Causality of Civil Engineering Former Students’ Decision to Shift
Abstract
Every student tends to face challenge and constancy in time of their selection of course. This happening applies globally in every time students reach their tertiary education. Some students seem to take courses that accord their interests yet change at other time. Inconsistency or readiness to change is critical to each person, students in particular, for it is the same as committing one’s self from one goal to another. Shifting, therefore, is not an issue to be less agitated with. The aim of this paper is to identify the reasons of shifters from the Bachelor of Science in Civil Engineering (BSCE) for their decision. Numerous studies are done for shifting but very few only were focused on BSCE. Informants of this paper were BSCE shifters and were asked by a questionnaire verified by an expert researcher. The researchers find it more informative to know the reasons directly from the individuals who decided to shift. Shifting is an effect of irrationality which acts as burden to the continuous educational growth of the students, shifters particularly. Shifting is not only about changing one’s course but actually changing commitment to what direction is an individual taking. Therefore, further studies should be conducted about it to provide findings that may be significant in formulating solutions to lessen, if not eradicate, shifting throughout education.
Introduction
Education is vital to everyone. It is imperative for every student to take a certain course according to their preference and area of expertise. However, due to several circumstances, students are given the privilege to shift courses. Shifting is a process in which students change their selected program to another that may have been caused by their certain incompatibilities to finish their primary chosen course (Silva, 2014).
The number of shifters from different universities across the world is enormous. It is studied that seventy-five (75) percent of the students all around the world have already changed course at least once before graduating (Gordon, 1995). This finding is alarming for the fact that shifting, technically speaking, delays the normal time-span of the students’ education and therefore creating a barrier between them and to their future.
Education, as a rudimentary aspect of an economic progression (Montalvo, 2004), is importantly needing solutions for its problems. In the case of the Philippines, an assessment of its poverty (World Bank, 2001) has shown that the attained education of the head of the household is the most essential contributing factor to the observed changes in household welfare (Montalvo, 2004), thus, the Philippines is dependent on education for its economic development and therefore cannot be less agitated when it comes to its complications. Shifting, technically, is one.
Theoretically, each shifter has their reasons for changing their courses. These reasons are complex; each differs from the other, and therefore requiring extensive study. A research from the De La Salle University, Dasmarinas (DLSU-D) has shown that the place or the environment of the university, financial incapability, and the course itself are some of the factors that trigger the students to switch courses.
Existing studies regarding the issue of shifting were already available. However, a research for the reasons of civil engineering prior enrollees who have shifted to another course is still not specified given that Civil Engineering, in the economy of the Philippines, is a vital aspect.
The Bachelor of Science in Civil Engineering (BSCE) program is one of the most taken courses in the University of Southeastern Philippines (USeP), one of the top performing colleges in the Philippines. However, only few of its enrollees remain and continue to finish the program.
For this reason, the researchers find it essential to study the reason why several BSCE program enrollees have decided to shift instead of pursuing the course. The technicalities, such as the most common reason that causes them to shift, and the validity and invalidity of these reasons given that the choice of taking the course has been up to them, will be specified.
It is also the aim of the study to help the present BSCE students and the others who were still deciding to take BSCE by guiding them through the findings of this research before they will take risks that may affect their education. USeP, as one of the universities that offers the BSCE program and the locale of the study, will also find aid in developing the program by knowing the reasons of the problem, shifting in particular, from the individuals who cause it themselves, the shifters.
Methodology
This study will use phenomenological method. The researchers will analyze narrative data and will be using different methods that are different from the traditional tactics of research. Moreover, this research is qualitative and will utilize anthropological tools such as interviews and focus group discussions from informants.
The questionnaire of this research is validated by a Linguistics professor who is also a practiced researcher. Questions are not limited so that the informants can have the liberty of giving as many reasons for their decision of shifting.
The participants for this research are ten (10) shifters who have formerly taken the Bachelor of Science in Civil Engineering (BSCE) program in the University of Southeastern Philippines (USeP) regardless of what course are they taking currently and from which school they were enrolled after shifting. The researchers will be taking both direct and virtual interaction from the shifters during the interviews and focus group discussion.
Analysis on the findings will be done by the researchers through extensive discussion and argument with each other. On the other hand, further research and studies will be taken from books, electronic journals and other reliable mediums.
The Causes Why Civil Engineering Students Shift
Personal Preference
One’s personal preference is one of the reasons of BSCE students as to why they shift into another course. Findings showed that 5 out of the 10 respondents took BSCE without evaluating if the course fits their interests. These students may have other particular course interest that they wanted to pursue but then forced to take BSCE first. There are also instances that they did prefer to be a licensed civil engineer in the future but realized along the way that they can’t.
As shown in the statement, participant 6 realized his personal preference when it’s already too late. Some of the former BSCE students realized that BSCE is not for them while they are still studying BSCE. One of the reasons of the former BSCE students to shift is the late realization of their real course preference. It has been found that students often fail to understand the content, scope or depth of the course they selected, either through their own lack of research or misleading or insufficient information provided by the institution (Wales, 2009). It is also possible that: Personalized attention prior to enrollment indicates the student’s perception of how he or she was treated through the admissions process (Noel-Levitz, 2012).
As said by participant 8, he was forced to take BSCE because he values his mother’s desire. He did not follow what he really wanted. The participant was oblivious on what the course really entails. Students claimed that they didn’t really like BSCE and that is why they shifted to another course on their own accord. Poor and at times, inadequate career guidance and insufficient understanding by some students about the academic demands of their course can lead to a wrong choice of course (Martinez, 1995). Some students also took BSCE first because it is what their parents wanted for them. Parents can be important and positive influence on decision affecting a young person’s vocational development (Middleton and Loughead, 1993). It is also stated that: Recommendations from family and friends, reflects the importance of comments and encouragements from family members (Noel-Levitz, 2012).
Program Difficulty
Four (4) of the informants claimed that their decision to shift was caused by the difficulty of the course. Mathematical skills, critical thinking skills, analytical skills, complex problem solving skills, graphical skills, judgement and decision making skills, and communication skills are required to succeed in this course (Taquib, 2006).Academic reputation reflects what a student thinks he or she knows about the academic quality of the institution (Noel-Levitz, 2012).
Math requires a lot of focus especially that it is very complicated, multistep procedures were being explored. Due to this, many students fails to remain attentive in Mathematics classes (Harris, 2016). Having said that, many BSCE students fails in their major subjects and lose their interest on pursuing it and later realize that a certain other course are much more compatible to their capabilities.
This line expresses willingness to finish the course but forced to shift due to the university laws and guidelines. This only leads to a conclusion that BSCE is indeed a very hard program. Thus, some students are obliged to shift due to their incapability of pursuing it.
Influence from Family
Following parents’ desire can be an ordinary phenomenon to some students. Everyone discuss with their parents on what course they should study in college. Out of the ten respondents, two of them decided to shift from BSCE to another course because of the influence they got from their parents.
As shown in the line, this participant was forced to shift from BSCE because of his parents. There are students who do not want to take BSCE but were forced because of their family. Researchers conclude that families have some type of influences and involvement on career development among adolescents (Brown, 2004).
As stated in the line, the participant took BSCE while his parents wanted him to take another course, but due to the circumstance, failing in particular, he decided to shift. There are situations in which students shift because of their parents’ influence even though they are not forced to do so. Student who lack direction about career goals are emerging at universities and colleges around the nation (Arnett, 2007). These kinds of students, like the participant, are easily influenced by the people around them, their families specifically.
Conclusion
This study has established the causality of the former civil engineering students’ decision to shift. The findings were taken from ten (10) informants who shifted from the Bachelor of Science in Civil Engineering (BSCE) program. Personal preference is the leading reason as to why civil engineering students decide to shift. Furthermore, findings shown that civil engineering students only realize their personal preference when they are already enrolled in the BSCE and was only taking the course due to peer pressure and their mentality of having more compensation after graduating in the said course. However, some who have taken BSCE are forced to shift because of their parents. In this case, they have no choice but to leave BSCE even though they have no plans on doing it. Civil engineering students also decide to shift because of the BSCE program’s level of difficulty.
Shifting lessens the number of students in a certain program while increasing the others, thus, creating a pedagogical imbalance. It is, therefore, significant to know and analyze the causes of shifting. BSCE, one of the programs that have the most number of shifters, could not be less agitated by this issue. Consequently, this paper could be very significant in finding solutions for the problem of shifting.
Shifters are present in every course at any university. The findings of this paper could serve as a springboard for researchers that wish to conduct a more comprehensive study about shifting.
References
Finduniversityph.(2016). Finduniversityph. Retrieved 10 March, 2016, from http://www.finduniversity.ph/majors/bs-in-civil-engineering-philippines/
Gordon, V. N. (1995). The undecided college student: An academic and career advising challenge (2nd. ed.).
Harris, A. (2016, no-date). What Problems Lead Students to Fail Math?.[Weblog]. Retrieved 10 March 2016, from http://education.seattlepi.com/problems-lead-students-fail-math-2216.html
Joseph, L. L. (2012). The Impact Family Influence and Involvement on Career Development. Orlando, Florida: .
Middleton and Loughead. (2016, ). The Parent's Role in Career Selection: How important is the role of the parent in the career guidance process?.[Weblog]. Retrieved 10 March 2016, from http://www.qualifax.ie/index.php?option=com_content&view=article&id=179&Itemid=207
Montalvo, J.G. (2004). Education, Poverty and Development in the Philippines: From Quantity to Quantity and Beyond (1st. ed.).
Silva, V. (2014, no-date). Thesis About Shifting Course. [Weblog]. Retrieved 10 March 2016, from http://www.termpaperwarehouse.com/essay-on/Thesis-About-Shifting-Course/455335
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orld Bank.(2001). Philippines Filipino Report Card on Pro-Poor Service. Philippines: World Bank.
ABOUT ME
Maria Patricia C. Bornales, 17, is currently taking up Bachelor of Science in Civil Engineering at the University of Southeastern Philippines, Obrero, Davao City.
She spent her secondary years Colegio De San Ignacio, Davao City as an Honor Student. Her research interests include structural designs and solar panels.
Maria Patricia C. Bornales
ABOUT ME
Laurice Fe Marie D. Vivar, 17, is currently taking up Bachelor of Science in Civil Engineering at the University of Southeastern Philippines, Obrero, Davao City.
She spent her secondary level at Nieves Villarica National High School, Samal Island, Davao Del Norte and graduated as Third Honorable mention. Her research interest includes constructing infrastructural buildings on local and industrialized areas and strong foundations for creating bridge support beams.
Laurice Fe Marie D. Vivar
ABOUT ME
Evangeline F. Ornopia, 18, is currently taking up Bachelor of Science in Civil Engineering at the University of Southeastern Philippines, Obrero, Davao City.
She spent her secondary years in Bernardo De Carpio National High School as First Honorable Mention. Her research interests include environment and aviation engineering.
Evangeline F. Ornopia
ABOUT ME
Jessa G. Delos Reyes, 17, is currently taking up Bachelor of Science in Civil Engineering at the University of Southeastern Philippines, Obrero, Davao City.
She spent her secondary years St. Peter College of Toril as an Honor Student. Her research interests include structural and transportation engineering.
Jessa G. Delos Reyes
ABOUT ME
Ryeven Ray T. Catolin, 17, is currently taking up Bachelor of Science in Civil Engineering at the University of Southeastern Philippines, Obrero, Davao City.
He spent his secondary years in Holy Cross of Mintal as an Honor Student. His research interests include underground construction and genetics.
Ryeven Ray T. Catolin
ABOUT ME
John Lord M. Castillo, 16, is currently taking up Bachelor of Science in Civil Engineering at the University of Southeastern Philippines, Obrero, Davao City.
He spent his secondary years at Maryknoll High School of Panabo and graduated as an Honor Student. His research interests include natural resources and building construction.
John Lord M. Castillo
Participant 6: “I’ve realized that I’m more suited to education than in engineering.” (Apendix C.6)
Participant 8: “Kai mao man ang gusto saakong mama. Haha. Then love man nakoakong mama, mao to nisugotko mag CE”(Appendix C.8)
(Because that’s what my mama wants.Haha. And because I love her, I agreed to take BSCE)
Reason nako?Kuankanangnarealizenakonga di gyudkodapat ma engineer. Di nakosya gusto, napugoslangko mag BSCE.”(Appendix C.8)
(My reason? I realized that I can’t be an engineer. I don’t want it, I was forced to take BSCE)
Participant 7: “. First is bcoz I failed twice in College Algebra, once in Trigo, then next is Solid napudug Anal. geom. so as you can see dilijudciaprasaakua.”(Appendix C.7)
(First is because I failed twice in Algebra, once in trigo. Then next is in Solid Mensuration and Analytic Geometry. So as you can see, the course does not suit me)
Participant 1: “I change my course before bcoz there no other choice to do so. I mean, I already reached the 3 warnings regarding on failed grades on the major subject.” (Appendix C.1)
Participant 1: “I change my course before bcoz there no other choice to do so. I mean, I already reached the 3 warnings regarding on failed grades on the major subject.” (Appendix C.1)
Participant 3: ‘’Family. Gusto nilana mag shift ko kay mas daghandawug opportunities napwede pa dawnakomakuha.’’ (Appendix C.3)
(Family. They wanted me to shift because, for them, there are more opportunities that I can still get)
Participant 4: “I transferred to another course because first of all, my family wanted me to take a medical course but instead I took engineering but when I failed one subject it led me and my family to the decision of taking up a medical course and may continue studying engineering after I graduate, if I really want to pursue engineering.” (Appendix C.4)