Abstract

The main objective of the study is to find out how university students’ first choice can influence the level of commitment in the current programme. Specifically, the study seeks to find out how students motivation influence the level of commitment in the current programme, to determine how student’s self-efficacy can influence the level of commitment in the current programme, to examine whether parental involvement has an impact on the level of commitment in the current programme and to determine if students’ peers influence has a role to play in the level of students’ commitment in the current programme. The study was quantitative in nature and involved sampling of 50 students from various faculties in the University of Buea Using a structured-questionnaire through simple random and convenient sampling techniques. Findings revealed that university students’ motivation influence the level of commitment in the current programme as most of the students show extrinsic motivate to choice to study with their current program as they feel they will disappoint people around them if they actually dropped out of schools.Students’ self-efficacy impacts their level of commitment in the current programme as they developed study skills which are excellent to handle any task and also view themselves to be successful in their current program that will led to acquiring a good job. Parental involvement on university students’ level of impacts their level of commitment in the current programme as most parents follow up with academic progress and also encourage their children to set their goals. Finally, university students’ peers influence has an impact on the level of commitment in the current programme as they are assisted by their peers during tasks such as tutorials. The study generally concludes that university students’ first choice can influence the level of commitment in the current programme. It was recommended that parents should continue to show their financial and moral support to their children education at the university.

CHAPTER ONE

INTRODUCTION

Introduction

The expansion of the higher education system and the range of choice available in a market competition has generated a great deal of pressure on students to make informed Choices about which course and which university, people are confronted with both individual changes and new environmental demands that force them to make decisions concerning their future occupational life (Arnett, 2000).  Many students enter university with a clear idea of the courses they want to do while others don’t. However, students usually make their first choices when they decide to go to the university. After high school, it should be the goal of a student that determines which department to study. The question students often ask is; why have I chosen to further my education? is it because my parents want me to? or I can’t find a good job? or I want to become an Engineer? or I think campus life will be fun?. In university, before students study particular programmes, they have required points they most reached at the end of their high school results. So with effects, students are supposed to make three choices on what to study during their application process that is, first choice, second choice and third choice with the must preferred choice as first choice.

However, students sometimes have the opportunity to be taken for their dream choice of programme (first choice) while others are not chance to study in their dream programmes due to certain university rules and requirements. Nevertheless, when this happened, some students are committed in their current programme while others are not due to certain factors. So therefore, thischapter contain the background of the study, statement of problem, research objective, research questions, significance of the study, delimitation of the study and operational definition of terms.

Background of the Study.

For some years, there had been a good deal of concern about the problems of student’s first choices and the level of commitment in the current programme. The level of commitment that students feel towards learning has long been recognized as a critical determinant of success in academic organization and also the level of commitment students hold depends on the interaction between the formal system and informal system.

Researchers have noted the importance of examining first-year student’s transition into the university as this is a critical predictor of their future academic achievement when students face particularly unique stressors (DeBerard, Spielmas, &Julka, 2004, Lafreneire&Ledgerwood, 1997).

Research has revealed that, student’s ability to persist in higher education until degree completion is affected by their level of commitment to the goal of graduation (Braxton& McClendon, 2002; Pascarella andTarenzini, 1991).

Career decision making among university students has recently attracted research attention. Due to the expansion of higher education and fierce compilation in the free job market graduate admission has become a top priority for most undergraduate (PRC Ministry of Education, 2006). Hence, dropping out of higher education is a global phenomenon and it affects virtually all universities (UNESCO, 2004). That is why higher education institutions have researched the kinds of drop-out, the causes and consequences ever since the 20th century and in particular since the 1990s. Also, research has proven that, must students focus on internal drop out or change of programme.

Nevertheless, the Expectancy value theory is grounded in the social cognition perspective of motivation. Psychologist in this tradition argue that, individual’s choices, persistence, and vigor expanded in performance can be predicted and explained basically by expectations of achievement and the valve attributed to a task (Atkinson, 1957: Wgfield,1994). The challenges faced by fresh students at transition to institutions of higher learning make it imperative for an organized orientation programme to the delivered to them in order to help them adjust to such challenges.

More, adjustment is needed by fresh student to meet the demands of the new environment they find themselves. Orientation programmes should sustained in institution of higher learning to promote adjustment to academic social life on campus; this will also minimize the frustration that accompany such adjustment.

Statement of the Problem

There is always a puzzle for every high school student as to what the future will be for him or her. The problem of choice has always been a problem since making the decision depends on the career you dream of. However, making this choice can not only depend on students alone but the administrators or university giving the requirements that ties with your choice of study. Hence, the final choice will only depend on the individual or the university.  If the choices are to be made by the students taking into consideration factors like: their motivation, their parents, their self-efficacy and their peers. But if the university decide to do the choices for the students due to lack of the required points for the chosen department consequently, the researcher is out to find out the level of commitment of the students into their current programme.

Objectives of The Study

Main Objective of the Study

To find out how university students’ first choice can influence the level of commitment in the current programme.

Specific Research Objective

1. To find out how students motivation influence the level of commitment in the current programme.
2. To determine how student’s self-efficacy can influence the level of commitment in the current programme.
3. To examine whether parental involvement has an impact on the level of commitment in the current programme.
4. To determine if students’ peers influence has a role to play in the level of students’commitment in the current programme.

Research Questions

Main research question

To what extent does university students’ first choice have an influence on the level of commitment in the current programme?

Specific Research Questions

1. How does university students’ motivation influence the level of commitment in the current programme?
2. What influence does students’ self-efficacy have on the level of commitment in the current programme?
3. To what extent does parental involvement have on university students’ level of commitment in the current programme?
4. How does university students’ peers influence have an impact on the level of commitment in the current programme?