HUMSS students’ academic and English-related program preferences

Abstract

This study investigates the academic preferences of Grade 12 HUMSS students at Laguna University concerning English-related programs and their corresponding academic preferences in English. Utilizing questionnaire surveys, the study explores students' preferences in writing, speaking, and reading, as well as their inclinations towards specific English-related courses. The findings reveal that the majority of students exhibit agreement in their preferences for writing, speaking, and reading, as indicated by weighted averages of 3.94, 3.92, and 3.96, respectively. Moreover, students generally express agreement towards various English-related programs, with teaching English as a second language garnering the highest preference (mean = 4.01). Furthermore, R value indicates significant relationships between students' academic preferences in English and their preferences for specific English-related programs. While journalism shows a significant positive relationship with writing, reading, and speaking preferences, teaching English as a second language, theater arts, and majoring in English exhibit little to no significant relationship with students' academic preferences in English. These findings underscore the importance of aligning educational programs with students' interests and preferences to enhance their learning experiences in English-related fields.