the influence of choosing the wrong major on the current ftu students academic results

FOREIGN TRADE UNIVERSITY FALCULTY OF INTERNATIONAL ECONOMICS RESEARCH PROPOSAL ASSIGNMENT FOR FINAL EXAM Subject RESEARCH METHODOLOGY FOR ECONOMICS AND BUSINESS Topic THE INFLUENCE OF CHOOSING THE WRO.

FOREIGN TRADE UNIVERSITY FALCULTY OF INTERNATIONAL ECONOMICS

-RESEARCH PROPOSAL ASSIGNMENT

FOR FINAL EXAM Subject: RESEARCH METHODOLOGY FOR

ECONOMICS AND BUSINESS

Topic: THE INFLUENCE OF CHOOSING THE WRONG MAJOR

ON THE CURRENT FTU STUDENT'S ACADEMIC RESULTS

Group:

Class: KTEE206(GD1-HK1-2223).1 Intake: K60

Instructor: Professor Pham Thi Cam Anh

Ha Noi, October 2022

TABLE OF CONTENT TABLE OF CONTENT

ACKNOWLEDGEMENTS 1

LIST OF MEMBERS IN GROUP 05 AND WORK EVALUATION OF EACH MEMBERS 2

1 INTRODUCTION 3

1.1 Reason for choosing topic 3

1.2 Research objective 4

2 LITERATURE REVIEW & THEORETICAL FRAMEWORK 5

2.1 Literature review 5

2.1.1 Research works in the world 5

2.2.2 Research projects in Vietnam 7

2.2 Theoretical Framework 7

2.2.1 Motivation for Choosing a major 7

2.2.2 Learning 8

2.2.3 Learning results and academic achievement: 9

2.2.3.1 Learning results 9

2.2.3.2 Academic achievement 10

2.2.4 Importance of learning 11

2.2.5 Major satisfaction level 12

3 HYPOTHESIS 13

4 RESEARCH DESIGN AND METHODOLOGY 13

4.1 Research design and Method 13

4.2 Instruments of data collection 13

4.3 Sample and Data 14

5 THE INFLUENCE OF CHOOSING THE WRONG MAJOR ON THE CURRENT FTU STUDENTS’ ACADEMIC RESULTS 16

6 PROPOSED SOLUTIONS 18

6.3 Should learn about trending jobs, modern social trends: 20

6.4 Should be independent in choosing a job: 20

7 CONCLUSIONS AND RECOMMENDATIONS 20

7.1 Conclusion 20

7.2 Recommendations 21

7.3 Limitations and Future Implications 21

8 RESEARCH TIMLINE 22

9 REFERENCES 22

10 APPENDIX 23

For the completion of this research proposal, we would like to expresshigh gratitude to Mrs Pham Thi Cam Anh for guidance throughout theprocess of writing the research thesis We sincerely thank our beloved teacher

in the class KTEE206.1 at Foreign Trade University who has enthusiasticallyimparted knowledge to the students during this course The knowledgeacquired in the learning process is not only the foundation for the learningprocess of scientific research, but also a valuable baggage for us to step intolife properly strong and confident

Finally, we wish you good health and success in your noble career,always be happy and achieve many triumphs at work

Thank you very much!

LIST OF MEMBERS IN GROUP 05 AND WORK EVALUATION OF

EACH MEMBERS

No Name Student ID Contribution level

1 Nguyen Minh Phuong 2113450027 24%

1 INTRODUCTION

1.1 Reason for choosing topic

Vietnam is now undergoing a 4.0 revolution, modernisation and landindustrialization The country needed a strong force of youthful, highly skilledand talented intellectuals during this age of integration and advancement ofthe knowledge economy As a result, education is the fundamental remedy forthe country's development and bringing it up to par with the powers of thefive continents The youth force, particularly the student force, plays a criticalrole in nation growth and development To accomplish so, students must beengaged in learning and expanding knowledge from the time they are inschool and must have the suitable option in the subject of study to make acareer selection beneficial for themselves after graduation

However, despite working hard and attempting to study, many studentsnowadays do not achieve the desired results It might be because the studymethod is incorrect They must work part-time, which allows insufficient timefor studies However, it indicates that students' learning outcomes are not aspredicted since they choose the wrong major in the initial time They arequickly discouraged throughout the learning process and have littleenthusiasm in learning and enhancing their knowledge In other words,finding a major that matches your potential and honing your skills beforeentering society is one of the objectives of attending college When externalfactors predominate in major selection and decision-making, a person may not

conflicts seem to be prevalent if societal necessities, such as findingemployment after graduation, are the sole considerations Additionally, therate of career changes or dropouts is higher than it would

be if the major were chosen based on aptitude if the university's ordepartment's reputation or departmental recognition were taken into account.Therefore, it was discovered that students who chose their majors for externalreasons either desired to change their professional path or dropped out as aresult of numerous challenges including the wrong major for them Contrarily,

if students select a major for internal reasons, students are motivated by themajor because it matches your aptitude, passion, and talent, which promotesgreater absorption in and comprehension of the major Consequently, the level

of pleasure with the major rises

Facing this reality, our group selected the topic: “The influence of choosingthe wrong major on Foreign Trade Students' academic results"

1.2 Research objective

In order to develop and release abilities that are more appropriate for the era

of knowledge and information, education in culinary studies is more crucialthan ever As a result, it has been suggested that the reason for choosing amajor affects academic success, adjustment to university life and majorsatisfaction The impact's outcomes, meanwhile, are somewhat contradictory

As a result, this study aims to suggest interdisciplinary and industrialimplications by understanding the influence of major selection motivation onmajor satisfaction, academic achievement, and dropout

In this topic, our research team will investigate how choosing the incorrectmajor impacts the academic performance of Foreign Trade students

More precisely, we will measure the status and learning results of ForeignTrade students while also investigating the reasons and analyzing theconsequences of selecting the incorrect major on learning outcomes As aresult, methods to increase the efficiency and quality of student instruction areproposed.

2 LITERATURE REVIEW & THEORETICAL FRAMEWORK

2.1 Literature review

2.1.1 Research works in the world

 Evans (1999), “School-leaver, Transition to Territorial Study: A Literature Review” The author has divided the factors affecting

students' learning outcomes into 5 groups of elements including:

 Group 1: Demographic characteristics (age, gender, language,cultural background, educational status, social status, place ofresidence, etc.)

 Group 2: Psychological characteristics (preparedness forlearning, strategies for learning, commitment to goals, etc.)

 Group 3: Previous study results

 Group 4: Social factors

 Group 5: Organizational factors

 Stinbrickner, TR, Stinebricer, R (2001), “The relationship between Family income and schooling attainment: Evidence from a liberal arts college with a full tuition subsidy program”, Berea College The study

examined the relationship between family input and academicachievement at school and came to the following conclusions: femalegender, ACT scores, family income, and roommate family income andmale ACT test scores have a positive effect on academic GPA, whileblack males have a negative impact on academic performance

 Antonio Lozano Diaz (2003), “Personal, family and academic factors affecting low achievement in secondary school”, Spain With the

variables such as parent's education level, gender, learning motivation,and relationships between students and with others, by regressionanalysis and ANOVA test, the study concludes: environment Schooland learning motivation influence academic performance, but themother's level does not

 Darling – Hammond (2000), “Teacher quality and student achievement” This study investigated the relationships between

instructors and faculty and student academic achievement throughoutthe states using data from a 50-state survey of policy studies examiningschools, staffing surveys, and national assessments of educationalprograms The author concluded that investment and teacher quality areassociated with raising student accomplishment through qualitative andquantitative analyses The qualifications and competencies that teachersbring to their jobs can also be significantly impacted by nationalpolicies on teacher licensure, recruiting, and training

In conclusion, the research mentioned above clearly demonstrates therelationship and degree of influence that many elements having to do withsocial, economic, and demographic aspects have on student learning results.

Acquiring knowledge from previous studies and wanting to learn in otheraspects to better understand Therefore, the group approached and focused onstudying the factors related to the division of time and the group of mentalfactors, namely the number of hours of self-study at home, the number ofabsences from school, and the frequency of participating in extracurricularactivities lock, internet time, overtime, library time and love

2.2.2 Research projects in Vietnam

There have been much prominent research works such as that of authorHuynh Quang Minh (2010) with the topic: "Factors affecting the sexualperformance of full-time students at the University of Agriculture andForestry in Ho Chi Minh City", Research 21 by Nguyen Thi Mai Trang,Nguyen Dinh Tho, Mai Le Thuy Van (2008) on “the main factors affecting theknowledge acquired by students of economics major”, Vo Thi Tam's masterthesis (2010) factors affecting the learning outcomes of regular students at theUniversity of Economics in Ho Chi Minh City", master's thesis of Nguyen ThiThuy Trang (2010) "Surveying the relationship between study habits andconcept of study with the academic results of university students of NaturalSciences, National University Nguyen Cong Khanh (2009) with "Study onlearning styles of students at the University of Social Sciences andHumanities and the University of Natural Sciences"

However, there has not been any scientific research to study the influence ofchoosing the wrong major on the learning outcomes of Foreign Trade students

as the research below

2.2 Theoretical Framework

2.2.1 Motivation for Choosing a major

The act of selecting a major before attending university is an importantdecision since it is intimately tied to the life and career that individual pursues

in the future As a result, it is essential to choose a major that fits you byapproaching the career challenge slowly and thoroughly It is preferable for astudent to choose a major based on his or her own interest, skill, personality,and accumulation of specialized knowledge about the major

When a major is inconsistent with one's interests, aptitudes, and abilities,class attendance drops, resulting in maladaptation to college life anduncertainties regarding career possibilities When picking a major withoutdoing a sufficient search for oneself, you may lose interest in your major andreturn to it by transferring or re-admission Furthermore, if there ismaladjustment within the department as a result of insufficient majorselection, motivation and interest in studying decline, leading to dropout

By choosing on a career path, the process of deciding which points to give up

is known as career compromise, and it is via the compromise process that youmay create your career path Besides that, they contended that interest, socialstatus, and gender roles all play a part in compromising career selections

Additionally, the process of compromising social status is seen in theselection process, which takes into account the university's social reputation,

department popularity, and career possibilities The process of compromisinginterest include selecting a major based on ability, aptitude, and interest.Finally, the gender-type compromise process may be demonstrated by genderbias, which can arise in specialized fields such as engineering, which ischosen by male students, and teachers college, which is favored by femalestudents This is closely related to the satisfaction of choosing a career, and ingeneral, the timing of entering a university to select a major is significant as atime when a person must decide the range of career options based on yourinterests and aptitudes, and select a major through a specific compromiseprocess.

2.2.2 Learning

Learning is the nuanced, intelligent, and selective process of gatheringinformation, creating new knowledge, and taking in the essence of theancestors Each person has a unique capacity for learning Learning is aprocess that takes time to develop and cultivate It does not happen all at once

2.2.3 Learning results and academic achievement:

2.2.3.1 Learning results

The definition of learning outcomes is as follows, according to authors HoangDuc Nhuan and Le Duc Phuc in their book "The theoretical basis of assessing

the learning quality of high school students": "Academic outcome is a concept

that is often understood in two different ways in practice as well as in science (1) It is the degree of accomplishment that a learning subject has attained when compared to effort, time, and well-specified goals.

(2) Additionally, it refers to a student's performance in relation to their peers.

"Learning result is the level of knowledge, ability, or awareness attained by learners in a given topic (subject)," claims Nguyen Duc Chinh.

Currently, Regulation 43/2007/QD-BGDDT, which is the basis for alluniversity training laws in Hanoi, is applied according to credit

After each semester, the student's academic performance is evaluated using the following factors:

 The number of credits of the modules that the student enrolls at thebeginning of each semester (referred to as the registered volume ofstudy)

 The semester grade point average is the weighted average of thecourses a student is enrolled in for that semester, with the weight beingthe corresponding number of credits for each course

 The total number of course credits that have been graded on a scale of

A, B, C, or D from the start of the course is used to compute thevolume of collected knowledge

 The cumulative GPA is calculated at the end of each semester and is theaverage of all the courses taken by the student from the start of thecourse until the time of consideration

After each semester, according to the cumulative grade point average, students will be ranked academically:

 Standard: If the cumulative GPA is 2.00 or higher

 Weak: If the cumulative GPA is below 2.00 but has not fallen into thecase of expulsion

Sub-semester academic results are aggregated with primary-semester resultsimmediately preceding the sub-semester to rank students on academicperformance

2.2.3.2 Academic achievement

Academic achievement is defined by one′s own efforts, but it is also impacted

by elements such as the environment and position of the group of origin, aswell as the family′s social and economic background It also refers to thelearning results obtained via school education, such as knowledge,intelligence level, attitude, and values It contains not only academic domainlearning outcomes, but also non-intellectual domain learning outcomes Theseacademic accomplishments are the result of determining what level oflearning effect has been achieved for each individual′s learning activities,assisting in determining the academic ability to be acquired, and can have asignificant impact on social selection, affecting the individual′s social status.Because superior academic accomplishment has a significant impact ontrainees' careers, such as going to a better school and gaining a job, teachersand parents are regarded crucial aspects of the student's study The degree ofgrades is significant as statistics reflecting how well a student has absorbed