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Assessment of Interest as Subjective Personal Data of Engineering Freshmen towards their Enrolled Degree Program

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  • Yolanda P. Ramirez
  • Noimie C. Dizon

Abstract

This study aimed to determine the level of interest of the Engineering Freshmen towards engineering program. Descriptive type of research was utilized in the study. Results showed that engineering is still dominated by male students from private schools; chose engineering as their personal choice, and find engineering moderately to highly difficult course. Engineering students have high interest in the engineering program specifically in terms of affective and cognitive learning. They find personal factor as high influence in their interest towards engineering program. Students who personally decided to take engineering have higher sense of inner growth that influenced their interest towards the engineering program. Personal and environmental factors have greater influence in the interest of the engineering students towards their enrolled degree program. The proposed action plan may be implemented to enhance the interest of engineering students towards their studies and surpass the challenges of higher engineering courses.

Suggested Citation

  • Yolanda P. Ramirez & Noimie C. Dizon, 2014. "Assessment of Interest as Subjective Personal Data of Engineering Freshmen towards their Enrolled Degree Program," International Journal of Academic Research in Progressive Education and Development, Human Resource Management Academic Research Society, International Journal of Academic Research in Progressive Education and Development, vol. 3(1), pages 195-207, January.
    • Handle: RePEc:hur:ijarpe:v:3:y:2014:i:1:p:195-207
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    References listed on IDEAS

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    1. Mark Enrick R. Abante & Benjie C. Almendral & Jay-ren E. Manansala & Jovielyn Manibo, 2014. "Learning Styles and Factors Affecting the Learning of General Engineering Students," International Journal of Academic Research in Progressive Education and Development, Human Resource Management Academic Research Society, International Journal of Academic Research in Progressive Education and Development, vol. 3(1), pages 16-27, January.
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