Course mismatch : self-efficacy and intrinsic motivation of first year college students of Cavite State University Indang, Cavite / by Kim Ronald P. Aceron, Kristine Chaela P. Babano, Francis Glenn H. Noceda.

By: Contributor(s): Material type: TextTextLanguage: English Publication details: Indang, Cavite : Cavite State University- Main Campus, 2019.Description: xiii, 85 pages : illustrations ; 28 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
Subject(s): DDC classification:
  • 153.8 Ac3 2019
Online resources: Production credits:
  • College of Arts and Science (CAS).
Abstract: ACERON, KIM RONALD P., BABANO, KRISTINE CHAELA P., and NOCEDA, FRANCIS GLENN H. Course Mismatch: Self-efficacy and Intrinsic Motivation of First Year College Students of Cavite State University, Indang, Cavite. Undergraduate Thesis. Bachelor of Science in Psychology, Cavite State University, Indang, Cavite. June 2019. Adviser: Ana Ruth M. Andalajao, RPm. This study was primarily conducted to provide insights to students who might still. be second-guessing if they should pursue the course, they are in. Also, this is a pioneering study of the possible influence of the K to 12 system to the college experience of students. The first batch of K to 12 graduates enrolled in CVSU were categorized into three: (l) strand- course matched, (2) strand-course mismatched and satisfied, (3) and strand-course mismatched and dissatisfied. This study identified whether there is a significant difference between the level of self-efficacy and intrinsic motivation between these groups. This study utilized a descriptive-comparison design. Three hundred sixty-eight (368) participants selected through cluster random sampling and simple random technique. Self-efficacy Rating Scale lifted from Rupido and Nuestro (2016) and Intrinsic Motivation Inventory adapted from Ryan and Deci (2000) were used. Results revealed that the level of self-efficacy and level of intrinsic motivation of the students who were strand-course matched and strand-course mismatched and satisfied had a significant difference from the students who were strand-course mismatched and dissatisfied. Both groups of students who were strand-course matched and strand-course mismatched and satisfied had high level of self-efficacy and intrinsic motivation, while. students who were strand-course mismatched and dissatisfied had an average level of self-efficacy and intrinsic motivation. Therefore, this study concluded that they should continue their course even though they are mismatched because the time, effort, and resources they have spent during the previous semester would just be wasted. It would also take them longer to finish college if they shift courses.
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Theses / Manuscripts Theses / Manuscripts Ladislao N. Diwa Memorial Library Theses Section Non-fiction 153.8 Ac3 2019 (Browse shelf(Opens below)) Link to resource Room use only T-8292 00081300

Thesis (Bachelor of Science in Psychology) Cavite State University

Includes bibliographical references.

College of Arts and Science (CAS).

ACERON, KIM RONALD P., BABANO, KRISTINE CHAELA P., and NOCEDA,
FRANCIS GLENN H. Course Mismatch: Self-efficacy and Intrinsic Motivation of First
Year College Students of Cavite State University, Indang, Cavite. Undergraduate Thesis.
Bachelor of Science in Psychology, Cavite State University, Indang, Cavite. June 2019.
Adviser: Ana Ruth M. Andalajao, RPm.

This study was primarily conducted to provide insights to students who might still.
be second-guessing if they should pursue the course, they are in. Also, this is a pioneering
study of the possible influence of the K to 12 system to the college experience of students.
The first batch of K to 12 graduates enrolled in CVSU were categorized into three: (l) strand-
course matched, (2) strand-course mismatched and satisfied, (3) and strand-course mismatched and dissatisfied. This study identified whether there is a significant difference
between the level of self-efficacy and intrinsic motivation between these groups. This study utilized a descriptive-comparison design. Three hundred sixty-eight
(368) participants selected through cluster random sampling and simple random technique.
Self-efficacy Rating Scale lifted from Rupido and Nuestro (2016) and Intrinsic Motivation
Inventory adapted from Ryan and Deci (2000) were used.
Results revealed that the level of self-efficacy and level of intrinsic motivation of
the students who were strand-course matched and strand-course mismatched and satisfied had
a significant difference from the students who were strand-course mismatched and
dissatisfied. Both groups of students who were strand-course matched and strand-course
mismatched and satisfied had high level of self-efficacy and intrinsic motivation, while.
students who were strand-course mismatched and dissatisfied had an average level of self-efficacy and intrinsic motivation. Therefore, this study concluded that they should continue
their course even though they are mismatched because the time, effort, and resources they
have spent during the previous semester would just be wasted. It would also take them longer
to finish college if they shift courses.

Submitted to the University Library 07/10/2019 T-8292

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