons perception of himself (Hubner and Stanley,
1976, p.411 as cited by Ahmed and Bruinsma), which is said to be formed through
environmental experiences and significant others. The Self-Determination Theory of
Motivation (Deci and Ryan, 1985) initially states that behavior is largely affected by
motivation, and motivation in turn can be organized according to how self-determined it
is, or how helpless. With this classification, this theory proposes that there are three
kinds of motivation: intrinsic motivation, extrinsic motivation, and amotivation.
The following hypotheses were formulated: that there was significant structural
relation between (1) self-esteem and academic self-concept, (2) academic self-concept
and academic performance, (3) academic self-concept and autonomous motivation, and
(4) academic motivation and academic achievement. The researchers assumed that
these relationships would be consistent in both Asian and European culture.
Ahmed and Bruinsmas participants were 94 Asian and 87 European graduate
students from the University of Groningen, Netherlands, who were picked from two
different faculties, the faculty of law and faculty of economics. 59.7% of the participants
were women and the remaining were men.
The students self-reported averages were used to determine the academic
performance of the students. The result of the thesis confirmed Ahmed and Bruinsmas
initial hypotheses. They found out that the more the students felt good and positive with
their life, ability, achievements and academic settings, the higher their academic
performance was, regardless of culture. There were a few differences, however, such
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as the cultural variations in the importance of autonomous motivation. The study
showed that Asians tend to possess more external motivation compared to Europeans.
What makes this thesis most related to our study is its framework, which also
utilizes Ryan and Decis Self-Determination Theory of Motivation, and its hypothesis
that there is a correlation between academic motivation and academic achievement.
Our study also aims to determine what motivates the students to take up their course,
and how this affects their academic performance. But other than this, our study also
aims to find out the level of satisfaction that the students have for their course, and if
there could possibly be a relationship between satisfaction and academic performance.
Another study also found autonomy to be an influencing factor in academic
achievement of students. This study was conducted by Shawn Stoever (2001) in his
dissertation, Multiple Predictors of College Adjustment and Academic Performance for
Undergraduates in their First Semester. His study examined academic factors,
personality factors, family factors and environmental factors which could possibly
predict the level of college adjustment and academic performance of the students.
There were a total of 243 male and female participants who were all currently
taking an undergraduate course in a private southwestern university in Texas. A
demographic questionnaire was used to collect personal information from the
respondents. Other scales and/or questionnaires were used to measure other variables
such as the students academic self-concept, academic locus of control, goal instability,
parental attachment, environmental stressors, adjustment to college and social support.
Stoever (2001) admitted in his findings that although all relationships were in
expected directions and the variables accounted for significant amounts of variance, the
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overall fit of the model was poor, perhaps because some important factors were not
considered or were not successfully hypothesized. Nevertheless, the variables which
were found to contribute to college academic performance were high school class rank,
and the adjustment to the institutions educational demands.
The findings also revealed that academic adjustment itself was predicted by
multiple factors, namely individual, social and academic factors. However, academic
factors were not really examined in our study because we held the assumption that
passing the UPCAT is enough assurance of the students academic ability.
In relation to our study, one factor which contributed to academic adjustment and
therefore to academic performance, was encouraged autonomy. Students who
perceived that their parents fostered autonomy experienced less psychological stress,
and therefore were able to achieve better academic adjustment.
There are still more factors which can be considered in the process of planning
and getting a college education. Making the decision to go to college, selecting what
colleges to apply for and choosing ones course are not easy tasks, and if one has to do
them, one must consider all the various variables and factors which make up college
choice. These factors might be personal, emotional, sociological, economical or cultural,
and they might motivate the students in many different ways. Some of these factors
could affect academic performance; some might affect other aspects of the students
college life. Although these factors have been touched by the studies mentioned in this
review, we aim to take them a step further by also studying how they can possibly affect
the academic performance of the college student as a whole, and how this in turn
affects course satisfaction.
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CHAPTER 3
STUDY FRAMEWORK
Theoretical Framework
The Self-Determination Theory of Motivation by Richard M. Ryan and Edward L.
Deci (1985) initially states that behavior is largely affected by motivation, and motivation
in turn can be organized according to how self-determined it is, or how helpless. With
this classification, this theory proposes that there are three kinds of motivation: intrinsic
motivation, extrinsic motivation, and amotivation.
Intrinsic motivation basically happens when someone does something purely for
the pleasure and satisfaction he/she gets from the task. An intrinsically-motivated
person will most likely do something without thinking of receiving any external reward or
benefit.
Conversely, external motivation is based on behavior which is influenced
externally and done for the sake of instrumental purposes, but can still be self-
regulated. External motivation can be classified into three different types: external
regulation, introjected regulation and identification. The first type, external regulation, is
determined by external rewards or constraints. This concept can be explained through
the example of a daughter who takes care of her younger siblings even though she has
other things to do, because he/she is forced by her parents to do so. The second type,
introjected regulation or introjection, is when the person has deeply internalized
previously external influences within himself/herself that he/she no longer needs their
immediate presence to instigate behavior. An example would be a college graduate who
pursues a Masters degree in order to prove to himself that he can attain a higher level
of education. However, this kind of motivation is still not considered as authentic self-
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determination, because behavior is being done to avoid anxiety or guilt, and is merely
restricted to internalizing outside incidents. The last type of external motivation is
identification, which occurs when a person learns to value a behavioral goal or
regulation, and eventually accepts it as something personally valuable. In other words,
though the task is done for extrinsic reasons, it is still internally regulated and self-
determined. A student who pursues college because she feels that it can help her
prepare for her future career has successfully undergone identification.
The last type of motivation is termed by Deci and Ryan as amotivation.
Amotivated people feel a lack of control over outcomes which generally motivate human
behavior. In other words, this is the most helpless kind of motivation, and is the least
self-determined. As a result, amotivated people feel incompetent and believe they
cannot control their outcome.
Having identified the three kinds of motivation, the theory further categorizes
these as autonomous or non- autonomous motivation. Intrinsic motivation and
identification from extrinsic motivation are autonomous forms of motivation, while
external regulation, introjection and amotivation are labeled as non- autonomous
motivation.
The theory then states that behavior which is determined by autonomous
motivation produces better performance compared to behavior which is determined by
non- autonomous motivation.
Figure 1 on the next page illustrates the Self-Determination Theory of Motivation
in a diagram.
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Figure 1.1. Theoretical Framework
BEHAVIOR
LOWER
PERFORMANCE
BETTER
PERFORMANCE
Non-autonomous
Motivation
Autonomous
Motivation
Extrinsic Motivation
Identification
Introjection
External Regulation
AmotivationIntrinsic
Motivation
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Conceptual Framework
The researchers have integrated the different variables of the study into the Self-
Determination Theory of Motivation.
The first variable in the theory is behavior, which is represented by course
preference in the context of the study, because the behavior in question is the act of
choosing a college course. This course preference is then shaped by many influencing
factors which are taken into consideration by the students as they choose the course
they want to take in college.
Intrinsic motivation, extrinsic motivation and amotivation have been represented
by the primary reasons and various factors that influenced the students to take up their
course. These factors are classified as either autonomous or non- autonomous,
depending on their nature.
Based on the theory, autonomous factors contribute to better academic
performance while non- autonomous factors lead to lower academic performance.
Figure 2 shown on the next page illustrates how course preference is affected by
the different motivational factors, and how these factors shape academic performance
positively or negatively based on autonomy.
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Figure 1.2. Conceptual Framework
COURSE
PREFERENCE
Influencing or Motivating
Factors for Choice of Course
Non-autonomous
Factors
Autonomous
Factors
Lower Academic
Performance
Better Academic
Performance
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Operational Framework
The different factors or primary reasons for course preference are classified as
intrinsically motivated, extrinsically motivated or amotivated, wherein intrinsic factors
and identified regulation are autonomous factors, and introjection and external
regulation are non-autonomous factors. Specifically, the intrinsic factor is personal
interest in BA Psychology (because the respondents are Psychology students), while
the factor that represents identified regulation is the belief that BA Psychology is a good
preparatory course. Together, these two factors constitute the autonomous forms of
motivation, which lead to a higher academic performance measure through the General
Weighted Average (GWA) of the students for the first semester.
On the other hand, extrinsic factors include parental influence, financial situation,
influence of high school teachers or counselors, peer influence and belief that the
course is easy. The factor representing amotivation is BA Psychology as the only
course passed in the UPCAT. Taking into account that the setting of the study is UP
and the respondents are its students, the UPCAT needs to be considered, especially its
role in deciding the course of the student. These extrinsic factors and amotivated factor
constitute the non-autonomous forms of motivation, which then result to a lower GWA.
The diagram showing the operational framework (Figure 3) is shown on the next
page:
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Figure 1.3. Operational Framework
COURSE PREFERENCE
Intrinsic- Personal
Interest
Amotivated- BA Psychology as
the only course
passed in UPCAT
Extrinsic
Belief that BA
Psychology is a
good preparatory
course
- Parental Influence
- Peer Influence
- Financial Situation
- Influence of High
School Teachers or
Counselors
- Belief that the course
is easy to pass
Autonomous
Motivation
Non- autonomous
Motivation
Lower GWAHigher GWA
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Chapter IV
METHODOLOGY
Overview
This study was conducted to determine the factors affecting course preferences
and their effects on the academic performance of the University of the Philippines Cebu
Colleges BA Psychology first year students for A.Y. 2010-2011. The factors affecting
the students course preferences were examined, both intrinsic (centered on the
student) and extrinsic (based on the students environment). The course satisfaction of
the students was also studied, as well as their satisfaction of their academic
performance (measured through their General Weighted Average) and their course.
Research Design
In the study, the descriptive research method was used so as to understand the
significance of the course preference and the factors affecting this course preference in
the students academic performance. The descriptive type of research, as defined by
Creswell (1994), is a descriptive method of investigation that gathers information about
the present existing condition. An emphasis is placed on describing data rather than on
judging or interpreting. Moreover, this method allows for a flexible approach. Thus,
when important new issues and questions arise during the duration of the study, further
investigation may be conducted. Through the descriptive method, the researchers were
able to compare and rank the factors which affect course preference, and then correlate
these factors to the students academic performance.
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Qualitative data was also employed because of its advantages in this kind of
study, primarily because the research setting does not have to be manipulated with this
method. The qualitative approach produces verbal information rather than numerical
values (Polgar & Thomas, 1995). Instead of using statistical analysis, the qualitative
approach utilizes content or holistic analysis; and uses inductive reasoning to explain
and comprehend the research findings. It also allows for more descriptions and
explanations.
Respondents
The researchers aimed for a total of 17 participants for the sample size, about
51% of the entire population. Simple random sampling was done for the sample
selection. This sampling method is conducted where each member of a population has
an equal opportunity to become part of the sample. In order to conduct this sampling
technique, the researchers first defined the population and listed down the names of all
its 33 membersin this case, all UP- Cebu first year BA Psychology students for AY
2010-2010 (except the researchers, who are also from the same program). For this
procedure, the fishbowl technique was utilized. Each member of the master list was
assigned a number, and each number was written on slips of paper which were drawn
from a pouch. The process was repeated until the desired sample size was reached.
Research Instruments
The participants were asked to answer a survey questionnaire as the main data-
gathering instrument for this study. The questionnaire is mostly in general format and
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contains two items which employ ranking and a single item which employs rating. The
questionnaire is divided into two parts. Part 1 deals with choice of course while Part 2 is
divided into 2 sections, General Weighted Average and Level of Course Satisfaction,
respectively.
Part 1 asks the respondents to rank which factors affected their course choice
the most, wherein factors include personal preference, family pressure and financial
capability. Part 2 explores the respondents General Weighted Average (GWA), their
satisfaction with their GWA, and asks them to rate their overall satisfaction with their
current course. They are also asked about whether they plan to pursue further studies,
as this could also be a factor why they are taking up their current course. This part of
the questionnaire also asks the respondents whether they would like to shift to another
course, and what course do they really prefer.
Data Processing and Analysis
All the completed data was gathered from the respondents, who were first
divided into 2 groups based on their GWAs: students with a relatively high GWA, and
students with a lower GWA. These groups served as the basis for the students level of
academic performance. The rest of the results were tabulated separately for each
group, to determine which responses were common to those with a higher academic
performance, those with a lower academic performance, and so on.
The students responses to the open-ended questions were categorized into
which contained the most similar thought. They were ranked according to which kind of
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response was most prominent. Answers to close-ended questions were ranked
according to how many times a particular choice was selected.
The items which were selected the most by the respondents were then
considered as those which apply most to the studys objective.
The researchers allocated one (1) week to conduct the survey. Within this
allocated time the researchers were able to contact and ask their respondents to supply
the needed information for the study.
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CHAPTER 5
PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA
Respondents
The respondents of the study were UP-Cebus 1st
Year Psychology students for
A.Y. 2010- 2011. The 17 students were picked through random sampling in the fishbowl
technique. Each member of the master list was assigned a number, and the numbers
were written on slips of paper which were then drawn from a pouch. The process was
repeated until the desired sample size was reached. The students were made to answer
a questionnaire that examined the factors which led them to take up BA Psychology,
and the researchers tried to determine if these factors are related to their academic
performance.
Results and Analysis
Because the study seeks to find out how the academic performance of the
students is affected by the different variables, the researchers first classified the
respondents according to their first semesters General Weighted Average (GWA). The
respondents were divided into two groups, according to the GWA they received. The
first group all had a GWA ranging from 1.2 1.9. The second group had a 2.0 2.6
GWA. The researchers initially prepared for a third group, with respondents who had
less than a 2.6 GWA. However, none of the respondents belonged to this group
because all had a GWA higher than 2.6. To avoid confusion, the researchers have
decided to name the first and second groups as Group A, and Group B, respectively.
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Based from the data gathered from the questionnaire, 10 of the respondents
(58% of the entire sample population) garnered a GWA from 1.2- 1.9, which made up
the first group. The remaining seven respondents belonged to the second group, which
is 42% of the entire sample.
Below is a graph illustrating the General Weighted Average of the respondents:
Figure 2.1. Graph showing the respondents GWA
As the number of students from Group A are more than the number of students
in Group B, it is then understood that majority of the respondents had a very good
academic performance during the first semester.
Because the researchers had now classified the respondents according to their
academic performance, the rest of the items in the questionnaire were tabulated
separately for both groups.
0
2
4
6
8
10
12
1.2-1.9 2.0-2.6 2.7-3.0
General Weighted Average (GWA)
General Weighted Average
(GWA)
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The first item in the questionnaire asked the respondents to rank a list of
statements (or factors) according to what was the primary reason why they chose BA
Psychology as their course. This is different from the factors that influenced them to
take up this course, which will receive its own ranking. The ranking was done on a scale
of 1-7, with 1 as the most primary reason and 7 as the least applicable reason. The rest
of the rankings were also done in the same way.
The researchers have hypothesized that a higher academic performance results
when the student chooses a course largely based on autonomous motivation. Based on
the study framework, the first kind of autonomous motivation is intrinsic motivation,
which is specified in the operational framework as personal interest in the course.
Below is Fig. 2, a graph showing how both Group A and B ranked the first factor
mentioned in the list: personal interest in BA Psychology for a long time.
Figure 2.2. Graph showing how personal interest as a factor was ranked
Out of the 10 respondents in Group A, five ranked it as number one, which is
50% of the respondents in the said group. Only three students from Group B ranked it
as number one, however, which is 43% of the respondents in Group B. All in all, eight
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students ranked it as the top primary reason why they chose BA Psychology as their
course, which is 47% of the entire sample population. All respondents in Group A also
ranked this factor as one of their top four primary reasons, with none of them ranking it
either fifth, sixth or seventh. On the other hand, one respondent from Group B ranked it
as sixth and another from the same group ranked it as seventh. These results tell us
that Group As respondents were more inclined to choose their course based on
personal interest. These findings also support the studys hypothesis and study
framework which state that personal interest in the course contributes positively to
higher academic performance. Three students ranked this factor as second, while two
students ranked it third. This means that 82% of the respondents listed personal
interest as one of the top 3 primary reasons why they chose BA Psych. On the other
hand, only one respondent ranked personal interest as the least applicable reason.
This also shows that a large number of the sample, more than half of the sample
population, is genuinely interested in BA Psychology as their course. In general, this
factor was ranked as the primary reason by the respondents, which could also explain
why none of them had a very low GWA, in relation to the theory.
The next factor in the list was High School Teachers and/or Counselors Advice.
The researchers included this factor because while the student is still in high school,
some of the most influential characters on his/her education are his/her teachers, and it
is possible that these teachers could have played a part in the students choice of
course. Guidance counselors were also considered because of their role in advising
graduating high school students on what to plan for college. These guidance counselors
are also called career counselors, and part of their job description is to help people with
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their career decisions (All Star Directories, 2002). Many schools employ counselors to
advise their students on what course to take for college. The following figure is a graph
illustrating how this factor was ranked by both groups.
Figure 2.3. Graph showing how High School Teachers/ Counselors Advice was ranked
As portrayed on the data provided by the table above, this factor is not really a
principal basis for the respondents choice of BA Psychology as their course. Three
students from Group A and two from Group B ranked it 3rd
(29% of the entire sample),
while another five students ranked it 4 th. None of the respondents ranked it as their most
primary reason. This means that none of the respondents chose their course primarily
because of the influence of their high school teachers or guidance counselors.
The third factor mentioned in the questionnaire is parental influence or
expectations. One of the conflicts between parents and their children in college deals
with the parents expectations and sometimes, these expectations are too much for the
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student to handle (J. Deese and E. Deese, 1957). Figure 4 below portrays how the
respondents ranked this feature as a reason for choosing their course:
Figure 2.4. Graph showing how Parental Influence was ranked
Parental influence was not given a high ranking. Three respondents from Group
A and two from Group B (29% of the entire sample population) ranked it 3 rd, which is the
highest rating it has been given. Nobody ranked it first, however. This means that none
of the respondents in the sample population chose their course primarily because of
parental influence.
The next factor listed is BA Psychology as a good preparatory course. Based
on the studys operational framework, this factor represents identified regulation, which
is classified as autonomous motivation. The researchers included this factor because
BA Psychology is a versatile course that presents a wide variety of fields to proceed to.
It is possible that the students decided to take this course because they believed it was
a good preparatory course for the career they wanted to pursue next. Its graph is shown
on the following page:
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Figure 2.5. Graph showing how BA Psych as a good preparatory course was ranked
Three students from Group A (30% of the group) ranked this factor as their
primary reason, while only one student from Group B (14% of the group) ranked it as
such. This 3:1 ratio conforms to the studys hypothesis that students give a higher
academic performance when they choose their course based on autonomous
motivation. This factor, labeled as a form of autonomous motivation, was ranked first by
more students from Group A than Group B. Generally, this factor is also the second
primary reason why the respondents took up their course, followed by High School
Teachers/ Counselors and Parental Influence.
The next three graphs will show the factors which were ranked fifth, sixth and
seventh. The first of these factors are: BA Psychology as the only course passed in the
UPCAT. The researchers had to include this factor, taking into account that the setting
of the study was UP, which means that they had to consider the UPCAT and its role in
the students course choice. This factor also represents amotivation, based on the
study framework. The graph is shown on the next page.
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Figure 2.6. Graph showing how Only Course Passed in UPCAT was ranked
Five respondents from Group A and one from Group B ranked this factor as the
fifth, which means it is one of the least applicable reasons why the students chose to
take up BA Psychology. Only one respondent from Group B each ranked this factor as
her primary reason, which is a mere 6% of the entire sample population. Because this
factor was given a low rank, it means that it was not really a driving force in the course
choice of the students. Therefore, most of the students had a choice in their career
decision.
The next factor, which was ranked sixth in general, was Belief that the course is
easy. The researchers included this factor because it is possible that some of the
students chose to take up BA Psychology, thinking that it would be easy to pass and get
through. Figure 7 on the next page shows how this factor was ranked by the
respondents.
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Figure 2.7. Graph showing how Belief that course is easy was ranked
As seen on the graph above, majority of the students (four from Group A and
three from Group B) ranked this factor as number six. In fact, only one ranked it as
number one, someone from Group A. The researchers however believe that this is
understandable because the said respondent is also recorded with the second highest
GWA among the whole sample population, so it is most likely probable that this student
does find the course easy.
Because it is impossible for the researchers to list down all possible reasons for
the respondents, they had to include a factor which was left blank, for the respondents
to fill in for themselves, in case there was something important involved in their course
choice which the researchers were unable to include. On the next page is the graph
tabulating the respondents ranking for Other factors.
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Figure 2.8. Graph showing how Other Factors was ranked
Not all of the respondents wrote something in the blank provided under this
category, and majority of them, 59% in fact (5 students from Group A and Group B
each), ranked this as seventh. This kind of ranking means that most of the respondents
primary reasons for choosing their course were already listed in the questionnaire.
The few respondents who wrote something in the blank however had varied
answers, of which only the most notable will be mentioned in the following statements.
One respondent, a transferee from another school, believed that the subjects she had
taken up in her previous school would be credited by the UP system. Another
respondent stated that among all other course choices in UP Cebu, BA Psychology
was the only course she preferred.
Having tabulated the respondents primary reasons for taking up BA Psychology,
the researchers now asked them to rank the factors which greatly influenced their
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choice of course. Once again, the results were calculated separately for Group A and
Group B. The ranking was still done in the same scale, from 1-7 with 1 as the highest
and 7 as the lowest. The first factor listed was Parental Influence. Below is the graph
displaying the results:
Figure 2.9. Graph showing how Parental Influence was ranked as an influencing factor
Group A ranked this factor second, with four out of ten students in the group. On
the other hand, four out of seven students from Group B ranked this factor as third. All
in all, a greater percentage from Group B (57%) ranked parental influence as one of
the top factors which influenced them to take their course, compared to Group A (40%).
None of the respondents ranked this factor as the most influential factor which led them
to take up their course.
After Parental Influence, the next factor listed was Peer Influence, because the
researchers considered the possibility that some of the respondents could have chosen
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BA Psychology because their friends also took the same course. This particular factor
was mostly ranked third. The graph is shown on the next page:
Figure 2.10. Graph showing how Peer Influence was ranked as an influencing factor
As shown on the graph, Peer Influence was ranked equally second and fifth with
two respondents from Group A and another 2 from Group B ranking it as such. All in all,
only 24% ranked it as second and another 24% ranked it as fifth, which is not a huge
percentage of the sample population. Therefore, peer influence was not really a major
influencing factor of the students in choosing their course. Only one respondent from
Group A, however, ranked it as her number one influencing factor.
The next item mentioned in the list was Personal Interest, which ranked first
again, similar to its previous rank as one of the students primary reason for taking up
their course.
On the next page is its graph:
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Figure 2.11. Graph showing how Personal Interest was ranked as an influencing factor
As seen on the graph above, eight students from Group A (80%) and four
students from Group B (57%) ranked Personal Interest as the factor which most
influenced their choice of course. These results actually support the studys hypothesis
that students who have a personal interest in their course have a higher academic
performance than those who have only a partialor in some cases, no interest at all in
their course. Personal interest in something is a form of autonomous motivation and this
kind of motivation results to a better performance (Ryan and Deci, 1985). These
findings imply that whenever students want to have good academic performance in
college, they should pick a course that they have a personal interest in. However, this
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factors total percentage among the entire sample population is 70%, which is a majority
of the entire sample. This implies that most of the respondents actually have a personal
interest in BA Psychology, in general.
The next factor in the list was Financial Situation. The researchers included this
factor because financial situation can be a hindrance to career choice. In fact, a journal
article featured a study done by Natalie M. Ferry, wherein all youth respondents stated
that lack of financial resources was the biggest barrier towards pursuing a college
degree. In the UP Cebu context, although the number of courses are very limited,
financial demands for each course still varies. Some courses require additional payment
for lab fees, equipment and such. Below is the graph showing how the respondents for
this study ranked the given factor:
Figure 2.12. Graph showing how Financial Situation was ranked as an influencing factor
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As portrayed on the graph, this factor was mostly ranked third, with 3
respondents from Group A and one from Group B ranking it as such. Only one
respondent from Group A ranked it as such. On the whole, the researchers concluded
that Financial Situation is not really a very influencing factor in the course preference of
the students. The researchers believe that this is reasonable because it is also a fact
that UP tries to avoid placing financial burdens on the students as much as possible, by
giving scholarships such as the Socialized Tuition Fee Assistance Program (STFAP)
and financial help such as the Student Loan. Therefore, the students can always apply
for any of these anytime if they wished to do so, and avoid too much financial burden.
The next influencing factor considered by the researchers was Belief that the
course is easy. This was ranked seventh by the students, with six students from Group
A and four from Group B ranking it as such, which is 59% of the entire sample
population. Only one student from Group B ranked it as number one. This shows that
the belief that the course is easy to pass was not really a major factor when the
students decided to take up BA Psychology. These results correlate to the previous
ranking of this factor as a primary reason for course preference.
Below is the graph showing how it was ranked:
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Figure 2.13. Graph showing how Belief that Course is Easy was ranked as an influencing factor
As seen on the previous page, only a very small number of the respondents
ranked this factor as first, second, and so on until sixth.
The next factor considered was the influence of High School counselor/s. Below
is its graph:
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Figure 2.14. Graph showing how High School Counselor was ranked as an influencing factor
This factor was not given a top rank, seeing as it was given an overall rank of
sixth place, by three students from Group A and two students from Group B. Nobody
ranked it first, although two people from Group B did rank it as second. This implies that
the students did not let the career advice of their high school counselors influence their
course preference largely, or it could mean that some of the students did not even
encounter career counseling.
The last factor listed was the influence of High School Teachers. The graph is
shown on the next page:
Figure 2.15. Graph showing how High School Counselor was ranked as an influencing factor
This particular factor was basically ranked fourth by four students from Group A
and two students from Group B. None of the students ranked this factor as first,
although one from Group A ranked it as second. The researchers therefore dismissed it
as an important factor which influenced the students to take up BA Psychology.
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Having tabulated the results on the students primary reasons for their course
preference and the factors influencing this choice, the results showed that the primary
factor which made the students decide to take up BA Psychology was their personal
interest in the course. In Group A, five students ranked personal interest as the primary
reason why they took BA Psychology, while eight students ranked it first place as the
factor which influenced their course choice. This makes up 13 students, or 65% of
double the population of Group A. On the other hand, three students in Group B ranked
it as the primary reason why they chose BA Psychology, and four students ranked it first
place as the factor which most influenced the choice of course. This totals to 7 students,
or 50% of double of Group Bs population. Therefore, majority of the students in Group
A had a personal interest in BA Psychology.
After tabulating these data, the researchers addressed the second part of the
questionnaire, which was about the students GWA and their level of course
satisfaction. The questionnaire also asked the students whether they were satisfied or
dissatisfied with their GWA, and why. Part of the researchers objectives was to also
measure how satisfied the students were with their GWA and their course. The
researchers believe that there is a relationship between academic performance and
satisfaction of ones course, and that course satisfaction contributes to continued
motivation. Motivation, satisfaction and performance are directly related to each other
because being motivated can lead to satisfaction and eventually to higher performance
(Dixon, 2010). Having already shown the graph of the General Weighted Average in the
earlier pages, the researchers tabulated the answers of the respondents as to whether
they expected that kind of GWA. Below is the table displaying the results of Group A:
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GWA Results
Whether Respondents Expected their GWA
Yes
No
Missing
TOTAL
1
9
10Respondents Satisfaction with their GWA
Satisfied, more or less the best GWA
Satisfied, but could do better
Very dissatisfied
Dissatisfied, convinced course is not for
him/her
4
4
2
TOTAL 10
Table1. Table showing respondents expectation and satisfaction lever of their GWAs (Group A)
As seen above, only one respondent expected to receive the GWA she got. All
the rest were not expecting to receive the General Weighted Average that they
obtained. As for Group As satisfaction level, four were convinced that that was more or
less the best GWA they could have received. When the questionnaire asked them to
state the reasons for their answer, one respondent among these four wrote that she
was expecting to have a lower grade, which was why she considered her GWA the best
one she could possibly get. The other three stated that they simply knew that they
would receive that kind of GWA based on their performance.
Another four students from Group A put in that they were satisfied with their
grades, but they believed they could have done better. Another two students from the
same group stated that they were very dissatisfied with their GWA. All of these six
students wrote that they felt they could have done better, and in doing so, receive a
higher GWA. All of their answers revealed that they believed that it was possible to get
a higher GWA than the ones they gotthey simply did not do their best, although some
admitted that they concentrated on other things rather than their studies. This implies
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that although the students were capable of attaining higher grades, they were not able
to do so because of lack of concentration on their studies, which affected their academic
performance.
The researchers similarly tabulated Group Bs answers, shown in the table on the
next page:
GWA Results
Whether Respondents Expected their GWA
Yes
No
Missing
4
2
1
TOTAL 6, with 1 missing
Respondents Satisfaction with their GWA
Satisfied, more or less the best GWA
Satisfied, but could do better
Very dissatisfied