1

CHAPTER I

INTRODUCTION

Some college students faced a lot of challenges in selecting of course. The challenges that

college shifters’ facing with is having difficulty in understanding and coping up some changes in

subjects. According to Pasaquian (2014), this problem seems global throughout the third level of

educational institutions that students shift to courses which apparently interest them but still

favor to shift to other courses at other times. Shifting of course is the opportunity of the college

students to change course in a chosen program (Silva, 2014). Shifter students may experience

shock in their new environment (Scherzberg, 2017; Horozyan, 2017; Ivin, Copenhaver &

Koclanes, 2017). Furthermore, shift students’ are struggles of engaging self-pace learning that

may difficult for students to motivate their self and having a lack of time management skills and

self-regulation (DeVore, Marshman & Singh, 2017).

In shifting courses there are advantages and disadvantages. The advantageous in shifting

course is that they can shift to the course where they desire to be in the future. According to

Webadmin (2015), college student intend to shift course which they are qualified. In support,

According to Castleman et al. (2018) some students shift into other course because it has a lot of

opportunities that they can take a course they want to and they had interest with. In addition, it

displays the student awareness about the variation that exist among themselves that they can

choice better course for their desire as shifters (Walker & Okpala, 2017). The disadvantageous is

that they will have to adjust in the new environment and have less time to learn because shifters

are left behind in the lesson of the course where they shift. According to Wang et al. (2017)

Student shifters just have a little time to learn and have less time at university. Additionally,

Students adjustments between the social educational and emotional domain that the
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discrimination cause bad impact of moral where shifter students are been coping (Cousin,

Servaty-Seib & lockman, 2017; Lopez & Jones ,2017; Modir, 2017; Trevisan , Bass, Powell &

Eckerd , 2017).

In the international sense, according to straumsheim (2016), 80% of college students in

Washington, D.C shift course at one point during their time in college. According to the U.S.

Department of Education (2017), majority of the students shift to another course. In California

Baena (2015) stated that, 50 – 70 % of students change their courses at least once and many will

change course at least three times before they graduate. Consequence in shifting courses is

having less of time to learn and may felt loneliness because of being alone. At course level,

restricted access to courses, study fields and course size were important for students’ university

careers (Meggiolaro, Giraldo & Clerici, 2017). Some students like their skills to be challenged

while other students might find it difficult to adapt with the subjects that they are given.

Based on the insights indicated above. There are some students who had social and

emotional problems that had a hard time in academic due to shifting of course to another and

there are some students who can easily adapt a new environment. Despite of this, there are very

limited sources that can be found in the Related Literature that would show how they coped up

with their decision making and struggles that leads them to shift from one course/strand to

another. This gap is efficient for the researchers to conduct this study because the content of this

can be obtain to guide students who shift course on how to make a strong decision making in

their chosen course.

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Theoretical Lens

This study is viewed from the lens of the following theories such as adaptation decision of

theory, cognitive structural theory and Coping theory.

An adaptation of decision theory of Jepsen and Dilley is about adapting the decision

you have made. You should know how to adjust and to choose the right and appropriate course

you been desired to adapt with all your heart. It was described for use in counseling about

choice of college or of college curriculum (Jepsen, & Dilley, 1974).). This theory involves

students making choices in sequential and situated contexts. Choices are influenced by individual

and family backgrounds and environmental McDonough (1997). Decision-making can be

beneficial to the students, particularly when participants individually have biases information but

collectively can compose an unbiased characterization of the decision alternatives Stasser &

Titus (1985).It has an ability to adapt decision as emphasize by Selten (1998). Career indecision

is the most researched issue and decision making should consider in explaining the behavior of a

student that affects the judgments on making decisions (March, 1982). Making decision is risky

and uncertain. It includes rules on how individual challenge on new experience (Simon, 1965).

The adaptation theory is where our self-esteem explored (Taylor, 1983). In this study, this theory

is one of the factors that some college students shift courses because of their wrong decision

making and by that they can’t easily adapt the new environment. It is also advantageous for the

shifters to know the Adaptation of decision theory because it can help college student shifters to

be oriented in adapting their decision in choosing another course. This theory is related to our
 4

study because students need to adapt and stand of the decision they have made. Adapting the

situation where they need to be because of their decisions.

The Jean Piaget’s cognitive structural theory, this theory explains how students give

meaning and appreciate their experiences. According to cognitive structures (n.d.), structures are

mental processes that individuals use to process and understand information. They organize

information for learning and recall. Cognitive structures are integral for comprehension and

memory. In other word, it is appreciating their decision outcome. The cognitive structural theory

considers how students understand their experiences (Lane & Schwartz (1987) . The cognitive

approach assumes that it is interpretations of events rather than events that determine which

emotion will be felt as stated by Roseman (1984). Additionally, King (1978) stated that,

cognitive structural theory described the typical course of the development of students’ thoughts.

Cognitive structural theories interpret how students think, reason, organize, and make meaning

of their experiences. This theory is often sequential in nature, with cognitive development

unfolding by stages as students build upon past experiences and require students to reflect, learn,

and adapt their perspectives and behaviors to their environment as stated by (Long, 2012).

Moreover, cognitive development describes how the student make someone's thought process

about how something works in the real world (Piaget, 1936). Cognitive-developmental theory

presents the emotional awareness behavior (Lane & Schwartz, 1987). In this study, this theory

related in shifting course that affect college students on how they interpret their experiences and

challenges they have encountered. This theory is related to the study as students need to

interpret, give meaning and give importance to all of their past and current experiences. In

support, some college students interpret their experiences on their courses as tough and hard that

leads them to shift course.

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Lazarus and Folkman’s Coping theory is to process to minimized stress. It also that

changes from one time to another in any given stressful encounter. According to Folkman

(2001), developed and examine how people consider and cope with a wide variety of stressful

encounters ranging from daily hassles to a major life events that can be applied to the more

specific case of understanding how people estimate and cope with suffering. In addition as stated

by Wills (1987), coping mechanism is to arrange comparison with other persons so that the

outcome of the comparison is favorable to the self. Coping is outlined addressing the issue of

what persons want to achieve in coping with emotions as stated by Laux, & Weber (1991).

Furthermore, coping mechanisms are used to manage an external situation that is creating

problems for an individual and it intimately related to the concept of cognitive judgment and the

stress relevant person-environment transactions as emphasized by (Krohne, 2002). Coping is a

key concept for theory on adaptation (Lazarus, 1993).  This theory is about the coping process

based on a cognitive theory of stress and coping. It Understand the coping process, including

its several aspects, the contextual person and environmental factors that influence it (Folkman et

al., 1991). In this study, this theory can help college student in coping up with stress in shifting

courses and the difficulties that they experiences. By that, this can relate in our study in

significance to the college student in terms of coping up with the adjustment in their new field.

Purpose of the Study

The purpose of this phenomenological qualitative study will be to explore the advantages

and disadvantages of shifting courses from the view point of college student in a private school

in Southern Mindanao.
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Research Question

1. What are the advantages of shifting course?

2. What are the disadvantages of shifting course?

3. What insights can they share to others regarding of shifting courses?

Scope and Limitations

The scope of the study was only limited to the following aspects: First, while this study

primarily focuses on the coping mechanisms used by college students who shifts courses and

their circumstances, adjustments and challenges where in this coping mechanisms are used to,

other factors such as different atmospheres that respondents are in current situations are beyond

the reach of this study.

Second, in terms of methodology, this study was limited only to the use of the key

Informants Interview (KII) method. This method will be used to interview college students who

shift courses. By that, the key Information Interview method is only limited to interview people

who experienced on the said topic especially those college students who shift from one course to

another.

Lastly, in terms of participants, this only involved the College students of a private school

in Southern Mindanao who experienced difficulties that lead them to change course in the second

semester. Senior High School students are extruded in this study because we are only focusing

on college students in terms of shifting course.

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Significance of the Study

The finding of this study would be beneficial to the following:

Department of Education Officials This study will help the department of education officials to

shape a new nationwide policy that will support the various coping mechanisms used by students

who shift course to another.

School Administrators This study will help Southern Mindanao administrators in making a

policy with the circumstance brought by shifting courses.

Guidance Counselors This study will help the guidance counselors in crafting a relevant and

responsive program that will further help the student who shifts course and cope up with the

struggles encountered during their studies.

Teachers This study is to help the teachers to be aware about the students who shift to another

course and for the teacher to help those students to adapt and adjust in their new field of learning.

Student Shifters This will help the college student shifter to strengthen their decision making in

choosing a course, and also to let them be aware of the disadvantages in shifting courses.

Future Researchers This study will help the future researchers by providing them with an

accurate and reliable reference to the topic of students who shift courses to another. Furthermore,

this study would allow the future researchers to focus more on areas beyond the limitations of the

study. Thus, adding greatly to the body of knowledge encompassing the said topic.

Parents with Children who Shifts courses This study will help those parents with child who

shifts course to help their children to be guided in selecting courses and to give them advice
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about this. Parent can also be aware with the advantages and disadvantages of shifting course

which may face by their child or children.

Definition of terms

For the purpose of this study, it is essential to learn about the following terms.

Switch refers to change or to leave a particular course to another of a college students of a

Private School in Southern Mindanao.

Advantages and Disadvantages refer to the positive and negative effect of a college student that

shift course to another.

Viewpoints These refer to the opinions of the college students regarding of shifting of courses.

College Students Shifters refers to the participants of this study who are college students of a

Private School in Southern Mindanao.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This section contains the related literature, readings and studies that are relevant to the

studies. This review provided insights into the truthfulness of the matter that researchers choose

as the research focus. Topics are divided into categories to provide a more comprehensive and

detailed review.

Decision Making In Shifting Course

Choosing the right career path is becoming more and more important for students today.

Decisions can be based on absolute command, on a leader's decision derived from discussion

with assistant, or on a more collective process where everyone can develop and agree on the final

outcome. According to Carpio (2018), picking a college course is one of the biggest and most

challenging decisions your child will ever make. In making this decision, it cannot be denied that

parents, most of the time, want to have a say on what is the most practical course. Peer pressure

becomes a factor in career decision making because individuals who are closely involved to their

friends decision that the choice they made is not suited for them as emphasized by RWTH

Aachen University (2018). Both major and minor changes are often the result of a decision-

making process. There are many different ways to approach a decision, and each method has an

appropriate time and place. Making the decision to shift for a variety of reasons can be daunting

and complicated as picking a program could be. Before getting into the process of selecting and

applying for a new program, here are the things you need to do as emphasize by the institutional

(2018). Some factors that affect deciding on a major include being unprepared for college, a lack
 10

of experience making life choices, personal and social issues overshadowing academics, the

sense of finality accompanying the decision, and a lack of personal commitment to a degree

program (Marade 2015). Students’ integration of lecture podcasts, learning materials, and lecture

attendance in a psychology course (Luttenberger et al., 2018). Career indecision is the most

researched issue said by Rostinghaus (2014). The choice of a major, and in essence a future

career, for many college students, constitutes an understood and necessary part of progress

toward a degree. Choices and less risk‐seeking in their social choices than were those who are

independent selves were activated (Bullock-Yowell et al., 2014). Feelings of uncertainty about

and discomfort with the choices they are expected to make Tetiurka (2018). Making decisions in

more complex environments, where the same action can produce different outcomes in different

conditions, is much harder (Sharpe et al., 2019).The discoveries of this investigation will help

teachers understand and support the decisions of the college’s choice of high-accomplishing

first- generation of students Vega (2018). Career indecision is the most researched issue

.Difficulties in studies does not always result directly from the chosen course of study. First year

students should particularly ask themselves if the difficulties that have arisen are primarily due to

their start and adaption issues with the university learning environment ( Rostinghaus, 2014).

These are adjustment difficulties that are conditional on the switch from school to university,

such as problems with time and self -management, missing learning strategies when dealing with

high amounts of material and content and academic demands, personal difficulties with the new

life situation and more.

Commonly college students experienced some factors affecting students’ decisions for

shifting from one course to another. If you'd like to expand your ability to laugh at stressful

situations, the following tips can help you to further develop this skill (Scott, 2018).Students in
 11

the campuses that successfully transferred from a community college in California students make

the best improvident transfer process , the following appended (Lewis, Bracco, Moore, Nodine,

& Venezia, 2016). A certain role of mobile technology has shifted the behavior of students to

learning more efficiently (Dwi, 2016).

Students making decisions about college in 2015 are connected to information

everywhere. We’ll take a look at some of the common factors influencing students and some

ways marketing can give you some focus and hopefully a nice competitive advantage.

Geography – Location is significant in many students’ minds, either because they want to live in

a certain part of the country or because of financial constraints. The New York Times posted a

study by the National Association for College Admission Counseling that indicates that the

education level, income, and travel experience of parents are the easiest ways to determine how

far away a student is willing to go for college. Still, 72% of Americans go to college in their

home state. No huge surprise here, but it’s a nice reminder to keep the bulk of your digital media

dollars close to home and focusing the rest on your key out of state pipelines. Financial – A

recent survey by The Higher Education Research Institute shows that the availability of financial

aid heavily influences college selection. 48% reported that a financial aid offer was a “very

important” factor, up from 33% in 2004. Overall cost is considered as well. More than half of

first-generation students indicated that the cost of attending was a “very important” factor.

Continuing-generation students consider cost also, but at a lower rate “” only 43% rated cost as

“very important” in their enrollment decision (Mcfudden, 2015). Moreover, a proof of shift of

the content courses may indicates learning result from an EAP course to disciplinary writing ,in

some particular situation was constrained (Ramoroka, & Ntereke, 2016).This specific issue about

shifting courses makes suitable for acceptance and responsibilities about shifting courses.
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According to Starobin, Smith & Santos Laanan (2016), importance of positive student-

faculty interactions and positive and appurtenant classroom environments and the effect that the

above factors have on female students’ self-efficacy and their capabilities and talents to with

success perform in majors. Course-taking patterns of starting junior college students listed in one

or additional non-remedial science, technology, engineering, and arithmetic courses throughout

their initial year of school, and the way these patterns are mapped against upward shifter in fields

of study (Wang, 2016). The relevancy and also the need to invest in Eramus+ project as a result

of this looks to be a very important tool to ameliorate student’s skills and promote their

employability (Martins, Silva, S., & Silva C., 2016). Contrasts among dispositions and practice,

even inside a similar organization, and propose open doors for future joint effort among two-year

and four-year scholastic libraries in Colorado (Roberts, Welsh, & Dudek, 2018).

Reasons and Causes of Shifting Course of a Student

One of the reasons why student shift is either they been bully by their classmate or they

don’t like the way how their teachers teach them. According to Baker et al. (2018) the

fundamental determination of significant decision are belief that course are just for enjoyment,

but they should think that effort and aspiration also matters in choosing a career. Student

characteristics, such as race and family income effects on the shifting progress (Ishitani,

2018).Many students have been misguided about the courses they have chosen, which is not their

passion and because of this some students chooses to shift into another course (Goode, 2018).

Student may choose mismatched course (Bordon & Fu, 2015). According to Thomas et al.

(2018) , students felt the sense of belongingness and think that they should develop their critical
 13

thinking skills for the preparation of their future and also to think where profession do they really

fits. On the other hand, grade motivation and self-efficacy in students were also found to be the

motivational constructs by indicates meaning to a students that they were least encourage by self-

determination (Chumbley, Haynes, & Stofer, 2015). Some reason as indicated by Workman

(2015), parent influence their children in how they choose in their career, courses and decision

making. Colleges give students the freedom to switch classes when there is a legitimate excuse.

In general, you must switch classes in the first few weeks of a new term so it’s simpler to catch

up on the materials that you may have missed in the new class. . A few benefit of predicting

career interest among unpredictable students, though, traditional predictors of interests and

education reinforce influences and expectations of ability (Dika et al., 2016).Before making the

switch, consult with your academic advisor to determine the best replacement class, and

complete any necessary forms

According to Heddy, Sinatra and Seli, (2017), the students change and develop their

interest in their particular course that been TE (Transformative Experience) that increase learning

and enhance self-reported to shift to other strand. Likewise, they selectively engaged in the

enhancement of students’ eagerness relating to the awareness of comfort areas (Andrade, 2017).

Some students start to study and realize that the course is not what they thought it would be.

Possibly a student is struggling to understand the course content and may need to defer and do

more English classes first. It is a good idea to talk to your teacher and the course coordinator, so

that they can help you with the areas you are finding difficult as emphasized by SELC Australia

(2019). Shift students who had an associate level showed no good sizes variations that did not

cope with decision making in significance of selecting courses that lead to transfer strand in the

secondary semester (Wang, Chuang & McCready, 2017). Some of the reason may be the lack of
 14

motivation of a student said by Fryer et al. (2018). Also stated that students in academic level in

the classroom and the belief of empathetic students value to state the contribution to shift

because they feel not belong (Brady, 2017). Moreover, shifting students navigating new

environment that is tough and challenging for them that cause to move and go for the transfer

system (Sklyar, 2017).The students’ tell their identities during their first compulsory upper

secondary course provided a way to understand students’ shifts in participation and why these

shifts occurred in different contexts at particular times (Anderson, Valero & Meaney, 2015). It

illustrates the participant's attitudes were bound up with her emotional understandings of

significant life experiences (Nuske, 2018). Students in the reverse learning environment were

more competent handling online tasks and activities, and were able to control their learning

outcomes. The reverse class environment had also a positive influence on students’ intrinsic

motivation as stated by Zainuddin & Perera (2019).

Adjustment disorders and stress-induced disorders – In students this is often

associated with either loneliness or the intensity of new relationships, studying and examination

stress. There is also an increasing fear of failing to live up to expectations and thus uncertainty

about job prospects. The problems usually manifest as depression and/or anxiety and sometimes

these reactions can be severe and/or long lasting and needing active treatment. Both depression

and anxiety can have an impact on interpersonal processes as well as social and academic

integration (MIUC, 2017).

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Advantages of Shifting to Other Courses

The advantages of students who shift courses is that they can figure out they want to do

with their life. They become more responsible of their learning and they are the students who

believe that shifting course is a way to socialize with the new environment. As emphasized by

Rodriguez & Kerrigan (2018), that making plan is a way to achieve the desire of self-improving.

According to Castleman et al. (2018), some students shift into other course because it has a lot of

opportunities that they can take course they wanted to and they had interest with. Students

benefits from adaptability presented by the development of a new learning as they made

utilization of the new alternatives course (Fadel & Elrefaei, 2018). Moreover, Walker & Okpala

(2017) stated that, it displays the student awareness about the variation that exist among

themselves that they can choice better course for their desire as shifters. Astorne-Figari, &

Speer, (2017) said that, when students switch course, their grades improve and the larger the

switch, the greater the improvement.

Disadvantages of Shifting to Other Courses

The disadvantages of shifting courses is that they need to study again the lesson that they

been missed and wasting time and effort in classes that didn’t even matter. The students will pay

again for the missed subjects and having less information in their new course. As Wang et al.

(2017) stated, shifter student just have a little time to learn and have shortened timeline at

university that they need to balance academic and relatives commitments. Moreover, shift

students’ struggles of engaging self-pace learning that may difficult for students to motivate their

self and they have lack of time management skills and self-regulation (DeVore, Marshman &
 16

Singh, 2017). Additionally, shift students disadvantages to have less degree than nonshifter

students in particular to the surrounding coaching improvement from attending peripheral

education in the form of highest grade and the achieve rates (Musah & Ford, 2017). In support,

shift students had been lagging behind information (Tong & Moran, 2017; Grigg & Dale, 2017).

disadvantages of college faculty and school practioners co-teaching online graduate teacher

education courses (Strickland & Drake, 2018 )Students adjustments between the social

educational and emotional domain that the discrimination cause bad impact of ethics were shifter

students are been coping (Modir, 2017; Trevisan , Bass, Powell & Eckerd , 2017;Cousin,

Servaty-Seib & lockman, 2017; Lopez & Jones ,2017). Moreover, shifter students may

experience shock in their new environment (Scherzberg, 2017; Horozyan, 2017; Ivin,

Copenhaver & Koclanes, 2017). Shift students’ experiences of Latino observed the fourS factors

of self- situations, techniques and support have been applicable impacts of the shifting process

(Gayer, 2017).

Furthermore, higher expertise of shift students experience in institutional understudied

placing the persisting and not persisting distinguish elements and ways receiving institution can

be move conscious of the needs of shift students( Nuñez & Yoshimi, 2017). In addition, it

displays the student awareness about the variation that exist among themselves that they can

choice better course for their desire as shifters. With that, students need to developed and adapt

their new surroundings.

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Coping Mechanisms in Shifting Course

Many people find themselves feeling embarrassed when they look back on mistakes

they've made coping that describes an optimal pathway to patient adjustment among couples in

which one person faces (Helgeson et al., 2018). Problem-focused coping, emotion-focused

coping, and coping focused on stopping unpleasant emotions and thoughts with coping strategies

indicating that feelings of self-worth are linked with the ability to handle difficult life situations

(Mikula et al., 2018). In making decisions of changing courses, the student must think carefully

if the course where they shift suited them already and they should have enough financial support

to their new field. If you feel like to expand your ability to laugh at stressful situations, the

following tips can help you to further develop this skill (Scott, 2018). Over a period of time,

academic stress among students has increased drastically due to parental expectation and

competitive environment among students (Nagle & Sharma , 2018). Academic stress among

young adults, their emotional adjustment and coping mechanism. It require immediate attention;

hence, awareness among students, parents and teachers should be created so that preventive

measures can be taken to create a friendly and, healthy environment (Dexter et al. (2018).

Determine the stress coping behaviors of college and assessing both positive and negative coping

behaviors (Jennings et al., 2018).

Confidence can help you cope up with the things that you thought you couldn't do. It is

crucial to believe in yourself. Believe that you can do it—that you can get through this. Trust in

your capabilities and trust the process ( Kalaw, 2017).

Be patient because the whole process of shifting is horrible and the waiting part is

absolutely nerve-racking. Believe me when I say it's one of the worst feelings in the world. You
 18

really have to be patient and prepare yourself for the result, whether you get in or not ( Kalaw,

2017).

In summary, the related literature presented that students who shifts strand/course may

encounter difficulties and adjustments. There are advantages and disadvantages of shifting strand

to the students. Advantages includes having opportunity in changing students wrong chosen

course in contrast, students just have a little time to learn and had been left behind the lesson and

they may experience transfer-shock in their new environment. Student’s navigating new

environment that is tough and challenging is one of the reasons why student shifts strand. It also

includes that some students did not coped with decision making in significance of selecting

courses. An emotional struggle in coping with academic pressure of some students who deals

with stressful tasks is one of the factors that lead to shift. Coping mechanism involves learning

on how to reduce your demands and increase your resources to help you manage the stressors in

your life. It can also help students to adjust and cope with new things.
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CHAPTER III

METHOD

This chapter tackles about the course of action used in getting out the data which can

affect the study. The methodology includes the method used upon processing the information

needed for the organization of the study. This contains the research design, participants,

sampling, data sources, data analysis, collection of data, trustworthiness, and ethical

consideration

Research Design

Following a phenomenological approach, a qualitative design will be used in the study of

the advantages and disadvantages of college shifters. It highlights the consciousness and

experiences of the participants that will be based on their viewpoints as stated by (Groenewald,

2004). It is design to understand the people’s lives from their viewpoints and to understand the

meanings which people hold view and how people construct reality emphasizes by Russel

(1994). Phenomenological approach is to know and understand the hidden meaning and the life

experience of the participant together as emphasized by Grbich (2007). The focus of this study is

the commonly college students who experienced some factors affecting student decisions for

shifting from one course to another.

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Participants

Ten (10) participants who experienced shifting from one course to another to be included

in this study. This study highlights those participants who are qualify to respond and give the

exact information to the researchers based on the research questions (Creswell, 2009). In terms

of participants we include only the College students of a private school in Southern Mindanao

who experienced difficulties that lead them to change course in the second semester of S.Y. 2018

– 2019. Especially those accountancy students who shift in education.

Sampling

This study will use purposive sampling since it is a qualitative research. Purposive

sampling is a method select on the basis of the characteristics purpose of the study, it also known

as selective or objective sampling usually used in qualitative research. According to Palys, T.

(2008), purposive sampling is about choosing with whom, where, and how one does one's

research topic. Sampling will be used in our study in getting the right and absolute participant.

By the use of sampling it can help our study to look for the exact participants who have

knowledge and experience in shifting course that can give us information and data about it. In

addition, we can get our target participants by the help of purposive sampling. The participants

should be suitable according to the needs of the researchers in the study as stated by (Black,

2010; Morse, 2004). It is subjective because we had participants and we are sure they can relate

to it.

The participants we will choose are the college students of a private school who have

enough knowledge to answer our study-related questions. We know that there's a chance that
 21

some of the college students will not participate in our study. We therefore assure that we have

reserve participants in case this happens.

Data Sources

Key Informants Interview (KII) will be used in gathering data from the interview. It

involves those participants who can give data about the particular study as stated by Kumar

(1989). The data sources can help our study in terms of gathering data and information that can

support our study. By the help of Key Informants Interview (KII), we can assure that our

information will be accurate and reliable. The data sources is very important in our study because

without it we cannot get the exact information that we need. It will only interview those college

students who shift courses. By that, the key Information Interview method is only limited to the

interview people who experienced on the said topic especially those college students who

transferred from one course to another. The study will be based on how college students who

shift courses respond to the entire research question, since the main focus of the study is to get

the qualitative data on the advantages and disadvantages of shifting courses to another. As we

will be conducting an interview we will avoid contraction to know the viewpoints of college

students and their coping mechanisms with regards to this situation.

Collection of Data

In collecting data it will need to follow some steps required in the study as emphasized by

Creswell (2007).The number of our participants’ matches our goal to gather all the information

we need. First step is to look for participants which are college students who shift courses. Next

step is to ask them if they are willing to be participants in our study. Moreover, we will explain
 22

what does our study all about and we will propose questions to them and their answers will be

record by our co-member. We will give the participants a chance to change or to cut some of the

words for them to be comfortable. We ensured that all of the information will be safe and

confidential.

Analysis and Interpretation of Data

We will use the thematic analysis in interpreting data because it is commonly used in a

qualitative research; it emphasizes pin pointing, examining, and recording patterns within data.

Analysis and interpretation of data gives the researchers a method to get absolute and accurate

information that we the researchers needed. We will also involve a methodology to take some

general information about our study that some students who shift courses shared from their

experiences and their reasons in shifting courses through our interview. In the analysis, the

method used by Collaizi’s (1978) in collecting data will be followed (Wirihana et al., 2018) and

the techniques used by Anderson and Spencer 2002 method

Trustworthiness

In order to ensure the trustworthiness of this qualitative study, we strictly observed

credibility, transferability, dependability and confirmability which were emphasized by Guba

(1981).

Credibility, Credibility is one of the most important criteria of trustworthiness as stated

by Polit & Beck (2014). Credibility includes objective measurements such as established
 23

reliability and truthfulness. Only the participants of the study can prove that the results are

believable or not. Credibility assures that the collected data from the participants has a capacity

Emphasizes by Shenton (2004). The accuracy of the information which is given by the

participants is a must.

Dependability refers to the stability of the data over time and over the conditions of the

study (Polit & Beck, 2014).  Dependability is a measure of a system's availability, reliability, and

its maintainability, and maintenance support performance. Researchers are responsible to be

dependable on every detail that the participants have shared. In addition, they should also be

faithful and trustworthy in terms of the information and data given by the participants.

Confirmability is the neutrality or the degree findings are consistent and could be

repeated. This is analogous to objectivity in quantitative research (Polit & Beck, 2014). The

information that every participant stated should be recorded. These discussions prevent biases to

all the participants who will be interview. Confirmability is there to verify that the findings are

shaped by participants more so than they are shaped by a qualitative researcher. Confirmability is

to verify that the findings stated by the participants are a lot that can support the researchers

study.

Transferability, The nature of transferability, the extent to which findings are useful to

persons in other settings, is different from other aspects of research in that readers actually

determine how applicable the findings are to their situations (Polit & Beck, 2014). Researchers

should provide evidences that prove that the study is applicable. “It is, in summary, not the

naturalist’s task to provide an index of transferability, it is his or her responsibility to provide the

data base that makes transferability judgments possible on the part of potential appliers.”
 24

(Lincoln & Guba,1985). The researchers should be transferable in the information given by the

participants.

Ethical Consideration

The researcher will respect the privacy and opinion of the participants. We will agree and

be satisfied of all information that the participants will give to us during the interview. The

ethical consideration is a way for us researchers to give respect and to be considerate to our

participants. The researcher will consider the participants’ emotion when we are crossing line to

their limits. Moreover, we will surely pursue the following: anonymity, informed consent and

privacy and confidentiality to assure ethical consideration of the study as emphasized by

Richards and Schwartz (2002).

Anonymity We the researcher need to hide the identity of the participants by giving

them code names in order to respect their privacy. It was emphasized by Victor & Lopez (2018),

that the researchers should ensure their participants security. Anonymity is helpful for us

researchers to be able to secure our participants in terms of judgments. Additionally, the

researchers should not harm the safety and dignity of their participants who help and voluntary

participate to be a subject for their study, as highlighted by St. John et al. (2016).

Informed Consent The researchers will inform the participants before the interview will

be conduct to set a schedule in interview. The researcher will make consent about the

information and topics that we will give from the participants. Informed consent is important for

us the researchers in order to inform the participants before the said interview. Informed consent

is a safe and a good essential for the research which include human participants, as stated by
 25

Nijhawan, et al.(2013).In addition as stated by Nijhawan, et al.(2013), that the consent involves

the right of the participants and its’ willingness to participate. We will not force the participants

if he/she didn’t want to share and cooperate with our study.

Privacy and Confidentiality In this study, we will assure that the participants who will

share information between us will remain in the two associations only and never spread it out in

or outside the campus. Privacy and confidentiality is necessary for us the researchers in order to

give our participants the privacy that they needed. The researcher should consider the

suggestions of the participant to keep their privacy as individuals for their concerns as stated by

Xie et al, (2014).Moreover, all of the information gathered are approved to be a secret and will

be confidential to others. The participants of the researcher should be secure and safe (Crow &

Wiles 2008).
 26

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