Predictors of Students’ Motivation for Higher Education

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Predictors of Students’ Motivation for Higher Education

https://doi.org/10.21203/rs.3.rs-4375359/v1

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This descriptive-correlational study was conducted to investigate variables determining the choice of careers among undergraduate students currently enrolled at the Don Mariano Marcos Memorial State University Mid La Union Campus. A questionnaire was developed to examine areas of interest and attributes that may have influenced students when choosing a career. Data were collected from a survey involving a random sample of 318 students drawn from the six colleges of the University. Multiple regression analysis was used to examine relationships among study factors. According to this survey, students are most influenced by major factors: extent of use of audio-materials, grade point average, classrooms, buildings and parents’ educational degree. The students who completed the questionnaire had a positive outlook on their career. Students believe their projected careers will make a positive impact on the world. The findings also provide some useful insights to the University on how it should restructure its programs to meet the needs and aspirations of its future students.

predictors

motivation

career choice

higher education

students

The global demand for higher education has exponentially increased within recent years. The quantitative expansion of student numbers serves as testimony to this fact (Schuetze and Slowey 2012). It has progressively become apparent that a growing number of students are now lengthening their academic careers by making a direct transition from the secondary to tertiary academic hallways.

Additionally, within recent times, an increasing number of working adults or re-entry students (Dill and Henley 1998) as they are sometimes quoted as in the literature who have not previously obtained tertiary certification are now seeking such qualifications.

Consequently, there has been a growth in student enrollment in the numerous tertiary institutions that have become available to meet the growing desire for post-secondary qualification. Researchers are of the view that a combination of factors is responsible for this growth in enrollment numbers especially among this more mature cohort of students (e.g. Bowl, 2010).

Depending upon one’s viewpoint, this heightened interest in higher education can be understood as either a consequence of or a catalyst for the employers’ heavy demand for persons with post-secondary qualification.

Interestingly, a by-product of this increased demand for higher education has been the development of a lucrative economic market that benefits private providers of such tertiary certification. Technocrats have recognized the profits that can be gained from this sector and have therefore sought to capitalize upon this opportunity.

Chao (2013) refers to this as the “privatization and commercialization of higher education.” This growth in “private for profit” higher education according to Gibney (2013) is rapidly expanding in all parts of the world in an effort to satisfy the ever-increasing demand for higher education. The result has been the tremendous growth of private tertiary institutions to service public demands for higher education. Chao (2013) describes such governmental financial arrangements with private providers as a mechanism for alleviating the state’s economic burden for the provision of higher education opportunities.

Additionally, this shift in focus toward tertiary qualification has further intensified the competition for scarce resources in that a greater proportion of the world’s population is now tertiary-certified thus no longer is tertiary qualification solely relegated to the privileged few within society. Schuetze and Slowey (2002) describe this as a transition from an “elite to a mass system” of higher education services.

The region’s pursuit of economic growth and overall development may be the reason behind this increase in government expenditure on the provision of higher educational opportunities. Firstly, within modern industrial society, a highly skilled and specialized labor force is required. Such specialized personnel are produced by the tertiary education system. Secondly, the generation of new ideas that inform economic growth and other facets of the development schematic is now the driving force within society today (Bray 2007). The Organization for Economic Cooperation and Development (OECD) outlines that the boom in higher education opportunity within developing economies is related to efforts of knowledge cultivation (Gibney 2013). These new forms of knowledge are produced through research conducted by academics, post-graduate students and other researchers involved in the tertiary level of academia.

Similar is the case in State Universities and Colleges (SUC’s) like the Don Mariano Marcos Memorial State University (DMMMSU) who has expanded from being limited to a single regional provider to a multiplicity of tertiary education program provider. This institution has established campuses across the province and is state-funded: the North La Union Campus located at Bacnotan (NLUC); Mid-La Union Campus (MLUC) in the City of San Fernando; and the South La Union Campus (SLUC) located in Agoo.

DMMMSU offers academic programs of various fields. With higher education clearly becoming a pervasive need of high performance in the workplace, the University has been committed and prepared to respond to this need. The demand for more competent policy makers, managers, workers, and service providers in various fields, such as education, business, health care, engineering, and governance among others, compels every Campus to provide the best quality of education. Together with and through the concerted efforts of competent faculty and staff, and with the full support of the University Administration, the School strives to produce graduates and professionals, who can contribute to the growth and development of the nation and the world.

The present paper will make the argument that student needs must be researched in order to cater for this heterogeneous student body. Furthermore, the incorporation of more mature students especially at the undergraduate level presents a novel area of research that requires immediate investigation. The factors impacting upon their motivation and the various challenges endured while pursuing their undergraduate degrees should be examined as these findings can lend themselves to institutional and policy reform. With a better understanding of the basic interests and motivations of students, the process of linking those motivations, attitudes and behaviors to their academic journey and process can begin (Teowkul et al., 2008; Williams and Mujtaba, 2008).

The results of the research will enable University administrators to gain a better understanding of students so that they can improve their marketing techniques to more effectively recruit and retain goal-oriented students who can successfully achieve their degrees. Finally, the paper will advocate that such student-centered inquiry is essential for the true benefits of the tertiary sector to be harnessed.

Psychologists and other scholars have long been interested and engaged in research as to how people choose their careers and how they can be helped to do so. In fact, a wide range of factors which determine individual’s career choice have been researched worldwide. However, whether or not career choice motives predict intentions of university students to join what they have chosen to study upon their graduation is still a question which needs an empirical investigation.

Witko, Bernes, Magnusson and Bardick (2006) studies on senior high school students' occupational aspirations and found out that interest, skill, personal meaning, challenges and parental support are variables contributory to the occupational aspirations of senior high school students.

Eremie (2014), study on comparative analysis of factors influencing career choices among senior secondary school students in Rivers State, Nigeria. The result showed that there were significant differences in the career preferences when grouped according to their sex, parity, and parental influence. In addition, socio-economic background was influential in participants' decisions to pursue a postsecondary degree. Cultural factors, especially English fluency, were also relevant. Local communities and institutional factors had generally a negative impact on career choice of the students.

A child’s capability to succeed in school depends on how successfully the child is managed by his/her parents in the home environment. It is an environment where the child learns the skills, attitudes and behavior which could mould them into a productive and successful student. However, not every child comes from a home that could provide them with the requisite educational resources necessary for their academic success. In accordance with that, Vellymalay (2012) claims that parent’s socio-economic status plays an important role in providing these educational resources and it appears to impose the greatest impact on the child’s educational outcomes.

Socio-economic status according to Al-Matalka (2014) has a relatively strong impact on parental involvement compared to other factors. However, there is a question as to how far the strength of the parent’s socio-economic status could inspire a child to achieve academic success. Parental involvement has a positive impact on student achievement at all socio-economic levels, though involvement is probably more important for low socio-economic schools, as they are more likely to have lower test scores and graduation rates.

Recent educational developments in many countries have shown a growing importance of the concept of parental involvement. With the rise in educational fields, the wealth and wishes of parents appear to play a more dominant role in a child’s education. Thus, the impact of the parent’s socioeconomic status on parental involvement and their child’s educational achievement has been of great concern to many researchers especially in the field of sociology (Vellymalay, 2012).

Midraj & Midraj (2011) conducted a research on parent involvement, and claimed that involvement at home has a more significant impact on children’s attainment than parent involvement in school activities. Similar is the case of Kingsley (2011) who carried out a study to analyze the link between parental school involvement and the academic achievement of young students from diverse socio-economic backgrounds between the ages of 15 and 20. The results indicate a positive and significant correlation between mothers' school involvement and the academic achievement of the students. Other studies have found that parental involvement increases student motivation (Gonzales-Haas, Willems & Doan Holbein, 2005) and decreases instances of behavioral problems (Domina, 2005). However, other studies have demonstrated that low socio-economic status parents are just as eager to help their children succeed in school as their higher-socioeconomic status counterparts (Lareau, 2000; Compton-Lilly, 2003).

The general overview of the parent-student dynamics is that, parental involvement in their child’s literacy practices positively affects children’s academic performance (Fan and Chen, 2001) and is a more powerful force for academic success than other family background variables, such as social class, family size and level of parental education (Flouri and Buchanan, 2004).

Other factors that must be considered when choosing a career are areas of interests. Many people not even think about their hobbies when a hobby is, in fact, an interest. Webster’s Dictionary defines a hobby as “a pursuit outside one’s regular occupation”. In addition, people are usually very skilled at their hobbies. The combination of interest and skill are very compelling reasons to choose a particular career.

Further, researchers have found that people are more successful at their job tasks and find more personal satisfaction with their occupation if four personal factors match the occupational characteristics. In order to increase this match, career counselors have found that it is helpful for individuals to become aware of their personality, abilities, interests, values and past experience. (http://www.lagcc.cuny.edu/cdcweb/career/Self.htm-19k-Cached, viewed November 8, 2017).

Ginsberg, et. al., in their theory of occupational choice points out that the foundation for an effective occupational choice lie in the value and goals of an individual. It is the motivation which enables him to adjust to current activities with reference to the future. The essential element in occupational decision making is the effective link of present action to future objectives. Certainly, capacities and interests must be considered, but the individual will not make an effective occupational choice unless he has support from his value scheme (http://www.sru.edu/pages/10213.asp-36k, viewed December 14, 2017).

The occupational choices of the students are indeed observed to be dependent upon their experiences – part time and summer jobs, volunteer activities, hobbies, and interests. Whenever young people are asked why they selected certain career, some previous experience is cited as the major reason.

Others suggested some guidelines to be kept in mind while trying to find the best course and institution. An important criterion of selection should be the quality of the faculty. A reputed college is likely to have a good faculty. However, all faculties need not be equally good in a particular institution, choosing a place which has been recognized by the government or the education department and is affiliated to a good university can be a plus point since it adds credibility to your course. Further, select an institution which is accessible so you can avoid the expenses incurred if staying in a hostel. Lastly, it is an equally important need to consider the financial viability of the course you are taking up and to decide whether you might have to take up a loan in order to pay for your education (http://www.vocationaleducationhelp.com/technical-vocational-education.html − 10k -viewed December 27, 2017).

Thorndike on the other hand affirmed that the mark remains as one of the best predictors of an individual’s success later in life. This suggest that scholastic achievement, as indicator of knowledge, skills and information retained by an individual in the subjects he has taken are reflected in the official transcript of record, have predictive influence on the person’s productivity and employability.

Similarly, Mullen (2005) undertook a research on the relationship of GPA to students’ achievement in college and found that the higher the GPA, the more prepared is the students for college (http://epaa.asu.edu/epaa/v7n30.html/, viewed January 17, 2018).

With these guidelines in mind, the choice of a good course and institution can actually change the way students’ career is shaping up for the better.

Research Design

The study used descriptive-correlation method of research in gathering information to find out the predictors of students’ motivation for higher education. Best (1981) explained what descriptive research interprets. It concerns with the conditions of relationships that exists; practices that prevail, beliefs of view or attitudes that are held; or trends that develop. At times, descriptive research is concerned now with what is or what existed in relation to some preceding events that have influenced or affected a present condition. The study assessed the profile of the respondents and their level of motivation in terms of the aforementioned indicators as perceived by the respondents.

Sources of Data

The study covered sixteen (16) selected undergraduate programs offered at the Don Mariano Marcos Memorial State University-Mid La Union Campus. The said offerings were grouped according to College: College of Engineering (COE) offering Bachelor of Science in Electrical Engineering and Bachelor of Science in Mechanical Engineering; College of Information Technology (CIT) offering Bachelor of Science in Information Technology; College of Technical Education (CTED) offering Bachelor of Elementary Education, Bachelor of Science in Industrial Education, and Bachelor of Secondary Education; College of Arts and Sciences (CAS) offering Bachelor of Science in Psychology; College of Arts and Management (CAM) offering Bachelor of Arts Major in Political Science, Bachelor of Arts Major in Public Administration, Bachelor of Science in Business Administration, Bachelor of Science in Office Administration, and Bachelor of Science in Hotel and Restaurant Management; and the College of Technology (COT) offering Bachelor of Science in Industrial Technology, Bachelor of Science in Electro-Mechanical Technology, Bachelor of Science in Food Technology, and Bachelor of Science in Textile and Garment Technology.

The total population was 1,864 third year students currently enrolled in the sixteen (16) selected undergraduate programs offered at DMMMSU-MLUC for the second semester of school year 2016–2017. The sample for student respondents was determined using Lynch formula which yielded 17.06% at 0.05 margin of error.

Table 1

Distribution of Student Respondents by College and Academic Program
DMMMSU-MLUC Undergraduate Programs per College	Students
	N	n
College of Engineering (COE)
Bachelor of Science in Electrical Engineering (BSEE)	156	27
Bachelor of Science in Mechanical Engineering (BSME)	123	21
Total	279	48
College of Information Technology (CIT)
Bachelor of Science in Information Technology (BS Info Tech) Total	123	21
College of Technical Education (CTED)
Bachelor of Elementary Education (BEEd)	210	36
Bachelor of Science in Industrial Education (BSIE)	120	21
Bachelor of Secondary Education (BSE)	57	10
Total	387	67
College of Arts and Sciences (CAS)
Bachelor of Science in Psychology (BS Psycho) Total	102	17
College of Arts and Management (CAM)
Bachelor of Arts Major in Public Administration (AB Public Ad)	71	12
Bachelor of Arts Major in Political Science (AB Pol Sci)	45	8
Bachelor of Science in Office Administration (BSOA)	102	17
Bachelor of Science in Business Admin (BSBA)	143	24
Bachelor of Science in Hotel and Restaurant Management (BSHRM)	107	18
Total	468	79
College of Technology (COT)
Bachelor of Science in Industrial Technology (BS Indtr’l Tech)	253	43
Bachelor of Science in Electro-Mechanical Technology (BS Electro-Mech’l Tech)	158	27
Bachelor of Science in Food Technology (BS Food Tech)	53	9
Bachelor of Science in Textile and Garment Technology (BS Textile & Garment Tech)	41	7
Total	505	86
Total	1864	318

Instrumentation and Data Collection

The questionnaire was the main instrument used in the study. Part I dealt with the profile of the respondents which were grouped according to three:

1. Personal background variables along age, gender, and high school GPA.

2. School background variables along teacher’s educational attitude, teaching environment and equipment, and instructional materials

3. Family background variables along family income, parents’ educational degree, and parents’ occupational qualification. The said questionnaire was lifted from the study conducted by Ming-Shang Su, Ta-Chun Chang, Chin- Chang Wu, and Chin-Wen Liao (2015) on Factors Affecting the Student Career Decision-Making of Junior High School Students in Central Taiwan Area (http://www.ijiet.org/vol6/803-E04.pdf. viewed September 26, 2017).

Part II dealt with the level of student’s motivation in terms of employment opportunities, pre-enrolment knowledge and practice, and socio-economic status. The said questionnaire was based from the study of Manuel (2008) entitled “Predictors of Students’ Motivation for Technical Vocational Courses”. A Cronbach’s alpha coefficient of over 0.957 for students was obtained indicating high reliability.

For the level of students’ motivation along interest and hobbies, the interest assessment questionnaire was based from Holland's Inventory of Basic Interests (http://www.careerwise.mnscu.edu/careers/interestassessment.html, viewed August 20, 2017).

Data Analysis

Answers of the respondents were consolidated accordingly and results were presented in tabular form as elicited from the administered questionnaire for interpretation of data. Frequency and percentage were used to determine the profile of the respondents. Median was employed to determine the level of student’s motivation in terms of employment opportunities, interest and hobbies, pre-enrolment knowledge and practice, and socio-economic status.

Spearman rho Correlation was utilized to determine the significant relationship between the profile of the respondents and their level of motivation. Ordinal Regression was employed to determine the predictors of students’ motivation for higher education.

Categorization of Data

The scales of statistical mean values adopted were as follows:

1. Grade Point Average (GPA) in Fourth Year High School

Descriptive Equivalent	Statistical Range
Excellent	97–100
Very Good	94–96
Very Good	91–93
Good	88–90
Good	85–87
Fair	82–84
Fair	79–81
Passing	76–78
Passing	75
Failed	Less than 75

2. Employment Opportunities

Point Value	Descriptive Equivalent
5	Very Highly Motivated
4	Highly Motivated
3	Moderately Motivated
2	Fairly Motivated
1	Poorly Motivated

3. Interests and Hobbies

Point Value	Descriptive Equivalent
5	Very Highly Motivated
4	Highly Motivated
3	Moderately Motivated
2	Fairly Motivated
1	Poorly Motivated

4. Pre-enrollment Knowledge and Practice

Point Value	Descriptive Equivalent
5	Very Highly Motivated
4	Highly Motivated
3	Moderately Motivated
2	Fairly Motivated
1	Poorly Motivated

5. Socio-Economic Status

Point Value	Descriptive Equivalent
5	Very Highly Motivated
4	Highly Motivated
3	Moderately Motivated
2	Fairly Motivated
1	Poorly Motivated

6. Family Income. To determine the income level of the parents of the respondents, the data sourced from 2012 Family Income and Expenditure Survey (FIES) Philippine Statistics Authority.

Income Class	Range of Monthly Family Income
Poor	Less than PHP 7,890 per month
Low income (but not poor)	Between PHP 7,890 to PHP 15,780 per month
Lower middle income	Between PHP 15,780 to PHP 31,560 per month
Middle class	Between PHP 31,560 to PHP 78,900 per month
Upper middle income	Between PHP 78,900 to PHP 118,350 per month
Upper income (but not rich)	Between PHP 118,350 to PHP 157,800
Rich	At least PHP 157,800

7. Level of validity of the Action Plan

Point Value	Descriptive Equivalent Rating
5	Very High (VH)
4	High (H)
3	Moderate (M)
2	Fair (F)
1	Poor (P)

Personal Background Variables

Table 2 Profile of Student Related Variables by College

	COE	%	CIT	%	CE	%	CAS	%	CAM	%	COT	%	Total	%
Age
17 – 18	14	29	9	43	15	22	2	12	10	13	10	12	60	19
19 – 20	29	61	11	52	44	66	13	76	65	82	56	65	218	69
21 above	5	10	1	5	8	12	2	12	4	5	20	23	40	12
Total	48	100	21	100	67	100	17	100	79	100	86	100	318	100
Gender
Male	28	58	14	67	19	28	6	35	30	38	28	33	125	39
Female	20	42	7	33	48	72	11	65	49	62	58	67	193	61
Total	48	100	21	100	67	100	17	100	79	100	86	100	318	100
High School GPA
97 – 100	0	0	0	0	0	0	0	0	0	0	0	0	0	0
91 – 96	3	6	2	10	3	4	0	0	1	2	0	0	9	3
85 – 90	32	67	15	71	44	66	14	82	54	68	36	42	195	61
79 – 84	13	27	4	19	20	30	3	18	24	30	48	56	112	35
75 – 78	0	0	0	0	0	0	0	0	0	0	2	2	2	1
Less than 75	0	0	0	0	0	0	0	0	0	0	0	0	0	0
Total	48	100	21	100	67	100	17	100	79	100	86	100	318	100

GPA Legend:

Excellent 97 - 100

Very Good 91 - 96

Good 85 – 90

Fair 79 - 84

Passing 75 - 78

Failed Less than 75

Table 2 presents the profile of the respondents and it can be noted that as to age, it is shown that more than half of the respondents (69%) were between the ages 19-20, 19% were between the ages 17-18 and 12% were above 20 years old. Hence, the respondents were relatively young in their productive years with hopes of pursuing their career through the pursuit of a degree.

This is further stressed in the findings of Ginzberg (1952), who introduced a developmental theory involving career choice among adolescents. He proposed that career choice is a process which extends from about age ten to age twenty-one, and that the most important factor determining career choice is the series of interlocked decisions the adolescent makes over time.

As to gender, out of 318 respondents, there were 125 males and 193 females. It could be noted that most of the programs offered were dominated by females, which is an indicator of the gender differentials in the teaching, technical, engineering and employment to management-related work in public and private agencies. This shows that for the past decades, the careers for both women and men have changed. Jobs at present are more diverse and many have shifted from one area to another, merging women into the job market. Culture and the economy have also changed and many women entered the workforce crossing lines that have never been crossed before (Maclean, 1999). For men during this time period, it meant that they had to compete with women for the same jobs.

As to High School Grade Point Average (GPA), it can be gleaned from Table 2 that more than half (61%) of the respondents have a GPA ranging from 85-90%. There were 112 respondents who have grades ranging from 79-84% and nine (9) who have grades from 91-96%.

The students’ high school GPA with an overall mean of 85% indicates the knowledge, skills and information retained by them from their learning. The findings affirmed Thorndike’s concept where GPA suggest the students’ scholastic achievement. It is an indicator of knowledge, skills and information retained by an individual in the subjects he has taken. It has a predictive influence on the person’s productivity and employability. Besides, Mullen (2005) stressed in his study that the higher the GPA, the more prepared is the student for college (http://epaa.asu.edu/epaa/v7n30.html/July 21 viewed August 21, 2017).

School Background Variables

Table 3 Level of Teachers’ Related Competence by College

Indicators

COE

CIT

CAS

CAM

COT

General

Teaching Strategies (Methodology)

1. Uses motivational technique that elicit students interest;

2. Links the past with the present lessons;

3. Uses varied strategies suited to the student’s need;

4. Asks varied types of questions;

5. Anticipate difficulties of the students;

6. Provides appropriate reinforcement to the students response;

7. Utilizes multiple source of information;

8. Encourages maximum students participation;

VHC

9. Integrates values in the lesson;

10. Provides opportunities for free expression of ideas.

VHC

Knowledge (Mastery of Subject Matter)

1. Present lessons logically

VHC

2. Relates lesson to local/national issues

VHC

3. Provides explanation beyond the content of the book

VHC

4. Teaches independent of notes

Skills (Psychomotor)

1. Develop the skills that enable them to perform efficiently and effectively

2. Able to see the various part of a system as they relate to the whole and to plan for systematic changes

3. Able to use mathematical techniques to synthesize the present data

4. Speak effectively about they think and feel

5. Manages time profitably through related activities

6. Able to use modern machine and technologies, e.g. use computer, use fax machine

Attitudes

1. Acquire work values through exposure to simple and complex environment

2. Work values are applied in relation to performance of assignment/activities

3. Develop work values necessary in relation to the field of specialization

4. Able to translate work values and attitudes in actions

5. Show favorable attitudes toward the expectations of the course/program

Legend:

VHC - Very Highly Competent

HC - Highly Competent

DR – Descriptive Rating

Teacher’s Competence

Teacher’s competence as evaluated by the respondents was presented in Table 3. Collectively, almost all the indicators (teaching strategies, knowledge, skills, and attitudes) got the equivalent description of highly competent. This implies that, the faculty of the University is responsive and qualified partners of the administration in the educational preparation of the students. The faculty member is also a crucial factor in the attainment of quality and excellence and is the very core of education so they should be equipped with the necessary qualifications to deliver such kind of education.

Table 3 shows the perception of the respondents along teaching strategies. The table reveals that the respondents rated their teachers to be highly competent. This means that their teachers were able to maximize students’ participation for individual and cooperative learning. They excel in providing motivational techniques that elicited students’ interest and provided students opportunities for free expression of ideas. They also encourage slow learners through academic counseling and remedial classes and evaluate students’ achievements using varied instruments. Thus, the faculty of the University maximizes their utilization of pedagogies in facilitating the teaching-learning process. With this perspective in view, the teachers understood the need for different methods of organizing classroom activities and made wise choices of the types of activities that were used under varying conditions. This is in conformity to the implementation of a decentralized education management that effective teaching calls for the intelligent and skillful use of the different teaching methods and techniques (http://www.seameo-innotech.org/innotech/research/res2.html viewed 04 September 2017)

In the same table, the item knowledge of teachers was rated very highly competent by the respondents in almost all of the sub items. This reveals that the teachers were considered very knowledgeable in all phases of the subject matter they taught. This also means that the teaching prowess of the teachers is continually improving and has raised the quality of education and standards of the University. The teachers can relate the subject matter to current issues and community needs, exhibit mastery of the subject matter by providing explanation beyond the content of textbooks and can outstandingly teach independent of notes. Further, the faculty is greatly aware of contemporary trends in teaching as well as professional growth. On the whole, the students believed that their teachers were qualified and updated in their expertise. Likewise, this is an indication that the students have trust in their teachers, hence the rating.

To meet that designation, a teacher must be certified and have demonstrated proficiency in his or her subject matter by having majored in the subject in college, passing a subject-knowledge test, and obtaining advanced certification in the subject (http://www.edweek.org /ew/issues/teacher-quality/, viewed 21 October 2017).

Deep content-area knowledge is also an attribute of teachers that seems to have an impact on student achievement. This appears especially for mathematics teachers. A variety of studies have found that factors such as math-licensure test scores, math certification, a math undergraduate or graduate degree, and math-focused professional development for secondary educators bear a relationship to student scores (Hill, et al, 2005; Harris and Sass, 2007; Goldhaber and Brewer 1999; Clotfelter, et al, March 2007, October 2007). In general, most teacher-quality issues, including preparation, certification, tenure, evaluation, and licensing, continue to be the provenance of states and districts (http://www.edweek.org/ew/issues/teacher-quality, viewed 21 August 2017).

As Borich (1998) says, that without the knowledge and skills to present the lessons that are clear, task oriented, and with varied activities, no teacher could be truly effective in producing desirable patterns of students’ achievement.

Along attitudes, it can be observed in the table that the respondents found their teachers to be highly competent. This means that the teachers possess good qualities, and sufficient knowledge about current issues related to the course that would surely motivate the students to gain positive attitude towards their chosen career. The teacher could easily point out the relevance of the course to present situation, thus arousing the students to learn since the usefulness of the information to the students is clearly defined. This shows that teacher’s attitude is instrumental to learning, and that, the students’ scholastic performance is affected by the professional and personal qualities of their teachers.

Along skills, it can be observed from the table that the respondents found their teachers to be highly competent. This means that the faculty possesses the skills needed to teach the subject/s as assigned to them. These teaching competencies are the results of the teacher’s willingness to go into advanced education in specializations that are aligned to their area of preparation. Though they are young, they are aggressive to find avenues to improve professionally and competently. This is also attributed to the study habits formed by the students who unconsciously adopt their teachers as their models.

Table 4 Perceived Adequacy of Facilities and Equipment

Indicators	COE	CIT	CTED	CAS	CAM	COT	General	DR
Buildings
1. Promote efficient operation and comfort to the occupants;	4	4	4	3	4	4	4	HA
2. Construction of strong and durable materials;	4	4	4	4	4	4	4	HA
3. Meet plumbing and sanitary requirements;	4	4	4	3	4	4	4	HA
4. Building are located in accordance with the specific functions;	4	4	4	3	4	4	4	HA
5. Electrical wiring installations are in accordance with Electrical Code;	4	4	4	3	4	4	4	HA
6. Emergency exits are provided.	4	4	4	3	4	4	4	HA
Classrooms
1. Classrooms are adequate to meet the needs of the student population;	4	4	4	4	4	4	4	HA
2. Classrooms conform to acceptable standards;	4	4	4	4	4	4	4	HA
3. Classrooms are equipped with sufficient furniture and chalkboards;	4	4	4	3	3	4	4	HA
4. Classrooms have good lighting and proper ventilation;	4	4	4	4	3	4	4	HA
5. Classrooms are clean and well-kept;	4	4	4	3	3	4	4	HA
6. Classrooms are free from distraction such as foul odor, noise and loitering students;	3	4	3	3	3	4	3	MA
7. Classrooms are clearly marked for easy location.	4	5	4	4	4	4	4	HA
Laboratories and Shops
1. Laboratories/shops are properly located;	4	4	4	3	4	4	4	HA
2. Laboratories/shops are provided with appropriate equipment, instruments and supplies;	4	5	4	3	3	4	4	HA
3. Laboratories/shops have storage facilities;	4	4	4	3	4	4	4	HA
4. Laboratories/shops are well lighted;	4	4	4	3	3	4	4	HA
5. Laboratories/shops are well ventilated;	4	4	4	3	3	4	4	HA
6. There are enough test instruments for a given course offering;	4	4	4	3	3	4	4	HA
7. Water supply is readily available;	4	4	4	3	3	4	4	HA
8. Operational fire extinguishers are provided and are strategically located;	4	5	4	3	3	4	4	HA
9. Tools, machines and manually operated equipment are properly equipped with guards, dust collector and other safety devices;	4	4	4	3	3	4	4	HA
10. Safety clothing and protective devices are used by the students and instructors;	4	4	4	3	3	4	4	HA
11. Safety zones are clearly marked around machines and other potentially dangerous needs;	4	4	4	3	3	4	4	HA
Equipment/supplies
1. Apparatuses, tools, and materials conform to the requirements of the course;	4	4	4	3	4	4	4	HA
2. There is a complete set of equipment, supplies, etc.	4	4	4	3	3	4	4	HA
3. Safety equipment and supplies are available and within the easy reach in case of emergency;	4	4	4	3	3	4	4	HA
4. Students are conversant with the proper use of equipment and safety devices;	4	4	4	3	3	4	4	HA
5. Equipment, instruments, and supplies are up-to-date;	4	4	4	3	3	4	4	HA
6. Equipment and supplies are sufficient to enable classes to be divided into smaller work groups;	4	4	4	3	3	4	4	HA
7. Safety measures conform to the Standards of the Safety Organization of the Philippines, Inc.;	4	4	4	3	3	4	4	HA
8. All equipment, materials, etc. are properly and legibly labeled in the stock room;	4	4	4	3	3	4	4	HA
9. Equipment, apparatuses, tools, devices, and supplies are systematically stored in shelves/cabinets and easily accessible on the work area;	4	4	4	3	3	4	4	HA
10. Periodic purchase of new equipment, apparatuses, devices and materials are properly programmed	4	4	4	3	3	4	4	HA

Legend:

HA - Highly Adequate

MA - Moderately Adequate

DR – Descriptive Rating

Facilities and Equipment

One of the indispensable components of any learning institution is the facilities and equipment. In order to realize the objectives of a program, facilities and equipment should be made available for use in the school. Effective teaching procedures, aiding the skills development of the students and a well-balanced program of graded activities are fulfilled with the aid of adequate facilities and equipment.

Table 4 shows the perception of the respondents along facilities and equipment. The respondents rated this item to be highly adequate in terms of buildings, classrooms, laboratories, shops, equipment and supplies. This means that the University have improved and provided ways to conform to the required standards. This finding was supported by the actual visual inspection by the researchers to the facilities of the different colleges. However, to sustain the interest and motivation of students, there should be a continuous acquisition of facilities and equipment on the basis of enrolment since there had been an increase in enrolment every year. Thus, a greater allotment is needed in the procurement of these facilities. The needed facilities and equipment for any curricular program should be reasonably adequate for effective teaching-learning. The availability and adequacy of facilities and resources determine to a large extent of the effectiveness of a course offering.

Laboratories and shops play an important role in the instructional quality of any program. Through these, students can put into practice the theories they have learned in the classroom lectures. Along laboratories and shops, the respondents perceived this item to be highly adequate. However, it appears that differences in perception exist among the six groups of respondents.

The Table shows that the respondents of the College of Arts and Sciences and the College of Arts and Management have lower perceptions on this item thereby supporting the fact that the two colleges have to comply further with the minimum requirements. This also shows that laboratories and shops exist but these need to be improved and updated. As emphasized by the AACCUP instrument for accreditation, functional laboratories with sufficient equipment are essential for effective instruction.

Students of other colleges perceived laboratories and shops to be highly adequate. This means that these colleges have laboratories and shops relevant to instruction: have layouts that conform to accepted standards; have provisions for safety; have storage area for hazardous chemicals to be kept in safe places; and have appropriate and adequate laboratory furniture. This finding entails that basic provisions are being attended to and properly provided by these colleges. The highly adequate rating of these Colleges along this area has provided strong indicators in their quest to achieve COD/E status.

Along classrooms, most of the sub-items reflected a descriptive rating of highly adequate. This shows the institution’s concern on the welfare of students. However, the sub-item classrooms are free from distraction such as foul odor, noise and loitering students obtained a moderately adequate descriptive rating. Some buildings are still in need of rehabilitation because these have been through the years. Likewise, there’s a difficulty for budget to be released for capital outlay, hence the rating. In addition, there were areas exposed to noise pollution probably because of internal factors where students just stay along the corridors while classes are going on. Other problem was on waste management, a reason could be eyesore on piles of papers or peelings around which were expected to be collected by personnel or as a practice, students themselves contribute to this unsightly situation. It only shows that classrooms/laboratory rooms exist but these need to be maintained. As emphasized by AACCUP, it is difficult to discuss quality education when we cannot even provide basics to our students. The needed facilities like classrooms for any curricular program should be reasonably adequate and maintained for effective teaching-learning.

Table 4 exhibits the perceptions of the respondents along equipment/supplies. Similarly, the respondents of the College of Arts and Sciences and College of Arts and Management have lower perceptions on this item. This means that the Colleges have not met the minimum requirements as required. Their weaknesses are insufficient supplies, materials, and equipment for actual use in shops and laboratories especially for courses where actual use of these is a must. This means that the problem along this area is the related cost in procuring the supplies and upgrading the needed equipment. The respondents felt that there was not enough budget or if there were, these are usually limited or insufficient, since available income that may be used for operating expenses must be prorated for the different expense accounts and not only for equipment/capital outlay. However, there is an opportunity for each College to undertake profitable IGPs to augment their resources to enhance instruction.

Other Colleges perceived equipment/supplies to be highly adequate. This means that the students are very much aware of the availability of such equipment/supplies and they enjoy using them. Participation of the students in different activities with the needed equipment increases their self-esteem and enthusiasm on their chosen field. This shows that physical facilities and administrative support are adequate enough to sustain the programs of the University. This tends to illustrate the physical capability of the school to withstand the seeming competitive scenario.

Instructional Materials

The use of instructional materials is reflected in Table 5. The table reveals that projectors were always used by the teachers to facilitate students’ learning. This shows that the faculty is knowledgeable and experienced in the area of educational technology for classroom instruction.

Table 5 Extent of Use of Instructional Materials

Indicators	COE	CIT	CTED	CAS	CAM	COT	General	DR
Printed Materials
1. Magazines	3	4	3	2	2	3	3	R
2. Periodicals/journals	4	4	3	3	3	4	4	O
3. Textbooks/References	4	4	4	4	4	4	4	O
4. Workbooks	4	4	4	3	4	4	4	O
5. Module self-learning	4	4	4	4	4	4	4	O
Audio-Materials
1. Projectors	4	5	5	5	5	4	5	A
2. Pictures/Motion Pictures	4	4	4	3	3	4	4	O
3. Recorders	4	4	3	2	3	4	4	O
New Media Materials
1. Computer Aided Instructions	4	4	4	4	4	4	4	O
2. Programmed material	4	4	4	3	4	4	4	O

Legend:

A - Always

O - Often

R – Regularly

DR – Descriptive Rating

On the other hand, the use of computer-aided instruction was also perceived by the respondents as often used. This will result to greater gains in such areas like critical thinking, problem solving, and effective communication. The said outcomes will necessitate investment in technology to increase students/teachers productivity.

Under printed materials, the indicator textbooks/references were described by the respondents as often used. This means that the school recognizes the importance of a library that is set up and maintained. Although from observation, the different libraries of the University have varying sizes, each has their own distinct features and one of this is the amount of library holdings.

Other printed materials which were perceived as often used were workbooks and module learning. This means that the production of these instructional materials does not require much cost on the part of the school. All it requires are the skill, competency and creativity of the teacher in constructing the said materials. Moreover, most teachers of the University have already finished their graduate studies in which learning modules were one of their outputs. These learning materials are being used by the teachers in their activities to enhance students’ understanding and to facilitate teaching-learning.

On the whole, most of the items along instructional materials were described as often used. This means that most of the necessary instructional materials were introduced to the students for their productivity. These instructional materials are specially geared to provide the students sequence of learning experiences which are instrumental to their development. Its use intensifies teaching effectively, thus making learning permanent. Nevertheless, it illicit correct response from the learners due to better comprehension of the subject matter, and students show high degree of interest on the subject matter.

The positive attributes of the use of these IM’s will lead to individualized learning. The careful and proper administration of teachers to students’ learning with the aid of these materials will help the students learn and understand the subject matter.

Family Background Variables

Family Income. One hundred fifty one out of 318 respondents (47%) belong to a monthly family income ranging from P7,890 to P15,780 while, 69 (21%) of the respondents belong to a monthly income bracket of P15,780 to P31,560. Also, 71 respondents (22%) indicated that their parents were earning less than P7,890 monthly. All three categories were classified as “low income class” family based on Family Income and Expenditure Survey. In the same table, only 27 (9%) of the respondents have parents with monthly income bracket of P31,560 to P78,900 described as “middle income class” family.

The result of the study justifies that most of the respondents under study have poor economic capital, and few of them have middle form of economic capital. This is indicative of the fact that if their parents have been rich then they would have sent their children to exclusive schools in Baguio or Manila. It is the very reason why they enrolled in the colleges or universities within the locality to cut high cost of education. Likewise, the courses offered in the University did not require much cost and other related expenses. Tuition fees for example were shouldered by the government which might be the primary reason why students from low income family enrolled in these courses. The result of the study reveals that the major influence especially among students that led them to enroll at DMMMSU was the economic considerations, because these were only the courses that their parents can afford.

Table 6 Family Income, Parents’ Educational Degree, and Parents’ Occupational Classification

Source: Family Income and Expenditure Survey (FIES) Philippine Statistics Authority 2012

COE

CIT

CTED

CAS

CAM

COT

Total

Family Income/Month

Less than P7,890

Between P7,890 to P15,780

151

Between P15,780 to P31,560

Between P31,560 to P78,900

Between P78,900 to P118,350

Between P118,350 to P157,800

At least P157,800

Total

100

318

100

Parents’ Educational Degree

Graduate Program graduated or in progress

Junior college, university graduated or in progress

Vocational schools graduated or in progress

Junior high schools graduated or in progress

Elementary school graduated or in progress, including those without education

Total

100

318

100

Parents’ Occupational Classification

High-level professionals, high-level administrators

Professionals, mid-level administrators

Semi-professionals, regular public servants

Technicians

Semi-technicians, non-technical workers

166

Total

100

318

100

Parents’ Educational Degree. It is projected from the said table that the highest (28%) population of students was raised by parents who only have reached high school followed by students of parents having Bachelors degree. Seventy-two of the respondents were also raised by parents having earned vocational degrees and forty-seven students of parents having earned graduate degrees. Students with parents having no formal schooling or those who only have reached elementary registered the least at 35%.

The results showed that parents were supportive in the courses which their children are enrolled in. The highest number, which totally support the statement were from the parents with high school diploma followed by parents with Bachelor and vocational degrees. Parents with no formal education also follow the same trend with the already mentioned groups as they were also concerned with their children’s interest. One of the significant finding about this study is that, parents with low educational background seem to be concerned about the future of their children similar to that of parents with high educational background. This proves that the concern of parents for their children in terms of their career which interest them does not get restricted only with the parents with high literacy.

As pointed by Eccles & Kean (2005) citing Alexander et al., (1994) that parents with lower levels of education become more concerned so that their children will have upward mobility and will accomplish goals which they could not.

Parents’ Occupational Classification. The data reveals that parents with job classification as non-technical workers had still the highest frequency which had a total of 166. Parents who are working as regular public servants have a total of 80. Thirty-seven of the respondents have parents working as technicians while 22 are mid-level administrators. There were only 13 respondents whose parents are high-level administrators. The finding indicates that parents’ occupational class can be seen as a necessary link between their education and their income as shown in Table 6.

In addition, class may be seen as a factor for social standing and social prestige, as well as an indicator for both cultural and social capital (i.e. Weeden & Grusky, 2005). Even if the aspects of occupational standing that can be associated with income and education are controlled for, it is thus likely that occupational class will still prevail as a significant factor for many other valuable aspects of socio-economic status.

Toward this end, it is the occupation of the parent that usually determines the economic background of the family. However, the results of the study supports the findings of Lareau (2000) and Compton-Lilly (2003), that low socio-economic status parents are just as eager to help their children succeed in school as their higher socio-economic status counterparts.

Level of Student’s Motivation

Employment Opportunities

The level of motivation of the respondents in terms of employment opportunities can be seen in Table 7. To determine the level of motivation on this area, three items were presented and with a highly motivated descriptive rating. Further analysis on this finding reveals that job openings and opportunities of these programs offered by the University were factors that inspired the respondents to enroll in these courses. Since the aspirations of students are reflected by their basic needs. They strive to finish a career in order to get employed immediately after completing a course. They may choose a course with wide employment opportunities which will eventually help them get employed immediately.

Table 7 Level of Student’s Motivation in terms of Employment Opportunities

Indicators	COE	CIT	CTED	CAS	CAM	COT	General	DR
1. Availability of jobs or job opportunities:
1.1 Domestic	4	4	4	4	4	4	4	HM
1.2 Foreign	4	4	4	4	4	4	4	HM
2. Career promotion	4	4	4	4	4	4	4	HM
3. Level of salary or infringe benefits	4	4	4	4	4	4	4	HM

Legend:

HM – Highly Motivated

DR – Descriptive Rating

Similarly, the finding is in assertion to the study regarding the Factors Influencing Career Choices of Adolescents and Young Adults in Rural Pennsylvania which discusses the out migration of young adults from the rural area appears to be a function of its ruralness, which offers limited employment opportunities. Rural youth face a conflictual dilemma of wanting to remain close to family and friends while believing that employment in urban areas offer more opportunity and income. The majority of the study reveals that youth planned to leave the rural area to seek employment. Some work-bound youth planned to stay if they could find work in the area. This shows that employment was the key to the decision to stay or go. (http://www.joe.org/joe/2006june/rb7.shtml - 20k - Cached, viewed 25 August 2017).

Interest and Hobbies

Table 8 shows the level of motivation of the respondents in terms of their interest and hobbies. The selected programs offered by the University were clustered by interest types as stated in Table 8. This interest assessment tool is based on Holland's Inventory of Basic Interests accessed from (http://www.careerwise.mnscu.edu/careers/interestassessment.html, viewed August 20, 2017).

Table 8 Level of Student’s Motivation in terms of Interest and Hobbies

Indicators	COE	CIT	COT	General	DR
1. Work with hands to build or fix things	4	4	4	4	HM
2. Good at electronics, mechanics, engineering, carpentry, or lab work	4	4	4	4	HM
3. Good at math or science	4	4	4	4	HM
4. Enjoy analyzing data	4	4	4	4	HM
5. Solve puzzles and figure out difficult problems	4	4	4	4	HM
6. Enjoy reading, investigating and research	4	5	4	4	HM
7. Use scientific or computer equipment	4	4	4	4	HM
Indicators		CTED	CAS	General	DR
1. Enjoy teaching or counseling others		4	4	4	HM
2. Good public speaker or trainer		4	3	4	HM
3. Work with children, the elderly, people with special needs, or diverse populations		4	4	4	HM
Indicators				CAM	DR
1. Enjoy influencing, persuading, and performing				4	HM
2. Good at selling things, promoting ideas, and managing people				4	HM
3. Enjoy starting a business or running for political office				4	HM
4. Detail oriented and enjoy working with data				4	HM
5. Good at following budgets and creating reports				4	HM

Legend:

HM - Highly Motivated

DR – Descriptive Rating

The table reveals that those respondents who were currently enrolled in engineering, technology and IT related courses were observant, analytical, and prefer working independently rather than on a team. Their subjects of interest were usually math or science. They enjoy analyzing data, solving puzzles and figure out difficult problems. They also enjoy investigating and research and using scientific or computer equipment. They prefer to work with things like machines and tools, they work with hands to build or fix things, and they’re good at electronics, mechanics, engineering, carpentry or lab work. As cited by Suan, Mat & Tan (2012), that the perceptions of being fitted for the job and the financial rewards were the key motives for university students’ choice of engineering as a career.

The Table also shows that students who wish to become teachers and counselor often have personality traits of being friendly, empathetic, cooperative, and responsible. They like to work directly with people rather than things. They prefer to work as part of a team and sometimes lead or coordinate activities. They enjoy teaching, counseling or curing others. These people are good public speakers or trainers and prefer working with children, the elderly, people with special needs, or diverse populations. This was acknowledged by Kyriacou & Coulthard (2000), that the main reasons for students to choose teaching/counseling careers fall into altruistic factors. These often go beyond tangible benefits that the career has to offer. Individuals who are motivated by altruistic reasons see teaching as a socially worthwhile and important job. They have a desire and passion to teach, a great love for children and desire to help society improve and make a difference to the lives of their students.

It can be gleaned from the table that students currently enrolled in management related courses perceived themselves as organizers and enterprising people. They enjoy influencing, persuading, and performing. Their hobbies were selling things, promoting ideas, and managing people. Their line of interest is starting/managing their own business or running for political office. They’re detail oriented; enjoy working with data; good at following budgets; and creating reports. Furthermore, they like to make sure that systems and projects work efficiently and effectively. Some of their personality traits are being persistent, enthusiastic, assertive, and talkative. They like working in structured situations with set goals and deadlines. They’re good at starting/promoting new projects and make decisions that affect others and prefer working with people and often to be in leadership positions.

Pihie (2009), Haase & Lautenschlager (2011) shared that students’ intentions to become entrepreneurs are partly influenced by attitude, self-efficacy, prior experiences and family exposure to business. Haase and Lautenschlager (2011) carried out a research and came up with the results that factors such as labor market status, high salaries and job prestige are key predictors of university students’ intentions to join entrepreneurship career. However, social demographic characteristics such as age, gender were insignificant with the intentions to become entrepreneurs.

Based from the above interest assessment, it showed that students with similar personal interests and traits often like the same types of careers. This means that gaining an understanding of their interests, values, and abilities is particularly important for today’s youth. The findings of the study revealed that areas of interest and career motivation were the main factors which influenced the students to enroll in these courses, where the former refers to the strength of the individual’s motivation in his selected career (Green, 2006; Day and Allen, 2004).

In other words, the environments to which children are exposed provide opportunities for them to experience different activities that might become areas of interest. Thus, children will repeatedly engage in activities that they perceive as positive or that are likely to be rewarded (Mitchell & Krumboltz, 1996), and as a result will develop skills, performance standards, self-efficacy, and expectations of what will result from participating in these activities (Lent et al., 1994, 1996). Parents are the primary moderators of most of these learning experiences (http://horan.asu.edu/d-gc-apa-y2k-diss.htm - 454k viewed 25 August 2017).

Pre-Enrollment Knowledge and Practice

The level of motivation of the respondents in terms of pre-enrollment knowledge and practice is seen in Table 9. As noted, the respondents described location of the school as very highly influential.

Table 9 Level of Student’s Motivation in terms of Pre-Enrollment Knowledge and Practice

Indicators	COE	CIT	CTED	CAS	CAM	COT	General	DR
1. Location of the school	5	5	4	5	4	5	5	VHM
2. School related factors:
2.1 Qualification of teachers	5	5	4	4	5	4	5	VHM
2.2 Physical facilities of the school	4	4	4	4	4	4	4	HM
2.3 Availability of transportation	4	4	4	4	4	4	4	HM
2.4 Scholarship offered by the school	4	4	5	4	4	4	4	HM
2.5 Affordable tuition fee	5	5	5	4	5	4	5	VHM
3. Different Services:
3.1 Library	4	5	5	4	4	4	4	HM
3.2 ICT Facilities	4	5	4	4	4	4	4	HM
3.3 Research Facilities	4	4	4	4	4	4	4	HM
3.4 Guidance and Counseling	5	4	5	4	4	4	4	HM

Legend:

VHM - Very Highly Motivated

HM - Highly Motivated

DR – Descriptive Rating

This shows that DMMMSU’s location being the center of the province and the entire Region I was a factor to its status. The increasing number of enrollees of the University might be attributed to the information gathered by potential learners that an important criterion of selection should be the location of the school. This is an important factor that must be kept in mind since commuting can cause a lot of problems for a student who is already straddled with a lot of work. Though living in a hostel is an option, this option has to be taken only after the financial considerations have been gone over (http://www.vocationaleducationhelp.com/technical-vocational-education.html - 10k - viewed 07 September 2017).

Seniseth (1983) also added that the geographical relation of the home is an important aspect of the child’s educational life. Residence is a variable that discriminates students with regard to their choice of a college course.

Qualification of teachers is seen as another factor which might have influenced the respondents to enroll in the University. Apparently, students are motivated if they feel and observe that their teacher is skilled and knowledgeable with regards to the subject matter. That if the teacher is highly competent, there’s a tendency that the students are encouraged to perform better because they find the teacher as their model. This means that success and failure of the students is in greater measure attributable to the teacher. This finding affirmed the contention of Gimbert, Bol, & Wallace (2007) that a teacher’s years of experience and quality of training are correlated with children’s academic achievement.

Another factor which the respondents gave emphasis is guidance and counselling. The students felt that they were given the opportunity to be properly informed about the policies concerning the University and were given proper counsel and guidance. Other support services provided were orientation programs for new students and career placement for graduates. Furthermore, majority of the students were informed about their prospective careers. The students’ career knowledge was sufficient in terms of what their prospective careers has to offer. Limitations, challenges and even the salary of their prospective career were discussed.

Indeed, knowledge being a personal factor has a significant role for individual’s career choice decisions. Every student needs to be well informed about the requirements, work conditions, opportunities, salary and limitations associated with the intended career (Arnorld, 2005). Awareness of the occupational roles and knowledge of the current status of labour market has significant influence on individual’s occupational aspirations. As observed by Kidd (2006) that when people are provided with adequate information at the right time, it can make a big difference in career planning.

The results of the study revealed evidence that guidance counsellors in schools have the ability to be highly influential when it comes to helping young teens choose a career path. Guidance counsellors should have the resources in aiding students with right choices and the understanding of the student's emotional needs. Although these actions should represent the norm, Dusek (1987) explained that there has been evidence that guidance counselors are really not doing their best in these matters. Studies have repeatedly indicated that students feel they get little or no help from their school guidance counselors (http://www.oberlin.edu/faculty/ndarling/transition/ group27/career.htm-14k-Cached, viewed 03 September 2017).

The items library and research facilities were also described by the respondents as highly influential. This implies that a well-equipped library in terms of the quality of personnel/staff, adequacy of books with good ventilation and spacious library influence students’ career choice, notwithstanding facilities, equipment, physical size, and lay out. This finding denotes the importance of library not only to students but for the faculty, staff and the general public. Although from observation, the different libraries of the University have varying sizes, each also has their own distinguishing features and one of this is the amount of library holdings and the fact that no separate library for other colleges of the University currently exists, there is an anticipated plan for a phase-by-phase library construction work to be executed through the use of income funds (Fund-164). This suggests that the University recognizes the importance of a library that is set up and maintained but separate and distinct from the school’s main library in the near future.

On research facilities, the presence of a functional University research office was rated by the respondents as highly influential. This shows that the respondents are amenable that the research office is being managed by a competent director and research staff. The conduct of research in higher education institutions is greatly needed since research contributes to development. Technological, social, economic, and political advancement must be strongly anchored to research findings. As such, special emphasis should be given to research to enable the students to be globally competitive and join the world-class nations.

ICT Facilities were also perceived by the respondents as highly influential. The respondents believe that the system is serving the University and the students and the mere fact that it exists, means that attention is given for it to be improved. This means that with adequate ICT facilities, teachers can be effective in bringing the necessary information for student’s learning. Computers are also widely used because of its positive effects which are relevance, responsiveness and representativeness. Computers and their use in information system have created interesting, highly paid, and challenging career opportunities for students/graduates of the University. Adequate ICT resources in terms of hardware and software are good indicators of development and productivity.

In the same table, the item scholarships offered by the school was described by the respondents as highly influential. This means that the school ensures educational opportunities for all through government support and information sharing. The University is also readily available for a variety of financial aid programs for the students’ holistic development. From full scholarship to partial scholarship programs, the University assures that scholarships are offered to deserving students. The University also provides money for programs in international studies, graduate/post-graduate courses, grants to improve instruction, assistance in building facilities, and financial aid to students and teachers. This shows that the apparent presence of campus scholarship programs may have prompted the respondents to pursue their degrees as can be manifested in the highly motivated rating along this item.

Affordable tuition fees also added value for students’ decisions to pursue career in the University. This was due to the fact that it was ease for them to secure aid from the government and get employment soon upon their graduation. These suggest that sometimes students’ decisions to choose a career or not are partly determined by what a particular career offers in terms of economic benefits in one hand, and financial support on the other side. Perhaps, the possible attributes according to Amani & Mkumbo (2013) could be what prevails in the labor market and one’s economic strengths which together may lead to change of career choice motives among students.

Other school factors which were perceived by the respondents to be highly influential are physical facilities of the school. This shows that the school building should not only be a functional servant of the educational program but also a friendly, attractive, and stimulating place, one that imparts a feeling of security and a sense of pride to all whom it serves. The availability and the quality of the school facilities would influence much the academic achievement of students.

The respondents also considered the availability of transportation when trying to find the best institution. This is why the respondents chose DMMMSU since the University is located in an environment conducive to the attainment of its educational objectives, that the site of the University met the needs of the present regulation and its future expansion, and that the University is accessible.

Table 10 Level of Student’s Motivation in terms of Socio-Economic Status

Indicators	COE	CIT	CTED	CAS	CAM	COT	General	DR
1. More than three children with minimal income of parents	4	4	4	3	3	4	4	HM
2. Hand to mouth existence	4	4	4	3	4	4	4	HM
3. Immediacy of job opportunities	4	4	4	3	4	4	4	HM

Legend:

HM - Highly Motivated

DR – Descriptive Rating

Socio-Economic Status

The level of motivation of the respondents in terms of socio-economic status is seen in Table 10. As shown in the table, the respondents described all items to be highly influential. The respondents believed that the economic status of their family is greatly affected by the number of dependents, the bigger the needs and consumption of their family, the lower the income of their family should be.

This finding affirmed the contention of Nokbin (1998) when he pointed out that families with many children are less able to provide each child with good education and financial assistance early in life.

Family size according to Schulenberg et al., (1984) also appears to influence adolescent career aspirations because parents with large families tend to have less money to aid their children in attending college (http://www.jobweb.com/Resources/Library/Parents/Parents_Have_Their_242_01.htm - 18k - Cached, viewed 19 October 2017).

Another factor that affects the respondents’ level of motivation is their aspirations which are reflected by their basic needs. The assumption is that, when a student belongs to a low-income family, he strives to finish a career in order to get employed immediately after completing a course. He may choose a course with wide employment opportunities which will eventually help him get employed immediately.

Relationship between the Level of Students’ Motivation and the Profile of the Students along Personal, School, and Home-Environment Related Factors

Table 11 reflects the correlation between the profile of students’ and their level of motivation for higher education. Correlational analysis was used to determine the relationship.

Table 11 Relationship between the Level of Students Motivation and the Profile of Students as to Personal, School, and Family Background Variables

Students’ Profile	Level of Students’ Motivation
Students’ Profile	Employment Opportunities	Interest & Hobbies	Pre-enrolment Knowledge & Practice	Socio-Economic Status
1. Personal Background
1.1 Age	-.026	.011	-.001	-.015
1.2 Gender	-.017	.028	-.022	-.044
1.3 High School GPA	.088	.097	.170^**	-.036
2. School Background
2.1 Teacher’s Competence
2.1.1 Teaching Strategies	.126^*	.123^*	.241^**	.156^**
2.1.2 Knowledge	.148^**	.056	.191^**	.197^**
2.1.3 Skills	.104	.122^*	.226^**	.178^**
2.1.4 Attitudes	.129^*	.197^**	.305^**	.149^**

2.2 Facilities and Equipment
2.2.1 Buildings	.191^**	.046	.153^**	.209^**
2.2.2 Classrooms	.233^**	.142^*	.251^**	.220^**
2.2.3 Laboratory & Shops	.099	.145^*	.128^*	.199^**
2.2.4 Equipment/Supplies	.099	.189^**	.184^**	.274^**
2.3 Instructional Materials
2.3.1 Printed Materials	.220^**	.174^**	.195^**	.171^**
2.3.2 Audio-Materials	.381^**	.307^**	.383^**	.233^**
2.3.3 New Media Materials	.296^**	.128^*	.289^**	.065
3. Family Background
3.1 Monthly Family Income	.188^**	.062	.131^*	.144^*
3.2 Parents’ Educational Degree	-.156^**	-.166^**	-.168^**	-.120^*
3.3 Parents’ Occupational Classification	-.125^*	-.047	-.089	-.123^*

Legend:

* significant @ .05

** significant @ .01

Relationship between the Level of Students’ Motivation and Personal Factors

As displayed in table 11, grade point average (GPA) is related to students’ motivation along pre-enrolment knowledge and practice as manifested by the r – value of .170 at .01 level of significance.

The result showed that students under study gave much emphasis along this area. The students were knowledgeable and they considered these factors as benefits and/or an opportunity for their improvement. On the latter part, students having earned high grades would not have any hindrances while applying for jobs in the future compared to their counterparts with low grades as the first criteria which the employers seek is their grades.

This finding according to Kimani et al. (2013) has shown clear evidence that low academic performance especially at secondary school decreases their opportunity to join college and out at risk their chances for job placement. Rabgay (2015) further claims that students who have poor academic records would find it difficult to cope in a competitive society. As they being deprived, it becomes harder for them to compete with those who are better off (Dorji, 2005).

Research has also proven that persons with high-learning goal orientation seek to master new skills, complete difficult tasks, and succeed in overcoming obstacles (Meece et al., 2006; Garcia et al., 2012; Mesa, 2012).

Relationship between the Level of Students’ Motivation and School Factors

The result of the correlation reveals that the profile of the students along school factors is significantly related to students’ motivation at 0.05 and at 0.01level of significance. It can be gleaned in table 11 that teaching strategies is significantly related to all indicators of students’ motivation namely: employment opportunities (r-value of 0.126), interest and hobbies (r-value of 0.123), pre-enrollment knowledge and practice (r-value of 0.241), and socio-economic status (r-value of 0.156).

This finding indicates that when the different teaching methods are utilized, as shown in Table 3, consistently, a high level of students’ motivation is expected.

This shows that students are highly influenced in their development by the use of varied teaching strategies that can emphasize the development and acquisition of proper work habits, attitudes and values. The influence of the different methods and strategies of the teacher will also encourage students to think. This explains that students learn a lot from the world around them; that the more varied their experiences, the more opportunities for learning.

Further analysis on Table 11 shows that teachers’ competence is among the school factors which were found to be significantly related to students’ motivation. This means that students perform well when they have competent and committed teachers. Thus, students are encouraged or challenged to show their potentials and perform better if they see in their teachers the potentials or qualities that they need to achieve. This is in line with what Ishumi (2013) calls the institution of teachers’ performance-based accountability. According to him, performance-based accountability aims at establishing rigorous standards at different levels from recruitment stage to professional development. As argued by Goh, Chan, Lim and Low (2011), the status of the teaching profession in terms of the importance that society attaches to the profession is not measured by how highly paid teachers are but how highly teachers’ roles are valued.

Such measures were evidenced by Turban and Dougherty (1994) and Wallace (2001) who revealed that social support like mentoring could have a key role in career development and perceived career success.

Likewise, lecturers were also said to have influence on student’s career choice intentions as they act as a role model to their students. For example, a study by Akinjide and Sehinde (2011) established that teacher’s characteristics such as mode of communication was one of the key factors influencing student teachers’ intentions to become teachers upon graduation.

The result of the correlations also reveals that teaching environment and equipment is significantly related to students’ motivation at 0.05 and at 0.01level of significance. It can be gleaned in Table 11 that perceived school factors like classrooms are significantly related to students’ motivation along employment opportunities (r-value of 0.233), interest & hobbies (r-value of 0.142), pre-enrolment knowledge and practice (r-value of 0.251), and socio-economic status (r-value of 0.220).

This shows that since the status of the said variable is highly adequate as shown in Table 5, students tend to have high level of motivation for their chosen career. This means that the needed facilities for any curricular program should be reasonably adequate for effective teaching-learning. This finding may also be attributed to the fact that the availability and the quality of school facilities would influence much the academic achievement of students. Aikens’ & Barbarin’s (2008) study revealed that school conditions contribute more to learning rates than family characteristics do. Chetty et al., (2011) also conducted a study and revealed that students who were randomly assigned to higher quality classroom earned more and were more likely to attend/continue their college.

Other school factors that have been found to influence students according to Muijs, Harris, Chapman, Stoll, & Russ, (2009) were: a focus on improving teaching and learning, creation of an information-rich environment, building of a learning community, continuous professional development, involvement of parents, and increased funding and resources.

Table 11 provides us with a clear picture of the correlations between instructional materials and the indicators of students’ motivation namely: employment opportunities, interest and hobbies, pre-enrollment knowledge and practice, and socio-economic status.

This finding indicates that when printed, audio and new media materials are often used as shown in Table 6, consistently long term effects of students doing well in school is expected. The subscription of professional journals, periodicals, textbooks, projectors and other learning materials imply that there had been a sustaining assistance from the administration in the provision of instructional facilities to suit the individual needs of students. Learners having access to learning materials and experiences, including books, computers, skill-building lessons, and tutors will create a positive literacy environment. The adequacy of these may serve as basis for higher academic achievement of students.

Relationship between the Level of Students’ Motivation and Family Factors

As displayed in Table 11, family income is related to students’ motivation along employment opportunities (r-value .188), pre-enrollment knowledge and practice (r-value .131), and socio-economic status (r-value .144).

The strength of the relationship somehow explains the increasing trend in the number of enrollees of the different programs offered by the University, that since most of the respondents came from a low income class family as shown in Table 6, it is expected that the students opted to enroll at DMMMSU because it is of the least expensive and the one which their parents can afford.

This finding maybe attributed to the fact that children from low-SES backgrounds are less likely to have access to information about college (Brown, Wohn, & Ellison, 2016). In addition, compared to high-SES counterparts, young adults from low-SES backgrounds are at a higher risk of accruing student loan debt burdens (Houle, 2014).

Further analysis on Table 11 showed that family income is among the factors influencing career aspirations. This means that, regardless of income and occupation of parents as shown in Table 6, the parents were found to be involved in their children’s education. This finding supports the study of Lareau (2000) and Compton-Lilly (2003) that low socio-economic status parents are just as eager to help their children succeed in school as their higher socio-economic status counterpart.

As exhibited in Table 11, there exists a negative correlation between educational degree of parents and level of motivation of students along employment opportunities, interest and hobbies, pre-enrollment knowledge and practice, and socio-economic status. This point out that, regardless of the parents’ educational level, occupation and income as shown in Table 6, when parents are more involved with their children, their eagerness and motivation to pursue a degree gets higher.

Studies show that when parents who have lower levels of education are more involved with their children, the effect is greater and more positive than when parents who have higher levels of education are involved (Shapiro, 2009). The positive attributes of early age positive parental involvement include building of stronger personalities as children replicate what they see (WaqasRafiq et al, 2013).

In general, the family is considered as one of the most important environmental factor that influences the personality development of the child. Families, regardless of socio-economic status, usually have certain characteristics that influence the growth of the children.

The overview of the parent-student dynamics is that the parental educational levels influence their children’s academic achievement. Past research has shown clearly that parental possession of a college degree leads to higher incomes, higher educational attainment, and a choice of more selective colleges for their children (Gruca et al., 1989) as cited by Gooding (2001). Similar result was found to that of Midraj (2011) regarding the effects of parental occupation in assisting their children in becoming successful in attaining better education. In addition, Graetz (1995) claimed that parents who were more educated may value education more highly and so encourage continuation with school.

It is also clear that regardless of income, education and occupation of parents, the parents were found to be involved in their children education. That parents with lower levels of education become more concerned so that their children will have upward mobility and will accomplish goals which they could not (Eccles & Kean, 2005 citing Alexander et al., 1994).

Nevertheless, the findings of the current study indicate that students’ decisions to pursue a degree at DMMMSU was partly determined by the social influence from significant others - their parents whose thoughts were valuable to them. This could be attributed to the fact that family as the main socializing agent plays a significant role in providing information to the children about different occupations (Ajzen, 2006).

In like manner with the study conducted by Agarwala (2008) and Lugumila (2010), revealed that parents especially father and other male relatives play the most significant role in influencing their children’s career choice intentions. The role of parents is really huge not only on educating their children but also grooming them to be a better human being.

The findings of the current study revealed that the relationship between the level of students’ motivation and the profile of students as to personal, school, and family background variables is moderate in some strategies.

Predictors of Students Motivation for Higher Education

Table 12 presents multiple predictors on students’ level of motivation for higher education. The analysis indicated significant model fit which accounted for 22.2% of the variance respectively. The variables that emerged as predictors as a result of the regression analysis were extent of use of audio-materials, grade point average of students, adequate classrooms, parents’ educational degree and buildings.

Table 12 Predictors of Students Motivation for Higher Education

Predictors	R	R²	F-value	p-value
1. Audio-Materials	0.35	0.122	43.64	0.000
2. Audio-Materials and Grade Point Average	0.398	0.158	29.289	0.000
3. Audio-Materials, Grade Point Average and Classrooms	0.437	0.191	24.533	0.000
4. Audio-Materials, Grade Point Average, Classrooms and Parents’ Educational Degree	0.458	0.21	20.614	0.000
5. Audio-Materials, Grade Point Average, Classrooms, Parents’ Educational Degree and Buildings	0.472	0.222	17.67	0.000

Analysis of the foregoing findings revealed that the level of motivation of students on the extent of use of audio-materials was found to be 12.2% however the inclusion of students’ grade point average gave a combined effect of 15.8%. Likewise, adequate classrooms also added an impact, making it the third where the combined effect was 19.1%. The variable parents’ educational degree which is among the family background variables turn out to be the fourth predictor and gave a combined effect of 21% and lastly, the inclusion of buildings as another perceived school factor resulted to a turnout rate of 22.2%. The variables found as predictors have probability of 0.000 all of which produced significant individual prediction for students’ career choice. The standardized beta weights showed that the use of audio-materials was the strongest predictor implying that the faculty members were adept with IT-based teaching materials for classroom instruction which might have motivated the students to enroll in these courses. This belief represents the data given the fact that projectors and other computer aided instruction as shown in Table 5 were always/often used by the teachers and students for instruction purposes.

In addition, school structures like classrooms and buildings are other factors which might have influenced students to enrol in this University. Apparently, students are motivated if they see that their school is well-equipped with effective, functional, updated and adequately maintained facilities. These would greatly enhance their academic performance because these are instrumental in facilitating the transfer of learning. Physical facilities include site, campus, buildings, classrooms, laboratories, offices and staff rooms, assembly and athletic facilities, building services, health and safety.

The same thing is true for the variable grade point average, which came out as a predictor based from the regression analysis. The finding further entails that an individual’s aptitude and intellectual abilities are equally of great importance. An aptitude is a potential for success in an area after undergoing some training. The context in which students live, their personal aptitudes, and educational attainment are other things that do influence student’s career choice (Bandura, et.al 2001).

Furthermore, high school GPA results can be used as a basis by the University in the courses/programs to be taken by the students in preparation for their college degree.

Parents’ Educational Degree is also associated to the career choices of the students who are currently enrolled in the University. The result of the study implies that parents’ educational degree can be seen as a necessary link to their occupational class and their income as shown in Table 6. One of the significant finding about this study is that parents either with high or low educational background seems to be very interested in sending their children in school. Although literature around the globe shares that the level of education which the parents have achieved can affect the child’s growth as literate parents have the ability to instill wisdom acquired by them to their children as stated by Khan, et al, 2015, the most accurate predictor of student achievement according to Cotton and Wikelund (2005) as cited by Khajehpour & Ghazvini (2011) is still the extent to which the family is involved in the child’s education. This point out that the concern of parents for their children’s welfare does not get restricted only with the parents with high literacy but also parents with lower levels of education because of their concern to their children to have upward mobility and accomplish goals which they could not (Eccles & Kean, 2005 citing Alexander et al., 1994). The result emphasizes that even parents with low educational background can have a significant impact on their children as parental involvement according to Fan and Chen (2001) is still a more powerful force for children academic success than other family background variables.

None the less, the finding was important because one gets to know that parents’ education is not the sole factor in the educational success of the children. La (2009) study on factors influencing the educational and career choices of senior high school students and revealed that parents’ support, school structure, and grade point average have considerable influence on the Vietnamese Senior high school students’ educational and career choice. In same year, Leonard (2009) study on high school students' course selection decisions in South Carolina and found out that parents are highly influential in the course selection decision. The result of his study showed that parents' involvement has a lasting effect throughout the educational careers of the students. In addition, Heilbronner (2011) claimed that greater number of students manifested to proceed to STEM courses in college. This is brought about with the quality, adequacy of preparations and scholastic experiences of the students.

Toward this end, the hypothesis that there are predictors of the level of students’ motivation for higher education is accepted. Five variables (extent of use of audio-materials, grade point average of students, adequate classrooms, parents’ educational degree and buildings) emerged as predictors of career choices of students who are currently enrolled in the University.

Validation of the Action Plan for Educational Campaign and Orientation for DMMMSU-MLUC PROGRAMS

School Year: 2018-2019

Table 13 Validation of the Action Plan

Level of Acceptability	AWM	Descriptive Rating
1. The Action Plan is necessary for the people.	4.31	Very Highly Acceptable
2. The Action Plan is beneficial.	4.25	Very Highly Acceptable
3. The action Plan is applicable.	4.21	Very Highly Acceptable
4. The Action Plan is supported by citizens and encouraged people participation.	4.27	Very Highly Acceptable
5. The Action Plan is attentive to the citizens, policymaker.	4.36	Very Highly Acceptable
Sub Mean	4.28	Very Highly Acceptable
Level of Functionality
1. The Plan is useful in terms of attaining the vision.	4.33	Very Highly Functional
2. The DMMMSU- MLUC Campus is capable of implementing the plan.	4.00	Highly Functional
3. The time frame for the plan is adequate.	4.04	Highly Functional
4. The strategies are appropriate.	4.08	Highly Functional
5. The monitoring and evaluation plan is effective and efficient.	4.14	Highly Functional
Sub Mean	4.11	Highly Functional
Level of Attainability
1. Clearly defined goals and objectives.	4.26	Very Highly Attainable
2. Presence of contingency measures.	4.35	Very Highly Attainable
3. Availability of indicators to measure effectiveness and impact.	4.23	Very Highly Attainable
4. Availability of concrete issues, problems, and corresponding programs and objectives.	4.16	Highly Attainable
5. Comprehensiveness of the Action Plan.	4.07	Highly Attainable
Sub Mean	4.21	Very Highly Attainable
Grand Mean	4.20	Very High Validity

Table 13 reflects the summary of the validation of the action plan. The proposed action plan was validated by the Deans, Chairpersons and Guidance Counselors of every College. Results revealed that the proposed action plan is very highly acceptable (4.28); highly functional (4.11); and very highly attained (4.21) as a result of the foregoing analysis.

The over-all rating of 4.20 revealed that the Action Plan for Educational Campaign and Orientation for DMMMSU-MLUC Programs for School Year 2018-2019 is valid. Hence, the proposed action plan is humbly endorsed for consideration and implementation.

In the light of the findings of this study, the following conclusions were derived:

1. The respondents were young, knowledgeable and female dominated. Moreover, facilities, equipment, instructional materials, and competent instructors were provided by the University to enhance students’ learning. The respondents typically have parents with lower level of education, occupation and income.

2. Factors influencing career choices among students were job opportunities, quality of teachers, facilities, equipment, and learning materials the School has to offer. In addition, socio-economic background, areas of interest and School’s location were influential in students’ decision to pursue a career.

3. Students’ grade point average, school and family background variables were significant factors with high extent of influence.

4. Audio-materials, grade point average, School structure and parents’ educational degree greatly influence students’ choice of career.

4.1 The proposed one year action plan for educational campaign and orientation for DMMMSU-MLUC programs is attainable, functional, and acceptable for the University.

Author Contribution

F. M. is the lead author, conceived of the presented topic, did the gap analysis and wrote the proposal. A. D helped in the introduction, methodology and data gathering. Both authors discussed the results and contributed to the final manuscript.

Acknowledgement

The authors would like to thank Don Mariano Marcos Memorial State University for providing financial support for this research.

This study was conducted at Don Mariano Marcos Memorial State University in San Fernando, La Union, Philippines. The study was approved by the University Research Ethics Committee.

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No competing interests reported.

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Predictors of Students’ Motivation for Higher Education

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Abstract

INTRODUCTION

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Research Design

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Instrumentation and Data Collection

Data Analysis

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FINDINGS

CONCLUSIONS

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Author Contribution

Acknowledgement

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