Exploring Student’s Preference for Practicality Over Passion in

College Course Selection

CHAPTER 1

INTRODUCTION
In today's fast-changing educational environment, students face numerous choices when
selecting college courses. Their decisions are influenced by a mix of personal interests,
career goals, and the practicality of different fields of study. This research investigates why
students often prefer practical options over their passions. As higher education increasingly
aligns with job market needs, many students prioritize factors like employability, salary
potential, and job security over their intrinsic interests. This trend raises important questions
about its long-term effects on personal fulfillment and the educational system. Are students
sacrificing their true passions for practicality? What drives this trend, and how does it impact
their academic experiences and career paths? By analyzing student attitudes and decision-
making processes, this study aims to clarify the reasons behind the preference for practical
courses. Our findings will enhance the understanding of how these choices influence
individual outcomes and the future of higher education.

BACKGROUND OF THE STUDY

The paper looks at the broader educational choice issue facing students, arriving on a
campus with dreams of yore but from there it is all shifted towards practicality. Upon
graduation, students are forced to march down a path that is economically responsible and
will lead to job security over personal interests or passions. Some existing studies suggest
that passion can be a powerful motivator and force of joy, but pragmatism often wins out
because societal standards and economic reasons. This study seeks to investigate this
relationship and examine the combined effects of these potentially contrasting influences, on
students in their planning for academic and career futures.

STATEMENT OF THE PROBLEM

This present study was designed to identify students’ college course selection at Makato
Integrated School, specifically focusing on the balance between practicality and passion.
1. What is the profile of the participants? a. Name b. Age c. Sex d. Grade level
2. What factors do you consider the most important in selecting a college course? ( Rate on
a scale of 1-4: 4 = Very Important, 1 = Not Important )
• Earning Potential
• Course Content
• Personal Interest/ Passion
• Recommendations of Family/ Friends
3. What is your ultimate career goal? Why?
4. How do you believe your chosen course will help you achieve this goal?

THEORETICAL FRAMEWORK
The theory that will support this study is a theory by philosopher Adam Smith from his essay
“An Inquiry into the Nature and Causes of the Wealth of Nations" in 1776. His theory
suggests that people weigh the options and choose what will greatly benefit them, what one
person might think is irrational another might think otherwise. this theory banks on the idea
that individuals will make decisions based on their self-interest, aiming to maximize their
utility or satisfaction. This involves evaluating and weighing their options by considering the
potential costs and benefits associated with each choice. Essentially, people are seen as
rational actors who choose the option that they believe will best fulfill their goals and
preferences.By applying Rational Choice Theory, we can show how students navigate their
decision-making process .Wether it be prioritizing practicality due to the benefits and job
security associated to it and income potential especially in todays time. Or through personal-
motivation and long term goals despite financial uncertainty.

CONCEPTUAL FRAMEWORK
Dependent Variable Grade 12 student; Independent Variable College Course. In this
conceptual framework, the independent variables are factors like economic, social, and
educational attributes regarding the stylized students. These factors determine whether an
enrollee will take up courses that are practical. employment and moving up a career or those
that are more about passion .satisfaction and creativity. The dependent variable which is
college course selection, is the end result that comes from such decision-making behavior,
which may influence the graduates’ degree of satisfaction with the profession in the short
and long terms along with its social implications.

SIGNIFICANCE OF THE STUDY

The significance of exploring Grade 11 students' preference for practicality over passion in
college course selection at Makato Integrated School can be understood from various
perspectives and importance. This study can provide insights into how students' career
choices are influenced by practical considerations such as job security and financial stability,
as opposed to their personal interests and passions. Understanding these preferences can
help educators and policymakers develop more effective guidance programs that align with
students' long-term goals and the demands of the job market. This study and its result shall
benefit the following: First, the students can benefit from this study in a way that this can
serve as their guide for them to choose their course in COLLEGE in either a passion-based
or practical view perspective in choosing so that it would lead them to the right path to their
future career. With this information on mind, students will come to terms in choosing the right
strand and to avoid having regrets at the end of the day. Second, the parents shall also
benefit from this study in a way that they can obtain knowledge about their child's choice
when it comes to their preferred course, to increase their children's awareness and provide
them guidance and support that they needed in order for their children to be successful in
any course that they may choose that would be a stepping stone for their careers in the
future. Third, the teachers being one of the pillars a school needs, can also benefit through
this study by knowing the student's decision-making skills in two different perspectives and
how these skills. contribute or help students in making choices that affect their student's
academic strand and in the longer run, can affect their decisions in life including their
careers. It can benefit the teachers since this will help them in assessing the student's skills
and capabilities with regards to their chosen course. Fourth, this study can also be beneficial
to the researcher through gaining a wider and broader knowledge about inquiry and also
about the study which involves a student's way of making choices that weighs both being
practical and following their passion, particularly in choosing a course of an incoming and
current college student. Lastly, this study can be helpful to the future researchers wherein
they can use this study as their source or reference that could support their study and can
enable it to be strengthened and will be improved. The future researchers would have
already an overview about the two different.
DEFINITION OF TERMS
 Passion: An intrinsic motivation or strong enthusiasm for a particular subject or
career, often leading individuals to pursue what they love despite potential
challenges or lack of immediate financial reward.
 Practicality: The consideration of realistic factors such as job availability, salary
potential, and personal skills when making decisions about education or career
paths. It emphasizes the importance of choosing options that ensure financial
stability and job security.
 Course Selection: The process by which students choose their academic courses in
college, influenced by personal interests (passion) and practical considerations
(practicality).
 Preference: The inclination or choice for one option over another, often reflecting an
individual's values and priorities in decision-making.

SCOPE AND DELIMITATION

Scope of the Study
a. Objectives The purpose of this study is to examine why students prefer to choose
practicality over passion when it comes to college courses. It aims to know if the students of
Makato Integrated School consider job demand, salary or interest as their priority in deciding
b. Population and Sample The study will be intended for the Grade 12 Students of Makato
Integrated School who are currently deciding what course to take in college. We will recruit
and sample around 150 students across different academic pathways including HUMSS &
TVL.
Delimitation of the Study
a. Exclusions The study will not include students from other schools or those who have
already entered college, as the focus is on high school seniors actively choosing their
college paths. Other factors outside of practicality and passion, such as social status or
academic performance, will also not be examined in depth.
b. Study Constraints This study is localized and is only applicable to the context of Makato
Integrated School hence, it might not be fully generalizable to students in different areas or
academic institutions with cultural, social, or economic influences that vary greatly from
those found in Makato Integrated School.
c. Assumptions The study is also based on self-reported data which could be biased. Survey
questions get at the reason and belief set behind the action, so you have to assume this is
how students respond. Additionally, it assumes that practicality and passion are the primary
opposing forces driving course choices, even if other factors might be in play.

HYPOTHESIS
There is a significant relationship between students college course selection and their
preference for practicality over passion. This suggests that students may prioritize courses
with practical benefits, such as job security and income potential, over their personal
interests and passions.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

The decision-making process regarding college course selection is a critical aspect of
students' academic journeys. This literature review explores the theme of practicality versus
passion in course selection, focusing on students' preferences and the implications of these
choices on their educational experiences and career trajectories. The decision-making
theories provide a foundation for understanding how students choose their courses.
According to the Rational Choice Theory, individuals make decisions by weighing the
potential benefits against the costs (Simon, 1955). In the context of college course selection,
students may prioritize practical considerations such as job prospects and financial stability
over personal passions and interests.
Practicality in Course Selection
Numerous studies indicate that practicality plays a significant role in students' course
selection. A study by Perkins et al. (2020) found that students often choose majors based on
job market trends and salary expectations. The authors argue that economic factors heavily
influence students' decisions, leading them to prioritize fields with higher employability rates.
Similarly, a survey conducted by the National Center for Education Statistics (2021) revealed
that 65% of college students considered job security as a primary factor in their course
selection.
Financial Considerations
Financial considerations are paramount in the decision-making process. According to a
report by the Institute for College Access & Success (2022), student debt levels have risen
significantly, prompting students to select courses that promise higher returns on investment.
This trend suggests that many students view education as a means to achieve financial
stability rather than as an opportunity for personal fulfillment.Passion in Course Selection
While practicality is a dominant theme, the role of passion cannot be overlooked. Research
by Smith and Jones (2019) highlights that students who pursue their interests tend to exhibit
higher levels of engagement and satisfaction in their studies. These findings align with the
concept of intrinsic motivation, where individuals are driven by personal interest rather than
external rewards (Deci & Ryan, 2000).Impact on Academic Performance
Studies indicate that students who select courses based on passion often perform better
academically. A longitudinal study by Lee et al. (2021) demonstrated that students who were
passionate about their majors reported higher GPAs and greater persistence in their studies
compared to those who prioritized practicality.
Balancing Practicality and Passion
The literature suggests a complex interplay between practicality and passion in course
selection. Some researchers advocate for a balanced approach, encouraging students to
consider both factors when making decisions. For instance, an article by Thompson (2023)
emphasizes the importance of integrating personal interests with practical considerations to
foster a more fulfilling educational experience.
Advising Strategies
Academic advising plays a crucial role in helping students navigate this balance. Effective
advising strategies can assist students in aligning their passions with practical career paths.
A study by Garcia et al. (2022) found that personalized advising significantly improved
student satisfaction and retention rates, highlighting the need for institutions to provide
robust support systems.
The literature reveals that while practicality often takes precedence in college course
selection, passion remains an essential component of student satisfaction and academic
success. Understanding this dynamic can inform educational policies and advising practices
aimed at supporting students in making informed decisions about their academic futures.
Further research is needed to explore how different demographics influence these
preferences and how institutions can better facilitate a balance between practicality and
passion in course selection.
References
Deci, E.L., & Ryan, R.M. (2000). The "what" and "why" of goal pursuits: Human needs and
the self-determination of behavior.
Garcia, M., Smith, J., & Lee, T. (2022). The impact of personalized academic advising on
student retention.
Institute for College Access & Success. (2022). Student debt statistics.
Lee, A., Brown, C., & Kim, D. (2021). Passion vs. practicality: Academic performance among
college majors.
National Center for Education Statistics. (2021). Trends in postsecondary enrollment.
Perkins, R., Johnson, L., & Davis, K. (2020). Economic factors influencing college major
choice.
Simon, H.A. (1955). A behavioral model of rational choice.
Smith, L., & Jones, P. (2019). The role of passion in academic engagement.
Thompson, R. (2023). Finding balance: Integrating passion and practicality in course
selection.

SYNTHESIS
The literature on college course selection reveals a complex interplay between students'
preferences for practicality and passion. A significant body of research indicates that
practicality often prevails in students' decision-making processes. Economic factors, such as
job security and potential earnings, heavily influence students' choices. For instance, studies
by Perkins et al. (2020) and the National Center for Education Statistics (2021) highlight that
many students prioritize majors that promise better job prospects, driven by rising student
debt and concerns about financial stability.

Despite the emphasis on practicality, the role of passion in course selection is equally
important. Research by Smith and Jones (2019) and Lee et al. (2021) demonstrates that
students who choose courses aligned with their interests tend to experience higher levels of
engagement and academic success. This suggests that pursuing personal passions can
lead to enhanced motivation and better academic outcomes, challenging the notion that
practicality should be the sole focus in course selection.

The literature also suggests the need for a balanced approach to course selection.
Thompson (2023) advocates for integrating both practical considerations and personal
interests, promoting a more holistic view of education. Effective academic advising plays a
critical role in this process, as personalized guidance can help students align their passions
with practical career paths (Garcia et al., 2022).

In summary, while practicality often guides students' course selections due to economic
pressures, the importance of passion should not be overlooked. A synthesis of these
perspectives highlights the necessity for educational institutions to support students in
navigating their choices, fostering an environment where both practical and passionate
pursuits can coexist. This balanced approach may ultimately lead to more fulfilling
educational experiences and successful career outcomes for students.
 CHAPTER 3

RESEARCH METHODOLOGY
This study uses simple random sampling through the survey method. It utilizes the
responses of students or participants, gathered through a conducted survey to collect
essential data for the study.
Quantitative methods were employed to address the main objective of exploring students’
preference for practicality over passion in college course selection. This study examined
(analyzed) the college course preferences of Grade 12 students at Makato Integrated
School.

RESEARCH DESIGN
This study utilized quantitative research, especially a descriptive research design. This study
aims to explore the subject preferences among Grade 12-HUMSS and TVL at Makato
Integrated School through a self-check approach to improve the academic engagement and
performance of the students.

According to Creswell, descriptive research design is a study that describes the

characteristics of a population or phenomenon being studied. This involves collecting data
through surveys, interviews, or observation. Besides Calderon (2006), defined descriptive
research as a purposive process of gathering, analyzing, classifying, and tabulating data
about prevailing conditions, practices, processes, trends, and cause-and-effect relationships
and making adequate and accurate interpretation about such data with or without or
sometimes minimal aid of statistical methods.

Descriptive research describes the characteristics of the group, situation, or phenomenon

being studied without manipulating variables or testing hypotheses. Additionally, this
research design is appropriate to the study because it explores relationships between
variables and draws meaningful conclusions from the data collected.

LOCALE OF THE STUDY

The study was conducted in Poblacion, Makato, Aklan. It is a 4th class municipality in the
province of Aklan, Philippines. It was conducted specifically in Makato Integrated School.
Additionally, Makato Integrated School is a school in the Municipality of Makato, Aklan,
Western Visayas, Davao Region located on Jose B. Legaspi Street. Makato Integrated
School is situated nearby the town hall, Makato Barangay Hall, and Makato Police Station.
There was a total of 150 participants coming from Grade 12 Random sampling. Therefore,
the survey will take place and be conducted at Makato Integrated School.

PARTICIPANTS OF THE STUDY

The participants were purposely selected for this study ware Grade 12 senior high school
students from Makato Integrated School. About 150 students from various academic
strands, including Humanities and Social Sciences (HUMSS) and Technical Vocational
Livelihood (TVL), will take part in the study. This initial population of 150 will be narrowed
down through random sampling to select a representative sample for completing surveys
and questionnaires. Certain variables, such as students' personal study habits,
extracurricular activities, and socio-economic background were not taken into account when
selecting the sample size

RESEARCH INSTRUMENTS
This study used that are used to survey Grade 12 students at Makato Integrated School
prioritize practicality over passion when considering college courses. The questionnaires
was developed based on the study's Statement of the Problem (SOP). The questionnaire
consisted of 9 Items answerable questions. The first part of the questionnaire consisted of 2
questions about the identity of a participant, and the second part consist with the question:
what are their preferred college courses? and the third one was, The students answered
these questions using the 5-point Likert scale; 1 - Strongly Disagree, 2 - Disagree, 3 -
Neutral , 4 - Agree, and 5 - Strongly Agree. The last part is about a question answered
briefly about what college course they are interested in.

Instructions: Please answer all questions truthfully and to the best of your ability. Your
responses are confidential and will only be used for research purposes.

Part 1: Demographic Information

1. Gender:
▢ Male
▢ Female
▢ Non-binary
▢ Prefer not to say
2. What is your current academic track?
▢ (Open box)HUMSS
▢ (Open box)TVL
3. What are your top three preferred college courses?
1.
2.
3.

Part 2: Course Selection Preferences

Instructions: For the following statements, please circle the number that best reflects your
agreement, where:
•1 = Strongly Disagree
•2 = Disagree
•3 = Neutral
•4 = Agree
•5 = Strongly Agree

4. I prioritize choosing college courses that will directly benefit my future career.
12345
5. I value college courses that align with my personal interests and passions, even if they
don't have immediate career applications.
12345
6. I am more likely to choose college courses that are perceived as "easy" or "useful" rather
than challenging or intellectually stimulating.
12345
7. I am influenced by the opinions of my parents/guardians when selecting college courses.
12345

8. I feel pressure from society to choose a practical major that will lead to a well-paying job.
12345
Part 3: Open-Ended Questions

9. Please describe a college course you are interested in. Briefly explain your rationale for
choosing this course.
Your responses will help us gain valuable insights into the factors influencing your future
academic choices and the potential impact on your career aspirations.

VALIDITY
The primary aim of this research is to establish internal validity by accurately measuring the
relationship between students' preferences for practicality and passion in course selection.
This will be accomplished through a well-defined survey instrument that clearly defines key
concepts like "practicality" and "passion." Additionally, confounding variables will be
managed through stratified random sampling to ensure diverse demographic representation,
thereby reducing biases and enhancing the reliability of the results.

Another important goal is to improve external validity, which evaluates the generalizability of
the findings beyond the specific sample. To achieve this, the study will include a diverse
group of undergraduate students from various disciplines and academic years. This strategy
increases the likelihood that the results can be applied to a wider population of college
students. Furthermore, situating the findings within existing literature on course selection will
strengthen their generalizability and allow for meaningful comparisons with similar research.

Finally, achieving ecological validity is crucial for ensuring that the findings accurately reflect
real-world behaviors in course selection. The survey will be conducted in familiar
environments, such as academic advising sessions or common areas on campus, to capture
authentic student preferences. Additionally, qualitative insights from focus group discussions
will complement quantitative data by providing a deeper understanding of students'
motivations and experiences. By focusing on these validity goals, this research aims to yield
credible insights into students' preferences for practicality versus passion in their academic
decisions.

RELIABILITY
Employing diverse data collection techniques, such as tests, checklists, questionnaires, and
surveys, enhances the study's reliability. This approach ensures a comprehensive
examination of students' preferences for practicality over passion in selecting college
courses by incorporating multiple data sources, thus boosting the credibility of the research
findings. Additionally, using cross-validation methods like peer reviews further strengthens
the study's validity. Peer reviews offer external validation and critical evaluation of the
research methodology, data analysis, and results, ensuring the conclusions' accuracy. the
careful data collection approach, the use of various data sources, and the integration of
cross-validation techniques emphasise the validity of this study's conclusions regarding
students' course selection preferences.

DATA GATHERING PROCEDURES

The data for this research paper were gathered using a structured survey instrument
administered to Grade 12 students of Makato Integrated School. Prior to conducting the
survey, permission was obtained from the school administration to use their students as for
survey which ensures ethical compliance and easy access to target population. Developed
specifically for the current study, the survey instrument sought to gain insight into students'
preferences for practical versus passion-based college course selection.

The instrument included three sections (demographic, course selection preferences, and
open-ended questions). Demographic section — the demographic section gathered basic
information on each participant, such as gender and current field of study. The course
selection preferences subsection was a list of statements about factors that affect how
students choose courses in college, requiring participants to assess their level of agreement
on a five-point Likert scale. Examples of the open-ended questions participants provided an
opportunity for students to elaborate on their experiences, opinions, and motivations
regarding college course selection.

They had the task filled out in a quiet classroom, with their focus throughout it. Each of the
participants were given a printed copy of the survey and enough time to fill it out completely.
Once the survey was filled out, it got collected and data was entered into a spreadsheet to
analyze.

The ethical issues involved with data collection existed throughout its process. Participants
were informed about the aim of the study, protection of their privacy and that participation
was voluntary. Prior to the administration of the survey, informed consent was obtained from
all participants. To maintain ethical research and protect the privacy of participant, data was
anonymised.

STATISTICAL TREATMENT DATA

The statistical treatment of data in this study will employ both descriptive and inferential
statistics to analyze students' preferences for practicality versus passion in their course
selection. Descriptive statistics will be used initially to summarize the demographic
characteristics of the participants, including age, gender, major, and academic year.
Measures such as means, medians, modes, and standard deviations will provide a
comprehensive overview of the sample population. This foundational analysis will help to
identify any patterns or trends in students' preferences and establish a clear context for
further analysis.

Following the descriptive analysis, inferential statistics will be applied to examine the
relationships between key variables. A series of correlation analyses will be conducted to
assess the strength and direction of the relationships between students' perceived
practicality (e.g., job security, financial stability) and their passion for specific subjects.
Additionally, independent samples t-tests or ANOVA will be utilized to compare preferences
across different demographic groups (e.g., by major or gender) to determine if significant
differences exist in how students prioritize practicality versus passion in their course
selection. These analyses will help to identify whether certain factors significantly influence
students' decisions.

Finally, regression analysis will be employed to explore the predictive power of various
factors on students' course selection preferences. By modeling the relationship between
independent variables (such as financial considerations, personal interests, and academic
performance) and the dependent variable (students' preference for practicality or passion),
this analysis will provide insights into which factors are most influential in shaping students'
choices. The results from these statistical treatments will contribute to a deeper
understanding of the dynamics involved in college course selection and offer valuable
implications for academic advising and curriculum development.