Decision-making in the selection of courses by Sherubtse student

Abstract

This research paper explores Sherubtse students' decision-making process when selecting a
course for their bachelor's degree including factors influencing their decisions and the impact
on their academic and professional growth. The data collected through surveys, interviews,
and participant observation are analyzed thematically to answer the question of mix-method
research. Many students find it challenging to make a proper decision in the selection of
course and there is limited information on it. Therefore, the study aims to contribute to
existing knowledge and explore more on decision-making in the selection of courses by the
student. The study suggests that most student does [WL1] not make any decision on[WL2]
the course choice and enrollment call [WL3] from the colleges under the Royal University of
Bhutan plays a significant role in selecting the course they are currently pursuing and its
impact in the later stage of their learning and career aspects are also discussed[WL4] .

Key terms

Decision-making, course selection, external factors, and internal factors.[WL5]

Introduction[WL6]

A decision is a commitment to a course of action to achieve a satisfying outcome. Decision-

making refers to the process of selecting an action to do. Thus, decision-making in the
selection of a course refers to selecting a course that will provide students with the most
satisfaction.

Many students experience a typical period of transition and are not developmentally prepared
to make significant decisions regarding their area of study. Choosing a course after high
school graduation is a critical decision that affects a student's academic and professional
future. The rapid growth of education nowadays encourages higher education institutions to
provide the best features of courses. Making thoughtful decisions that affect your life is the
first step in taking responsibility for yourself.

This current study was done[WL7] at Sherubtse College which is one of the premier colleges
under the Royal University of Bhutan (RUB). RUB[WL8] is the only university in Bhutan,
and it was established in 2003 through the merger of several existing tertiary education
institutions in Bhutan and is the country's primary institution for higher education. As the
only university in Bhutan, RUB plays a crucial role in the country's social and economic
development. It aims to provide quality higher education to Bhutanese students and prepare
them for leadership roles in communities and the country as a whole. Admission of students
into different courses at the top college under the Royal University of Bhutan is based on the
merit ranking of the marks student secure in class XII[WL9] .

Problem statement

Previous research studies [WL10] have explored the factors influencing students' course
decision-making and the impacts of these decisions on their future, but these studies were
conducted in different countries such as the United Kingdom, and the United States of
America, and limited research has been done on the topic in Bhutan. Given that cultural,
economic, and social factors can vary across countries, it is essential to investigate the
decision-making process and factors influencing course selection specifically in the
Bhutanese context. Many college students lack the necessary knowledge and expertise to
make informed decisions about course selection, often resulting in enrolment in courses that
are not aligned with their interests. Moreover, Bhutanese students have limited sources of
information for choosing the right course, and there is a lack of research on this topic. Thus,
problems related to course indecision among student remains [WL11] a major concern in
higher education.

Objectives of the study

The objective of the paper is to extend the limited knowledge of the student decision-making
process in the selection of courses in Bhutan. This paper seeks to understand how students
approach this significant life decision, the kinds of factors they consider as they undertake a
decision in the selection of a course, and the consequences that result from their decision
among the student of Sherubtse College who have gone through the course selection process.
Furthermore, the study seeks to provide data to make recommendations for improving the
guidance and counseling services related to course selection and potential policy changes that
may aid students in their decision-making process across various institutions.

Literature review[WL12]

Research Background
In the 1940s and 1950s, selecting a course in postsecondary education was a very simple
procedure, with students choosing from a specified and constrained range of institutions
offering constrained academic options (Kinzie et al., 2004). However, since the early 1970s,
education in many countries has [WL13] been characterized by changing trends in
enrollments, student financial aid, and resource allocation as a result of several social and
economic pressures (Moogan et al., 1999). For example, Heller (1997) asserts that in the
USA, UK, China, Malaysia, and other countries, students' socioeconomic status or income is
the primary factor determining their course selection (Agrey & Lampadan, 2014). However,
there is little research on the variables influencing student choice in Bhutan and decision-
making in choosing a course. The intense competition for students that has resulted from
these circumstances has grown over the 1990s decade. Many students make poor decisions
because of conflicting opinions, poor guidance, or a lack of precise and pertinent information,
which can have major effects on them later in life (Moogan & Baron, 2003). As a result,
experts are interested in learning a better understanding of why students choose a certain
course and how they choose one (Kallio, 1995).

Factors affecting course selection decision

Researchers demonstrate how a student's decision to enroll in a certain course is influenced

by both internal and external factors. Internal factors refer to aspects of student performance
and level of aptitude and aspiration. External factors refer to external influences such as
family, teachers, friends, and other external factors (Coldwell & Callaghan, 2013).

External factors

Several studies have investigated the factors that influence students in course selection
decisions. Students are heavily influenced by their friends and family's remarks and
suggestions when choosing a college course. Most respondents in the survey conducted by
Azizi Yahaya and Norhashimah Ismail (2011) at the Universities of Malaysia stated that
students did not disagree with their parents' course preferences (Hussin et al., 2019b).
Moreover, according to Kallio (1995), Campbell (1977), Hossler, Braxton, and Coopersmith
(1989), Houston (1981), and Murphy (1981), students view their parents as the most
influential people who have a big influence on their decisions (Morgan et al., 1999). Parents
are aware that enrolling in a selective[WL14] course boosts one's social position, network,
and financial possibilities (McDonough, 1994). On the other hand, Russell (1980), who
surveyed 13,000 high school students in Manitoba found that friends are one of the most
significant elements influencing students' course decisions. Related findings were also
described by Tillery (1973) and Coleman (1966) (Hossler & Stage, 1992).

Moreover, the encouragement and support from counselors and teachers may significantly
influence students' course choices (Smart et al., 2006). Boyer (1986), asserted that high
school counselors and teachers should work in concert with high school students so that the
process of student course choice would be more informed (Owen et al., 2020). However, it
seems that most high school students are not greatly impacted by instructors' and counselors'
guidance (Hossler & Stage, 1992). Furthermore, many colleges offer the same or comparable
courses, therefore a course’s reputation also had an impact on attitudes toward picking a
particular course in several ways. Kotler and Fox (1995) assert that course reputation and
image are frequently more significant than their quality because prospective students'
decisions are influenced by the course’s perceived image (Alves & Raposo, 2010). Students
also pick courses that offer modern facilities and an updated learning environment (Hussin et
al., 2019b). On the other hand, Babad (2001) discovered that students choose their courses
based on the level of comfort and free time they would receive from taking the course.
Additionally, Spies (1978), discovered that many students were deterred from applying to
certain courses due to financial concerns. According to St. John, Paulsen, and Starkey (1996),
sociological and economic perspectives concur in depicting low-income students as sensitive
to financial concerns (Cabrera & La Nasa, 2000). Students' perceptions of low tuition or
affordable living expenses may immediately affect their decision in course selection (Paulsen
& St. John, 2002). This affects students' decisions to enroll in the courses they believe are
best for them.

Internal factors

On the other hand, an internal factor also plays an important role in decision-making in the
selection of courses in college. Academic achievement is one of the internal factors, and it is
frequently assessed through examinations or continuous assessment (Ward, Stoker, &
Murray-Ward, 1996). To enroll in a course, a student must get a certain grade (McDonough,
1994). When students don't have the grade they needed to be admitted to their desired course,
this is the main reason for their anxiety and depression and it is associated with problems
making decisions (Bishop & Gagne, 2018). Furthermore, a study by Yahiya & Mahathir
(2010) demonstrates how students' course preferences are influenced by their passion.
According to Nurzatil (2015), the course was chosen because the students were enthusiastic
about it (Hussin et al., 2019b). Moreover, according to Whitehead, Raffan, and Deaney
(2006), students enroll in a course because they appreciate the subject (Whitehead, 2006).
Similarly, many students stated that they pursued higher education primarily to secure a
respectable career with a competitive salary (Moogan et al., 1999). Different colleges provide
a variety of courses to help students pursue the ones that would help them attain their desired
careers in the future. In light of this, students want to select the best course for their future
careers.

Theoretical framework

The risk theory

The Risk theory aims to explain decisions that people make when faced with future
uncertainty. The Risk Theory examines decision-making and how it influences potential
outcomes (Zocco, 2009). This theory investigates the risk associated with the decision of
course selection and the effects those decisions have on students' subsequent lives. Risk
Theory is used as a foundation for the analysis of decision-making when selecting a course.
Students enroll in a course hoping for a positive outcome but the outcome is not certain and
students’ expectations may not be met due to many factors (Zocco, 2009). For instance,
according to research, choosing a college course is a significant life decision that Americans
most frequently regret (Beggs, Bantham, & Taylor, 2008). The expected return and perceived
risk are two decision criteria that are interrelated and must both be taken into consideration
when a student chooses a course. The relevant course information might help to lower the
perceived risk associated with choosing a course and may offer a realized return that is closer
to the projected return, lowering the risk associated with the decision. As a result, to
understand the reality of student decision-making, this theory is applied during the study
process through interaction, interviews, and surveys.

The Vocational theory

According to Holland's vocational theory (1997), people look for environments that
will allow them to use their skills and abilities, express their attitudes, and engage in
interesting issues and responsibilities. This theory gives rise to Smart et al. (2000) proposal
that academic environments encourage various patterns of students' skills and interests. They
assert that many students choose courses that are better suited to their interests and abilities.
Lounsbury et al. (2005) investigated the relationship between personality factors and overall
college satisfaction. They discovered that college satisfaction was correlated with work
motivation, emotional stability, career resolve, hostility, and optimism (Allen & Robbins,
2008). Thus, the study utilized Holland's theory to ascertain whether students are satisfied
with their college course choices.

Methodology

The Research Strategies

The relevant literature from colleges and universities in other nations was reviewed for this
investigation. The explanatory research strategies were used to find out more about how
Sherubtse students selected their courses. Explanatory research is useful when there is limited
information available on the causes of events, and it helps to investigate the reality of
decision-making processes in selecting a course and their impact on the learning process
(Tegan & Merkus, 2021). Consequently, it aids in examining the limited knowledge of the
reality of how decisions have been made about choosing a course and its effects on a later
stage of the learning process (Tegan & Merkus, 2021). Moreover, the study utilized a
deductive approach and employed both qualitative and quantitative methods to gather data.
The reason for using a mixed-method approach is that it allows for a comprehensive
understanding of complex phenomena through qualitative analysis, as well as providing
numerical data, charts, and basic statistical analyses to aid the reader's comprehension. This
approach enhances the explanation of the phenomena being studied (Creswell, 1999).

Participants

The target population for this research includes students in their first, second, and third years
at Sherubtse College, spanning across all departments and including both genders,
government scholarship recipients, and self-financed students. The main rationale for
choosing students from various courses is to gather diverse data for study. The reason for
selecting Sherubtse students is because they are suitable and able to provide valuable insights
and experiences concerning course selection, having undergone the process themselves
before enrolling at the college. The[WL15] Sherubtse College is located in the eastern
Dzongkhag of Bhutan under Tashigang Dzongkhag. The college is one of the most
profound[WL16] institutes in the country that the Ministry of Education dedicates to the
peak of learning. Sherubtse College is a multidisciplinary college that provides undergraduate
programs in the arts, humanities, social sciences, physical sciences, and biological sciences.
After weighing the advantages and disadvantages, Sherubtse College was deemed convenient
for data collection, allowing for efficient communication with participants and data collection
within a reasonable timeframe.

Sampling method

To ensure efficiency in data collection, a combination of purposive and convenience

sampling is utilized to select participants for this study. The sample size was expanded until
data saturation is reached. Purposive sampling was used in participant observation in
qualitative research methods. A purposive sample aids in maximizing the potential of a
limited population of interest and producing valuable research findings. It also enables to
collect responses, producing more accurate study results and better insight. While
convenience sampling was used in surveys to collect data quickly and efficiently. Moreover,
when it is not possible to collect data from the entire community, convenience sampling is
appropriate for collecting samples since it is quick, easy, and affordable (Gill, 2020).

Materials and procedure

The research utilized a mixed-method approach that involved collecting data through
participant observation[WL17] , surveys, and interviews. Surveys were distributed to
participants via Google Forms, which allows for quick and easy distribution and the inclusion
of different types of questions. The questionnaire includes demographic information such as
gender, enrollment status, and educational level, questions on the respondent's decision-
making process, and the impact of their decision. The purpose and order of the survey are
clarified with participants through various means, such as social media or face-to-face
communication. The Pilot testing was done with a small group of participants to evaluate the
feasibility and effectiveness of the survey in a real-world setting before it is distributed to a
larger group. The survey was designed to gather information about specific variables related
to the research question.

The interviews were carried out face-to-face in person and the questions were semi-
structured, allowing for flexibility in the conversation while still addressing the key research
questions. The pilot interview helped to develop a new one based on the insights gained from
the pilot interview and it helped to make necessary modifications to ensure that questions are
clear and understandable to participants. Additionally, the pilot interview allowed for the
opportunity to practice important skills such as active listening, probing, and asking follow-
up questions. Overall, conducting pilot interviews helped to improve the quality and validity
of the research by refining research questions, improving data collection, and enhancing
interviewer skills.

Moreover, data is also collected through direct observation and informal interviews, and it
also involves personal experiences. The behavior of the participants was observed and
recorded, as interactions, and other relevant information that could contribute to the research
question. The observations were recorded in field notes for analysis. The data collected from
these methods were analyzed and used to answer the research question. Participant
observation was done by interacting with participants in a way that is natural, polite, and
culturally appropriate.

Ethical consideration

Most importantly, the data collection was done ethically and responsibly by obtaining
informed consent, protecting privacy and confidentiality, being transparent about the role of
the researcher, and preventing unethical data collection. For instance, while the topic may not
be sensitive but some participants still feel hesitant and don’t want their names and course
information in the paper. Therefore, in some cases, names and courses are altered without
changing the statement shared during interviews.

Findings and Analysis[WL18]

Respondent information
A total of 55 participants from Sherubtse College took part in different data collection
methods. Specifically, 45 respondents completed a survey via Google form, while 10 others
were interviewed. In addition, participant observation was also employed as another data-
gathering method. The participants were selected through convenient sampling and represent
diverse backgrounds and courses as shown in Table 1. The majority of the participants were
female, and most were in their third year of study. The data were analyzed thematically to
evaluate reflective abilities and analyze the data.

Table 1. Description of Respondents of the Survey and Interview[WL19]

Interpretation of findings

The data collected were analyzed using a thematic approach, where themes that emerged
from the data were identified and used to interpret the findings. In mixed-method research,
thematic analysis helps to uncover patterns and themes of qualitative data that can be
explored further using quantitative methods. Additionally, it helps to validate or clarify
quantitative findings by providing a more in-depth understanding of the underlying
phenomena. The combination of qualitative and quantitative methods can provide a more
comprehensive and nuanced understanding of the research topic, making thematic analysis a
valuable tool for mixed-method research (Braun & Clarke, 2012). Moreover, it is accessible
and flexible and it offers a straightforward way to conduct research that can otherwise appear
vague, mystifying, conceptually challenging, and overly complex (Kiger & Varpio, 2020).

This method allows us to gain a better understanding of the experiences and perspectives of
the participants and draw conclusions about the research question. The themes have been
categorized based on a timeline, beginning with the factors that influence a student’s decision
when selecting a course and ending with the impact of their course choice. By arranging
themes in a timeline based on the research question, it is possible to see how students' course
selection decisions are useful in understanding the impact of course selection on students'
academic outcomes and future goals. Overall, arranging themes in a timeline can help to
create a clear and compelling narrative around the course selection process and its impact. By
showing how themes evolve and change over time, it can create a story that is engaging and
easy to follow. These themes include an analysis of the different factors that can affect the
decision-making process, as well as the actual process of selecting a course were explored.
Furthermore, the impact of their course selection on their academic performance and overall
satisfaction with their decision was investigated.

Theme one: Factors Affecting Course Selection

There are various factors that students take into consideration when choosing a particular
field of study. It is an important area of study because it sheds light on the various aspects
that influence students' decisions when it comes to choosing courses. The theme is divided
into two categories, namely external and internal factors. External factors are those that are
influenced by outside forces such as parents, teachers, friends, and public figures. On the
other hand, internal factors are those that are related to personal interests and capabilities,
including individual interests and academic performance. The factors are presented below in
Table 2.

Table 2. The factor that influences course choice as per the survey conducted

1. External factor[WL20]

According to Azizi Yahaya & Norhashimah Ismail (2011), the decisions of the students are
influenced by parents, and they are always encouraging their children in decision-making
(Hussin et al., 2019). While the current study suggests that they do not rely heavily on their
parents’ opinions unless their parents are educated and instead make their own decision. It
could be due to their parents' lack of education and knowledge about courses. Even if parents
are educated, their influence is limited, and many parents prefer to let their children make
their own decisions about their education. On the other hand, the study suggests that having
an educated parent can be advantageous in course selection, as they can provide valuable
information and guidance.

According to Tashi, in a personal interview conducted on April 4, 2023, "My parents wanted
me to enroll in civil engineering and help my father after graduation, but I wasn't interested in
that field. When they asked me which college I wanted to enroll in, my uncle who is a civil
engineer suggested me B.Sc. in data science and provided me with information about it. I
think I made the right decision by choosing data science, and I'm grateful to my uncle for
recommending it to me."

On the other hand, according to Tshering in a personal interview conducted on May 24, 2023,
“I took the science stream in class XII and I always dream of becoming an architect but I
didn’t get enrolled in the architecture course at the College of Science and Technology. So, I
accepted an enrollment offer for the Bachelor of Science in Physics program at Sherubtse
College. I didn't have any information about the current course, and neither did my
uneducated parents. Although my marks weren't good enough for admission to the
architecture program, they were still decent above 70 %. I think that if someone had been
there to guide me in choosing the right course, I could have made a better course choice."

Moreover, the findings of this study indicate that the income of the parent does not have a
significant impact on the choice of courses among students, which is in contrast to what has
been observed in the literature review. This can be explained by the fact that Sherubtse
College is a government-funded institution, and the majority of students are not self-funded.
In Bhutan, students are fortunate enough to have the opportunity to enroll in undergraduate
courses for free if they have good grades, regardless of their income background.
Additionally[WL21] , students in countries like Australia often visit institutions before
enrolling, and their interactions with course advisors and staff, as well as the supportive and
individualized learning environments, impact their decision to attend that particular
institution (Shah et al., 2013). However, this is not the case in Bhutan. Students in Bhutan
especially Sherubtse students, tend to have very little guidance and encouragement from their
teachers when it comes to selecting courses. Data shows that students receive no information
about courses from their teachers and are not influenced by them in their course choices. A
significant number of students feel that they lack information about the courses available to
them during their high school education.
Another external factor in the course selection is the influence of public figures such as prime
minister, Dr. Lotay Tshering, the opposition leader, Dorji Wangdi, and numerous well-known
and prosperous individuals who have completed their education at Sherubtse College.
Therefore, Sherubtse College holds a prestigious reputation in Bhutan and is home to a
distinguished group of accomplished graduates, many of whom have achieved great success
in their fields. The achievements of these individuals have served as a source of inspiration
and motivation for many aspiring students to pursue their education at this esteemed
institution. Consequently, this has led them to decide to enroll in any course offered by
Sherubtse College, to benefit from its academic excellence and enhance their prospects for
success.

2. Internal factor

Internal factor also plays a significant role in course choice. Based on current research, it has
been found that student’s academic performance is the main factor that determines course
choice. This is primarily influenced by their high school grades, which often limit their
options as they may not qualify for their preferred courses as shown in Table 2. As a result,
most students end up selecting their current courses because they have no other options due
to their grades not meeting the requirements of other courses. However, failure to be admitted
sometimes but not always means that the student's selection of the course was inappropriate
or unwarranted. Indeed, students may be rejected from courses to which they would be well
suited. Admissions depend on who and how many others apply in the same year to the same
course.

According to Karishma, in a personal interview conducted on May 6, 2023, “My interest was
in pursuing BA in Economics, but my grades in Economics and related subjects were not
good enough to secure admission. I received a call from the BA in English and I inquired
about the availability of the Economics course but they informed me that the enrollment for
the BA in Economics program had already been completed. So, I decided to enroll in the B.A
in English program.”

Furthermore, according to the literature of other countries, students typically choose their
courses based on their interests and passions (Choy, 2002). However, among Sherubtse
students, this is not the case as most of the students often end up selecting courses they are
not interested in because they received enrollment calls from the colleges. Sometimes, they
cannot enrol in the courses they are interested in due to low marks, while other times, they
lack clear decision-making skills in choosing courses or have no other option but to choose a
current course. As a result, many students assert developing an interest in the courses they
have selected, as they want to perform well academically and avoid regretting their decisions.
Therefore, the study suggests that external factors may have an impact on some students'
course selection decisions, but it was found that internal factors especially, grades played a
more significant role in determining the course choices of students at Sherubtse College.

Theme two: Process of course selection

The second stage is the process of selecting a course and it can be a challenging and
confusing task for high school students (Milsom & Coughlin, 2015). In a study conducted on
Australian tertiary education, all students portrayed themselves as confident and well-
informed about the institutions and their needs (Shah et al., 2013). In contrast, one major
finding of the current study is that most of the students do not make any decisions before the
course enrollment call from the colleges as shown in Fig 3 below. Often, students have
limited knowledge about the available courses and may not fully understand the implications
of their choices. According to a current study, 78% of students do not decide on[WL22]
which course to choose until they receive a course enrollment call from the college. This
suggests that for more than half of the student population, the enrollment process plays a
major role in their course selection decision-making. Like most of the participants, Pema
from political science and sociology (personal interview, April 8, 2023) stated that she did
not have any prior knowledge about the current course. She had to enroll in their current
course even though she had no idea what the course was all about. The thought of waiting for
another call for enrollment is making them anxious, as they fear not receiving any call from
the colleges.

Fig. 1. Students deciding on their course

Theme three: Impact of their course choice

Satisfaction with a course choice is an important factor in academic success and can lead to
increased motivation, engagement, and ultimately, better outcomes. Being satisfied with one's
course choice means that the individual feels fulfilled and content with the academic program
they have chosen to pursue and it includes subject matter, the skills they are learning, and the
opportunities the program is providing them. More than 58 % of the respondents’ data shows
that their course selection has an impact on their academic performance. During interviews,
some respondents mentioned that they were disappointed to find that the course content was
not what they expected and lacked personal interest. Despite this, they feel that they have no
choice but to continue studying. Many respondents expressed demotivation and regret when
they hear about the limited job prospects associated with their chosen course. Most
participants wish they had known about the course and its opportunities before making their
selection, as no one in their high school or family had any knowledge about the course and its
potential benefits.

Fig. 2. Impacts of course selection on Academic performance

On the one hand, few participants are content with their course choice even though [WL23]
they did not make a well-informed decision, while others are dissatisfied not because of the
subject matter but because of the limited job prospects associated with their course.
According to Karma (personal interview, April 4, 2023) believes[WL24] that although the
modules they learned do not apply to technical fields, they have been useful in their personal
life and self-development. However, they are concerned that their course may not lead to a
desirable job in the job market. The findings suggest that students may not fully realize the
significance of their course selection decisions, but their decisions can have far-reaching
implications for their enthusiasm to learn, future career choices, and opportunities.

Fig.3. Satisfaction of students with their course choice

Limitations

The data was[WL25] collected from an undergraduate student [WL26] of only one premier
college in Bhutan. Moreover, conducting a mixed methods study is more time-consuming and
resource-intensive than using a single research method. It needs to design and implement
both quantitative and qualitative components, which can require different data collection and
analysis techniques. Combining quantitative and qualitative data was challenging, as the data
often require different analysis methods and skills in both types of data analysis.

Recommendation

However, participants from a variety of courses were included to gain insights into the
diversity of decision-making processes and the experiences of the student. Furthermore, the
integration of both types of quantitative and qualitative data helps in identifying factors that
influence course selection, such as student preferences, teacher recommendations, or
institutional policies, and developing more effective strategies for supporting student success.
Moreover, there is scope for future researchers to study the course choice of students from
diverse groups of students from different colleges to better understand the course selection
process of the student, the factor, and the outcome of their choice.

Additionally, by identifying the factors that influence students' course selection decisions,
institutions such as RUB and Colleges can devise policies and interventions to address any
shortcomings or gaps in their offerings. This can ultimately lead to a more skilled and
competent workforce, which can benefit society as a whole. Moreover, it might help students
make informed decisions by providing information about the course at the school level so that
students can make decisions before receiving calls from the colleges. Moreover, identifying
the factors that influence course selection decisions can provide insight into how to
encourage students to pursue certain courses or fields of study. For instance, institutions may
use this knowledge to develop targeted outreach programs to attract more students to
particular courses or fields that are important to society,

The process of selecting a course is a challenging task for high school students and students
have limited knowledge about the available courses and may not fully understand the
implications of their choices. This results in students choosing courses that do not align with
their interests, skills, or career goals leading to poor academic performance, disengagement,
and a lack of motivation. To address this issue, it is essential to inform and educate students
about the available courses and the factors to consider when selecting a course. This study
provides valuable insights into students' experiences and perceptions of the course selection
process, as well as their understanding of the courses available.

Moreover, the findings of the study can be used to develop effective strategies for informing
and educating students on course selection. For example, schools can provide comprehensive
information about the available courses, including their descriptions, the required skills and
prerequisites, and the potential career paths associated with each course. Additionally,
schools may help by providing guidance and support to help students make informed
decisions based on their interests, abilities, and future aspirations

Conclusion[WL27]

The selection of a course is a critical decision that can impact a student's academic
performance and future career prospects. Students plan to enroll in colleges after finishing
high school and choose a course to start a new phase of their lives at the bachelor's degree
level. However, the lack of proper guidance and poor prior knowledge of the course they
choose leads many students to study courses that are not aligned with their interests. In
addition, the marks they achieve in high school play a crucial role in determining which
course they end up pursuing. It is essential to inform and educate students about the available
courses and the factors to consider when selecting a course.

A mixed-method study provides valuable insights into students' experiences and perceptions,
which can inform the development of effective strategies to support them in making informed
decisions about their course selection. Students may not fully understand the importance of
their decisions, so it is essential to provide guidance and information for informed choices.
The study provides valuable insights into students' experiences and perceptions, which can
inform the development of effective strategies to support them in making informed decisions
about their course selection. The current research might be immensely helpful for both the
students and society. By understanding how students make decisions while selecting courses,
educational institutions such as RUB and colleges can tailor their offerings to meet the needs
and interests of the students. This can lead to improved student satisfaction and better
academic outcomes.
Appendices

Research Questions

The study addressed the following research questions:

1. How do students make decisions before selecting a course?

I. What are the factors that affect students’ decision-making process in

the selection of courses?

II. What factors did Sherubtse students consider the most important while
selecting the course?

III. How helpful is decision-making in the selection of the right course?

2. Why do students choose a particular course?

I. What is the reason for choosing their course?

II. Is their current course the first choice of a student?

III. Do students think they made the right choice? Why?

3. What are the consequences of choosing the course?

 I. Are they happy with the decision they made in a selection of course?

II. What is the impact of the course choice decision on students?

III. How this course does help students in fulfilling their expectations?

Interview question

Interview Questions are semi-structured and the following are some set of predetermined
questions that allowed for flexibility in follow-up questions and exploration of the
interviewee's responses.

1. What are the factors that influence your course selection?

2. When did you decide the course you want to take?

3. Did you have prior knowledge of the course before selection of course?

4. Why did you choose the current course?

5. Does course choice affect your academic performance?

6. Do you think you made the right decision in course selection?

7. Is this your current course the first choice?

8. Do you think they made the right choice? Why?

9. What are the consequences of your course choice?

10. How income and educational background of your parent affected your course choice?

11. What do you think about your course choice?

Respondent information

a. Survey

Course

No. of participants

B.A in political science and sociology

13

B.sc in geography

B.sc in Data Science

9

B.sc physics

B.sc Environment Science

B.A in population and development Studies

B.Sc. Statistic

B.sc life Science

B.sc mathematics
1

Total participant

45

b. Interview

courses

No. of participants

remarks

B.A in political science and sociology

Both female (government scholarship and self-funded)

B.sc in Data Science

2

Both government scholarships and 2nd year

B.sc in Physics

Government scholarship and 3rd year

B.A. in English

Self-funded and 3rd year

B.Sc. n Environmental science

Government scholarship and self-funded, 2nd year and third year

B.A in Population and Developmental Studies

2

Both Government scholarship and third year.

[WL1]After most we need a plural noun

… most students do ...

[WL2]regarding

[WL3]the

[WL4]Make sentences not too long. You keep on adding clauses. … and … and … and …

[WL5]These are not useful key terms. Key terms should help others find your paper.

[WL6]In the introduction, you also have to present your research questions and preferably an
overview of the next chapters.

[WL7]conducted

[WL8]The
[WL9]… but also based on students own choice, apparently.

[WL10]Previous research has …

Or:

Previous studies have ...

[WL11]remain

[WL12]Always try to mention which place you are talking about, where a particular research
was carried out.

[WL13]grammar

[WL14]Do you mean exclusive?

[WL15]Omit: the

[WL16]I think you need another word here.

[WL17]Can you describe how you organised this?

[WL18]I miss a reflection on your data collection process (how did it go?). Was is difficult
to find participants, or to get useful answers? How have you changed your approach during
the process? …

You don't make use of the theory you present above. Try to include the theory here as well.
Make concrete use of the other literature as well for comparison.

[WL19]I would shift this table to the appendices.

[WL20]-s

[WL21]You switch the topic here. Start a new paragraph.

Additionally adds fact or factor to what you have been discussing, but the between what was
said above and what you say here, te difference is too big. Choose another linking word.

[WL22]Omit: on

[WL23]This is not the correct conjunction. There is not a real contrast between the two
elements in this sentence. The second element is a cause of the first.

[WL24]According and believes both have a reporting function in the sentence. They
introduce what someone has said. One of the two is redundant.

It should be: Karma believes that ...

[WL25]Data is a plural noun.

[WL26]?

[WL27]The conclusion should also focus on your research objective and questions and give
your concise answers.