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Final Na

This document provides background information on medical education in the Philippines and discusses motivational factors that influence students' preference for medical programs. It begins with an introduction to medical schools in the Philippines and their degree programs. It then presents the statement of the problem, which outlines the study's objectives to identify students' profiles, motivational factors including altruism, career opportunities, and scientific reasons, and whether these factors differ by gender, age or grade level. Finally, it provides context from previous related literature and studies on motivations for choosing medical specialties.

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0% found this document useful (0 votes)
85 views

Final Na

This document provides background information on medical education in the Philippines and discusses motivational factors that influence students' preference for medical programs. It begins with an introduction to medical schools in the Philippines and their degree programs. It then presents the statement of the problem, which outlines the study's objectives to identify students' profiles, motivational factors including altruism, career opportunities, and scientific reasons, and whether these factors differ by gender, age or grade level. Finally, it provides context from previous related literature and studies on motivations for choosing medical specialties.

Uploaded by

Chastin Perias
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 42

CHAPTER I

INTRODUCTION

Background of the study

Medical education in the Philippine is principally offered and developed by

accredited and government recognized medical schools in the country. The Philippine

medical schools are graduate schools offering the Doctor of Medicine (M.D) degree.

The M.D is a four-year professional degree program which qualifies the degree holder

to take licensure exam for medical doctors in the Philippines.

The medical school also offers 12 joint degree programs in collaboration with the

faculty of arts and Sciences and schools of Management, Forestry and Environment

Studies, Divinity and Law. Through these programs, students can study the role

medicine plays within the broader context of other academic specialties.

Students take medical program to prepare them in their journey to become

successful doctors in the future.

The goal of medical education is to graduate knowledgeable, skillful, and

professional physicians. The medical school curriculum has been developed to

accomplish these ambitions; however, some aspects of training may have unintended

negative effects on medical students' mental and emotional health that can undermine

these values.

A lot of students consider working with people as their primary reason to study

medicine this means having a great deal of patience and understanding towards
2

vulnerable social group like the elderly and disabled. Empathy is the key towards good

quality healthcare and patient satisfaction while it is mostly a natural trait, there are

courses throughout medical school which are designed to refine your personal bedside

manners in the way of keeping you focused while being open and straight forward this is

not only necessary when dealing with patients but also with their families.

Medical program is an educational track the undergraduate students. Pursue

prior to becoming medical students. It involves activities that prepare a student

for medical school, such as pre-med coursework, volunteer activities, clinical

experience, research, and the application process. Some medical programs providing

broad preparation are referred to as “pre-professional” and may simultaneously prepare

students for entry into a variety of first professional degree or graduate school programs

that require similar prerequisites (such as medical, veterinary, or pharmacy schools).

This study attempted to distinguish the motivational factors that influence the

future college students in landing any medical career programs. The main purpose of

the study was to identify the factors why students take medical program in college.

Statement of the Problem

This study was conducted in senior high school students.

1. What is the profile of the students in terms of:

1.1 Age

1.2 Gender

1.4 Grade level

2. What are the motivational factors influencing the students in terms of:
3

2.1 Altruistic

2.2 Career Opportunities

2.3 Scientific Reasons

3. Is there a significant difference in the motivational factors

influencing students’ preference for medical programs according to gender, age and

grade level?

Definition of Variables

For clarify and common frame of references, constructs and concepts used in this

study are technically defined and their parameters are established.

Age- This refers to the period of life, measured by years from birth and age of

respondents 16-18 years and above.

Altruistic- This refers to the motivation to increase another person's benefit as a

Medical- related student in communicating with others.

Career Opportunities – this refers to the possibility of an individual to apply on the

desired job related to the said topic.

Gender- This refers to either male or female.

Grade level - This refers to the particular level or degree of the students in which

they belong.

Scientific Reasons- This refers to the reason of something on the principles

of science.
4

Significance of the Study

This study would benefit the following:

Students – The students would benefit in this study because they are the

recipients of this study.

STEM Teachers – The output of this study would make the teachers realize and

identify when their students are going to take medical program.

Researchers – The result of this study can be a basis for the other researchers’

future references. It would also give them an idea on how motivational factors can

influence a student preference for medical program.

Scope and Delimitation

This study was delimited on the motivational factors influencing students’

preference for medical program. It would be conducted in Immaculate

Conception Archdiocesan School Senior High Department. This study would look

into the factors that motivate students to take medical courses. These

motivational factors include the Altruism, Career Opportunities and Scientific

Reasons.
5

CHAPTER II

THEORETICAL AND CONCEPTUAL FRAMEWORK

This chapter presents a review of the related literature and studies of the

concepts, theories and information that become the guide in formulating the theoretical

framework, conceptual framework and selection of variables to be tested and in giving

support to the findings of the study.

Related Literature

Choosing a medical specialty is one of the most important elements predefining a

physician’s career and life. Therefore, the motives affecting this choice are of great

interest. Although there has been some research in this area of interest, there has not

been much research where the profession has been researched as a whole, or where

trend data over different generations have been presented. Also, there has been a quite

large increase in the proportion of female physicians in recent years, especially in

Finland where more than a half of the doctors are already women (Finnish Medical

Association 2012). This also gives a good opportunity to analyze the possible changes

in motives when choosing a medical specialty It has previously been found that an

interest in people is the most important factor when a young student is entering

medicine (Hyppo ̈la ̈ et al. 2014). In other words, the most important motive in taking up

medical studies is the content of the field. Furthermore, the content of the work also
6

seems to direct the choice of specialty during studies (Maiorova et al. 2013). This

choice is also seen as a process evolving during medical training (Mihalynuk et al.

2012). Experiences during basic medical education are especially important for the

majority of students, who are uncertain as to their career choice when entering medical

school.

Nowadays, differences in on-call work and work–family balance play a more significant

role than formerly in a young doctor’s career decisions.

In Manila, a medical specialty is a university degree. The university post-

graduate programmed usually last 5 to 6 years, although after graduation from medical

school it usually takes approximately 10 years to graduate as a specialist (Heikkila ̈ et

al. 2009). Almost all young Finnish doctors are specializing or intend to specialize

(Heikkila ̈ et al. 2009). In Manila, there are 49 medical specialties, general practice

being among them, with a post-graduate programmed lasting 6 years. A medical

student can work as a substitute for a physician after 4 years of study in a medical

school.

According to Desjardin (2012) numerous motivational factors have been

described for medical students. Some factors, such as social standing and high

professional status seem to be equally important to both groups of students in inspiring

them to choose medical courses. Student’s career preferences, attitudes towards

communication skills and confidence in their ability to communicate with patients.

Maiorova (2009) identified several factors which influence the specialty choice in

general practice. For example, early interest and experience in primary cane
7

significantly influences student’s intentions of pursuing general practice as a future

profession. Medical students plan to enter general practice more frequently after having

been exposed to primary care and after having done a clerkship in a general practice

setting. Clerkships are important stage for students to put up their specialty preference.

Howey (2008) stressed that students who are lack the motivation are not limited

to academically weak. Successful remedial and study strategies courses aimed at the

under prepared students have demonstrated that students who really want to improve

their skills can do so when motivated. When students have both lack of academic skills

and lack motivation, the greater problem is motivation (Kelly, 2008)

Related Studies

Gasiowski, Safranow(1992) conducted a study aimed at investigating Polish

medical students’ career choice motivation, factors influencing specialty choices,

professional plans and expectations. The same cohort of students responded to the

same questionnaire, at the end of the year 1 and year 6. The Chi-square, Mann-

Whitney U tests and logistic regression were used in analyses. The results showed that

altruistic and scientific reasons were the main motives for choosing a medical career.

The motives remained stable over time. The effect of gender on altruistic motivation was

stronger at the end of the study, with females’ rating higher. The most favored career

paths were associated with non-primary care specializations and work in a hospital.

Results of the multivariate logistic regression showed that primary care specializations

were more attractive to females, final year students, those from small agglomerations,

and those less concerned about high earnings. Preferences regarding sector of work
8

were formed at later stages of training. A preference shift was observed, between Year

1 and Year 6, towards favoring work in the public sector. Predictors of the desire to work

in the public sector were: being a male and the final year student, paying less attention

to high earnings, wanting certainty of finding work, having a stronger need for

interesting and socially important work. A significant decline in the level of interest in

seeking employment abroad was observed with the progress of studies. Our findings

are likely to provide useful information for educators. Policy planners and policy makers.

Nelleen S Baboola, Gerard A Hutchinson (2006) A generic factors students

considered important in their choice of specialty, students ranked the ability to help

patients the highest (rating of 1.44), along with the diagnosis and treatment of the disease

to second (rating of 1.49); 38 (27.9%) cited medicine, 26 (19.1%) surgery, 13 (9.6%)

pediatrics< 10 (7.4%) family practice and 4 (2.9%) psychiatry as their chosen career.

Students begin their medical raining with the view that a career in psychiatry is less

attractive than other specialties surveyed. The average attractiveness was estimated as

surgery 1.64, medicine, 1.82, pediatrics 1.95 and psychiatry 2.57. The differences between

the averages were highly significant (F =57.6, P<0.001). The treatment of disease and the

ability to help patients as the greatest influence in the choosing a specialty, internal

medicine was the most popular chosen career, while the surgical specialties were

identified as the most attractive. Medical students have serious reservation about

psychiatry as a career choice.


9

Theoretical Framework

Guiding this study is the socialization theoretical framework. Socialization is defined

as “the processes through which a person developed a sense of professional self, with

characteristic values, attitudes, knowledge, and skill which governed his/her behavior in

a wide variety of professional and extraprofessional situations ( Merton, Reader &

Kendall,1991).

Embedded in the model was the Pathways to college Network concept of high

expectations, which incorporates inclusive leadership, collaborative partnerships,

flexible resources, and, and professional development. The uniqueness of this model is

its grounding in epistemological framework with adaptability and applicability for use in

other high school pathways to careers programs.

Eugene C. Rich(1990) Internal medicine and community family practice

physicians (n = 228) completed a self-administered questionnaire designed to elicit

reported use and cost-benefit features of nine knowledge resources. The subjects

reported most frequent use of clinical colleagues, intermediate use of textbooks and

journals, and least use of indexing systems. Resources' benefit-related qualities (ex

credibility) were not related to reported use. In contrast, the model's access cost

variables (availability, search ability, understandability, and clinical applicability) were

significantly related to use. Results were generally favorable to the model's framework

of knowledge resource selection. Multiple linear regression analysis suggested that

physicians' use of clinical knowledge resources could be described by the physician's


10

level of training, availability, applicability, and the resource medium (colleague, index, or

text/journal).

Conceptual framework

Profile: Factors that influence the students preference for


medical program:
 Gender
A. Altruistic
 Age
B. Scientific reasons
 Grade level
C. Career Opportunities

Figure 1. Conceptual Framework

This figure shows the paradigm of the study. The respondents will be the Senior

High School students of Immaculate Conception Archdiocesan School. This study will

seek the motivational factors influencing students’ preference for medical program.

The connection between Gender and altruistic, Andreoni (1995) A natural place

to look for sex differences is in controlled laboratory experiments. While economic

experiments have found great variation in altruism among individuals, no consensus

has emerged on gender as an explanatory variable. In public good games, for example,
11

some have found all-male groups to be more cooperative than all-female groups, and

others have found the opposite.

The connection between age and scientific reason, Kyvik (1990) Cross-sectional

data indicate that publishing activity reaches a peak in the 45-49 year old age group and

declines by 30 per cent among the researchers over 60 years old. Large differences

exist, however, between fields of learning. In the social sciences productivity remains

more or less at the same level in all age groups, but it reaches a new peak in the group

60 years old and over. Productivity declines in the medical sciences among the faculty

members who are older than 55, while in the natural sciences, productivity continually

decreases with increasing age.

The connection between Grade level and Career opportunities, May (2006)

study-related work in federal agency. The periods of work and study together must

satisfy the requirements for graduation and must provide the experience necessary for

career-conditional appointment in selected occupations in the Federal career service

upon the student’s graduation.

Student positions established in connection with the Harry S Truman Foundation

Scholarship Program under the provisions of Pub. L. 93-842 to permit scheduled

periods of attendance at institutions of higher education combined with at least 26

weeks or 1040 hours of study-related work in a Federal agency. The periods of work

and study must satisfy requirements of programs established by agreement between

the Harry S Truman Scholarship Foundation and the employing agency and provide the

experience necessary for career or career-conditional appointment in the Federal career

service upon the student’s graduation.


12

Hypothesis

This study hypothesized that there is a significant difference in the motivational

factors influencing students’ preference for medical programs when categorized to age,

gender and grade level.

Operational Definition of Variables

The following terms were operationally defined in a research article, the

operational definition is usually found in the methods section.

The operational definition of a variable is the specific way in which it is measured

in that study. Another study might measure the same conceptual measure differently.

Clearly the operational definition of the dependent variable used is an important step in

the design of the study. Age – the state of determining the respondents age if he/she is

16 below, 17-18 and if 19 above.

Gender – the state of being male and/or female.

Grade level- the state of determining the respondents year level.

Motivational factors- the behavior of the respondents drivers related to work's

intrinsicnature.

Medical program- is referred to the respondents’ field in college.

Profile – is referred to the respondents’ age, gender and strand.


13

CHAPTER III

RESEARCH METHODOLOGY

The methodology would include research design, research locale, population and

sampling techniques, research instrument, validity, data gathering procedure and data

analysis.

Research Design

This study adopted the survey method. Based on a survey methodology the

sampling of individual units from a population and the associated survey data collection

techniques, such as questionnaire construction and methods for improving the number

and accuracy of responses to surveys. Survey research provides or numeric description

of trends, attitude, or opinions of population by studying a sample of that population. It

includes cross- sectional and longitudinal studies using questionnaires or structured

interviews for data collection – with the intent of generalizing from a sample to a

population (Fowler, 2008).

This study aims to determine the motivational factor of influencing the students

preference for medical programs.


14

Research Locale

Fig 1. Sketch map of ICAS

The study was conducted in Immaculate Conception Archdiocesan School. It is

located at Fr. Barua St. Tetuan, Zamboanga City. A catholic school, established June

1980 with Rev. Fr. Peter Garces as its Founder-Director, which offers Elementary,

Junior, Senior, and Tertiary. Senior high school offers five strands; these are STEM,

ABM, HUMSS, Tech-Voc and GAS.

Population and Sampling Technique

There are 209 total STEM students in senior high school in Immaculate Conception

Archdiocesan School-Tetuan, 137 students are in Grade 11 and 72 students are in


15

Grade 12. The senior high school STEM students are separated in three sections in

Grade 11 and two sections in grade 12.

In Table 1, it shows the population of the Grade 11 STEM students according to

sections and it shows the biggest number of students enrolled which are in grade 11

STEM with 137 students and the smallest number of students enrolled are in Grade 12

STEM with the totality of 72 students.

This study used the stratified random sampling in which the researchers are

randomly given among the senior high school STEM students in each section of the

Immaculate Archdiocesan School- Tetuan to determine the motivational factors of the

student.

Research Instrument

A questionnaire is used as a research instrument consisting of a series

of questions to gather information from respondents. According to Gall (2003). The

survey questionnaires are categorized into two parts the profile and the Motivation

factors influencing student in terms of altruistic, scientific reasons and career

opportunities. Under profile the respondents need to fill up the following: Name

(optional), gender, age and grade level. The statements in the second part are Checklist

type were you Check 5 if you strongly agree, 4 if you agree, 3 if undecided, 2 if you

disagree and 1 if you strongly disagree.


16

Table 1

Population and Sample Distribution of Senior High School STEM students

categorize by Grade and Section.

STRAND GRADE 11 GRADE 12 TOTAL

STEM A 5O 46 96

STEM B 48 22 70

STEM C 39 0 39

TOTAL 137 68 205

STRAND GRADE 11 GRADE 12

STEM A 5O 37 46 42

STEM B 48 36 22 19

STEM C 39 29 0 0

TOTAL 137 102 68 61


17

Validity and Reliability of the Research Instrument

The researchers have formulated the instrument from the research

problems. The researchers sent the questionnaire to the panel of experts to let the

panel examine the research instrument. After the validation is completed, the

researcher tested the research instrument to the random people if the paper was

accurate.

Data Gathering Procedure

The researchers have conducted the survey in Immaculate Conception

Archdiocesan School Tetuan. First, the researcher was given a consent letter to the

principal before distributing the questionnaire to the Grade 11 and Grade 12 STEM

student. If the principal approves, the researchers asked permission to the subject

teachers for gathering data and have given random survey questions to the senior high

school students to answer the questionnaires that have given to them. Any vacant time

in the school days of the researchers have use to conduct the study because these are

the days that the students are available.

The answers obtained through the answered survey questionnaires have

consolidated and collated.

Statistical Treatment of Data

The questions under this study are treated by using descriptive and inferential

statistics:
18

Frequency and Percentage have been used to determine the proportion of the

respondents in relation the samples when categorized according to profile.

Weighted Mean has been used to measure the motivational factor influencing

students’ in terms of Altruistic, Career opportunities and Scientific Reasons.

ANOVA is used to analyze the differences among group means and their associated

procedures.
19

CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the discussion of the results. The discussion is carried out

according to the sequence of the problems raised in chapter 1.

Table 2. Profile of the senior high school students in terms of gender


Gender Frequency Percentage
Male 103 50.2
Female 102 49.8
Total 205 100.0

Table 2 shows the majority (50.2%) of respondents were the rest consisted of the

female (49.8%).

Table 3. Profile of the senior high school students in terms of age

Frequency Percentage
15& below 77 37.6
16-18 124 60.5
19 & above 4 2.0
Total 205 100.0

Table 3 shows most (60.5%) of the students 16-18 years old and the least

number (2.0%) is 19.

Table 4. Profile of the senior high school students in terms of year level
Frequency Percentage
Grade 11 136 66.3
20

Grade 12 69 33.7
Total 205 100.0

Table 4 shows the 66.3% of the respondents is grade 11 on their (33.7%) is

grade 12.

Table 5. motivational factors influencing students’ preference for medical program by


altruism
Items Mean Description
1.Helping others is my Agree
4.3463
passion.
2. Feeling at peace with Agree
myself when I have 4.4780
helped others.
3. Doing volunteer work Agree
4.0537
makes me feel happy.
4. Willing to spend my Agree
time to the people who 4.1122
are in need.
5. It’s easy for me to help Agree
4.0146
others.
Summative mean 5.2512 Strongly Agree

Table 5. shows the Motivational Factors Influencing Students’ Preference for

Medical Program by Altruism. The two highest statements are 1 and 2 helping others is

their passion and feeling at peace with their self when they helped others. The lowest

statement is number 5 it’s easy for them to help others. The over-all weighted mean of

5.2512 which the respondent to “strongly agree”, shows that the altruism towards the

Motivational Factors Influencing Students’ Preference for Medical Program.

In the study of Joanne Harris (2017), it stated that Altruism has significant in the

Motivational Factors Influencing Students’ Preference for Medical Program. According


21

to this study, altruism has the practice of disinterested and selfless concern for the well-

being of others. However, many studies use the somewhat gentler of unselfish caring

for others.

Table 5.1Motivational factors influence ng students’ preference for medical program by


scientific reason

Items Mean Description


6. It is my own choice. 4.1659 Agree
7. I have a family Agree
member that has similar 3.6878
education/career.
8. My parents advised to Undecided
3.4634
take this program.
9. It is highly accepted Agree
and respected by the 3.8488
society.
10. Peer pressure 3.4390 Undecided
Summative mean 4.6512 Strongly Agree

Table 5.1 Motivational Factors Influencing Student’s Preference for Medical

Program by Scientific Reason. The data revealed that the respondent has agreed they

wanted to have their own clinic. Similarly, the respondent has agreed on the statements

6,7and 9 they wanted to ... while the rest of the statements were raised as undecided.

The over-all weighted mean of 4.6512 % which the respondent to “strongly agree”,

shows that the Scientific Reason towards the Motivational Factors Influencing Students’

Preference for Medical Program.

In the study of Daniela Luminita Barz(2016 ), stated that Scientific Reasons has

significant in the Motivational Factors Influencing Students’ Preference for Medical

Program. According to this study, scientific reason has been studied defined as a

problem-solving process that involves critical thinking in relation to content, procedural,


22

and epistemic knowledge and across several distinct domains cognitive sciences,

education, developmental psychology, even artificial intelligence which have tried to

identify its underlying mechanisms.

Table 5.2 Motivational factors influencing students’ preference for Medical Program by
career opportunities

Items Mean Description


11. I want to have my Agree
3.6341
own clinic.
12. I want to go abroad 4.0732 Agree
13.I want to manage a Agree
3.6927
hospital.
14. I want to have a Agree
4.3659
stable profession.
15. I want to earn much. 4.5073 Strongly Agree
Summative mean 5.0683 Strongly Agree

Table 5.2 Motivational Factors Influencing Students’ Preference for Medical

Program by Career Opportunities. The respondents strongly agreed on the statement

no. 15 which states that They wanted to earn much in. The over-all weighted mean of

5.0683 which the correspondent to “strongly agree”, shows that the Career

Opportunities towards the Motivational Factors Influencing Students’ Preference for

Medical Program.

Table 6. Summary of over-all summative means


Factors Over-all Summative Mean Description

Altruism 5.2512 Strongly Agree

Scientific Reason 4.6512 Strongly Agree


Career Opportunities 5.0683 Strongly Agree
23

Table 6 summarizes the over-all weighted mean of the motivational factors

influencing students’ preference for medical program in terms of altruism, scientific

reason and career opportunities are 5.2512, 4.6512 and 5.0683 respectively.

Table 7. ANOVA result on motivational factors influencing students’ preference for


Medical Program by altruism categorize by age

Sources of Sum of Mean


Variation Squares df Square F Sig. Interpretation
Between Groups .530 2 .265 .568 .568 Not significant
Within Groups 94.389 202 .467
Total 94.920 204

Table 7 shows that the significance of F-obs, is quale than the alpha level is (p.

Value> .05), df 2 and 202 It implies that there is no significant difference on motivational

factors influencing students’ preference for medical program when data are categorized

according to age. The students, regardless of age, should similar motivational factors

influencing students’ preference by altruism.

Table 9.T-test result on Motivational factors influencing students’ preference for

Medical Program altruism categorize by gender

P-
Gender x sd t-obs df value Interpretation
Male
4.1223 .73257 -1.666 203 .097 Not Significant

Female 4.2804 .62061 -1.667 198.257 .097 Not Significant

Table 9 shows that the female students obtained a slightly higher mean than the

male students on the motivational factor influencing students’ preference for medical
24

program p-values are above 0.05. thus, there is no significant difference on the

motivational factors influencing students’ preference for medical in program in terms of

altruism . However,(p value 7.05), df = 206 suggest that there is no significant difference

on the motivational factors influencing students’ preference for medical program when

categorized according to gender. The students regardless of gender, manifested Similar

Motivational factors influencing students preference for medical program in terms of

altruism. Therefore, we reject the Ho and accept the Ho.

Table 10.T-test result on Motivational Factors Influencing Students’ Preference for


Medical Program by altruism categorize by grade level

P-
Gender x sd t-obs df value Interpretation
Grade 11
4.1735 .61767 -.808 203 .420 Not Significant

Grade 12 4.2551 .79623 -.745 110.665 .458 Not Significant

Table 10 shows the grade 12 students obtained a slightly higher mean than the

grade 11 students on the motivational factors influencing the students’ for medical

program in terms of altruism. However, the p-value of t-obs is greater than the assumed

alpha (p – value .05), df = 203 suggest that there is no significant difference on

motivational factors influencing the students’ preference for medical program when

categorized according to grade level. The students’ regardless of grade level,

manifested similar motivational factors influencing students’ preference for medical

program in terms of grade level.


25

Table 11.ANOVA result on motivational factors influencing students’ preference for


medical program by scientific reason categorize by age

Sources of Sum of Mean


Variation Squares df Square F Sig. Interpretation
Between Groups .901 2 .450 .717 .489 Not Significant
Within Groups 126.899 202 .628
Total 127.800 204 .450

Table 11. shows that the significance value .489 is above 0.05. thus there is no

significant difference on the motivational factors influencing students’ preference for

medical program in terms of scientific reason when data categorized according to age.

Therefore, we reject the Ho and accept the Ho.

Table 13.T-test result on Motivational Factors Influencing Students’ Preference for


Medical Program by scientific reason categorize by gender

P-
Gender X sd t-obs df value Interpretation
Male Not
3.6427 .81151 -1.426 203 .155
Significant
Female Not
3.8000 .76663 -1.427 202 .155
Significant

Table 13 show that the p-values are below 0.05; this implies that there is no

significant difference on the motivational factors influencing students’ preference for

medical program in terms of scientific reason when data categorized according to

gender. (p – value .05), df = 203 suggest that there is no significant difference on

motivational factors influencing the students’ preference for medical program when

categorized according to gender.


26

Table 14.T-test result on Motivational Factors Influencing Students’ Preference for


Medical Program by scientific reason categorize by grade level

P-
Gender x sd t-obs df value Interpretation
Grade 11
3.7015 .74277 -.494 203 .622 Not Significant

Grade 12 3.7594 .88423 -.467 117.799 .641 Not Significant

Table 14 show that the p-values are below 0.05; this implies that there is a

significant difference on the motivational factors influencing students’ preference for

medical program in terms of scientific reason when data categorized according to grade

level.

Table 15.ANOVA result on Motivational Factors Influencing Students’ Preference for


Medical Program by career opportunities categorize by age

Sources of Sum of Mean


Variation Squares df Square F Sig. Interpretation
Between Groups 6.030 2 3.015 3.803 .024 Not Significant
Within Groups 160.158 202 .793
Total 166.188 204

Table 15 shows that the significance value .0.024 is below 0.05. thus there is

significant difference on the motivational factors influencing students’ preference for

medical program in terms of career opportunities when data categorized according to

age.
27

Table 16.T-test result on Motivational Factors Influencing Students’ Preference for


Medical Program by career opportunities categorize by gender

P-
Gender X sd t-obs df value Interpretation
Male
4.0912 .83155 .813 203 .417 Not Significant

Female 3.9826 1.03113 .758 114.025 .450 Not Significant

Table 16 shows that the p-values are below 0.05. thus, there is no significant

difference on the motivational factors influencing students’ preference for medical in

program terms of career opportunities when data are categorized according to gender.

Table 17.T-test result on Motivational Factors Influencing Students’ Preference for


Medical Program by career opportunities categorize by grade level

P-
Gender X sd t-obs df value Interpretation
Male
3.7903 .96014 -4.399 203 .000 Not Significant

Female 4.3216 .75579 -4.404 193.192 .000 Not Significant

Table 17 shows that the p-values are above 0.05. thus, there is no significant

difference on the motivational factors influencing students’ preference for medical in

program terms of career opportunities when data are categorized according to grade

level.
28

Multiple Comparisons

Dependent Variable: Career opportunities


Scheffe

95% Confidence Interval


Mean
grade level grade level Difference Std. Error Sig. Lower Bound Upper Bound
1.00 2.00 .22403 .12919 .225 -.0946 .5426
3.00 -.82597 .45663 .197 -1.9520 .3001
2.00 1.00 -.22403 .12919 .225 -.5426 .0946
3.00 -1.05000 .45234 .070 -2.1655 .0655
3.00 1.00 .82597 .45663 .197 -.3001 1.9520
2.00 1.05000 .45234 .070 -.0655 2.1655
29

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary of findings

The responses gathered by the researchers from the participants of this study

varied in different forms. To make a synthesis, the researchers decided to cluster similar

responses according to the motivational factors items given. For reference, Table 5

influenced by the Altruism, Table 5.1 influenced by the Scientific Reasons and Table 5.2

influenced by Career Opportunities of chapter 4 present in the responses gathered from

the respondents. According to the data obtained from table 5 influenced by Altruism all

of the participants agreed on the items given. The five items were the following,

“Helping others is my passion, Feeling at peace with myself when I helped others,

Doing volunteer work make me feel happy, Willing to spend my time to the people who

are in need, it’s easy for me to help others.” The Table 5.1 influenced by Scientific

Reason on the other hand, shows some varied responses, apparently there were three

items form this table that had similar positive responses, meanwhile the two have the

otherwise, these two are the following. “My parents advised to take this program and

Peer pressure”. Finally the last table, which is the Table 5.2 of the Chapter present a

strong responses on the items asked. All of the items were answered optimistically. The

items influenced by the Career Opportunities were the following, “I


30

want to have my own clinic, I want to go to abroad, I want to manage a hospital, I want

to have a stable profession and I want to earn much”.

Moreover, Table 6 of the same chapter explains that 5.2512 is the Over-

all Summative Mean of the first factor- the Altruism which has a description of Strongly

Agree. While the second factor – Scientific Reasons claims 4.6512 Over-all Summative

Mean and held on the description of the Strongly Agree.

Conclusion and Recommendation

The synthesis of the responses gathered, conclusions and

recommendation are expected to present on this final chapter. To make a recall, the

study sought to find out the motivational influencing STEM students’ in choosing

medical programs. It also aims to see significant discrepancies if there are any on the

preferences of the selected respondents categorically aligned on their age, gender and

grade level.

Conclusion

The researchers were able to finally conclude that generally the

influences of the future college students in landing any medical career programs vary in

many ways. The study shows that we have many factors that influence one’s

preference. More so, the researchers are recommending the institution concerned to

intensify the Guidance and Counselling programs for those students who are about to

undertake higher education specifically on Career pathway programs, for this is the

stage where one’s future is being planned and undertaken. Finally , the study aims to be
31

an eye opener for all individuals involved. May the future researchers use the findings of

this study as their instrument to come up with more specific researchers that may be of

help to the institution, society and community also, may all stakeholders in all learning

institutions play part their role effectively, such as the parents, teacher, etc.

Recommendation

The researcher recommends that:

1. The students should try the advice given by their parents.

2. The student should not feel pressure in choosing the course when they get in

college.

3. The student should be passionate on what they want to do in the future.


32

References:

Blades DS, Ferguson G, Richardson HC, Redfern N. 2000. A study of junior doctors to

investigate the factors that influence career decisions. Br J Gen Pract 50:483–485.

Department of Health, National Health Service. 2001. Improving working lives for

doctors. Available from: http://www.dh.gov.uk/en/

Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/ DH_4008796

[Accessed 2011 Jan 20].

Dex S (editor). 1991. Life and work history analyses: Qualitative and quantitative

developments. London: Routledge. pp 1–19.

Drinkwater J, Tully MP, Domann T. 2008. The effect of gender on medical students’

aspirations: A qualitative study. Med Educ 42:420–426.


33

Dumelow C, Littlejohns P, Griffiths S. 2000. Relation between a career and family life for

English hospital consultants: Qualitative, semistructured interview study. BMJ

320:1437–1440.

Finnish Medical Association 2010. Physicians 2010. Available from: http://

www.laakariliitto.fi/e/statistics/ [Accessed 2011 Jan 20].

Goldacre MJ, Turner G, Lambert TW. 2004. Variation by medical school in career

choices of UK graduates of 1999 and 2000. Med Educ 38(3):249–258.

Heikkila ̈ T, Va n
̈ ska ̈ J, Hyppo l̈ a ̈ H, Halila H, Virjo I, Mattila K, Kujala S, Isokoski M.

2009. Physician 2008 – Questionnaire survey to physicians qualified in 1997–2006. The

Ministry of Social Affairs and Health and its administrative sector. Publications 2009:19.

Helsinki 2009 (in Finnish with English summary).

Heiligers PJM, Hingstman L. 2000. Career preferences and the work-family balance in

medicine: Gender differences among medical specialists. Soc Sci Med 50:1235–1246.

Hyppölä ̈la ̈ H, Kumpusalo E, Neittaanmäki ̈ki L, Mattila K, Virjo I, Kujala S, Luhtala R,

Halila H, Isokoski M. 1998. Becoming a doctor – was it the wrong career choice? Soc

Sci Med 47(9):1383–1387.


34

Lambert TW, Davidson JM, Evans J, Goldacre MJ. 2003. Doctors’ reasons for rejecting

initial choices of specialties as long-term careers. Med Educ 37:312–318.

Lambert TW, Goldacre MJ, Turner G. 2006. Career choices of United Kingdom medical

graduates of 2002: Questionnaire survey. Med Educ 40(6):514–521.

Lawrence J, Philippa P, Diener S. 2003. Critical factors in career decision making for

women medical graduates. Med Educ 37:319–327.

Leigh JP, Tancredi DJ, Kravitz RL. 2009. Physician career satisfaction within

specialties. BMC Health Serv Res 9:166.

Mahoney R, Katona C, McParland M, Noble L, Livingston G. 2004. Shortage

specialties: Changes in career intentions from medical student to newly qualified doctor.

Med Teach 26:650–654.

Maiorova T, Stevens F, Scherpbier A, van der Zee J. 2008. The impact of clerkships on

students’ specialty preferences: What do undergraduates learn for their profession?

Med Educ 42:554–562.

Mihalynuk T, Genton L, Fraser J, Bates J, Snadden D. 2006. Free choice and career

choice: Clerkship electives in medical education. Med Educ 40:1065–1071.


35

Mohammadreza H, Zuckerman M. 2008. Personality and specialty interest in medical

students. Med Teach 30:400–406.

Neittaanmäki ̈ki L, Luhtala R, Virjo I, Kumpusalo E, Mattila K, Ja a


̈ s̈ kela ̈inen M, Kujala

S, Isokoski M. 1993. More women entering medicine: Young doctors’ family origin and

career choice. Med Educ 27:440–445.

Sheldon GF. 2003. Great expectations: The 21st century health workforce. Am J Surg

185:35–41.

Stitzenberg KB, Sheldon GF. 2005. Progressive specialization within general surgery:

Adding to the complexity of workforce planning. J Am Coll Surg 201:925–932.

Taylor KS, Lambert TW, Goldacre MJ. 2009. Career progression and destinations,

comparing men and women in the NHS: Postal questionnaire surveys. BMJ 338:b1735.

Vaidya NA, SIerles FS, Raida MD, Fakhoury FJ, Przybeck TR, Cloninger CR. 2004.

Relationship between specialty choice and medical student temperament and character

assessed with Cloninger Inventory. Teach Learn 16:150–156.

Dex S (editor). 1991. Life and work history analyses: Qualitative and quantitative

developments. London: Routledge. pp 1–19.


36

Drinkwater J, Tully MP, Domann T. 2008. The effect of gender on medical students’

aspirations: A qualitative study. Med Educ 42:420–426.

Dumelow C, Littlejohns P, Griffiths S. 2000. Relation between a career and family life for

English hospital consultants: Qualitative, semistructured interview study. BMJ

320:1437–1440.

Finnish Medical Association 2010. Physicians 2010. Available from: http://

www.laakariliitto.fi/e/statistics/ [Accessed 2011 Jan 20].

Goldacre MJ, Turner G, Lambert TW. 2004. Variation by medical school in career

choices of UK graduates of 1999 and 2000. Med Educ 38(3):249–258.

Heikkila ̈ T, Va n
̈ ska ̈ J, Hyppo l̈ a ̈ H, Halila H, Virjo I, Mattila K, Kujala S, Isokoski M.

2009. Physician 2008 – Questionnaire survey to physicians qualified in 1997–2006. The

Ministry of Social Affairs and Health and its administrative sector. Publications 2009:19.

Helsinki 2009 (in Finnish with English summary).

Heiligers PJM, Hingstman L. 2000. Career preferences and the work-family balance in

medicine: Gender differences among medical specialists. Soc Sci Med 50:1235–1246.
37

Hyppölä ̈la ̈ H, Kumpusalo E, Neittaanmäki ̈ki L, Mattila K, Virjo I, Kujala S, Luhtala R,

Halila H, Isokoski M. 1998. Becoming a doctor – was it the wrong career choice? Soc

Sci Med 47(9):1383–1387.

Lambert TW, Davidson JM, Evans J, Goldacre MJ. 2003. Doctors’ reasons for rejecting

initial choices of specialties as long-term careers. Med Educ 37:312–318.

Lambert TW, Goldacre MJ, Turner G. 2006. Career choices of United Kingdom medical

graduates of 2002: Questionnaire survey. Med Educ 40(6):514–521.

Lawrence J, Philippa P, Diener S. 2003. Critical factors in career decision making for

women medical graduates. Med Educ 37:319–327.

Leigh JP, Tancredi DJ, Kravitz RL. 2009. Physician career satisfaction within

specialties. BMC Health Serv Res 9:166.

Mahoney R, Katona C, McParland M, Noble L, Livingston G. 2004. Shortage

specialties: Changes in career intentions from medical student to newly qualified doctor.

Med Teach 26:650–654.

Maiorova T, Stevens F, Scherpbier A, van der Zee J. 2008. The impact of clerkships on

students’ specialty preferences: What do undergraduates learn for their profession?

Med Educ 42:554–562.


38

Mihalynuk T, Genton L, Fraser J, Bates J, Snadden D. 2006. Free choice and career

choice: Clerkship electives in medical education. Med Educ 40:1065–1071.

Mohammadreza H, Zuckerman M. 2008. Personality and specialty interest in medical

students. Med Teach 30:400–406.

Neittaanmäki ̈ki L, Luhtala R, Virjo I, Kumpusalo E, Mattila K, Ja a


̈ s̈ kela ̈inen M, Kujala

S, Isokoski M. 1993. More women entering medicine: Young doctors’ family origin and

career choice. Med Educ 27:440–445.

Sheldon GF. 2003. Great expectations: The 21st century health workforce. Am J Surg

185:35–41.

Stitzenberg KB, Sheldon GF. 2005. Progressive specialization within general surgery:

Adding to the complexity of workforce planning. J Am Coll Surg 201:925–932.

Taylor KS, Lambert TW, Goldacre MJ. 2009. Career progression and destinations,

comparing men and women in the NHS: Postal questionnaire surveys. BMJ 338:b1735.

Vaidya NA, SIerles FS, Raida MD, Fakhoury FJ, Przybeck TR, Cloninger CR. 2004.

Relationship between specialty choice and medical student temperament and character

assessed with Cloninger Inventory. Teach Learn 16:150–156.


39

Immaculate Conception Archdiocesan School


SENIOR HIGH SCHOOL DEPARTMENT
Natividad St., Tetuan, Zamboanga City

September 19, 2017

Amelia P. Torralba Ed. D


School Principal
Tetuan, Zamboanga City

Dear Madam:

We, the senior high school student of Immaculate Conception Archdiocesan School, are
presently working on our research paper, “Motivational factors influencing students’ preference for
medical program”, in partial fulfillment of the requirements in Practical Research 2.

We are hoping for your approval to permit us in gathering data from the selected senior high
school student of this institution. Data will be used to answer specific problems in our study. The
identity and information gathered from students will be strictly kept confidential and will be used for the
research study purpose only.

Hoping for your positive response on this request.

Noted by: Respectfully yours,

Romeo J. Gabito Hannah Saavedra

Adviser Alyson Gail Perias

Khate Angeles
40

Researchers

September 19, 2017


Dear respondent,

We, the senior high school students of ICAS Tetuan are currently working on our research paper
entitled as, “Motivational factors influencing students’ preference for medical program”, in partial
fulfillment for course in Practical Research 2.

You have been chosen as one of our respondents because you are officially enrolled in the
senior high school program of ICAS in school year 2017-2018, we hope that you will be able to give your
precious time to answer the items in our questionnaire. The data gathered will be kept confidential and
will be used for academic purpose only. We attached our questionnaire so that you will be able to
answer it the soonest possible time.

Respectfully yours,

Hannah Saavedra

Alyson Perias

Khate Angeles

Researchers
41

Survey Questionnaire

I. Personal Data

Name: _________________________________
(Optional)

Age: _____15 and below _____16-18 ______19 and above

Gender: Male: _______ Female_______

Grade level: Grade 11:______ Grade 12:______

II. Motivational Factors Influencing Students’ Preference for Medical Program.


Directions: Please put a check (/) to the most appropriate number of each statement
which corresponds to your desired response. The following options are stated below: 5 -
strongly agree, 4- agree, 3 – undecided, 2 – disagree and 1- strongly disagree.

Altruistism 5 4 3 2 1

1. Helping others is my passion.


2. Feeling at peace with myself when I have helped
others.
3. Doing volunteer work makes me feel happy.
4. Willing to spend my time to the people who are in
need.
5. It’s easy for me to help others.
Scientific Reason
1. It is my own choice.
2. I have a family member that has similar
42

education/career.
3. My parents advised to take this program.
4. It is highly accepted and respected by the society.
5. Peer pressure
Career Opportunities
1. I want to have my own clinic.
2. I want to go abroad
3. I want to manage a hospital.
4. I want to have a stable profession.
5. I want to earn much.

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