Decision to Enroll in Post-Graduate Education: What are the Predictors?

By Ab. Rahim Bakar, Shamsiah Mohamed and Abdullah Mat Rashid.

Published by The International Journal of Interdisciplinary Social Sciences

Format	Price
Article: Print	$US10.00
Article: Electronic	$US5.00

The objective of the study was to predict students’ decision to enroll for a doctoral program at the Faculty of Educational Studies. A discriminant analysis was conducted to investigate the predictors that influence a student’s decision to enroll for a doctoral program. The predictors investigated were job factors, personal factors, program factors, social factors, satisfaction, and academic performance. The overall Wilk’s Lambda was significant, Λ = 0.87, Chi-Square (6, n = 117) = 15.99, p = 0.014. This indicated that the predictors were significantly different among groups of student who plan to enroll for a doctoral program (Group 1) and those who do not (Group 2). Of the total 117 students, 90 (76%) were classified correctly.

Keywords:	Post-Graduate Education, Predictors, Continuing Education

International Journal of Interdisciplinary Social Sciences, Volume 4, Issue 1, pp.147-156. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.136MB).

Prof. Ab. Rahim Bakar

Professor, Department of Science and Technical Education, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia

Shamsiah Mohamed

Universiti Putra Malaysia, Serdang, Selangor, Malaysia

She is a lecturer in mathematics at UPM

Dr. Abdullah Mat Rashid

Lecturer of Engineering, Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia

He is a lecturer of engineering and technology education in the Faculty of Educational Studies at Universiti Putra Malaysia. His expertise in engineering and technology education in areas related to teaching and learning, curriculum selection, materials, program evaluation, and instructional strategies in classrooms and distance learning. His current responsibilities are to teaching, conduct research on learning, cognition, and instruction in engineering and technology education, and provide leadership in the development of pre-service educators.

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