Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES AND CONCEPTUAL FRAMEWORK

This chapter presents the related literatures and studies, conceptual and theoretical framework and –

definitions of terms that is relevant to –this study 

There are different factors that affect student’s choice of course in college. One of this is

Family related factors. Studies revealed that Filipino immigrants and non-immigrants rely heavily on

their family’s decision-making. Students cope by following their parent’s advice. They also have to

cope with the expectation of financially supporting the family upon completing their education. Studies

from other Asian Countries also show parent’s impact in decision making of students when it comes

to student’s course preference.

Factors Influencing Choice of Career and Major

Many factors can influence come into play when college student’s choice of career path.

Students will typically take into account the quality of life they want when they are older. Factors such

as interest in field, academic ability, familiarity, economic stability, and influential people can all play a

role in the decision.

Interested in Fields

Some students know what they want to do with their lives from an early age. These are the

kids who are willing to go above and beyond in order to land their ideal job. Students, on the other

hand, frequently choose a different course due to a variety of variables outside their control. Students

will research and investigate their selected professional choice. The job’s compensation and benefits

have no bearing on this decision. In a study, the element “match with interest “was ranked higher than

work features, main attributes, and other factors. When students choose a major, psychological and

social benefits are equally important (Beggs et al., 2007).

Academic Ability and Aptitude

Many students select a major based on their academic aptitude (Beggs et al.,2008).

However, some students lack the ability or work habits necessary to thrive in some majors that

require more study than others. These pupils could be a better fit in a different setting. A less time-

consuming major with fewer tough classes this has an impact on people’s career paths of these

students.

Many students can handle degrees with higher workloads and choose a career path that leads

to a job that requires additional schooling. Veterinaries, doctors, and lawyers are all examples of

professionals in this group. Students will require more than one degree for professions like this.

On the other hand, some students have the desire to work in a labor-intensive environment. However,

they lack the intelligence to complete the activities required in their chosen field. Beggs and

colleagues (Beggs et al., 2008). Tutors, special education teachers, and other professionals

frequently assist these youngsters as well as additional considerations when taking examination or

performing homework every opportunity is given to students.

White Collar vs. Blue Collar

Most parents want their children to go college and get great jobs. However, not all high school

students want to or have the ability to go to college. Some students want to be carpenters and

construction workers. The workforce will always need the blue-collar people who do manual labor jobs

(Stamps, 1998). Even though technology continues to evolve and grow, there will always be a

demand for trade centered who want to work straight out of high school. Some high school students

join the armed forces after graduating. Such students may want to follow the path of their parents or

find that military service is a way to pay for more education. The armed forces can help students who
struggle with structure and motivation, something that students need when continuing on to college or

trade school (Gilroy, 2007).

Economic Stability

Many students believe that to live a comfortable lifestyle they need to be economically stable.

When these students look into a major or a career path, they seek out the higher salary jobs or they

look for majors that involve the most job security (Wildman and Torres, 2002). The 11 financial

aspects that students consider include high earning potential, benefits, and opportunities for

advancement (Beggs et al., 2008). Given the current economy, and American culture, many students

think they need a high paying job to make it in society these days. Along with stability during their

career, some students may even look ahead to retirement. Students want to make sure they are

secure for the rest of their lives, and may look into careers that have benefits to help them in the long

run (Wildman and Torres, 2002).

Personality

Personality is another important factor in career choice. Studies have shown that students will

choose a major that they think will fit their personality type (Mihyeon, 2009). The confidence that a

student has can determine how far a student will go with their education. Students who believe in

themselves have more confidence and are more likely to go for what they want instead of settling for

something that is comfortable. The personality of students can also play a role in choosing a major.

According to studies, students who have an investigative personality are more likely to major in

science fields. Students with an artistic personality are more likely to major in arts and in

interdisciplinary fields. Students who are very social people are more likely to major in the social

sciences (Porter and Umbach, 2006).

Influential People

Family and friends are considered to be an influential part of students’ choice of major.

Parents with an agriculture background most often have an impact in where students go to college.
Family role models have more of an influence on what students major in (Wildman and Torres, 2002).

There are many people in a student’s life who can influence their career decisions. Most of the time,

parents and friends play a large role, but coaches and teachers can also have a huge impact 10 on a

student’s life (Wildman and Torres, 2002). Teachers and coaches can help a student to do better in

school, to get into college or to get on a better path. The impact that these adults have on young

students can have a major influence on their career path.

Interest in the subject

Studies conducted in different countries different cultures can sum up with different

relationships among variables selected for the study; for example, in Kenya personality types and

interest in subject is a factor that impacts lot on making career choices by the students, but if we look

at this similar kind of study conducted in South Africa where demographics and culture are totally

different it, revealed that the financial factors impact on career choices of students, Fatima Abrahams

et al (2015).

In the process of making career choices, personality plays a significant role; productivity,

fulfillment and motivation are directly related to the individual. Lack of fit can be the most dangerous

cause of dissatisfaction and ends up in to the stress career failure. Rebecca J. et al (2016) conducted

a study on 399 students in Kenya which resulted in that there is a relationship between personality

types, and career choice. Most of the students were satisfied with the course they selected before

entering the university which indicates that suitable career choice for students would improve

satisfaction and success in their course of study and future employment. But on the other side, when

students make changes in their course section it indicated that the choices of subject selection did not

go in line with their future career choices. Consequently, it constructs probability of the status of the

relationship between personality types and career choice among undergraduate students in Kenya .

Future Job Opportunities

 Career growth, is an ongoing process for some people; they get engaged in different jobs

through choosing amongst job opportunities available in the market. Every person undertaking the

procedure of choosing opportunities subjective by many factors, context they live in, personal

aptitudes, and educational skills (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001). It is natural that

people always try to forecast or direct sometimes the future which is uncertain, so as students, always

try to plan their careers for a secure future where superior job opportunities are the important factor

that might prejudice the career choices.

Studying will not be a question for those with eagerness to earn a college degree. However,

despite all these eagerness and fervor lies the fact that not all students can afford the course they

primarily want. The problem at hand is that their financial stability limits their choice which latter led

them to a more, said practical course. As cited by Anne Jones, “Pursuing your dreams will always

remain a possibility, with or without money.” Positive thinking, yet if the assurance will only key in the

decision, then that student will prefer the one wherein he can find the means to continue rationally. A

glimpse of risks along this part where one decides critically, describes a hesitation of why pursue that

course if the chances are too low for that student to endure anyway; regarding the expenses that are

to be covered. One might disregard his interest over this matter and end up with a college course he

is aware he won’t be able to excel or fit in. This in time will be a more serious concern, anticipating

wasted efforts, finances, opportunities and time. That, for instance is the situation where the

researchers wouldn’t assume the students to engage in if they did not arrive to an appropriate and

logical decision.

Understanding what factors are used to decide a career is comparable to what is used to

decide and academic major as well. Since choosing an academic major is usually the first step in

setting an individual on a career path, the process of deciding needs to be investigated directly. Most

students choose a major when they choose an institution, it may seem to some that this is too early to
make an informed decision about what to study over the course of one’s college career, but it is

indicative of the process most institutions follow. Certain factors that may hold different weight are the

reputation of the college, location, cost, and student socioeconomic status (Yazici & Yazici, 2010R).

Rababah (2016) family members and peers have an influence in the students’ choice of the

major including personal interests, gender, career opportunity and availability of jobs are some of the

factors that affect the students’ decision making in this matter.

Khoo, Ban, Neng, Hooi and Joan (2015) showed that college students and non-college

students who were involved in this study agreed that parents are the most influential or important

person when choosing their choice of college or university and course of study because parents

perceive as their main source of finance and normally seek advice from them due to the perception

that parents have the relevant information or experience with regards to higher education, and hence,

parents are viewed as a credible source of advice.

In addition, Kaneez and Medha (2018) supported that parental influence have significant effect

on the career choice of their children. Identically, Dagang and de Mesa (2017) identified the results

which point to the strong influence of parents on their children choice of tertiary school. It is deeply

rooted in the consciousness of the Filipino people the respect for elders, hence the strong influence of

parents on children decision. In a Filipino family child are financially dependent on their parents,

hence their submission to their parent’s decision, thus explaining the moderate influence of others

such as the peers, friends and relatives. Another factor was affordability of tuition, followed by

scholarship Dagang and de Mesa (2017).

Ibrahim (2017) revealed that family members have the highest contributions in influencing

students to the profession of medical laboratory science due to the fact that family is usually who

provided financial supports to them. Eremie and Okwulehie (2018) indicated that factors such as

environmental, opportunity and personality can influence the choice of career among secondary

school students. In terms of environmental factors, it revealed that family, socioeconomic status and
peer groups have significant influence of the students’ choice of career while in opportunity factors

such as education and mentorship also had influence to the choice of career as well as the

personality factors such as the students’ interest, values and skills in choosing their courses.

Hoai, Thi and Thanh (2016) in their study factors influencing student’s choice of accounting as

a major show that social norm has a great influence on students’ choice of major including advice and

orientation of acquaintances, friends, teachers, parents which had a significant influence on their

decisions in the selection of specific discipline. It also revealed some significant differences between

average level of male and female students through perceptions of input scores, major pressure and

suitability for the people good at math, job availability, average income and advancement opportunity.

In comparison, study of Kazi and Akhlaq (2017) an individual environment, talents, skills and

academic achievements exert an influence on career choice.

Malubay, Mercado and Macasaet (2015) noticed the primary factor affecting the decision of

freshmen students in taking up specified courses or programs is the economic factors that include

economic stable wages and in-demand jobs

In addition, which revealed that interest in subject has strong and positive relationship while

ease on grades, financial outcomes, and future job opportunities had minor impact on students’

decision for particular field and subject. It was also stated that the career choice of the students was

also influenced by the level of their social status, financial resources, affordability and future

employability, Ahmed, Sharif and Ahmad (2017).

Okiror and Otabong (2015) revealed that students’ choices were based on their perceived

availability of career and scholarship opportunities in a given department and the grade point

averages marks earned by the student at the time selecting the options.

Soria and Stebleton (2013) studied the relationships between students’ intrinsic and extrinsic
motivations with choosing a major, satisfaction with educational experience, and sense of belonging.

Internal extrinsic motivations positively associated with satisfaction include students’ motivation to

choose a major because the selected option allows time for other activities, prepares students for a

fulfilling career, prepares students for graduate/ professional school, and provides international

opportunities. One internal extrinsic motivation—choosing a major because it complements students’

desire to study abroad—was negatively associated with students’ satisfaction. Additionally, students

who had external extrinsic motivations for choosing a major—because of denial of their first choice of

college major, easy requirements, and parental desires for choice of major—are negatively

associated with students’ satisfaction. All internal extrinsic motivations for selecting a major are

positively related to sense of belonging, except for choosing a major because it leads to a high paying

job, which is negatively associated with students’ sense of belonging.

Therefore, students choose their course in college based on their perceive exits. Students

choose their courses in relation to how productive a course is and if it needed in the industry. High

paying jobs too are also considered as a factor in choosing courses. On the contrary, students also

have a misconception about the professions due to lack of information – it prevents from choosing

them.

Related Literature

The researchers have consulted a number of related literature and studies to examine what

factors and variables were considered by other researchers in doing their respective studies, including

the methods used and findings. The following related literature discussed the different models used

by previous researchers in explaining the Motivational factors in choosing course program.

It is a statement of truth that motivational factors are a strong factor of choosing course

program it is also true that the efficiency of choosing a course depends mostly on the students. This
chapter therefore will examine the following concepts as defined and analyzed by different scholars in

relation to the subject of study. These are the following subject:

Components of Motivational factors

There are three major components to motivation: Activation, persistence and intensity.

Activation involves the decision to begin a behavior, such as enrolling in a psychology class, is

referred to as activation.

Persistence is defined as making an ongoing effort toward a goal despite the presence of

impediments. Taking more psychology courses to achieve a degree, even though it demands a large

expenditure of time, energy, and finances, is an example of perseverance.

Intensity the attention and zeal with which one pursues a goal exemplifies intensity. One student, for

example, may get by with little effort while another will study consistently, participate in class debates,

and seek out research opportunities outside of class. The first student lacks focus, whereas the

second is more committed to his academic ambitions.

The report, produced by Edu ventures, a consulting USA company, and written by Kim Reid, a

principal analyst there, distilled insights from more than 100,000 high-school students nationwide. It

identified seven key "decision segments" on the minds of aspiring college students: affordability,

availability of a desired program, reputation/academic quality, career outcomes/job opportunities,

value of education for cost, feeling of fit, and proximity to home. (Wyllie, 2018).

Understanding the determinants of decision making it is vital nowadays especially for private

HEI because students entering higher education institutions these days are different than those of

previous generations (Haron et al., 2017; Handa, 2018). As information, private HEI was chosen for

this study for the reason that private HEI has grown strongly as cited by Naidu and Derani (2016). In

an increasingly competitive HEI sector, private HEI at current struggling tough challenge in getting

suitable number of students in order to sustain in the market. (Dennis et al., 2016). In this study three
factors namely as institution rankings, institution facilities, and employment opportunities will be focus

on to as factor influence student decision making to enroll at private HEI.

Institution Rankings

Maniu and Maniu (2014) stated that reputation for a HEI is derived from ranking; its reflection

of good reputation is built by age, accreditation and competitiveness of admission and brand name.

They stated the institutions with a respectable identity would derive the institution to have a better-

perceived value to a target market than its rivals can provide. Ranking helps HEI to build up their

reputation and where they stand in education industry. Yusuf et al. (2017) indicated institution ranking

is something built based on a performance. Academic reputation is important for the PHEI to

manipulate the status as part of their marketing gimmick and competitive advantage. Institution

ranking at the same time to be used by the PHEI to portray their outstanding level in the market.

Students may aim to join the ranked university in order to secure and satisfied themselves in the

prominent universities. Migin et al. (2015) highlighted that high ranking in market contribute to the

elements of decision making by students during the enroll process.

Institution Facilities

Institution facilities can be dividing to some parts, which are academic and non-academic.

According to Rachmadhani et al. (2018) facilities is referred as physical infrastructure that may benefit

the students in their learning process whether it is related directly to academic or promote the lifestyle

of the campus life. Institution facilities also not limited to soft skills services built in the study syllabus

that may defer from one PHEI to another or between academies program many facilities available at

the HEI to provide a conducive environment to student for physical aspects such as place, favorable

learning environment, recreation and sports, cleanliness, safe environment and campus social life

plays a vital role. All these factors act as an additional advantage for student decisions choice

(Garwe, 2016). Khairani and Abd (2013) stressed that students make choice based on the institution

facilities that they may require during the study period. Those facilities may contribute the positive
result in the teaching and learning process by the students. Cubillo et al. (2006) also highlighted the

important of other facilities that related to campus lifestyle that may create inner satisfaction to

students with the positive surroundings.

Employment Opportunities

In this competitive era, students are highly concerned about their career. Employment

opportunity becoming one of the important criteria for selecting the PHEI. PHEI at the same time may

attract students and influence their decision-making by promoting various statistics or testimonial from

the alumni. Ramchandani et al. (2018) highlighted that employment opportunities is part of the

elements evaluated by students in making their choice before entering PHEI. Earlier before that

Sanchez (2014) also commented that students will make decision based on their chances of

employment and exposure to the on-job study that may add more value to their education beside

easier to get job after graduation. Aydin (2015) supported the statement from Sanchez (2014)

although the respondent of the study was not similar. Based on all three research, it can be concluded

that employment opportunities are very important as part of the influence factor that may lead student

decision-making to enroll into their preferred PHEI. Every year, many of students enroll in HEI for

reasons related to future job prospects. More than 85% of first-year students rated the ability to get

employment opportunities as a very important factor in their decision to attend college (Eagan et al.,

2015). Regarding to research result byJaradat and Mustafa (2017) they revealed the employment

opportunities indicate a strong effect on their majors’ selections with score means of 3.64.

Students’ Decision Making

Decision making process is a part of consumer behavior. Choosing a HEI is a critical stage for

all high school graduates who have a plan to further their study at HEI level. Students are highly
selective when deciding on which HEI they should to enroll, because the there is ample option

available in the market. The competition among the PHEI lead to tough competition. That competition

translated to high bargaining power of students in which, they have the power to choose. Decision

making at the same time have been made easier by the current information technology. Students

have the luxury to choose based on the comparison and reviews made by the alumni. Wadhwa

(2016) and Mohamad and Hussein (2018). Meyer (2018) also highlighted that the decision-making by

students will be based on their purpose and intention. PHEI in the industry need to understand the

students’ needs and wants beside the capability of them to pay for the fees. The influences that affect

student decisions usually come from a variety of factors. Decision making process happen after a

student satisfied with the evaluation on the factors that exists that meets with their need. According to

Hossler and Gallagher (1987), the decision-making process is simply defined as the process through

which student decide whether to go to HEI or not. Furthermore, it also can be defined as the selection

of an HEI to attend.

Theoretical Framework

It is a learning theory based on the ideas that people learn by making-decision, that students

processes are central to understanding, predicting and changing human behavior. Another theory is

the theory of planned behavior, because behavior can be deliberate and planned.

Several other theoretical positions support the relationship proposed by Moxley et al. (2001)

that external influences and factors impact students’ career choices and decisions. Groccia’s (1992)

position was that students’ externally-acquired attitudes and expectations affect the outcome of their

college experience and that “students who are pursuing identified majors and following career paths

find it easier to adjust to the academic, social, and emotional demands that come with college life” (p.

41). In terms of the persistence theories of Tinto (1993) and Braxton (2000b), external influences

affect the career choices of students, but once these choices are made, students are more successful
in integrating into the school’s internal community, which, in turn, facilitates persistence to successful

completion of the career training program.

Students will seek out schools that are well known for that major or trade. Most students today

are more concerned with the amount of money they can earn. However, there are a few students who

pursue their dreams (Mcglynn, 2007). Decision Making Some theories view career decision making

as a systematic approach in which one weighs the cost to benefit ratio of their choice compared to all

alternative choices. It is viewed strictly as an objective and logical process (Murtagh, Lopes, & Lyons,

2011).

Theory of Intrinsic and Extrinsic Motivation

Intrinsic motivation defines the best task, without external expectations, to fulfill one’s own

needs. Challenges, curiosity, control, and fantasy are the elements to trigger intrinsic motivation. Also,

emphasize that intrinsic motivation and academic performance shared and profound connections.

Intrinsic motivation leads someone to engage actively in educational activities in order to learn new

things Journal of critical reviews 555 with their preparation without any external incentive contrary to

the assumption of external rewards, products, or under any pressure. Much of these previous works

have intrinsically motivated into game-based games that have learned their minds in studying what is

considered important and what gives impact on teaching achievement. Intrinsic motivation can spread

positivity and create the knowledge gained to sustain long term. In contrast to intrinsic motivation,

extrinsic motivation describes external activities that include gifts coercion and punishment. A person

who wishes to succeed or excel to be accepted among fellows or under any pressure cannot survive

long. Extrinsic motivation leads to dissatisfaction and reluctance in action claimed that extrinsic

motivation should be introduced at an early stage of any process to attract attention so that it can

evolve into intrinsic motivation as the learning process becomes more meaningful and immersive.

There is a high chance that the individual will reach a saturation where he/she can no longer develop
his/her intrinsic motivation or extrinsic motivation. At that point, a motivation occurs. Amotivation is the

point at which intrinsic motivation and extrinsic motivation no longer exist. Therefore, students should

always be encouraged to deal with the situation, even when it is challenging. They need to encourage

themselves to maintain positive thinking and not to give up on challenges.

Theory of Self-Determination

Self-determination theory (Deci & Ryan, 1985, 1991), when applied to the realm of education,

is concerned primarily with promoting in students an interest in learning, a valuing of education, and a

confidence in their own capacities and attributes. These outcomes are manifestations of being

intrinsically motivated and internalizing values and regulatory processes. Research suggests that

these processes result in high-quality learning and conceptual understanding, as well as enhanced

personal growth and adjustment. In this article we also describe social-contextual factors that nurture

intrinsic motivation and promote internalization, leading to the desired educational outcomes.
Conceptual Framework

This Conceptual Framework of the study shows the relationship of the independent and

dependent variable. This Framework embodies the specific direction by which the research will have

to be undertaken by describing the relationship between specific variable identified in the study.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

MOTIVATINAL CHOOSING
FACTORS COURSE
PROGRAM
 Interested field;
 Academic Ability;  BS in Office Administration
 Familiarity;  BS in Criminology
 Economic Stability; and  BS in Social Work
 Influential People  Bachelor of Technical-
Vocational Teacher
Education (BTVTED)

Figure1. Conceptual Framework of this study

Definition of Terms

The explanation of the following terms would give enlightenment to the terminologies used in

this research: Conceptually and Operationally.

Interest in field. A field wherein you are interested to achieve something or you are interesting to that

particular field.

Operationally, a domain of interest, spheres of interest, areas or topics that one finds

interesting. Academic ability. Refers for having the ability in terms in academic.

Operationally, it is a degree of competence in educational activities (school) in such subjects

as Math, Science and English.

Familiarity. Something that familiar for you, friendliness or intimacy between people.

Operationally, the quality of being well known; recognizability based on long or close

association.

Economic Stability. It describes a country’s financial system that displays only tiny output growth.

Operationally, it is the absence of excessive fluctuations in the macroeconomy.

Influential people. Someone or something that has an impact on or shapes how people act or how

things occur.

Operationally a person whose actions and opinions strongly influence the course of events.

Performance. A completion of a task with application of knowledge, skills and abilities. Performance

means good ranking with the hypothesized conception of requirements of a task role.
 Operationally, performance is giving all the best that you have to make others satisfied and

impress in your performance.

Student. A person who are studying in School.

Operationally, a person formally engaged in learning, especially one enrolled in a school or

college.

Future. Something that will happen in moment yet to come.

Operationally, an expectation of advancement or progressive development or something that

will exist.

Job Opportunities. The opportunity of people who is looking for a job, we all know that job is a work

we seek to get some money for financial support.

Operationally, any established employment position which is currently vacant and left unfilled

by a qualified worker.

Motivational factors. Recent educational research using the social cognitive approach has identified

several unique motivational elements

Operationally, motivational factors have come to light in recent educational research from the

social cognitive approach including: Intrinsic Goal Orientation, Extrinsic Goal Orientation, Task Value,

Control of Learning Beliefs, and Self-Efficacy for Learning and Performance.

Course Program. It is program of school offering the course of students they want to pursue or

dream of.

Operationally,
Cronasia foundation College Incorporated. A private educational institution of General Santos City.

It opened in 2007 as a technical school, providing TVET course from the technical Education and

skills development Authority (TESDA). Five years later, the school began offering undergraduate

degrees as recognized by the Commission on higher Education (CHED).

Operationally, is a private educational institution duly recognized and registered by virtue of the

laws of the Philippines. It is established to reach out to the greatest number of Filipino youths who

dare to challenge poverty through education.