ABSTRACT

There is an existing rise in the number of students shifting or transferring to

another course which causes serious problems to institutions and society, as well. This
research sought to determine the factors that influence students to change their major.
As part of this evaluation, a survey was conducted among current AB shifters and
transferees of the University of Santo Tomas, Faculty of Arts and Letters. A detailed
quantitative study was the leading component of this research.
This study provided a discussion of the context of college education and other
concepts related to it. Data collection involved a survey instrument which was designed
to gather relevant information about the problem and how the mentioned respondents
were influenced in doing the same. A total of eighty (80) students accomplished the
survey, representing all AB shifters and transferees.
Extensively, a computer-assisted (PASW18) analysis of the indirect or
questionnaire method complemented the process. The findings of this study provided
critical insights as to the determination of internal and external factors affect college
students and illuminated the varying difficulties and density in which this issue is of
relevance.

Keywords: College Major, College Education, Career Development, Academic Advising

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Chapter 1
Background of the Study
Introduction
College can be defined as an institution of higher learning that grants the
bachelor's degree in liberal arts or science or both or an undergraduate division or
school of a university offering courses and granting degrees in a particular field (Farlex,
2013). It is the next stage of learning that students enter into after high school.
Obtaining a degree is very important to a persons career. Individuals who were
able to finish college education earn higher salaries which give them enhanced quality
of life. More so, majority of the employers, especially in the Philippines prefer to hire
employees who have completed college degree. During a persons college life, he can
also be able to develop his networking contacts allowing him to be positively influenced
in his future career (Education Career Articles, www.educationcareerartices.com).
Upon deciding on going to college, one must also be able to decide on which
course or major to take up. Higher education affects the students satisfaction, success,
and retention (Dellman-Jenkins, 1997). It determines how a student sees himself in the
future as a professional. For some, choosing a college course is easy for they already
know what they want when they grow up, however in others, its not the same. Gordon
(2007) indicates that many college students are in the midst of maturational and
identity struggles; choosing an academic major from a myriad of choices is a
developmental task for which they are not prepared (Gordon, 2007).

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Today, there is an existing rise in the number of students changing their college
major. Students tend to shift from one course to another even during their 3 rd year in
college. In an article wrote by Jana Renner of Indiana University-Purdue University
Indianapolis, she cited two (2) major reasons behind students perception in changing
their course:
Lack of Exploration. Research on major changers shows that the majority of
college students lack the knowledge and experience necessary to make an
informed decision about their academic major and career choice (Orndorff &
Herr, 1996). Many students have a limited knowledge base of available
occupations as the potential pool of choices is enormous and it is commonly
thought that the United States has more than 20,000 occupations (Lewallen,
1993, p. 110).
Parental and Societal Pressure. College students can also face parental and
societal pressure to choose a major upon entering college. Pearson and
Dellman-Jenkins (1997) pointed out that parents have the most influence on a
students decision to choose a major; therefore, students are more likely to
change majors when their initial choice is not their own.
As the above stated reasons for changing college majors provide, the lack of
knowledge about certain courses contribute to the students perception in choosing their
major. Since they have limited information about other options they have, they only
choose majors that they know about through a family and friends. Moreover, the level of
career education students receive in high school varies greatly (Lewallen, 1993). Some

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students get enough knowledge in choosing a course through career advising while
others get none. Another reason also why students change college majors is the
pressure that they suffer from their parents and the society. Some of them choose a
certain major because their parents want that for them or the society dictates which
major is in trend in the professional world. This pressure occurs when the student relies
on other people in choosing which college major to take up since it is an important
career decision and they avoid disappointments. However when students already
understand themselves and what they really want, they end up leaving their initial
course and shift to another.
It really is never easy to decide on which course to choose. Some students are
confused and undecided on what they want for their career. To be able to address to
this issue, an online community known as Academic Clinic posted the article 10 Things
to Consider when Choosing a College Course or a College Major. According to this,
students must take into consideration the following in deciding on which college major to
take up:
1.
2.
3.
4.

Their interest which is what they really want to get into.

Their aptitude which will determine the course that they are good at.
Their values to develop their passion in what they do.
Money matters in the determination of which course they can or cannot

afford.
5. Time and Practical considerations to help them think about how much time
and effort they are willing to invest.
6. Their commitment to finish their chosen college major.
7. The times which will influence them in choosing the course that may appear
to be more popular and in trend during a certain period of time.

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8. Other peoples feedback to provide information about courses which they

know less about.
9. Their choices or options by taking a look at the colleges course catalog.
10. Their spiritual considerations which is asking God for guidance.
(Source: The Academic Clinic, www.academic-clinic.com)
However, not all students know about these considerations and end up choosing
the wrong course, therefore deciding to shift to another. And their choice to take up
another major requires them to study for more years; which causes delay in their
completion of academic degree.
As obtaining a degree is very important in the Philippines, being undecided in
choosing a college major may have a huge impact in the future of a student. More so,
other colleges suffer from overcrowding while some are losing students resulting to
dissolution of some courses.
To address this problem, the researchers aim to determine the other more
personal factors affecting a students decision in changing college major. Since the
University of Santo Tomas, Faculty of Arts and Letters offer the most number of majors
and having majority population of shifters and transferees, the researchers selected
these students as their respondents. Through this study, a clearer view on the
determination of factors contributing to the existing inflation in the percentage of shifters
and transferees will be presented.
Objectives of the Study

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The uncertainty of students on which path to take usually leads to more

complications in their lives; college is a good indicator of their career and here, they get
to decide what they want to be in the future.
The University of Santo Tomas Faculty of Arts and Letters has 12 departments in
it. Having the mentioned number of majors, there are more choices for the students to
land on. In addition to this, this faculty also holds an existing rise in the percentage of
irregular students which are more or less shifters and transferees from other
departments, colleges, and/or schools. Therefore, a research study will be conducted to
AB shifters and transferees on the following aims:

1. Be able to determine the internal and external factors affecting students

decision in changing their major
2. Present how the students value their major in concluding their career
3. To know how changing major affects students perspective about their
future

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Theoretical Framework

Fixed College
Characteristics
Location
Academic Programmes
College Reputation
Educational Facilities
Availability of Financial
Aid
Cost
Employment
Opportunities

College
Choice
Decision

College Effort to
Communicate with
Advertising
HEIs
Representatives
Campus Visit

Source: (International Journal of Business and Social Science, 2010)

The theoretical framework shows the relationship between dependent variable,

which is the college choice decision and independent variables which are the fixed
college characteristics and college effort to communicate with students. (International
Journal of Business and Social Science, 2010)
This framework also explains the most significant factors that students consider
in choosing college. The fixed college characteristics as shown in the figure are those
that determine the credibility of the school in offering education services; the cost which
pertains to the tuition fees; and possible employment opportunities for the students after

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graduating in a certain college. On the other hand, the college effort to communicate
with students such as advertising, HEIs representatives, and campus visit pertain to the
colleges promotions.
Conceptual Framework

Influences in choosing a college major

Students Decision
Internal Factors
Factors to consider in changing a college major
Shift/Transfer to another major
External Factors

This framework explains the researchers hypothesis on the continuous growth of

college students changing their majors. As shown, there are influences that these
students encounter in choosing a college major which may also contribute a huge
fraction in concluding as to what the other reasons behind students perception about
changing a college major. Moreover, the proponents structured the factors that college
students consider in shifting or transferring to another course as having two categories:
the internal and external factors. Under the internal factors will be those personal

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considerations that students have; while the external factors are other aspects which
may have indirect effect on students judgment in changing college major.

Scope and Delimitation of the Study

The study deals on the determination of factors affecting student judgment in
changing college majors. The same is delimited to random AB irregular students, who
have shifted and transferred in the Faculty of Arts and Letters in the University of Santo
Tomas. Survey questionnaires were given to the said respondents for them to
accomplish, 2nd semester of A.Y 2013-2014.
The research design used was statistical and non-experimental making the
proponents no control on the variables of the study and will only be dependent upon the
answers of the randomly selected respondents to the survey questions.
The proponents intend to make the results of the study as accurate as possible.
However, there may be certain limitations that could affect the precision of the data
obtained. These are the recognized aspects that may contribute to future obstacles in
conducting the study:
1. Limited time allotted for the research study that must be completed for one
semester only.
2. Conflicting schedules of the proponents.
3. Fortuitous and unforeseen events between the researchers and the respondents.
4. Irregularity of the schedule of the participants which will be a challenge for the
proponents in conducting the survey.
5. Honesty and willingness of the respondents in answering the questionnaire.

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Significance of the Study

In the Philippines, not going to college is never an option for those who want to
have a better future. But the challenge lies on to what course to take and which stone to
step on. Many individuals, most especially students are being uncertain about their
desired career which leads them to take up the wrong course and then later on decide
to take up another. As a result of this, many students dont graduate on time.
This scenario is very common amongst incoming and current higher education
students. Some of them would have a hard time dealing with their future career plans
which sometimes lead to dropping out of school and failure to return.
Another problem that the shifting and transfer of students create is the
overcrowding of some colleges and departments while others lose students which result
to the dissolution of other courses. Thus, major concerns on the continuous rise in the
population of shifters and transferees have been raised. The determination of the
factors behind students considerations in changing their course will be the focus of the
study. The result of this research will be of reasonable significance to the following:
The students; by determining the factors affecting their decision in changing a
college program, there will be a step to minimize the number of undecided students as
to their preferred course. Thus, they will know how to choose the right college program.

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Colleges and/or Universities will be able to come up with a solution in helping

their students choose the right course, ergo, preventing overcrowding and dissolution of
other departments.
The government will benefit by maximizing employment as to college graduates
for there will be less delayed students in finishing a degree.
The researchers, who could gather relevant data and information for this study
which may be relevant to their research responsibilities. Likewise, the researchers
would learn the value of resourcefulness in dealing with the context of the thesis itself
and develop the spirit of teamwork and promote camaraderie amongst each other.
The readers who may be facing career uncertainties; they could rely to the result
of this study and prevent making wrong decisions.
The future researchers who could use the result of this study as reference or
basis to their potential studies as limited resources have been used in this research.

This research study is directed at investigating the causes behind the growth in
the number of students changing their college program, what difficulties are
encountered, and what strategies and/or alternatives are used to overcome the
difficulties met by the respondents. It assumes that certain internal and external factors
have a huge impact on this.

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Definition of Terms
Career- The general course or progression of one's working life or one's
professional achievements.
College- an institution of higher learning that grants the bachelor's degree in
liberal arts or science or both or an undergraduate division or school of a university
offering courses and granting degrees in a particular field.
College Degree- an award conferred by a college or university signifying that the
recipient has satisfactorily completed a course of study.
Major- a program relating to a subject of academic study chosen as a field of
specialization.
Shifters- students coming from other faculty or department in the same
university, choosing a different major.
Transferees- students from other colleges or universities continuing their
education in another school.

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Chapter 2
Review of Related Literature
Background
History of College Education
Statistically, those who were able to obtain a college degree are more likely to
have a successful life. This is so, in the Philippines, one of the job requirements is at
least having a college education.
However, college experience was not as available before as it is today. Years
ago, only the wealthy males were given the privilege to receive college education
(Gardner & Jewler, 1989). Even the emphasis on preparing for a career, as it tends to
be today, was not on everyones plan. College was considered as a place where those
who were about to step into positions of responsibility could prepare for the task.
College provided a whole different kind of learning they were introduced to classics, to
critical thinking, to principles of scientific inquiry, to mathematical logic, and to the arts.
With such a preparation for life as this, a man with a college degree was practically
marked for success.
As colleges and universities were founded, more and more people are given the
opportunity to receive college education. This trend has culminated today in a belief that
anyone who is capable of going to college should pursue a degree.
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Impact of College Education in Life

One of the most crucial decisions that a student would make is going to college
as it will have a great impact on the quality and direction of his life. In addition to
increased knowledge and personal understanding, college not only can help prepare
you to make intelligent decisions regarding career choices and educational options but
also may affect your views on family matters, social issues, community service, political
issues, health-care matters, recreation and leisure activities, and economic and
consumer priorities.
Organizational Involvement. There is some problem in defining an organization
to which people belong, since there are various degrees of voluntary involvement and
various meanings to membership. Nevertheless, it appears (Axelrod, 1956) that about
60 percent of the population belongs to one or more formal groups. One can raise this
figure by broadening the meaning of formal group or including a time span of years
over which membership or association is to be recorded.
However defined, it is clear that membership is related to education. Figures
vary, but most studies seem to show that membership in organizations is about half
again as common among college graduates as among high school graduates. The
number of organizations to which college graduates belong also increases with
education as does the proportion of those who are very active and assume positions of
leadership.
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Political Leadership. Political organizations are usually open to all who are
interested, but political leadership requires wider voter support during elections.
Matthews (1954) reviewed the occupations of presidents, vice-presidents, cabinet
members, senators, representatives, governors, and state legislators reported about 90
percent of each group is drawn from the top 15 percent or so of the labor force and
the upper levels of educational achievement. (Matthews, 1954) Moreover, Keller (1963)
reported that 90 percent of the political elite are college graduates (Keller, 1963), and
Prewitt (1970) says that there are supporting observations to this theme in every study
of political recruitment conducted. (Prewitt, 1970)
Health. People who have completed high school or college, compared with those
who started but did not finish, are more accurate in their reporting of health and illness,
use of medical services, available financial resources for such services, and the cost of
the services they obtain (Cannell & MacDonald, The Impact of Health News on Attitudes
and Behavior, 1956). Moreover, a familys visits to a physician increase with the level of
education of the family head. (Wilder, 1969)
Marriage and Child Learning. Regardless of whether or not they have a high
school diploma, a bachelors degree, or a postgraduate degree, the number of men who
have never married has about the same proportion. When it comes to women, the same
proportion (12 percent) of holders of high school diplomas or bachelors degrees have
never married; about twice that said proportion have never married among college
dropouts and those who have continued into postgraduate worked. (Starch, 1969) The
families of college-educated women are smaller than those of mothers with less
education. But families with a college-educated mother now tend to be larger than in
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recent decades. The relative differences are getting smaller because the size of less
educated womens families has been dropping. College women are now planning larger
families because of larger incomes, earlier starts starting children, and changing
advantages of family living; the college educated come from a broader sector of the
population, some wanting larger families (Freedman, Whelpton, & Campbell, 1959);
(Whelpton, Campbell, & Patterson, 1966)
In one study the ideal, the desired, and the intended parity of college women was
less than that of women with a high school education or less for white non-Catholics,
Catholics, and for blacks. (Ryder & Westoff) The college-educated woman is apparently
able to plan well her family size. Of all socioeconomic factors considered, education
attainment is the only factor closely related to the ability of groups of wives to predict
their fertility. (Whelpton, Campbell, & Patterson, 1966)
It is interesting that level of education does not relate to the proportion of parents
who mention problems, or the proportion who mention no problems, in raising their
children. (Gurin, Veroff, & Feld, Americans View Their Mental Health, 1960) Collegeeducated parents are, however, somewhat less likely to say they never feel inadequate
in dealing with the problems that they have. There are also differences in the kinds of
problems to which they are sensitive. The less-educated parent is more often
concerned about problems of physical care and provision, especially if he or she also
has a low income. But the college-educated parent is more concerned about affiliation
problems and his or her own tolerance of the childs behavior.

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Most research literature on child rearing emphasizes socioeconomic rather than

purely educational levels, but there are studies (Bayley & Schaefer, 1960); (Kagan &
Freeman, Relation of Childhood Intelligence, 1963) that show the college-educated tend
to hold developmental, future-oriented, long-range views concerning their children. They
prefer that their children be curious and eager to learn, cooperative, confiding in them
and that they be happy, healthy, ambitious and independent (some of these may be in
conflict), as opposed to parents with conservative, traditional views that stress
neatness, cleanliness, obedience, respect, and normative behaviors. But there is a
gradient and overlap between these types and some ambiguity in their implications for
actual parental behavior with a child. Thus although there are differences by education
on the use of control and coercion versus encouragement and disapproval, the
differences by educational attainment of parents are not large.
Mastery behavior during the first three years of life is not related to parental
education, (Kagan & Moss, Birth to Maturity: A Study in Psychological Development,
1962) but differences do show up in achievement behavior among pre- and early teens,
particularly for boys. Both boys and girls tend to do better in secondary schools when
they came from college-educated families, and they tend to go to college in greater
proportions. It may well be that one advantage of higher education is that parents are
better equipped as teachers in the home setting when it comes to helping sons and
daughters with their education.
Morale, Happiness, and Adjustment. In their study classic study of problems of
adjustment, Gurin, Veroff, and Feld (1960) found education a correlate of several
measures. They report two important things: people with more education seem to be
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more introspective about themselves and more concerned about the personal and
interpersonal aspects of their lives; and they seem to have a greater sense of well-being
and satisfaction. (Gurin, Veroff, & Feld, 1960)
Prejudice, Violence, and Rationality. Prejudice can take many forms, but
religious, racial, and ethnic prejudice have been studied most. Most studies show an
inverse relation between education and prejudice. Only one (Campbell, Factors
Associated with Attitudes toward Jews, 1947) is an exception, and the researcher now
(private communication of anti-black prejudice, 1970) reports that there is a difference in
the impact of college experience on such issues between the pre- and post World War II
periods. He also reports significant differences by college attended, so that the picture is
complex. A review and reanalysis of 26 studies by Stember (1961) finds no clear-cut
relationship, but rather that previous conclusions have been a function of the type of
prejudice, its timing, and how it was assessed. (Stember, 1961) Apparently, the relation
of education to prejudice has varied with the political and social climate. The educated
seem to be more labile than others and more responsive to changing values and
beliefs. The less educated seem more bound by traditional images, establish policies,
and fix forms of behavior. Stember also finds an assessment problem that has to do
with the verbal terms of prejudice. When the same issues, as posed in common scales,
are put in more neutral terminology, the evidence changes; the educated tend to
discredit and disagree with the sharpest statements of prejudice, but less stark
statements and more covert expressions gain broader support. (Stember, 1961)
Summarizing his analyses, Stember finds that the educated are less likely to hold
traditional stereotypes, less likely to favor discriminatory policies, and less likely to reject
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casual contacts with minority-group members. But, the educated are more likely to hold
certain highly charges and derogatory stereotypes, more likely to favor informal
discrimination in some areas of behavior, and more likely to reject intimate contacts with
minority-group members.
Value of College Education and Degree
Experiencing a college education can have a great impact in ones future. As it is
a higher education, more things about life itself can be taught and learned. More so, it
can be a factor to higher lifetime earnings. Of course, companies prefer job applicants
who have at least had college education, if not completed the same.
In the United States per se, in 2008, employees who had an undergraduate
degree earned average annual salary of $57,181; high school graduates, by
comparison, only took home $31,286. (United States Census Bureau, 2008) In addition
to this, master degree holders earn thrice as much on average than individuals who
hold a high school diploma. Doctoral degree holders earn four times as much over a
lifetime as they otherwise would. (Importance of a College Education, 2013)
Also according to PayScale, an online community determining current job
opportunities and corresponding salaries in the US:
Starting salaries of college graduates usually surpass those individuals
who hold only a high school diploma. We rank aerospace engineering
with average starting wages of $59,600 at the top of its list of sixty
undergraduate degrees that attract the best salaries. The lowest starting
salaries among graduate majors are social work, which attracts an
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average annual salary of $33,400. It is still higher than the average annual
salary earned by high school diploma holders. (PayScale, 2014)
Likewise, a study conducted by the Georgetown Center on Education and the
Workforce estimates that the US economy will create nearly 47 million jobs by 2018,
including 14 million new jobs and 33 million jobs replacing workers who leave or retire.
Approximately 33 percent of those jobs will require a bachelor's degree. Another 30
percent will necessitate an associate degree or at least some college training.
More to this, in an article written by Elsa Nunez in 2012, she said:
The economic gaps between those with a college degree and those with
just a high school diploma are getting larger as well. When it comes to
employment

figures,

the

numbers

show

that

education

pays:

Unemployment rates decline as workers become more educated. In 2011,

the unemployment rate for those with high school diplomas was 9.4
percent; for those with a college degree, the rate was just 4.9 percent.
(Nunez, 2012)
Having college education is not only limited to career opportunities but also offers
personal advantages. Enhanced self-discipline and improved study habits that would
help those individuals later in life as applicable to their careers and continuing education
during their lives. A greater disposable income that will enable them to pay for activities
they enjoy is another noticeable benefit of a college degree. (Importance of a College
Education, 2013)

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Given these facts, college education and securing a college degree is not just a
choice but will also dictate how one would live his future. There to fore, individuals who
have never experienced or finished college education are more likely to have less job
opportunities which offer beyond the living wage.
Importance of Choosing the Right College Major
Before students even finish their High School life, they are bound to make a very
vital decision that will have a great effect on their future. They have to think about their
future, their dreams and goals in life. In the process of achieving their goals, they have
to make a wise decision in choosing a college major. A major is the course of study that
you want to take when going to College. (Student.com) Many universities and college
have everything under the sun, which is an advantage because it gives students a wide
array of choices. One of the most important academic choices you'll make while in
college is your choice of your college major. Your choice of major can set you on the
path your career will take or at least send a signal to future employers about what skills
and interest you possess. (Rosen, 2012)
Course planning is the key to a successful future. The point in the life of a
student wherein he has to choose a college major is very crucial as that decision will
have a great impact on his life. Many people take time in choosing a college major,
however time passes by with you just looking at stars when in fact you have to start
running after your dreams. Planning for the future is essential as it guides you along the
journey. With the tough employment competition nowadays, having a blueprint of what
you want in life will give you an advantage. (Sabao, 2010)

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With all the anxiety that students feel while joining University, one thing that
many students fail to realize is the importance of choosing the right subject/coarse in
University. Not many students are wise enough to be able to select the most appropriate
course which they can pursue all their life long. University education is also known as
professional education. As reflected by name, university education plays a vital and
decisive role in deciding the future pathway for students. The knowledge and
experience gained in university life is cherished for life long. This is why experts and
educationists firmly believe that students should make a choice of their coarse keeping
in mind their preferences and their mentality. (Preston University, 2012)
A student must have a well-thought decision in choosing a college major because
many things are wasted when the chosen major is not the best choice for the student. In
an article, it was mentioned that not choosing the right major for you is a waste of
money and time. The reason is simple, when you sign up for a college major, the
courses you take are based on that major. If for example you take up Legal
Management for 2 semesters then after which, you decided that you really want to be
an engineer, the money you paid for the courses in Legal Management that will bear no
credit when you shift on a different major is wasted. (Student.com)
In an article entitled Choosing a College Major, the message was clear and
simple, that employers do not give much importance to the college major that the
employee had during college. So one must choose what interests him the most. (Healy,
2007) The blog earned a lot of comments agreeing to what Healy has said. A website
called Collegegrad.com seemed to agree with what Healy has said, according to Cal
Newport, Collegegrad.com conducted a survey that produced a result claiming that the
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top factor that employers consider in choosing an employee is the employees college
major which earned 44 %, followed by students interviewing skills, then his internships
and experiences and so on. (College Graduate, 2008)
A persons success is determined by the path he will choose and the decisions
he will make along the course of it. Yes, a person can take a detour if he changed his
mind in the middle of his journey. But the time and effort wasted can never be brought
back anymore. One must discern deeply in making a decision as big as choosing a
college major for it is practically the point in your life that you choose who or what you
want to be.
Significance of Academic Advising to Students
Academic Advising is an opportunity to exchange information designed to help
students reach their educational and career goals. (The State University of New Jersey,
2014) The goal of academic advising is to guide the students as to their scholarly
decision. It is a two-way process between the students and the advisers. The role of the
advisers is to assist the students in their choices. However, the ultimate decision still
relies on the students, themselves.
While students are urged to keep parents informed of plans and progress, the
advising relationship uniquely is between the academic adviser and the student. This is
so because the adviser knows the student as to its academic performance.
As academic advising concerns the general issues regarding student academic
and performance, it is then quite relevant to the issue of college major choices. If
academic advising is applied in colleges and universities, there will be a higher
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percentage of students being not undecided about their college course as they will be
provided with opportunities to explore different academic programs and career path.
Relatively, there will be fewer students who will decide to change their major in the light
of uncertainty.
In a thesis by J. Renner in Indiana University-Purdue University Indianapolis,
2013, per se, she cited Terry OBannions view about academic advising wherein:
Terry OBanions (1972) model of academic advising supports Gordons
notion of students not being developmentally ready to choose a major.
OBanions model of academic advising is a process that includes
exploring life and vocational goals, choosing a program, choosing
courses, and lastly scheduling courses (OBanion, 1972). (Renner, 2013)
Through academic advising, as well, should students consider shifting or
transferring to another college program, they will be guided and enlightened so as to the
consequences that they might encounter in doing so. Tips and techniques on how to
overcome these obstacles will also be shared by their adviser through a session of the
same.
Theories
Career Development is a continuous lifelong process of developmental
experiences that focuses on seeking, obtaining and processing information about self,
occupational and educational alternatives, life styles and role options. (Hansen, 1976)
Put another way, career development is the process through which people come to
understand them as they relate to the world of work and their role in it.
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There are various theories about career development existing today. Three of
them are: (1) Hollands Theory of Vocational Types (2) Banduras Social Cognitive
Theory and (3) Supers Developmental Self-Concept Theory.
Hollands Theory of Vocational Types is an approach which gives explicit attention to
behavioral style or personality types as the major influence in career choice
development. (Careerkey.org, 2013) There are six (6) Holland types namely:
1. Realistic - work with hands, machines, tools, active, practical, adventurous
High traits - practical, masculine, stable
Low traits - sensitive, feminine, stable
Occupations - construction, farming, architecture, truck driving, mail carrier
2. Investigative thought, analytical approaches, explore, knowledge, ideas, not
social
High traits scholarly, intellectual, critical
Low traits powerful, ambitious, adventurous
Occupations biologist, chemist, dentist, veterinarian, programmer
3. Artistic literary, musical, artistic activities, emotional, creative, open
High traits expressive, creative, spontaneous
Low traits orderly, efficient, conventional, social, masculine
Occupations artist, musician, poet, interior designer, writer
4. Social train, inform, educate, help, supportive, avoid technical skills, empathy,
relationships
High traits cooperative, friendly, humanistic
Low traits ambitious, creative, strong,
Occupations social work, counseling, police officer, LPN
5. Enterprising verbally skilled, persuasive, direct, leader, dominant
24 | P a g e

High traits ambitious, adventurous, energetic

Low traits intellectual, creative, feminine
Occupations lawyer, business executive, politician, TV producer
6. Conventional rules and routines, provide order or direct structure, great self
control, respect power and status, punctual, orderly
High traits stable, efficient, dependable, controlled
Low traits intellectual, adventurous, creative
Occupations bank teller, clerk typist, cashier, data entry
These types of Hollands theory are spontaneously appealing. This helps
students get oriented to the worlds of work. It also provides significant approach of
letting students understand different working environments.
Banduras Social Cognitive Theory focuses in the concept of self efficacy. By means
of the self system, individuals exercise control over their thoughts, feelings, and actions.
Among the beliefs with which an individual evaluates the control over his/her actions
and environment, self-efficacy beliefs are the most influential predictor of human
behavior. (Cherry, 2012)
According to this theory, self-efficacy is the belief in ones capabilities to organize
and execute the courses of action required to produce given attainments. The four most
influential sources of self efficacy are the following: (1) Personal Performance or the
previous successes or failures of a person (2) Vicarious Experience which is derived by
observing others (3) Verbal Persuasion or those encouragements and discouragements
received through the word of mouth and (4) Psychological and Emotional Factors or the
perceptions of stress reactions in the body. (Cherry, 2012)
Generally, this conjecture holds that providing opportunities, experiences and
significant adults to impact self-efficacy in all children becomes vital. Strategic career
25 | P a g e

development interventions will positively impact young people in the context of this
theory.
Supers Developmental Self-Concept Theory on the other hand states that vocational
development is the process of developing and implementing a self-concept. As the selfconcept becomes more realistic and stable, so does vocational choice and behavior.
People choose occupations that permit them to express their self-concepts. Work
satisfaction is related to the degree that theyve been able to implement their selfconcepts. (Careers New Zealand, 2013)
This theory of Supers presents stages of a persons development or career
maturity as he named. This career maturity is the similarity of ones actual vocational
behavior and what is expected for that stage of development. These are the stages
(Careers New Zealand, 2013):
1. Growth (Birth to mid teens) - Major developmental tasks are to develop a selfconcept and to move from play to work orientation.
Sub stages

Fantasy (4-10 years old) - needs dominate career fantasies and little reality

orientation.
Interest (11-12 years old) - identifies likes/dislikes as basis for career choices
Capacity (13-14 years old) - more reality incorporated; can relate own skills to
specific requirements of jobs. (Vocationalizing the self concept)

2. Exploration (Mid teens through early 20s) - major tasks are to develop a realistic
self-concept and implement a vocational preference though role tryouts and

26 | P a g e

exploration; there is a gradual narrowing of choices leading to implementation of

a preference. Preferences become CHOICES when acted upon.
Sub Stages

Tentative (15-17 years old) - tentative choices incorporating needs, interests,

abilities are tried out in fantasy, coursework, part time work, volunteer,

shadowing.
Crystallization of Preference (18-21 years old) - General preference is
converted into specific choice. Reality dominates as one enters the job
market or training after high school. Choosing a college major or field of

training.
Specifying a Vocational Preference (early 20s) - trial/little commitment; first
job is tried out as lifes work but the implemented choice is provisional and
person may cycle back through crystallizing and specifying if not appropriate.

3. Establishment (mid 20s through mid 40s) - major tasks are to find secure niche
in ones field and advance within it.
Sub Stages

Trial and Stabilization (25-30 years old) -

unsatisfactory may make 1-2 more changes before the right job is found.
Advancement (30-40 years old) - efforts directed at securing ones position,

process of settling down, if

acquiring seniority, developing skills, demonstrating superior performance,

resume building actions.
4. Maintenance (40s through early 60s) - Major task is to preserve ones gains and
develop non-occupational roles for things one always wanted to do; Little new

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ground is broken, one continues established work patterns. One faces

competition from younger workers. Could be a plateau.
5. Disengagement or Decline (Late 60s through retirement) - Tasks are
deceleration of the career, gradual disengagement from world of work and
retirement. One is challenged to find other sources of satisfaction. May shift to
part time to suit declining capacities.

Or figuratively:

(Source:

Career

NZ,

http://www.careers.govt.nz/educators-practitioners/career-

practice/career-theory-models/supers-theory/)
Super also introduced the so-called development task:

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Crystallization
Specification
Implementation
Stabilization
Consolidation

(Source:

Career

NZ,

Forming a general vocational goal

Move from tentative to specific preference
Complete training, enter employment
Confirm choice through work experience
Advance in career

http://www.careers.govt.nz/educators-practitioners/career-

practice/career-theory-models/supers-theory/)
While these theories affect an individuals career development in its entirety,
another significant theory about peoples perception on things can also explain as to
why college students change their majors. This is Heiders Attribution Theory.
Heiders Attribution Theory is a conjecture which explains why people do what
they do. This is an approach in understanding the behavior of oneself and the others. It
also deals with how the social perceiver uses information to arrive at causal
explanations for events. It examines what information is gathered and how it is
combined to form a causal judgment. (Fisk & Taylor, 1991)
Heider believed that people are naive psychologists trying to make sense of the
social world. There were two main ideas that he put forward that became influential.
1. When we explain the behavior of others we look for enduring internal attributions,
such as personality traits. For example we attribute the behavior of a person to their
naivety or reliability or jealousy.
2. When we try to explain our own behavior we tend to make external attributions,
such as situational or environment.
29 | P a g e

If this theory will be applied as to why college students change their program,
their perception on this relies on either the internal or external attributions. Their
judgment about the said issue may be attributed to their personality traits (e.g. personal
interests, skills, capabilities). On the other hand, it may also be an ascription of a certain
situation or event in their lives.

Past Studies
Career development is a life-long process which starts at education. However,
issues on uncertainty of a large percentage of students on which path to take are rising.
This behavior of students being undecided often leads them to discontinue their
program and shift or transfer to a new one. Due to the significant effects of changing
college major in a students life, numerous studies have been conducted to find out the
reasons or causes behind this issue.
In the past 30 years, deciding what major to take in college has become more
complex because of the big changes in the system of higher education itself. The
education environment became more competitive and institutions also have to contend
for students in the recruitment market. (Lee & Chatfield, 2013) Many studies used
economic and sociological theoretical frameworks as factors affecting college studentdecision making.
First, the economic models focus on the econometric assumptions that
prospective college students think rationally and make careful cost-benefit
analyses when choosing a college (Hossler, Schmit, & Vesper, 1999).
30 | P a g e

Second, the status-attainment models assume a utilitarian decisionmaking process that students go through in choosing a college, specifying
a variety of social and individual factors leading to occupational and
educational aspirations (Jackson, 1982). Third, the combined models
incorporate the rational assumptions in the economic models and
components of the status attainment models. (Lee & Chatfield, 2013)
Another study concluded in 2006 stated that person and environment fit is a
relevant factor in a students college major choice decision. This explains that students
decisions are more likely affected by the environment that they are in. Personality and
external issues in the society are some of those.
In summary, we find that political views and the Holland personality
scales are very strong predictors of student major choice. However,
academic preparation, family influence and academic self-efficacy do not
seem to matter after taking into account personality. (S. Porter & P.
Umbach, 2006)

In a thesis completed by Jana L. Renner, Indiana University-Purdue University

Indianapolis in 2013, she mentioned the reasons behind students perception in
changing their college major. According to her, two main reasons are lack of exploration
and parental & societal pressure.

Lack of Exploration. Research on major changers shows that the majority

of college students lack the knowledge and experience necessary to make
31 | P a g e

an informed decision about their academic major and career choice

(Orndorff & Herr, 1996). Many students have a limited knowledge base of
available occupations as the potential pool of choices is enormous and it
is commonly thought that the United States has more than 20,000
occupations (Lewallen, 1993, p. 110).
Parental and Societal Pressure. College students can also face parental
and societal pressure to choose a major upon entering college. Pearson
and Dellman-Jenkins (1997) pointed out that parents have the most
influence on a students decision to choose a major; therefore, students
are more likely to change majors when their initial choice is not their own.
(Renner, 2013)
Summary and Synthesis
There were different views and opinions about the existing issue as to what
factors influence college students to change their programs. Theories on behavior and
career development were also considered.
In Hollands Theory, he concluded that a persons behavioral style and
personality directly affects its career development. According to this conjecture, an
individuals career choice relies in his character such as interests, skills, capabilities and
values.
Bandura also holds that self-efficacy is one big factor in decision-making. As
stated in this theory, people are only affected by their own emotions and so they could

32 | P a g e

control their thoughts. It is the belief to manipulate and organize oneself and his
environment.
On the other hand, Supers theory on developmental concept states that an
individuals maturity can build up a self-concept wherein he will be able to understand
things more and know the right decision. More so, Super hypothesized that people
choose their career according to their self-concept.
In Heiders theory of attribution, he cited two internal and external factors that
affect a persons behavior. Using this theory, college students can either be greatly
affected by internal factor(s) which is/are their personal traits or external factors or those
belonging outside their character, or the environment.
Synthesizing all the related studies mentioned earlier, authors coincide with the
conjecture that college student decision when it comes to choosing their major is highly
influenced by their personal behavior. It was also explained that aspects outside the
human self-concept, such as their environment and people that surrounds them like
parents, peers, and even strangers are possible influences in students judgment.

33 | P a g e

CHAPTER 3
Research Methods
Research Design
This study focuses on the determination of internal and external factors that
influence UST AB shifters and transferees in changing their college major. Through this,
there will also be a view on how students decide in choosing a career path.
The independent variable(s) in this research are the factors that influence
students judgment. It will tell the students reaction about these factors as to its impact
on their decision to shift or transfer. On the other hand, the dependent variable would be
the students decision in shifting/transferring to another major.
The proponents made use of survey questionnaires and distributed these to the
chosen respondents. The questions used in the same were formulated as to its
relevance and appropriateness to the study. In addition to this, the researchers also
relied on the instrument used in the past studies related to the topic. The data gathered

34 | P a g e

were calculated and analyzed between February and March 2014 with purposive
sampling of the specific group mentioned.
Sample Size and Sampling Design
A sample represents a part of the target population and that sample is a
representative of that population for the variable being studied upon. The population
selected for this study is limited to UST AB shifters and transferees of the University of
Santo Tomas Faculty of Arts and Letters, Espaa, Manila.
In November 2013, the said faculty recorded 4,232 students enrolled. A total of
377 of which are irregular students. There are three possibilities why students become
irregular: either they failed in pre-requisite courses barring them to be a member of a
block or they are shifters or they are transferees, from other schools and/or colleges.
Given this fact, the proponents of this study estimated 60% of the irregular students as
shifters and transferees or 226 of the same. In this 226 approximated population, the
researchers then selected only 45% which is 102.
To determine the sample size needed for the study, the proponents made use of
Slovins formula with a precision rate of 95% which implicates a margin of error of 5%.
Hence, the Slovins formula:

n=

N
1+N e 2

Where:
N= population
n= sample size
e= margin of
error

The solution below shows how the proponents obtained their sample size:
35 | P a g e

n=

N
2
1+N e

n=

102
1+(102)(0.05)2

n=

113
1.255

n = 81.27 or 81

Based on the given solution, the parameter was estimated at 102, set at 95%
precision rate. This calculation resulted in a sample size of 81 shifters and transferees.
This is however not the same number as the researchers actually surveyed in the study
which was only 80. Nevertheless, the lack of 1 respondent or nearly 1% of the obtained
sample size will not have an impact in the conclusion of the study. Ergo, it was
determined that choosing only 80 shifters and transferees would result as a sufficient
power to analyze the population.
Data Collection Instrument
The proponents made use of the indirect method or questionnaire as the data
collection instrument for this study. The instrument is composed of 20 structured
questions, modified as to its significance and suitability to the research. These
questions include the Likert scale which implies the respondents level of agreeing or
disagreeing to the given statement; open-ended questions or those answerable by yes
or no; and dichotomous questions wherein there are several options for the recipients to
select as to their view or reply to the question.

36 | P a g e

Past studies and other materials from reliable sources were also considered in
constructing the questions to strengthen the findings and conclusion of this study.
The survey questionnaires contain a cover letter instructing the respondents on
how to complete the same. It also stated that each questions should be answered with
utmost honesty. Moreover, these questionnaires were numbered accordingly to ensure
the anonymity.

Data Gathering Procedure

The relevant information and data used in this study were from the materials
available in the University of Santo Tomas Miguel de Benavides library, including books,
journals, thesis, and articles. Online resources were also retrieved to further investigate
more recent studies and updates relevant to the topic. Additionally, the researchers
meet thrice a week for discussion, compilation, and calculation of the data gathered.
The proponents selected UST AB shifters and transferees as their respondents.
This is so given that the Universitys Faculty of Arts and Letters have a total of 12
majors allowing the students to have more choices, thus a larger possibility of holding
majority population of shifters and transferees.
Purposive sampling was used in this study having 60% or 226 of the total
irregular students in the faculty as approximated shifters and transferees, taking 45% or
102 of the estimated population used in determining the sample size. As the Slovins
formula presented, a sample size of 81 was obtained. The proponents then applied the

37 | P a g e

indirect method of gathering information from the recipients. This method involved
survey questionnaires as the instrument in communicating with the selected
respondents. These forms were distributed to the respondents and have given them
evenhanded time to accomplish the same.
The completed surveys were carefully calculated and analyzed. The findings of
the obtained statistics were used to draw conclusions of the study.

Data Analysis
A computer-generated tabulation process called SPSS or Statistical Package for
the Social Sciences was involved in the data analysis of this study. This is a system
software allowing one to tabulate the variables involved directly to the application in a
much more easy way and prevents making mistakes in analyzing these data.
An elaborative examination of the relationships of factors affecting students
decision in changing a college program was done through the said software.
Frequencies of each determined variable in the questionnaire were evaluated.
The levels of measurement involved in the process were of nominal, ordinal, and
interval scale.

38 | P a g e

CHAPTER 4
Findings and Analysis

The proponents of this research study randomly selected eighty (80) shifters and
transferees from the University of Santo Tomas Faculty of Arts and Letters. The chosen
recipients were given questionnaires to accomplish. The data gathered were tabulated
thru SPSS. The researchers analyzed the figures by getting the frequencies which is an
appropriate method to determine the factors that influence college students to change
their major. The following are the findings:

39 | P a g e

Figure 4.1
As shown in the chart, the age bracket of the chosen respondents is from 17 to
23 years old. Respectively, 4 (5.0%) of them are 17 years old, 18 (22.5%) of them are
18 years old, 26 (32.5%) are 19 years of age, 15 (18.8%) indicated that theyre 20 years
old, 5 (6.3%) are 21 years old, 9 (11.3%) are 22 years old, and 3 (3.8%) are 23 years
old. This age group signifies that the respondents are from first year to fourth year which
is favorable for determining the factors.

40 | P a g e

Figure 4.2
The chart above presents the number of male and female students who
accomplished the survey. 37 (46.3%) of them are male and 43 (53.8) of the respondents
are female.

Figure 4.3

41 | P a g e

The recipients who were randomly selected came from a wide range of different
college majors. 17 (21.3%) of them came from UST IPEA where athletes usually start
off with their first three semesters in the university. 7 (8.8%) were former engineering
students and another 7 were architecture students. 6 (7.5) came from the college of
nursing, 5 (6.3%) are shifters from music and the same digits from commerce. 3 (3.8%)
came from the college of education tying with formers political science majors. There
were 2 (2.5%) representatives for the following majors:

Accountancy, biology,

communication arts, EDC, IT, and journalism. While broadcast journalism, BSBA,
CFAD, computer science, CTHM, HRM, interior design, IS, LS, MT, multimedia arts,
pharmacy, psychology, science, and speech pathology got1 (1.3) representative each.

42 | P a g e

Figure 4.4
This figure represents the reasons behind respondents decision of choosing their
former course. 23 (28.8%) of them answered that they did not qualify in the course they
wanted, 13 (16.3%) said because it was trending during that time, both 22 (27.5%) for
academic placement and other reasons. These specified reasons involved high school
teachers, love, athletic reasons, family, uncertainty, the liked it, random choices, and
believed that their course before is not for them.

Figure 4.5

43 | P a g e

This
chart
represents
the
frequency in which students decided to choose their former course because of these
people. 41 (51.3%) answered that it was their relatives and other family members
influence, 14 (17.5%) said it was their friends, 2 (2.5) for high school teachers and 23
(28.8%) responded specifically namely: girlfriend, self, basketball team, no one, games
and IPEA.
Figure 4.6
Figure 4.6 showed the respondents answer to the question Why did you
shift/transfer to another course? 6 (7.5%) of them said that they failed in their former

44 | P a g e

major, 41 (51.3%) said that they were uninterested, 5 (6.3%) due to financial incapacity
and 8 (10%) said it was their parents who urged them to do so.
Figure 4.7

As to the person(s) involved in the decision of making the respondents

shift/transfer, 55 (70%) admitted it was their own decision, 9 (11.3%) answered it was
their parents, 5 (6.3%) indicated it was their relatives, 3 (3.8%) answered friends, and 7
(8.8%), respectively.

Figure 4.8

45 | P a g e

Frequencies showed that 65 (81.3%) of the respondents shifted/transferred to another

program when they were in 2nd year while 15 (18.8%) did it when they were in 3 rd year.
Figure 4.9
Figure 4.9 shows the current major chosen by the respondents. Respectively, 25
or 31.3% of the respondents are now LM majors. Followed by CA majors 16 or 20% ,AS
13 or 16.3%, BES 9 or 11.3%, ELS 6 or 7.5%, JRN 5 or 6.3%, SCL 3nor 3.38%, LIT 2 or
2.25%, and ECO 1 or 1.3%.

46 | P a g e

Figure 4.1.1
As shown in the chart,, 37 or 46.3% of the respondents knew about the major
because it was preferred course since then, 17 or 21.3% of the respondents said that
thru friends, 16 or 20% for family members, and 10 or 12.5% of the respondents
specified that they learned about it thru internet, course list, and the dean of the college
they are in.

Figure 4.1.2

47 | P a g e

42 or
52.5%

of

the respondents answered it was their preffered course, and 14 or 17.5% for availability
of slots , and 10 or 12.5% said it was their parents, 4 or 5% choose friends and 10 or
12.5% specifically stated its what they want, closest to their preferred course, and
interest.
Figure 4.1.3
Figure 4.1.3 presents that 75 or 93.8% of the respondents had a careeer
orientation during high school and 5 or 6.3% didnt have a career orientation during high
school. This just proves that most of them were already introduced to career
development.

48 | P a g e

Figure 4.1.4
As shownn in the chart, most of the respondents agree that college major will
have great impact in their future. 72 or 90% of the respondents answers yes and the 8
or 10% dont belive that college major has a great impact in their future.

Figure 4.1.5

49 | P a g e

The
chart shows that the 54 or 67.5% consider other peoples opinion in decision making
and the 26 or 32.5% dont consider other peoples opinion.
Figure 4.1.6

Figure 4.1.6 illustrates that 68 or 85% of the respondents are considering the
background of the school and 12 or 15% of the respondents does not consider the
background of the school in choosing their course.

50 | P a g e

Figure 4.1.7
The figure above presents the respondents answers when asked if they think that
High School is a big factor in choosing college major. 37(46.3) of them answered that
they strongly agree that it is, 35 (43.8%) said that they agree, 6 (7.5%) disagreed and 2
(2.5%) answered that they strongly disagree. It can be concluded that 90% of the
respondents think that High School is a big factor in choosing a college major.
Figure 4.1.8

51 | P a g e

The respondents were asked if they think that family and peers are of big
influence in choosing a college major. 26 (32.5%) of them answered that they strongly
agree to the statement, 47 (58.8%) answered that they agree, 6(7.5%) of them indicated
that they disagree and only 1 strongly disagreed. Overall, we can conclude that 91.3%
of the respondents think that family and peers are a big influence in choosing a college
major.

52 | P a g e

Figure 4.1.9
The respondents were asked if they do important decisions on their own. In the
data given above, it can be inferred that 30 (37.5%) of them strongly agree that they do
important decisions on their own, while 39 (48.8%) say that they agree to it, 10 (12.5%)
say that they disagree and 1 (1.3%) say that he strongly disagree. It can be concluded
from this data that 86.3% say that they decide on important decisions on their own.

Figure 4.2.0
53 | P a g e

Figure 4.2.0 above shows how much of the respondents agree that advising is
important in deciding to shift in another program. 30 (37.55) of them strongly agree, 30
(37.5%) strongly agree, 39 (48.8%) agree, 1 (12.5%) said that they disagree and only 1
(1.3%) strongly disagree. From this, the researchers can say that 86.3% of the
respondents think that advising is important in deciding to shift in another program.

Figure 4.2.1
The respondents were asked if they agree to the statement I like my initial
course. In the figure above, we can infer that 12 (15%) of them strongly agree that they
like their initial course, 38(47.55) indicated that they agree, 25(31.1%) disagreed to the
statement and 5 (6.3%) strongly disagreed. This signifies that most students like their
initial major.

54 | P a g e

Figure 4.2.2
As manifested in the figure above, the respondents were asked to choose a
statement which corresponds to their feelings towards the statement I like my current
major 42 (52.2 %) of the respondents answered that they strongly agree that they like
their current major, 34 (42.5) people indicated that they agree, 1 (1.3%) disagreed and 3
(3.8%) strongly disagreed.

Figure 4.2.3
55 | P a g e

In figure 4.2.3, the respondents were asked if they agree that college major is an
important factor in ones success. In the figure presented above, it can be concluded
that 47 (58.8%) of them strongly agree to the statement, 20 (25%) agreed to it, 10
(10%) disagreed and 5 (6.3%) strongly disagreed to the statement. It can be concluded
from this figure that more than 75% of the respondents think that college major is a vital
factor in ones success.

56 | P a g e

CHAPTER 5
Conclusion and Recommendation
Conclusion
As mentioned in the first chapter, the proponents of this research study
hypothesized that there are existing internal and external factors that influence student
behavior, thus, also affecting their decision making. These internal factors that the
researchers were referring to are those that are more personal to the student. These
were reflected in the survey conducted to the respondents. What they want, what they
like, what their interests are, how they decide for themselves are internally affecting
their behavior, therefore, internal factors exist .
As to the external factors, which are also shown in how students consider other
peoples opinion, how they let their parents, relatives, or even friends decide for them
signifies that they are greatly influenced by these aspects. More so, situations or events
in their lives were also mirrored as to why they decide to shift or transfer (e.g. failing in
former major, academic placement, trends, etc.).
The researchers conclude that the decision making behavior of students, in
general, are greatly affected by these factors. Therefore, students personality traits
(internal) and environmental considerations (external) are the factors that influence
them to shift or transfer to another major.

Recommendations
57 | P a g e

Although the results of this study may be of great significance in solving the
issue, the researchers are not fully satisfied with the research. Several events and
situations occurred during the process of this study which may have slightly affected the
output: limited resources, short period of time to accomplish the same, very small
population of respondents, etc.
To the future researchers, you may be able to cater more concepts in relation to
this study using more resources and allocation of enough time to thoroughly conduct
and investigate about this issue. Also, choosing a wider range of population may be of
big relevance to the results of this study.

58 | P a g e

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