COEP Technological University

Department of Applied Sciences

“Factors affecting Student's perception towards higher education.”

A MINI-PROJECT REPORT

Submitted through

The Humanities & Social Sciences Discipline

To

The Department of Applied Sciences

By

Vishal S. Patil, Shaikh Adnan, Shitij S. Agrawal, Rucha R. Khedkar, Aditya M.

Metha, Vidhi R. Shah

Under the guidance of

Dr. Kshipra V. Moghe

As part of

TYBTech (ILOE) Industrial Psychology- AS (HS)-21005

For T.Y.B.Tech (E Group) Even Sem

in the academic year 2022-23

Date:19/04/2023
Introduction & Review

Perception is a person's understanding of their surroundings based on their experiences,

beliefs, values, and attitudes. In higher education, perception plays a crucial role in a student's
decision to pursue it and their success within it. Various factors influence a student's perception
towards higher education, such as socio-economic background, academic performance,
location, locus of control, scholarship, personal factors, and institutional factors. Understanding
these factors is important to address challenges that students may face in accessing and
succeeding in higher education. Research has extensively examined factors such as parental
influence, socio-economic status, financial considerations, and employment prospects as
significant variables in shaping students' decision-making processes. By examining these
factors, strategies can be developed to promote a positive perception towards higher
education. This topic explores the various factors that can affect a student's perception towards
higher education, including:

1. Socio-Economic Factors: Family income, education level and culture play important role
in influence student’s perspective.
2. Grades: Students who are good well in academic may have a more positive attitude
towards higher education, while those who not good at it may view it as a challenging
and unattainable goal.
3. Location: students who live in rural or remote areas may have limited access to higher
education institutions, making it more difficult for them to pursue higher education as it
includes many economic and psychological factors.
4. Locus of Control: Student's belief in their ability to control their own outcomes, can also
influence their perception towards higher education. Students with a strong internal
locus of control may be more likely to view higher education as a means of achieving
their goals, while those with a more external locus of control may view their success in
higher education as being outside of their control.
5. Scholarship: Students who receive financial support may be more likely to view higher
education as a viable option, while those who are concerned about the cost may be less
likely to pursue it.
6. Personal factors: Students who are passionate about a particular subject or career may
view higher education as a necessary step towards achieving their goals. Similarly,
students who place a high value on education may be more likely to pursue higher
education.
7. Institutional factors: Students who perceive that an institution is of high quality and
offers the resources they need to succeed may be more likely to have a positive attitude
towards higher education, while those who perceive that an institution lacks resources
or has a poor reputation may be less likely to pursue higher education at that institution.

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By examining these factors, we can gain insight into the complex web of factors that shape
students' attitudes towards higher education and identify strategies to promote a positive
perception towards it.

We conducted a thorough review of research papers and reports to gain a comprehensive

understanding of the problem statements and variables. Our findings revealed that previous
studies have extensively examined factors such as the influence of parents, socioeconomic
status, and other variables within the extended family on students' decision-making processes
(Cole & Thompson, 1999).

Financial considerations, including the cost of living and travel associated with studying further
away from home, have also been identified as potential limiting factors in student choice (Peter
Anderson, 2010).

Additionally, studies have highlighted the importance of employment prospects following

completion of study, with factors such as placements, employability, reputation, and careers
guidance being significant in shaping students' decisions (Soutar & Turner, 2002)

Objectives

 To identify the most significant factors that influence students' perception towards
higher education.
 To examine the relationship between socio-economic factors, grades, location, locus of
control, scholarships, personal factors, institutional factors, and students' perception
towards higher education
 To assess the impact of various interventions, such as financial aid and academic
support programs, on students' perception towards higher education.
 To investigate the relationship between locus of control and students' perception
towards higher education, and to determine whether students' beliefs about their
ability to control their outcomes impact their attitudes towards pursuing higher
education.
 To identify the various factors that influence students' attitudes towards pursuing higher
education.
 To explore the impact of personal, academic, social, and economic factors on students'
perceptions towards higher education.

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Method

Participants

The survey was conducted with 315 participants from various universities and engineering
colleges across the country. This consists of 226 Males, 87 Females and 2 participants who
prefer not to say gender. There were 310 Indian and 5 Non-Indian students who participated in
the survey. Their average age range was between 18-22. The participants included students
from the 2nd, 3rd, and 4th years of engineering, representing different branches of study.

Fig : Branch wise distribution of the participants is as follows:

Fig : Tools & Materials

To conduct the survey, Microsoft Forms was used, and the results were stored in a Microsoft
Excel sheet. The survey included a standard locus of control test. To interpret the data in a

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scientific and mathematical way, tools such as Seaborn and correlation heat maps were
utilized.

Procedure

The project report on the topic "change in student’s perception towards higher education"
involved a systematic and rigorous procedure to collect and analyze relevant data. Firstly,
information was gathered about the topic and various research papers were studied to gain a
comprehensive understanding of the subject. As the locus of control was identified as a prime
variable in the study, it was included as a crucial element in the survey form.

The survey form was then designed, which comprised of questions related to the topic and
locus of control. After ensuring that the survey form was fitting for the study, it was circulated
to colleges and students were reached out to participate in the study. Ample responses were
received, which were analyzed to come up with various correlations and insights into the data,
enabling a thorough study of students' perspectives toward higher education.

Overall, the project report followed a detailed and structured approach, incorporating key
variables, using appropriate survey tools, and analyzing data to gain valuable insights into the
topic. The procedure ensured that the study was conducted in a methodical and objective
manner, enabling accurate and reliable results.

Analysis

The data collected for this study consisted of qualitative data which was then normalized to
quantitative data. We used two types of regression analysis - simple regression and multiple
regression - to analyze the relationship between the dependent and independent variables and
the independent variable primarily being the Locus of Control. To perform the analysis, we used
Microsoft Excel. Before conducting the analysis, we cleaned the data to eliminate any errors,
such as missing data or outliers. We also checked for normality, linearity, and homoscedasticity
assumptions of the data.

For the simple regression analysis, we used a single independent variable to predict the
dependent variable. We used the Ordinary Least Squares (OLS) method to estimate the
parameters of the regression model. The coefficient of determination (R-squared) was used to
measure the goodness of fit of the model. It also enabled us to develop a certain association
between them. For the multiple regression analysis, we used multiple independent variables to
predict the dependent variable. We also used the OLS method to estimate the parameters of

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the model. The adjusted R-squared was used to measure the goodness-of-fit of the model, as it
adjusts for the number of independent variables in the model. Overall, our analysis aimed to
identify the factors that significantly influenced the dependent variable.

To determine the significance of each independent variable, we utilized the t-statistic method.
This method involved examining the magnitude of the t-statistic for each independent variable,
which measures how many standard errors the coefficient estimate is away from zero. A large
absolute value of the t-statistic indicates strong evidence against the null hypothesis that the
coefficient is zero and suggests that the independent variable is significantly associated with the
dependent variable. We used a significance level of 0.05 to determine the statistical significance
of the results. Therefore, by using the t-statistic method, coefficients, and the adjusted R-
squared metric, we were able to determine the significance of the independent variables,
estimate the parameters of the model, and assess the goodness-of-fit of the regression models.

Results & Discussion

 Relocation - plans: t = 8.216

The t-value of "Relocation - plans" was 8.216, indicating a statistically significant
relationship between relocation plans and plans for jobs and higher studies. This finding
is important as it suggests that relocation plans may significantly shape individuals' plans
related to jobs and higher studies.

Regression Statistics
Multiple R 0.421215283
R Square 0.177422315
Adjusted R Square 0.174794271
Standard Error 1.078987964
Observations 315

Coefficients Standard Error t Stat

Intercept 0.364765755 0.098655634 3.697363651
X Variable 1 0.501493235 0.061034761 8.216518312

Fig : Table for Regression between relocation and plans

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  Financial Support - plans: t = 6.15
The t-value of "Financial Support - plans" was 6.15, indicating a statistically significant
relationship between financial support and plans for jobs and higher studies. The
outcome is significant as it underscores the potential influence of financial support on
shaping individuals' aspirations related to jobs and higher studies. This indicates that
offering financial support could effectively motivate and facilitate individuals' pursuit of
opportunities associated with higher studies.

Multiple R 0.328729134
R Square 0.108062844
Adjusted R Square 0.105213204
Standard Error 0.780181384
Observations 315

Coefficients Standard Error t Stat

Intercept 0.387367437 0.071334706 5.430280146
X Variable 1 0.271768721 0.044132267 6.158050364
 
Fig : Table for Regression between financial support and plans
 

 Financial Support - relocation: t = 14.78

The t-value of "Financial Support - relocation" was 14.78, indicating a statistically
significant relationship between financial support and relocation of individuals. The
observed significant relationship between financial support and relocation indicates that
financial support can play a crucial role in individuals' decision-making related to
relocation. This implies that providing financial support may be an effective strategy to
encourage and facilitate individuals' willingness to relocate for
better career prospects or higher studies.

 
Multiple R  0.6412875 
R Square  0.411249658 
Adjusted R Square  0.409368667 
Standard Error  0.633861015 
Observations  315 

Coefficients Standard Error t Stat

Intercept 0.286619274 0.046778388 6.127172934

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 X Variable 1 0.445300407 0.030115754 14.78629469

Fig : Table for Regression between financial support and relocation

 Relocation - Seminars_peers: t = 6.66

Our multiple regression analysis results showed a significant relationship between
relocation and seminar peers (t = 6.66, p < 0.05). This is likely because attending
seminars and interacting with peers can provide individuals with valuable information
and social support, which can help them navigate the challenges of adjusting to a new
environment.

Multiple R 0.352659172
R Square 0.124368492
Adjusted R Square 0.121570947
Standard Error 1.113240066
Observations 315
 
Coefficients Standard Error t Stat
Intercept 0.624277457 0.084638075 7.375846593
X Variable 1 0.840511276 0.126059878 6.667555853

Fig : Table for Regression between relocation and seminar peers

 Intern_job_offer - Sessions_motivate: t = -2.22

From the studies, it has been found out that students who have an internship/job offer
are less likely to be motivated by seminars and career guidance sessions to pursue
higher education as compared to those who have yet not received any such offer. This
has been found out by the fact that keeping Internships and job offer as an independent
variable and the motivation as dependent variable, the regression analysis shows the t-
stat value as -2.22, indicating a negative correlation.

Multiple R 0.124611614
R Square 0.015528054
Adjusted R Square 0.012382777
Standard Error 0.493451543
Observations 315
 

Coefficients Standard Error t Stat

Intercept 0.642599325 0.04461186 14.40422615

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 X Variable 1 -0.070371145 0.031671279 -2.221923066

Fig : Table for Regression between intern/job offer and session motivate

 Job_exp - Relocation: t = 7.67

From the studies, it has been found out that students who are aiming for a college
where job experience is necessary are more likely to relocate for attaining higher
education as compared to those who are not aiming for the same. This has been found
out by the fact that keeping job experience necessity as an independent variable and
relocation as dependent variable, the regression analysis shows the t-stat value as 7.67,
indicating a positive correlation.

Multiple R 0.397841815
R Square 0.15827811
Adjusted R Square 0.155588903
Standard Error 1.091471623
Observations 315

Coefficients Standard Error t Stat

Intercept 0.47198748 0.092606386 5.096705541
X Variable 1 0.464788732 0.060583911 7.671817896

Fig : Table for Regression between job experience and relocation

Correlation analysis:

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 Fig : The heatmap for the factors

Conclusion

The present study aimed to investigate changes in students' perceptions of higher education
while examining the role of locus of control as a crucial variable. To accomplish this, a survey
form was designed with questions related to the topic and locus of control, which was
distributed to students through various colleges. The collected data was analyzed to identify
correlations and insights into the subject, allowing for an in-depth study of students'
perspectives on higher education.

The findings of the study revealed a significant shift in students' perception of higher education,
highlighting a growing emphasis on practical aspects over theoretical concepts. Moreover, the
study identified a positive association between internal locus of control and a favorable
perception of higher education.

Despite its significant findings, the study was not free of limitations, including:

 A restricted sample size that only represented a specific geographical location, limiting
the generalizability of the findings.
 The survey form may have omitted relevant variables related to the topic, potentially
impacting the accuracy of the findings.

The future scope for similar studies in this field includes:

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  Conducting a larger-scale study that includes a more diverse population to enhance the
generalizability of the findings and account for cultural differences.
 Creating a more comprehensive survey form that includes additional variables such as
socioeconomic status and previous educational experiences, which may influence
students' perception of higher education.

References

Anderson, P. (1999). Factors influencing student choice in higher education. Perspectives: Policy
and Practice in Higher Education, 3, 128-131.

Cole, L., Thompson, G. W. (1999). Survey of Current Students: Implications for Recruitment and
Retention. NACTA Journal, 43, 15-20.

Soutar, G. N., Turner, J. P. (2002). Students’ preferences for university: a conjoint analysis.
International Journal of Education Management, 16(1), 40-45.

Valerie L. Smith, (2003). Analysis of locus of control and educational level utilizing the internal
control index

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