Percentage
of UST CFAD Students
From
Freshman to Senior Year Shifting
A
Thesis Presented to
The
Faculty of the College of Fine Arts and Design
University
of Santo Tomas, España, Manila
In
Partial Fulfillment of the Requirements
for
Math 600A Statistics
JACINTO,
Maria Angela C.
TAKAGAKI,
Kai A.
PANLILIO,
Rossan Clare F.
3
IND – 2
Professor
Crisencio M. Paner
March
11, 2013
ACKNOWLEDGEMENT
The researchers would like to express gratitude to the people and
institution who have contributed to the completion of this research paper:
First
of all, our professor who encouraged us to do the project, Professor CrisencioM.
Paner.For his assistance and valuable ideas and suggestions that paid in the
process of the study.
Second,the
students of University of Santo Tomas College of Fine Arts and Design, for
cooperating and delivering the information needed to do the study through
responding in our survey questionnaires.
Third,
we thank our parents for their both financial and moral support and counsel in
doing the project.
And
above all, God, who guided us throughout the whole processes.
TABLE
OF CONTENTS
Title
Page
Acknowledgement
Chapter
I: Introduction
Background
of the Study
Objectives
of the Study
Significance
of the Study
Scope and Limitation of the Study
Chapter
II: Review of Related Literature
Foreign
and Local Literature
Definition
of Terms
Chapter
III: Methods and Procedure
Research
Method
Subjects
of the Study
Research Instrument
Data Gathering Procedure
Treatment Data
Chapter
IV: Results
Graphs and
Interpretations
Chapter
V: Conclusions
Chapter
I: Introduction
I.
Background
of the study
As a student from
elementary to high school we are equip in the basic knowledge we need to
acquire as we head to college, like learning about math, science and English.
Even extracurricular activities and subjects like art and sports. But when a
student steps into college the most vital decision they have to make is
choosing a course. In picking a course most teenagers keep in mind what
interest them the most. For example some students want to draw and design new
things they end up being designers.
There are lots of
factors on why students transfer course.
When you fail a
subject, the consequences of this are repeating the whole semester. This may be
a big factor why students tend to shift a course rather than repeating the same
subject. Self-esteem and lack of confidence
trigger them to shift from other courses.
Going through another course gives them an opportunity to regain
themselves and their confidence.
Lack of interest
One of the main reasons
why students change their course is because of the lack of interest with the
subject. Having no motivation in doing school work may cause severe
consequences in the student’s grades. Some students prefer doing other things
more than their homework, just because these things interest them more. They say success comes in doing what you
love, and loving what you do.
Aiming for a better course
Base on my research I found out
that many of students entered different courses just to enter UST , they do
their best in order for them to change the course that they wanted. Even if the course doesn’t make him satisfy
he is still able to finish the course and earned high grades.
II.
Objectives
of the Study
To
better understand the purpose of this research, general and specific objectives
of the study will be presented:
A. General
Objectives
§ To
determine the percentage of the UST CFAD students who decided to shift
§ To
determine the factors and considerations of the UST CFAD students in shifting
B. Specific
Objective
§ To
determine the top courses shifters transferred to
III.
Significance
of the Study
A.
Students
The significance of
conducting this study: is to know the reasons why the students are shifting to
another course and the factors that are affecting their decision in
discontinuing their first chosen course. Another is to know the percentage of
shifters; if it is increasing every year.
Also, to know how
students come up with the idea of shifting is it a long process of deciding or
they have just thought of it immediately. And this aim to understand the
reasons of the students behind their decision in shifting. Lastly, to know why
they have taken their course in the first place, is it because of their,
family, peer pressure or is it their own choice or are they redirected?
B.
Professors
The
significance of conducting this study to the professors is: so that they can
persuade their students not to shift. To explain to the students the effects of
shifting, the delay it cause to them.
Why
the students are not satisfied in their first choice of course, is it because
of the curriculum of the course, the professors, or the environment? Is
shifting the solution to their academic problems that they are experiencing?
To
find out if the shifters are satisfied in the course they have taken or are
they planning to shift again. Is the shifting of the students affect the
reputation of the course they have left and the one they are going to or is it
easy to the students to adjust to their new course, are the shifters doing well
in their course.
C.
Future
Research
The
significance of this study to the future researchers: To educate students on
choosing the right course that is suited for them, to avoid and lessen
shifting. To further understand the decision making of the students.
IV.
Scope
and Limitation of the Study
The
scope of the study is to explore the percent of UST CFAD students shifting from
the first year up to the third year of the field. This includes the major
reasons of entering the course and causes of withdrawal.
The
limits of the study are the colleges and courses majority of the shifters go
to.
CHAPTER
II: Review of Related Literature
Choosing
a College Course
After
high school, college is another stepping stone. Choosing a course to take up is
one important decision to make. It will be the root of his success, depending
on his choice of career according to (Most Popular College Majors,
2010) .
Based on an article, Choosing a College Major: Choosing a College Major: How to Chart Your Ideal Path (2011 by
Randall S. Hansen Ph., in deciding for a course, one should first know himself
considering his interest, strengths and weaknesses. Also, it needs to be what
you really want since, according to Tesa
Mari S. Sabaoin the article Importance
of Choosing Well Your College Course (2011), the following are some of the
possible results in taking a course inappropriate to one’s passion:
ü Frequent
transferring of courses or universities which is also a waste of time and
money
ü Advancing
in a position is difficult due to lack of motivation in the job applied
ü Can
easily get tired, quit work and stay unemployed
In an article What’s
Hot and What’s Not in College (2010) in Philippine
Daily Inquirer by Chelo Banal-Fermoso, due to contemporary problems in
economy, one of the factors in choosing a course is the security of employment.
And the same conclusion from the article 10
Things to Consider when Choosing a College Course or a College Major (2010)
that the choice of course should not only be of interest and passion but must
also has something to do with what the world needs on the right time to ensure
employment.
Popular
Courses
Popular
courses are the courses most students want to go to. These courses have largest
number of enrollees each year.
The Current Most Popular College
Courses in the Philippines (2009) stated that Service for Humankind, including courses
such as Education, Nursing and (Hotel and Restaurant Management), ranks first
on the lists since the discipline revolves on the services people need.
Information Technology ranks second that mirrors our world as technological;
this involves computer and other technologies considered in-demand (2008).
From
an interview done, Banal-Fermoso (2010), they
discovered that courses like Nursing, H.R.M and Medical Technology are the
primary courses at University of Santo Tomas and Far Eastern University while
H.R.M. at De La Salle University College of
Saint Benilde.
Each
year, Commission on Higher Education or
CHEd, reports on the number of enrollees and graduates.
In
year 2000, referring in data of CHEd in their report Higher Education Enrollment by Discipline Group and Academic Year
(2010), containing data about enrollees in each discipline from the Academic Year 1999-2000 until 2009-2010,
the most popular course is Business Administration, and its other sub-courses
have the most number of enrollees reaching 645, 970 in total of 2, 430, 842.
But, after five years, Medical related and allied courses lead with the number
of 549, 628 in total of 2, 483, 274 (CHEd 2010).
For
the Academic year 2010-2011, Information Technology is at lead with 376, 046
numbers of enrollees. Medicine and Health related courses placed second with
363, 147 enrollees.
Nursing,
based on the List of Priority Courses
issued by the Commission on Higher
Education (CHED), is the most employable course. Engineering, Health Sciences,
Agriculture and Education follows for the year 2012.
Definition
of Terms
• CHEd (Commission on Higher Education) –
government sector supervising on higher education
•
Course – a discipline to be
studied on college
•
Enrollees
– students registered in a school
•
Shift – transferring
of course
•
Shifters – students
transferring course
•
In-Demand – primary need in a specific
time
CHAPTER
III: Methods and Procedure
The
study was about the percentage of College of Fine Arts and Design students
confused of their course taken. It is a case study that aims to explore the
common reasons of shifting, the factors considered by the students in making
such decision and to find out the top courses students transfer to.
A. Research
Method
This
case study involves interaction between researchers and participants through
survey questionnaires in order to gather data.
The
study was aimed at investigating the percentage of College of Fine Arts and
Design students who decided to shift. It was an experimental study and the
purpose was to explore the reasons of shifting and the common courses
transferred to.
B.
Subjects of the Study
Freshmen
to senior University of Santo Tomas, College of Fine Arts and Design students
of different departments are the target population of the study.
C.
Research Instrument
The researchers formed a
survey-questionnaire aiming to find outfrom whichcourse of UST-CFAD students’
majority of the shifters are. It was designed to know the reasons of shifting,
considerations and satisfaction of the decision.
Below is the sample
questionnaire:
Good
day! We are students from the University of Santo Tomas, College of Fine Arts
and Design major in Industrial design and we are currently working on a
research regarding shifters. Thank you and God Bless!!!
Name:
Age:
Section:
1.
What is your First chosen course?
_____________________
2.
What year level did you decided to shift?
____________________
3.
What is your present course?
____________________
4.
Why did you choose your first course?
a.)
Parents
b.)
Friends
c.)
Mass media
d.)
Others: _________
5.
Why did you decided to shift?
a.)
Parents
b.)
Friends
c.)
Personal decision
d.)
Others: _________
6. Are you satisfied in your present course?
_______________
7.
What are the things you considered when you shifted?
a.)
Money
b.)
Time
c.)
Personal satisfaction
d.)
Others
D.
Data Gathering Procedure
The data for this research were gathered
through survey questionnaire. Suitable questions where intended to be responded
by a number of CFAD students made by the researchers. It was comprised of 7
questions related to the shifting issue. In the questionnaire, there were
choices for easier tallying. It was distributed to random CFAD students
including all year levels. Confidentiality of the survey is assured and naming
them is optional because knowing their identity may affect their honesty in
answering the survey. Survey questionnaires were collected right after they
finished answering, tallied and were made into graphs for easier
interpretation.
E.
Treatment Data
The questionnaires were distributed to random
CFAD students including all year levels. Confidentiality of the survey is
assured and naming them is optional because knowing their identity may affect
their honesty in answering the survey. Survey questionnaires were collected
right after they finished answering, tallied and were made into graphs for
easier interpretation.
CHAPTER
IV: Conclusions
After
getting the results of answered surveys by 60 respondents, we found out that
most shifters’ first courses applied are parents’ choices and after freshman
year, fifty six percent decided to shift. Shifters are usually still between
seventeen and nineteen years old and shifting is commonly due to their personal
reasons and peer influences. Financial matters ranked first as the factor in
shifting. Eighty percent of the shifters are satisfied after shifting.
According
to our data many CFAD students are having problems in time management due to
weekly given plates along with the minor subject projects. Most of these
students tend to change courses because they find it easier in other courses
which usually focus on academics. Lack of interest in some subjects and
expertise commonly affect their performances together with time pressure. Other
even fails due to difficulties in catching up on the deadline and most likely
becomes the root of laziness. One of the few reason why students shift from a
new course is that they are embarrass of failing the subject and they are
having a hard time with the schedule.
REFERENCES
