UNIVERSITY OF ECONOMICS HO CHI MINH CITY

SUBJECT: APPLIED STATISTICS

FACTORS AFFETING THE DECISION TO PARTICIPATE IN

SUPPLEMENTARY COURSES FOR UEH STUDENTS’ MAJORS

Lecturer: Hoàng Trọng

Course: 24D1STA50802901
Class: K49_AUF001
Group members:

NAME ID LEVEL
COMPLETED
Trần Huỳnh Ánh Đăng 31231023104 20%
Phạm Lê Nhật Khanh 31231027231 20%
Lê Quang Minh 31231027162 20%
Phạm Nguyễn Hoàng Quân 31231020134 20%
Huỳnh Đặng Nhã Uyên 31231026018 20%

TP. Hồ Chí Minh, ngày 25 tháng 05 năm 2024

 ABSTRACT

This research investigates the determinants influencing the decision of students at the University
of Economics Ho Chi Minh City (UEH) to enroll in supplementary courses related to their majors.
Supplementary courses play a crucial role in enhancing students' academic performance and
overall educational experience. Understanding the factors that drive students' decisions to
participate in these courses is essential for educational institutions to tailor their offerings
effectively. Utilizing questionnaires and surveys method, data was collected from 299 students
from UEH university. The analysis explores various factors such as selection criteria, time,
subjective norm, interest, benefit, and cost influencing students' decisions. The findings contribute
to the existing literature on student behavior and provide insights for educators and policymakers
to optimize supplementary course offerings and support mechanisms for students' academic
success.

Keyword: supplementary courses, UEH students, factors

APPRECIATION

Before delving into the research, we would like to express our heartfelt gratitude to all those who
have contributed to and supported us throughout the process of conducting this study.

Firstly, we extend our sincere thanks to Mr. Hoang Trong, lecturer of the Applied Statistics in
Economics and Business, for his dedicated guidance and support throughout the implementation
of this project.

Next, we would also like to express our gratitude to all the students who took the time to
participate in our survey. It is through everyone's cooperation that we were able to gather the
necessary data to complete this project report.

This is our first project, so mistakes and challenges were inevitable. We hope to receive
contributions and feedback from Mr. Trong to improve and learn from this experience, enabling us
to conduct better research in the future.

We sincerely thank you all for your support!

 CHAPTER 1: INTRODUCTION
1.1. Problem statement:
In today's era, the relentless march of industrialization and modernization has transformed
economies, workplaces, and the very nature of work itself. Jobs that were once the mainstays of
previous generations are disappearing, replaced by new roles demanding a unique blend of
technical expertise, critical thinking, and interpersonal skills. This dynamic environment places a
renewed emphasis on education, particularly on fostering well-rounded individuals with the
capacity to adapt and thrive in this ever-changing landscape.With the increasing demands in the
job market, college students, as future leaders, need to enhance their skills related to their majors
to ensure academic success and job opportunities.
In this context, universities face the crucial responsibility of equipping students with the
tools they need to navigate their professional futures. This requires a move beyond the traditional
model of simply imparting knowledge. Modern education must cultivate critical thinking, problem-
solving skills, creativity, and the ability to collaborate effectively. These so-called "soft skills" are no
longer seen as mere complements to technical expertise; they are fundamental assets in a
workforce that demands innovation, communication, and the ability to navigate complex
challenges.
Therefore, along with professional knowledge, soft skills play a very important role in each
person's career success. In 2019, the government issued Resolution No. 02/2019/NQ-CP on
continuing to implement key tasks and solutions to improve the business environment, enhance
national competitiveness in 2019 and orientation to 2021 [1] to achieve the goal increased its
ranking in the world, entering the group of 4 leading countries in the ASEAN region (ASEAN-4). The
specific goal of improving competitiveness according to GCI 4.0 is "Improving the ranking of quality
index The amount of vocational training increased by 20-25 levels; in 2019 at least 5 levels".
Therefore, training units need to raise high quality human resource training towards approaching
the level of ASEAN-4 countries. According to a survey by CareerBuilder (the world's largest Job and
Recruitment Network), when evaluating potential job candidates, employers always affirm the
importance of soft skills with basic professional skills [2]. In other words, when having these skills,
students will benefit from their position in today's increasingly competitive job market [3].
For college students, particularly those at UEH, the pressure to develop these skills is
immense. As future leaders, they will shape the trajectory of industries, communities, and the
nation as a whole. Their success hinges on their ability to not only excel in their chosen field but
also to think critically, communicate effectively, and adapt to unforeseen circumstances.
While a strong foundation in soft skills is essential, students also need to develop in-depth
knowledge within their chosen majors. This specialization allows them to understand the
intricacies of their field, stay current with advancements, and apply their theoretical knowledge to
real-world situations. A well-designed curriculum that fosters both technical expertise and soft skill
development equips students with the competitive edge they need to land their dream careers
and become successful professionals.
One crucial element in this equation is the availability and utilization of supplementary
courses. These targeted classes offer students a unique opportunity to delve deeper into specific
areas of interest within their majors. They provide a platform for exploring niche topics, acquiring
specialized skills, and staying abreast of the latest advancements in a rapidly evolving field.
Supplementary courses can be particularly valuable for students seeking to differentiate
themselves in a competitive job market.
Despite their evident benefits, many students choose not to enroll in supplementary
courses. This can be attributed to several factors. Some students might view them as simply an
additional burden, on top of their already demanding core curriculum. Misconceptions about the
difficulty level or relevance of these courses can also deter participation. Additionally, a lack of
awareness about the specific offerings and the impact on career opportunities might lead students
to overlook them entirely.
Our research is dedicated to investigate the factors affecting decision to participate in
supplementary courses for UEH students' majors. Through this investigation, our group aims to
understand the motivations and the level of influences that drive their enrollment in these
additional educational programs and propose solutions to improve their effectiveness.

1.2. Aim of the research and research subjects

1.2.1 Aim of the research
1.2.1.1. General aim:
- Measure the rate of participation in supplementary courses of UEH students
- Find out the factors leading to the decision of the UEH students to participate in
supplementary courses.
- Gain a comprehensive understanding of the factors influencing students’ decisions to
participate in supplementary courses offered alongside their regular academic programs.
- Provide solutions to help UEH students make the right decisions and orientations about
taking supplementary courses for their majors.
- Provide information for educators and institutions to design and deliver more effective
supplementary courses that better meet the requirements and preferences of their
students.

1.2.1.2. Specific aim:

- Identify the key factors affecting the decision of UEH students to participate in
 supplementary courses that can include selection criteria, time, subjective norm, cost, and
benefits.
- Determine the importance of each factor for UEH students when making the decision to
participate in supplementary courses in supplement courses. These are measured through
surveys and analysis of student decision-making data.
- Investigate the relationship and interaction between factors affecting the decision to
participate in supplementary courses. This analysis can use statistical methods to
determine the correlation and impact between factors, to better understand the influence
of each factor on students’ decisions.
- Based on the results of analysis of influencing factors, propose solutions to improve the
effectiveness. This can include designing a flexible curriculum, improving training quality,
and providing detailed information about courses.
1.2.2. Research subject
Factors affecting the decision to participate in supplementary courses for UEH students'
majors.

1.3. Research question

- What factors influence the decision of UEH students to choose a supplementary course for
their major?
- What is the level of impact? Which factors have the most/least influence on the decision of
UEH students to choose a supplementary course for their major?

1.4. Research sample and scope

1.4.1 Research sample
The formal students of UEH university.
1.4.2 Research scope
● Research period: 2/5/2024 to 16/5/2024
● Methodology: Conducting a survey of UEH’s students through online form submission.
● Sample size: 299 UEH students.
 TABLE OF CONTENTS
ABSTRACT..................................................................................................................................2
APPRECIATION.........................................................................................................................2
CHAPTER 1: INTRODUCTION...............................................................................................3
1.1. Problem statement:.................................................................................................................3
1.2. Aim of the research and research subjects...........................................................................4
1.2.1 Aim of the research.............................................................................................................4
1.2.1.1. General aim:.................................................................................................................4
1.2.1.2. Specific aim:.................................................................................................................4
1.2.2. Research subject................................................................................................................5
1.3. Research question...................................................................................................................5
1.4. Research sample and scope....................................................................................................5
1.4.1 Research sample.................................................................................................................5
1.4.2 Research scope....................................................................................................................5
TABLE OF CONTENTS.............................................................................................................6
LIST OF FIGURES....................................................................................................................10
LIST OF TABLES......................................................................................................................11
LIST OF FREQUENTLY USED ACRONYMS.....................................................................12
APPENDIX.................................................................................................................................13
CHAPTER 2: THEORETICAL BASIS...................................................................................14
2.1 Related Research....................................................................................................................14
2.2 Literature................................................................................................................................19
2.2.1 Supplementary course......................................................................................................19
2.2.2 Selection Criteria..............................................................................................................19
2.2.3 Time...................................................................................................................................20
2.2.4 Subjective Norm................................................................................................................20
2.2.5 Interest...............................................................................................................................20
2.2.6 Benefit...............................................................................................................................21
2.2.7 Cost....................................................................................................................................21
2.3 Previous theoretical studies :................................................................................................21
2.3.1 JobsGo’s principles for choosing majors :......................................................................21
2.3.2 : Rational Choice Theory :...............................................................................................22
 2.3.3 Student-Choice Construct :..............................................................................................22
2.3.4 Maslow's hierarchy of needs theory :..............................................................................23
2.4 Research hypothesis :............................................................................................................24
H1 : Selection Criteria...............................................................................................................24
- Quality of instruction :..........................................................................................................24
- Job opportunity :...................................................................................................................24
- Major :...................................................................................................................................24
H2 : Time...................................................................................................................................24
H3 : Subjective Norm................................................................................................................25
H4 : Interest...............................................................................................................................25
H5 : Benefit................................................................................................................................25
H6 : Cost....................................................................................................................................26
2.5 Proposed model :....................................................................................................................27
CHAPTER 3: THE METHODOLOGY...................................................................................28
3.1 Research process:...................................................................................................................28
3.2 Data objective.........................................................................................................................28
3.3 Scale construction..................................................................................................................28
3.4 Research Methods..................................................................................................................34
3.4.1. Analysis and Synthesis Method.......................................................................................34
3.4.2. Data Collection Method...................................................................................................34
3.4.3. Observation Method.........................................................................................................34
3.5. Qualitative Research.............................................................................................................35
3.6 Quantitative Research...........................................................................................................35
3.6.1. Quantitative Research Design.........................................................................................35
3.6.2. Sampling Method.............................................................................................................35
3.7 The method of sample calculating........................................................................................35
3.8 Data analysis method.............................................................................................................36
3.8.1 Descriptive Statistics.........................................................................................................36
3.8.2 Cronbach’s Alpha Reliability Test...................................................................................36
3.8.3 EFA - Exploratory Factor Analysis.................................................................................37
3.8.4 Pearson Correlation Analysis...........................................................................................37
3.8.5 Multi-variable Regression Analysis.................................................................................38
 3.9 Statistical Analysis Technique............................................................................................38
CHAPTER 4: RESEARCH RESULT......................................................................................39
4.1 Descriptive Statistics Analysis..............................................................................................39
4.1.1 Sample Description...........................................................................................................39
4.1.1.1 Sample Size.................................................................................................................39
4.1.1.2 : Participation in Courses.............................................................................................40
4.1.1.3: Gender........................................................................................................................41
4.1.1.4 Year At University......................................................................................................42
4.1.1.5 : Majors........................................................................................................................43
4.1.1.6 : Involved In Clubs......................................................................................................45
4.1.1.7 : Necessity of Supplementary Courses........................................................................46
4.1.1.8 Amount of money students willing to pay for supplementary courses.......................47
4.1.2 Descriptive Statistics:........................................................................................................48
4.2 Evaluation of the reliability of the scale using Cronbach's Alpha....................................49
4.3. EFA exploratory factor analysis..........................................................................................52
4.3.1. EFA analysis results for independent variables and dependent variable......................52
4.3.2. Summarize the results of EFA analysis :........................................................................59
4.3.3 Cronbach's Alpha analysis of new factors......................................................................61
4.3.4 Adjusted model :...............................................................................................................63
4.4 Pearson Correlation...............................................................................................................63
4.4.1 Correlation between Selection Criteria and the dependent variable (Decision to
participate in supplementary course)........................................................................................64
4.4.2 Correlation between Major and the dependent variable (Decision to participate in
supplementary course)...............................................................................................................65
4.4.3 Correlation between Subjective Norm and the dependent variable (Decision to
participate in supplementary course)........................................................................................65
4.4.4 Correlation between Interest and the dependent variable (Decision to participate in
supplementary course)...............................................................................................................65
4.4.5 Correlation between independent variables.....................................................................65
4.5 Regression analysis................................................................................................................65
4.5.1 Multiple regression model testing....................................................................................66
4.5.2 Residual analysis..............................................................................................................69
4.5.3 Research findings.............................................................................................................72
 CHAPTER 5: CONCLUSION AND RECOMMENDATION...............................................74
5.1 Conclusion..............................................................................................................................74
5.2 Recommendation...................................................................................................................75
5.3 Limitation and Development................................................................................................76
5.3.1. Limitation.........................................................................................................................76
5.3.2. Development.....................................................................................................................77
REFERENCES...........................................................................................................................78
APPENDIX.................................................................................................................................81
 LIST OF FIGURES
Figure 2. 2 Research model................................................................................................................26

Figure 3. 1 Research progress............................................................................................................24

Figure 4.1.1. 1 The percentage of students have ever participated in supplementary courses...........34
Figure 4.1.1. 2 The number of students attending in different courses..............................................35
Figure 4.1.1. 3 The percentage of both genders participated in supplementary courses....................36
Figure 4.1.1. 4 The percentage of students in their years at college..................................................37
Figure 4.1.1. 5 The percentage of students in different majors..........................................................39
Figure 4.1.1. 6 The percentage of students involved in clubs............................................................40
Figure 4.1.1. 7 The percentage of students find supplementary courses necessary...........................41
Figure 4.1.1. 8 The percentage of students willing to pay in different pay ranks..............................42

Figure 4.3.4. 1 Adjusted model..........................................................................................................57

Figure 4.5.2. 1 Histogram...................................................................................................................64

Figure 4.5.2. 2 Normal P- P Plot of Regression Standardized Residual...........................................64
Figure 4.5.2. 3 Scatterplot..................................................................................................................65
 LIST OF TABLES
Table 2. 1 Summary of previous research studies..............................................................................10
Table 2. 2 Factors affecting students’ decision to participate in supplementary course..................13

Table 3. 1 Reference scale citation.....................................................................................................24

Table 3. 2 Preliminary scale................................................................................................................25

Table 4.1.1. 1 Students have ever participated in supplementary courses.........................................35

Table 4.1.1. 2 Students attending in different courses.......................................................................36
Table 4.1.1. 3 Genders participated in supplementary courses..........................................................38
Table 4.1.1. 4 Students in their years at college.................................................................................39
Table 4.1.1. 5 Students in different majors........................................................................................40
Table 4.1.1. 6 Students involved in clubs...........................................................................................41
Table 4.1.1. 7 Table 4.1.1. 7 Students find supplementary courses necessary...................................42
Table 4.1.1. 8 Students willing to pay in different pay ranks.............................................................43

Table 4.2. 1 The result of Cronbach's Alpha analysis........................................................................44

Table 4.3.1. 1 1st KMO and Bartlett's Test Table..............................................................................47

Table 4.3.1. 2 1st Variance Extraction Table.....................................................................................48
Table 4.3.1. 3 1st Rotated Matrix Analysis Table..............................................................................48
Table 4.3.1. 4 2nd KMO and Bartlett's Test Table.............................................................................50
Table 4.3.1. 5 2nd Variance Extraction Table....................................................................................50
Table 4.3.1. 6 2nd Rotated Matrix Analysis Table............................................................................50
Table 4.3.1. 7 3rd KMO and Bartlett's Test Table.............................................................................52
Table 4.3.1. 8 : Final results of EFA analysis of the independent variable Table..............................52
Table 4.3.1. 9 KMO and Bartlett's test of dependent variable Table.................................................54
Table 4.3.1. 10 Results of EFA analysis of the dependent variable Table.........................................54

Table 4.3.2. 1 Summary of factors after EFA Table..........................................................................55

Table 4.3.2. 2 Summary of factor analysis results Table...................................................................56

Table 4.3.3. 1 The result of Cronbach's Alpha analysis of new factors Table...................................57

Table 4.4. 1 Correlations....................................................................................................................58

Table 4.5.3. 1 Summary table of hypothesis conclusions..................................................................68

 LIST OF FREQUENTLY USED ACRONYMS

SC Selection Criteria
Q Quality of instruction
M Major
J Job opportunity
T Time
S Subjective norm
I Interest
B Benefit
C Cost
UEH University of Economics Ho Chi Minh city
 APPENDIX

Appendix 1. The content of a survey.................................................................................................82

Appendix 2. Picture............................................................................................................................88
 CHAPTER 2: THEORETICAL BASIS
2.1 Related Research
After completing the process of reviewing previous research related to the topic, the team
has selected 6 articles with sufficient factors that have impacts on students' decision to
participate in supplementary courses. The summaries are presented in the following 2 tables.
Table 2. 1 Summary of previous research studies
Number Research title Research Research findings/results
methodology/scope
1 Nghiên cứu các - Research conducted - Research has identified that
yếu tố ảnh hưởng using the mixed methods, “Selection Criteria” is the most
đến quyết định using the qualitative and influencing factor that affects
tham gia các khóa quantitative research then students’ decision to participate in a
học bổ trợ cho validate the model using supplementary course.
chuyên ngành của multiple regression - This can demonstrate carefulness
sinh viên Đại học methods. and proactive investment in
Thương Mại - Sample size of 353 thorough research and on the
(Trường Đại học students in need of standards, trends, and benefits that
Thương Mại,Hà registering for can be achieved when pursuing the
Nội-2021) supplementary courses. course of university students.

2 Nghiên cứu các - Research conducted - The research has proven that
yếu tố ảnh hưởng using quantitative “Quality of Instruction” and “Course
đến quyết định methods then validates Curriculum” both have considerable
tham gia các khóa the model using multiple impact on the decision to participate
học bổ trợ cho regression methods. in supplementary courses by
chuyên ngành của students.
- Sample size of 100
sinh viên Đại học students. - The research has also shown that
Thương Mại. students have known how to
(Anh, V.N.P, Ánh, accurately evaluate and make
Đ.N, Ánh, T.T.N,…, appropriate choices of
Điệp, N.H, trường supplementary courses.
Đại học Thương
Mại, Hà Nội-2023)
3 Nghiên cứu các - Research conducted - The research article has identified
yếu tố ảnh hưởng using the quantitative and explained the influencing factors,
đến quyết định methods, the mixed while also evaluating the degree of
lựa chọn khóa học methods, combining the influence of each mentioned factors
tại trung tâm secondary and primary on the decision to participate in a
ngoại ngữ-tin học data sources then validate supplementary course.
HUEITC (Thúy, L.T, the model using multiple - It has also proven that “Selection
trường Đại học regression methods. Criteria”, “Subjective Norm” and
Kinh Tế, Đại học - Sample size of 120 “Benefit” factors have a positive
Huế, 2021) people in need of impact on the decision. However,
registering the there is a need to minimize the
Information Technology opposing impact of the “Cost” factors
Applications Certificate on the decision of students.
course at the center.
- Conducted from
20/10/2010 to
25/12/2020.
4 Các nhân tố ảnh - Research conducted - By analyzing the data related to the
hưởng đến quyết using the mixed methods, factors that affect students’ choice of
định chọn theo combining the secondary university program, the research has
học chương trình and primary data sources. pointed out that the decision of
đào tạo có yếu tố choosing a university is significantly
- With an overall scale of
nước ngoài ở and considerably influenced by their
382 students currently
trường Đại học parents.
enrolled in the program.
Kinh Tế, Đại học - In addition, the opportunity for
Huế (Thúy, P.T.T & studying abroad, learning in a foreign
Hòa, N.T.M., language environment, studying with
trường Đại học foreign instructors and job
Kinh Tế, Đại học opportunities in the future is also
Huế, 2017) taken into consideration by students
when choosing the university
program.
5 Các yếu tố ảnh - Research conducted by - Based on the research, mostly all
hưởng đến nhu using quantitative students surveyed have identified
cầu học tiếng Anh methods. that studying is not just about
của sinh viên achieving required grades, but they
- A sample size of 102
không chuyên (Hà, have also recognized the role of
sophomores who have
N.Đ.N, Thao, T.Q, learning English in their current lives
completed the 7-year
Tạp chí Khoa học and future careers.
 Đại học Mở Thành English curriculum. - Research also shows that an
phố Hồ Chí Minh, environment equipped with
2019) adequate facilities and study
materials to serve learning and
research needs is crucial. Therefore,
to meet the demand for English
learning, fully-equipped and
competent staff are indispensable.
- However, students also need to find
the most appropriate and effective
way of learning English.
6 Nghiên cứu những - Research conducted The research has pointed out the
nhân tố tác động using the mixed methods, importance of identifying and
đến quyết định combining the primary analyzing factors contributing to
chọn ngành học and secondary data students’ choice of majors.
của sinh viên sources taken from Therefore, universities and
trường Đại học textbooks, reference departments need to focus on
Kinh tế Quốc Dân books, previous research controlling and improving these
(Bích, Đ.T, trường findings published in factors.
Đại học Kinh tế scientific journals, - However, due to limited resources,
Quốc Dân, 2017) domestic and factors of high importance should be
international scientific prioritized. Based on research,
conferences to form the “Subjective Norm” and “Former
theoretical framework. school” have the highest impact on
research models and students’ choice of majors.
research hypotheses. Therefore, specific policies are
- A sample size of needed to influence all these
approximately 350 formal stakeholders, not just measures
NEU students. affecting students.
- Conducted from January
2017 to March 2017.

(Source: Group’s compilation)

Table 2. 2 Factors affecting students’ decision to participate in supplementary course

Number Research Title Factors affecting students’ decision to participate in
supplementary courses for majors.
 Selection Time Subjective Interes Benefit Cost
Criteria t
Norm

1 Nghiên cứu các x x x x

yếu tố ảnh hưởng
đến quyết định
tham gia các khóa
học bổ trợ cho
chuyên ngành của
sinh viên Đại học
Thương Mại
(Trường Đại học
Thương Mại,Hà
Nội-2021)
2 Nghiên cứu các x x
yếu tố ảnh hưởng
đến quyết định
tham gia các khóa
học bổ trợ cho
chuyên ngành của
sinh viên Đại học
Thương Mại.
(Anh, V.N.P, Ánh,
Đ.N, Ánh, T.T.N,…,
Điệp, N.H, trường
Đại học Thương
Mại, Hà Nội-2023)
3 Nghiên cứu các x x x x x
yếu tố ảnh hưởng
đến quyết định
lựa chọn khóa
học tại trung tâm
ngoại ngữ-tin học
HUEITC (Thúy, L.T,
trường Đại học
Kinh Tế, Đại học
Huế, 2021)
 4 Các nhân tố ảnh x x x
hưởng đến quyết
định chọn theo
học chương trình
đào tạo có yếu tố
nước ngoài ở
trường Đại học
Kinh Tế, Đại học
Huế (Thúy, P.T.T
& Hòa, N.T.M,
trường Đại học
Kinh Tế, Đại học
Huế, 2017)
5 Các yếu tố ảnh x x x
hưởng đến nhu
cầu học tiếng Anh
của sinh viên
không chuyên
(Hà, N.Đ.N, Thao,
T.Q, Tạp chí Khoa
học Đại học Mở
Thành phố Hồ Chí
Minh, 2019)
6 Nghiên cứu x x x
những nhân tố
tác động đến
quyết định chọn
ngành học của
sinh viên trường
Đại học Kinh tế
Quốc Dân (Bích,
Đ.T, trường Đại
học Kinh tế Quốc
Dân, 2017)
(Source: Group’s compilation)
Through 6 related research studies, the group of authors has identified those factors that
influencing students’ decision to participate in supplementary course, including:
- Selection Criteria (Including Quality of Instruction, Major and Job opportunity)
- Time
 - Subjective Norm
- Interest
- Benefit
- Cost
2.2 Literature
2.2.1 Supplementary course
“Supplementary education can be defined as all out-of-school learning. Particularly classes
focused on the provision of additional support for curriculum subjects including all languages,
history and cultural enrichment activities such as faith, arts and sports.” – National Resource
Centre for Supplementary Education.
Supplementary course, also known as extra courses or additional courses, is an optional
educational program that complements a main course of study so that students can have further
knowledge and comprehensive understanding of a particular subject area, skill or field of interest.
They can range in duration from short-term workshops or seminars to full-length courses spanning
weeks or months.
Supplementary courses can serve various purposes such as skill enhancement, provide
additional support (offering more practices and explanations) so that learners can pursue their
interests and needs.
2.2.2 Selection Criteria
Selection criteria refer to the specific qualifications, skills, experiences that needed to be
assessed before making a decision. It can vary depending on the nature of the information needs,
but they typically include a combination of essential and desirable qualifications and standards. In
this research, the selection criteria include: Quality of instruction, Major and Job opportunity.
2.2.2.1 Quality of instruction
In “Digital Transformation: The Impetus Behind the Initiative” (Serena K. Roberts, Deidre P.
Williams & Genyne H. Boston, 2019, page 20), Quality instruction is defined as how “The teacher
can effectively engage students in the learning process and relay relevant knowledge; the delivery
of an instruction in a way that evokes students’ interest, critical thinking, and learning in a
meaningful way.”
Quality of instruction in this research can be reflected through the capabilities, teaching methods
of instructors, and the effectiveness of students upon completing the course.
2.2.2.2 Major
Major is a part of deeply-developed specialized knowledge and skills that are independent in
a specific industry. It also refers to the primary set of subjects a student focuses mainly on when
attending university.
Major in this research refers to the necessity of supplementary courses for a more profound
and comprehensive grasp of the subject, facilitating its application in future endeavors as some
specific majors require a deeper understanding and knowledge that can be found by attending
some supplementary courses.
2.2.2.3 Job opportunity
Job opportunity is the ability of an individual to find a job that matches their needs, skills
and desires in the labor market.
In this research, job opportunity illustrates the notion that completing supplementary
courses enhances learners’ opportunities for securing more suitable employment with higher
income potential. “By adding new skills and abilities to your resume, you’ll be prepared to meet
any required qualifications when facing a career transition, which can be the difference in landing
new opportunities as they become available - especially when competing with your peers”
(Patterson, 2023)
2.2.3 Time
Time, or time management, can be interpreted as “the coordination of tasks and activities
to maximize the effectiveness of an individual’s efforts. Essentially, the purpose of time
management is to enable people to get more and better work done in less time.”
Time management can include many elements, such as “organization, planning and
scheduling to best take advantage of the time available. Time management techniques also take
into account an individual’s particular situation and their relevant capabilities and characteristics.”
In this research, time delineates the sequence, events, and duration of the specialized
supplementary course, encompassing both the course duration and the time allocation necessary
for mastering its content.
2.2.4 Subjective Norm
According to the American Psychological Association (APA) Dictionary of Psychology, the
subjective norm is “a perception that an individual has regarding whether people important to
that individual believe that they should or should not perform a particular behavior.”
Subjective Norm in this research can be understood as whether or not an individual
perception is influenced by the judgment of other important individuals (parents, friends,
relatives, etc.).
2.2.5 Interest
Interests are regular and habitual activities that bring people joy and excitement during
relaxation time, refer to the interesting and fascinated attitude towards a certain object that
creates their thoughts, be comfortable, happy, or can create motivation to pursue.

According to a Research “Interest Matters: The Importance of Promoting Interest in

Education” by Judith M.Harackiewicz, Jessi L.Smith and Stacy J.Priniski, interest is a powerful
motivational process that energizes learning, guides academic and career trajectories, and is
essential to academic success. The term interest can describe two distinct (though often co-
occurring) experiences: an individual’s momentary experience of being captivated by an object as
well as more lasting feelings that the object is enjoyable and worth further exploration which is
both a psychological state characterized by increased attention, effort, and affect, experienced in a
particular moment (situational interest), as well as an enduring predisposition to reengage with a
particular subject or topic over time.

2.2.6 Benefit

A commitment, duty, obligation, or goal associated with a specific social role or practice
that brings something beneficial to a certain object. Benefits play an important role in human life,
the driving force that motivates people to act and strive to achieve their goals. We can define
"benefit" in terms of education as an advantage or positive consequence gained from the
educational process. This can apply to both individuals and society as a whole. Individuals Increase
earning potential, improve critical thinking and problem-solving skills, enhance civic engagement,
personal growth and development. Society gains economic growth, social mobility, reduced crime
rates, stronger democracy.

In this research, certifications, majors’ knowledge, practical experience and skills are the
valuable gains, which are a measurement that assesses the benefit of the courses.
2.2.7 Cost

Cost is a broad concept viewed from many different perspectives, which are all labor costs,
tool labor costs, and material costs, either monetary terms or non-monetary terms to cover
individual expenses for an activity. According to Egyankosh, cost of education refers to the amount
of money spent to acquire or impart education. From the point of view of the individuals, costs
refer to the amount of money spent during a particular period (generally a year or a quarter) to
acquire education. The cost of acquiring education does include expenditure on books and
stationery, school fees, travel cost and in case of students making use of hostels, it will also include
rent of hostel accommodation, mess charges, etc.
In this research, tuition fees, study documents, and material and additional costs are
common types of costs to be paid prior to the commencement of supplementary courses.
2.3 Previous theoretical studies :
2.3.1 JobsGo’s principles for choosing majors :
Deciding what majors to follow in university is a long-standing intractable problem for any
student. Although, there is no perfect measure to cover all the aspects related to the decision on
choosing majors in university, there are five principles suggested according to JobsGo.

1. Suitable for your own interests and hobbies : Hobbies and interests act as a source of
motivating energy, helping to overcome difficulties and challenges in learning more easily. When
you are passionate about your chosen career, you are naturally more inclined to delve deeper into
challenges and seek out new knowledge and skills. Furthermore, working in a field that matches
your interests may also maintain a balance between personal life and academic work.
2. Suitable for your conditions : You should only choose a career for which you are
qualified, your qualifications, personalities, abilities, physical health, financial situations as well as
your family circumstances.
3. “ Are you understanding your major enough ? “ : This point stresses the importance of
thoroughly researching and understanding your chosen major. Getting specific makes a
comprehensive background for what to do and how suitable the job is to personal abilities and
strengths.
4. Specificity over Generality : A specific major is better than a general one. Pick a particular
field of study and compare the professional features and properties with personal characteristics
to make decisions.
5. Alignment with Values : Choosing based on meeting your values is an important and
worthy principle. Aligning your education with your values can lead to a more fulfilling and
meaningful career path

2.3.2 : Rational Choice Theory :

Rational choice theory states that individuals rely on rational considerations to achieve
outcomes consistent with their personal goals. These decisions provide people with the greatest
benefit or satisfaction based on the available options - and are also in their highest personal
interest.

The Nature of Rational Choice Theory :

Rational choice theory assumes that all people actively try to maximize their advantages in every
situation and therefore always try to minimize their losses. In other words, this is the concept that
because rational calculations determine human behavior, reason is the driving force when making
choices that maximize satisfaction or profit of each individual.

Rational choice theory also holds that all complex social phenomena are controlled by
human actions. An economist can therefore better understand the behavior of society as a whole
by studying the rational decisions of individuals. For example, it can be used to explain why a
consumer might choose to buy one brand of cereal over another, or why a company might decide
to invest in a particular project.

Accordingly, based on a research named “ A Test of a Rational Choice Model of Education”

conducted by Limor Gabay-Egozi, Yossi Shavit Tel Aviv University and Meir Yaish University of
Haifa , rational choice theory of education views student's educational decision as a sequence of
binary choices between options that entail long-term utility and options that reduce short-term
risk of failure. The model asserts that choice between options is affected by students' utility
considerations, failure expectations in either option, and motivation to avoid downward social
mobility. These results suggest that educational systems that allow multiple rather than binary
choices enhance the attainment of working-class youth by enabling them to combine risky
options, which may enhance their mobility, with safer choices, which assure success in the short
term.

2.3.3 Student-Choice Construct :

The theory of learner choice (Student-Choice Construct) was developed by St.John and
colleagues (1996) to explain students' motivation and learning behaviors. The goal of the Student-
Choice Construct is to increase student motivation, engagement, and ownership of their learning.
By having a say in how things are done, students are more likely to be invested in the process and
take responsibility for their academic success.This theory posits that students will tend to
participate actively and learn more effectively when they are given autonomy in choosing :

 Learning goals: Students can freely choose learning goals that suit their interests, abilities
and needs.
 Learning activities: Students can choose learning activities that they feel interested in and
that suit their learning style.
 Learning resources: Students can choose learning resources that they believe will help
them achieve their learning goals.
 Learning Environment: Students can participate in the design and creation of learning
environments that they feel comfortable in and that support their learning.

Additionally, this theory based on certain assumptions : Student is an unique individual

with own interests, skills, and learning requirements. Students possess the capacity for self-
direction: they are able to reflect, assess, and decide what they want to study. Students long for
learning because they yearn to succeed academically.
2.3.4 Maslow's hierarchy of needs theory :
Maslow's hierarchy of needs is a famous theory in psychology that proposes that human
motivation is driven by five basic needs, arranged in a pyramid structure. These needs, according
to Abraham Maslow, are prioritized in a specific order. Needs are the fundamental basis for
forming a person’s motivation in order to take action. People firstly strive to satisfy the most
important wants. However, once a need is satisfied, it is no longer the current motivation
anymore, and therefore people make efforts to reach and meet the higher needs level. Hence,
according to this hypothesis, individuals must generally fulfill the needs at the lower levels of the
pyramid before they can start focusing on the needs at the higher levels. Human needs are divided
into 5 levels, from low (most urgent) to high (less urgent), including: physiological needs - safety
needs - love/belonging needs - self-esteem needs - self-actualization needs. By matching
educational practices with Maslow’s Hierarchy of Needs, educators can establish caring learning
environments. Which promotes and motivates students’ holistic growth, well-being and academic
performance. Helping them move up the pyramid and create a better learning experience for
them : Creating a Safe and Supportive Environment, Fostering a Sense of Belonging, Promoting
Self-Esteem and Confidence and Encouraging Self-Actualisation. (Appendix 2 for picture)
2.4 Research hypothesis :
H1 : Selection Criteria

Following our survey, there are three selection criterias, quality of instruction, job opportunity and
major.
- Quality of instruction :
Reflected through the capabilities, teaching methods of instructors, and the effectiveness
of students upon completing the course. The research on Factors affecting the needs of non-major
students to learn English (Ha, N.D.N, Thao, T.Q, Ho Chi Minh City Open University Science
Magazine, 2019) has indicated that to meet the demand for English learning, fully-equipped and
competent staff are indispensable. ; According to the Research on the factors that affect the
decision to participate in additional supporting courses for students at the University of
Commerce. (Anh, V.N.P, Anh, D.N, Anh, T.T.N,…, Diep, N.H, University of Commerce, Hanoi-2023),
the factor “ Quality of Instruction “ has the most significant influences on the decision to
participate in the supplementary course. A majority of students will attend a supplementary
course if the course itself meets students’ requirement on course’s quality and output standard
guarantee. Thus, based on these findings, the factor “ quality of instruction “ has a positive ( + )
impact on the decision to participate in the supplementary course.
- Job opportunity :

As shown on the Research “ Factors affecting the decision to choose to study a training program
with foreign elements at the University of Economics, Hue University (Thuy, P.T.T & Hoa, N.T.M.,
University of Economics, Hue University, 2017 )” , the factor “ job opportunity “ in the future is
also taken into consideration by students when choosing the university program. Students are
more likely to be involved in a university program in case they assess the outcome results of the
program could bring competitive advantage and practical knowledge for job seeking. Hence, the
factor “ job opportunity “ has a positive ( + ) impact on the decision to participate in the
supplementary course.
- Major :
Based on the Research on factors affecting the decision to choose majors of students at
National Economics University (Bich, D.T, National Economics University, 2017), which has pointed
out the importance of identifying and analyzing factors contributing to students’ choice of majors,
The student's major will be the foundation and basis for students to choose additional courses.
Hence, the factor “ major “ has a positive ( + ) impact on the decision to participate in the
supplementary course. Thus, based on these research findings, hypothesis H3 is proposed as
follows:
- Hypothesis H1: Factor “Selection Criteria” has a positive impact on the decision to
participate in supplementary courses for students' major (+).
H2 : Time
According to Research on factors affecting the decision to participate in supplementary
courses for majors of students at the University of Commerce (University of Commerce, Hanoi-
2021), “Time” is also a crucial factor in students' decision to participate in supplementary courses.
More time means more opportunity for attending supplementary courses. .Thus, based on these
research findings, hypothesis H2 is proposed as follows:
- Hypothesis H2 factor “time” has a positive impact on the decision to participate in the
supplementary course (+).
H3 : Subjective Norm
According to Research on factors affecting the decision to participate in supplementary
courses for majors of students at the University of Commerce (University of Commerce, Hanoi-
2021), the majority of people are influenced to participate in the supplementary course given by :
family, friends, teachers, and seniors. Therefore, subjective normative factors greatly influence
students' decisions to participate in supplementary courses. Additionally, based on Research on
factors affecting the decision to choose a course at UIC foreign language and information
technology center (Thuy, L.T, University of Economics, Hue University, 2021), It has also proven
that “Subjective Norm” factors have a positive impact on the decision.Thus, based on these
research findings, hypothesis H3 is proposed as follows:
- Hypothesis H3 factor “subjective norms” has a positive impact on the decision to
participate in the supplementary course (+).
H4 : Interest
According to Research on factors affecting the decision to participate in supplementary
courses for majors of Commerce University students (2021), factor “Interest” can influence the
decision to participate in supplementary courses for majors of students at the University of
Commerce. Research shows that the more interested and passionate about supplementary
courses the students are, the more reasonable the decision to take supplementary courses for
their majors is, creating a feeling of excitement when participating in those courses. Thus, based
on these research findings, hypothesis H4 is proposed as follows:
- Hypothesis H4: Factor “Interest” has a positive impact on the decision to participate in
supplementary courses for students' major (+).
H5 : Benefit
Research by Thúy, P.T.T & Hòa, N.T.M (University of Economics, Hue University, 2017)
refers to the group of factors "learning benefits", compared to other groups of factors, this is the
group of factors that have the most prominent influence on students' decisions to study. The test
results also show that the influence of the foreign language learning environment on the decision
to choose a university for students of the Sydney CTTT is greater than that of the group of
students attending the Rennes CTLK. Thus, the learning benefits brought to learners is one of the
strengths of training programs with foreign elements at Hue University of Economics that have
been recognized by learners.
Another research of Hue University, related to the deciding factors in customers' choice to
register for the basic information technology application certificate exam at HueITC Foreign
Language - Informatics Center (Thuy, L.T, University of Economics, Hue University, 2021), also
suggested that "benefit" is the factor that has the strongest positive impact on student choice.
Thus, based on these research findings, hypothesis H5 is proposed as follows:
- Hypothesis H5: Factor “Benefit” has a positive impact on the decision to participate in
supplementary courses for students' majors (+).
H6 : Cost
Davis and Van Dusen ("A Survey of Student Values and Choices: A Pilot Study of the
Relationships of Student Values, Perceptions, and Choices of Institutions." New York: College
Entrance Examination Board, 1975) found that cost was one of the one of the primary reasons why
students did not attend the particular institution or college of the institutional type they preferred.
According to Ihlanfeldt, at least 70% of all college students are receiving financial assistance to
help offset cost and that without this assistance, a high percentage of students would be severely
restricted in college choice. Indeed, in studies of students' reasons for college choice conducted at
individual institutions, cost is regularly cited as a key factor in their decision.
However, the research Factors in customers' choice to register for the basic information
technology application certificate exam at HueITC Foreign Language - Informatics Center (Thuy,
L.T, University of Economics, Hue University, 2021) has shown that the factor “Cost” has an
opposite effect to the student choice. Thus, based on these research findings, H6 is proposed as
follows:
- Hypothesis H6: Factor “Cost” has a negative impact on the decision to participate in
supplementary courses for students' majors (-).
2.5 Proposed model :
Figure 2. 1 Research model

Quality of Selection
instruction criteria (X1)
H1 (+)

Major Time (X2) H2 (+)

Subjective H3 (+) The decision to

Job opportunity
norm (X3) participate
in supplementary
H4 (+) courses for major
Interest (X4) (Y)
H5 (+)

Benefit (X5)
H6 (-)

Cost (X6)

(Source: Group’s compilation)

 CHAPTER 3: THE METHODOLOGY
3.1 Research process:

Figure 3. 1 Research progress

Objectives of
the study

Theoretical Proposing research Draft scale

basis model

Quantitative research Official scale

Eliminate variables with correlation coefficient of total variables,

Cronbach’s Alpha
Cronbach’s Alpha coefficient if deletion does not meet.

EFA check Eliminate bad variables, create representative factors.

Pearson correlation Check the correlation between independents and dependents variables.
analysis

Multivariable regression Check the model adequacy

analysis Check normal distribution of residuals
Check the hypothesis and write regression equation

Conclusion and suggested

solutions

(Source: Group’s compilation)

3.2 Data objective
The main objective of the survey and data collection is to gather relevant information for making
decisions regarding the choice of participating in supplementary courses, in order to analyze and
answer research questions and ultimately achieve the set objectives. The data will be collected using
a questionnaire that measures variables related to the factors in the model.

3.3 Scale construction

Table 3. 1 Reference scale citation

Scale Reference

Selection criteria The study of factors influencing students'

 Time decisions to participate in supplementary courses
for their majors (University of Commerce, Hanoi -
Subjective norm 2021)

Interest

Benefit

Cost

(Source: Group’s compilation)

Table 3. 2 Preliminary scale

Section Code Original Item Item Resource

English Vietnamese

INDEPENDENT VARIABLES

Selection Quality of Q1 Khóa học đó The course Khóa học đó Các yếu tố
criteria instruction cung cấp thêm provides cung cấp thêm ảnh hưởng đến
(Tiêu chí (Chất lượng kiến thức cho additional kiến thức cho nhu cầu học
lựa chọn) giảng dạy) tôi. knowledge for tôi. tiếng Anh của
(adapted) me. sinh viên không
chuyên (Hà,
Q2 Giáo viên nhiệt The teaching Đội ngũ giảng
N.Đ.N, Thao,
tình, chu đáo team of the viên của khóa
T.Q, Tạp chí
trong giờ dạy supplementary học bổ trợ năng
Khoa học Đại
course is động, giàu kinh
Giáo viên học Mở Thành
dynamic, nghiệm thôi
thường xuyên phố Hồ Chí
cập nhật thông experienced, and thúc tôi tham Minh, 2019)
tin và kiến thức encourages me gia khóa học bổ
Nghiên cứu
chuyên ngành to participate in trợ.
the course. các yếu tố ảnh
cho bài học
hưởng đến
Giáo viên giới quyết định
thiệu đầy đủ tham gia các
các tài liệu học khóa học bổ trợ
tập, nghiên cứu cho chuyên
cho môn học. ngành của sinh
viên Đại học
Thương Mại
 Q3 Tôi được khóa I am assured by Tôi được khóa (Trường Đại học
học đó cam kết the course that học đó cam kết Thương Mại,Hà
chất lượng đầu the output chất lượng đầu Nội-2021)
ra. quality is ra.
guaranteed.

Major M1 Chuyên ngành My major Chuyên ngành Nghiên cứu

(Chuyên của tôi yêu cầu requires của tôi yêu cầu các yếu tố ảnh
ngành) kiến thức bổ supplementary có kiến thức bổ hưởng đến
(adopted) trợ đó. knowledge. trợ. quyết định
tham gia các
M2 Một số khóa Some Một số khóa
khóa học bổ trợ
học bổ trợ giúp supplementary học bổ trợ giúp
cho chuyên
tôi thực hiện courses help me tôi thực hiện
ngành của sinh
các dự án liên carry out projects các dự án liên
viên Đại học
quan đến related to my quan đến
Thương Mại
chuyên ngành major. chuyên ngành
(Trường Đại học
tôi đang học. tôi đang học.
Thương Mại,Hà
M3 Khóa học bổ trợ Supplementary Khóa học bổ trợ Nội-2021)
giúp tôi dễ dàng courses help me giúp tôi dễ dàng
phát triển toàn develop phát triển toàn
diện trong comprehensively diện trong
chuyên ngành in my major. chuyên ngành
của mình hơn. của mình hơn.

Job J1 Thu nhập cao The salary for Mức lương của Nghiên cứu
opportunity cho tương lai. related jobs after các công việc
những nhân tố
(Cơ hội việc I acquire the liên quan sau
tác động đến
làm) skills from the khi tôi có được
quyết định chọn
(adapted) supplementary những kỹ năng
ngành học của
course will be từ khoá học bổ
sinh viên trường
higher. trợ cao hơn.Đại học Kinh tế
Quốc Dân (Bích,
J2 Cơ hội xin việc. I choose to take Tôi chọn học
Đ.T, trường Đại
this khóa học bổ trợ
học Kinh tế
supplementary này để dễ tìm
Quốc Dân,
course to make it được việc làm
2017)
easier to find hơn sau khi tốt
employment nghiệp.
after graduation.
 J3 Triển vọng phát I will have more Tôi có được
triển ngành opportunities for nhiều cơ hội
nghề trong career thăng tiến trong
tương lai. advancement công việc hơn
after completing sau khi học
this course. xong khóa học
này.

Time T1 Tôi có thể sắp I can arrange my Tôi có thể sắp

Nghiên cứu
(Thời xếp thời gian time to xếp thời gian
các yếu tố ảnh
gian) tham gia khóa participate in the tham gia khóa
hưởng đến
(adopted học bổ trợ phù supplementary học bổ trợ phù
quyết định
) hợp. course hợp. tham gia các
appropriately. khóa học bổ trợ
cho chuyên
T2 Ngoài việc học In addition to Ngoài việc học ngành của sinh
ở trường, tôi studying at ở trường, tôi viên Đại học
muốn dành thời school, I want to muốn dành thời Thương Mại
gian rảnh của spend my free gian rảnh của (Trường Đại học
mình để tham time mình để tham Thương Mại,Hà
gia khóa học bổ participating in gia khóa học bổ Nội-2021)
trợ. the trợ.
supplementary
course.

T3 Tham gia khóa Participating in Tham gia khóa

học bổ trợ có the học bổ trợ có
ảnh hưởng supplementary ảnh hưởng
hưởng đến thời course affects my hưởng đến thời
gian học của study time. gian học của
tôi. tôi.

Subjectiv S1 - Bạn cùng lớp I participate in Tôi tham gia Nghiên cứu
e norm rủ chọn. the khóa học bổ trợ những nhân tố
(Quy - Những người supplementary với sự ủng hộ tác động đến
chuẩn bạn đang theo course with the từ bạn bè. quyết định chọn
chủ support of ngành học của
học khuyên
quan) friends. sinh viên trường
chọn.
(adapted Đại học Kinh tế
) S2 - Người thân My parents want Bố mẹ muốn tôi Quốc Dân (Bích,
định hướng. me to improve hoàn thiện bản Đ.T, trường Đại
- Người thân ép myself through thân qua khóa học Kinh tế
 buộc, áp đặt. the học bổ trợ. Quốc Dân,
supplementary 2017)
course.

S3 - Người thân Teachers and Thầy cô và các

định hướng. seniors advise anh/chị khuyên
- Có người quen me to participate tôi nên tham
in supplementary gia những khóa
làm trong
courses. học bổ trợ.
ngành.

Interest I1 Yêu thích môi My interest in a Yêu thích môi Những yếu tố
(Sở thích) trường học tập dynamic learning trường học tập ảnh hưởng đến
(adopted năng động đã environment has năng động đã việc học tiếng
) ảnh hưởng đến influenced my ảnh hưởng đến anh của SV VN”,
quyết định decision to quyết định (Trương Công
tham gia khóa participate in the tham gia khóa Bằng 2017),
học bổ trợ của supplementary học bổ trợ của Trường Đại học
tôi. course. tôi. Kinh Tế – Luật –
ĐHQG TP. HCM
Nghiên cứu
I2 Tôi thích được I’m interested in Tôi thích được
các yếu tố ảnh
khám phá khả exploring my soft khám phá khả
hưởng đến
năng bản thân skills through the năng bản thân
quyết định
về kỹ năng supplementary về kỹ năng
tham gia các
mềm qua khóa course. mềm qua khóa
khóa học bổ trợ
học bổ trợ. học bổ trợ.
cho chuyên
ngành của sinh
I3 Tôi thích mở I’m interested in Tôi thích mở viên Đại học
rộng mối quan expanding my rộng mối quan Thương Mại
hệ của mình relationships hệ của mình (Trường Đại học
qua khóa học through that qua khóa học Thương Mại,Hà
bổ trợ đó. supplementary bổ trợ đó. Nội-2021)
course.

Benefit B1 Địa chỉ và thời The address and Địa chỉ và thời Các nhân tố
(Lợi ích) gian tổ chức timing of the gian tổ chức ảnh hưởng đến
(adapted khóa học này là supplementary khóa học bổ trợ quyết định chọn
) thuận tiện với course affect my ảnh hưởng đến theo
tôi. decisions. các sự lựa chọn học chương
của tôi. trình đào tạo có
B2 Những khóa These Những khóa yếu tố nước
 học này giúp tôi supplementary học bổ trợ giúp ngoài ở Trường
trang bị kiến courses equip me tôi trang bị kiến Đại học kinh tế -
thức, kỹ năng, with knowledge, thức, kỹ năng, Đại học Huế,
chứng chỉ cần skills, and chứng chỉ cần (Phan Thị Thanh
thiết cho công necessary thiết cho công Thủy; Nguyễn
việc trong hiện certifications for việc trong hiện Thị Minh Hòa
tại/ tương lai my tại/ tương lai 2017), Tạp chí
của tôi. current/future của tôi. Khoa học–Đại
job. học Huế.

B3 Các khoá học ở The Các khóa học

đây cho tôi cơ supplementary bổ trợ cho tôi
hội được thực courses provide cơ hội được
hành áp dụng me with high thực hành thực
thực tế học tập, practical practice tế cao.
công việc cao opportunities.

Cost (Chi C1 The price of the That Khóa học bổ trợ Nghiên cứu
phí) course is supplementary đó không có các yếu tố ảnh
reasonable. course doesn't nhiều chi phí hưởng đến
(adapted
incur many phát sinh trong quyết định
)
additional costs quá trình tôi tham gia các
during my tham gia. khóa học bổ trợ
participation. cho chuyên
ngành của sinh
C2 Tôi ưu tiên I prioritize Tôi ưu tiên
viên Đại học
những khóa supplementary những khóa học
Thương Mại
học bổ trợ có courses with fees bổ trợ có học
(Trường Đại học
học phí mà tôi/ that I/my family phí mà tôi/ gia
Thương Mại,Hà
gia đình tôi có can afford. đình tôi có khả
Nội-2021)
khả năng chi năng chi trả.
trả. Factors
affecting
C3 The charge of The amount Mức chi trả để
students'
extra learning spent on buying mua tài liệu,
decision to
material is materials, study thiết bị học tập
study English
reasonable. equipment ảnh hưởng đến
(Master's thesis
affects me when tôi khi quyết
at
deciding to định tham gia
Srinakharinwirat
participate in the khóa học bổ
university –
supplementary trợ.
2011) An
course.
abstract by
 Prasit
Phanichthaworn

DEPENDENT VARIABLES

The Y1 Tôi vẫn sẽ tiếp I want to Tôi muốn tham Khóa Luận
decision tục sử dụng các participate in the gia khóa học bổ Tốt Nghiệp
to dịch vụ, khoá supplementary trợ. Nghiên Cứu Các
participat học khác của courses. Yếu Tố Ảnh
e in trung tâm nếu Hưởng Đến
supplem có nhu cầu. Quyết Định Lựa
entary Chọn Khóa Học
Y2 Tôi tin rằng việc Joining that Tham gia khóa
courses Tại Trung Tâm
lựa chọn khoá supplementary học bổ trợ đó là
for major Ngoại Ngữ “ Lê
học tại trung course is my right một quyết định
(Quyết Thị Thuý (2022)
tâm của tôi là decision. đúng đắn của
định lựa - GVHD: Th.S Lê
đúng. tôi.
chọn Quang Trực
khóa học Y3 Tôi sẽ giới thiệu I will recommend Tôi sẽ giới thiệu
bổ trợ khóa học này my friends to join cho bạn bè tôi
cho cho những bạn supplementary tham gia khóa
chuyên bè người thân courses. học này.
ngành) của tôi tham
(adapted gia.
)

(Source: Group’s compilation)

3.4 Research Methods
3.4.1. Analysis and Synthesis Method
To analyze the factors influencing UEH students' intention to participate in supplementary courses
for their majors, the authors broke down each factor into smaller components for better
understanding. These factors include selection criteria, time, subjective norms, preferences,
benefits, and costs. Each factor was further divided into questions to clearly reveal their
characteristics and nature. The synthesis method, being the opposite of the analysis method, was
employed after understanding the essence of each factor to consolidate and evaluate their impact
on students' decisions to enroll in supplementary courses.

3.4.2. Data Collection Method

This widely adopted method in scientific research was employed by the authors through reviewing
and synthesizing data from previous studies related to students' decisions to enroll in
supplementary courses. Additionally, the authors created a questionnaire to gather direct
feedback and evaluations from UEH students. Survey data is collected using Google Form, and
students must meet a condition: they must currently be participating in or have ever participated
in supplementary courses. The questionnaire is designed with 3 questions/observed variables on a
5-point Likert-type scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) revolving around
6 factors: Selection criteria, Time, Subjective norm, Interest, Benefit, Cost. This survey aims to
assess 218 subjects who are students currently enrolled at the University of Economics Ho Chi
Minh City (UEH). The survey was initially conducted during the early half of May 2024 and received
299 responses. However, only 218 responses were usable and valid for the study. 81 replies were
excluded due to the aforementioned condition. The use of the questionnaire helped us gather
information on the opinions and levels of agreement regarding the Selection criteria, Time,
Subjective norm, Interest, Benefit, and Cost of the supplementary courses. The results obtained
from the questionnaire assisted us in informing our understanding of factors influencing students'
decisions to participate in supplementary courses.
3.4.3. Observation Method
The observation method involves collecting data based on observations to draw conclusions and
evaluations. The authors used: Expert Consultation: Seeking advice from guiding lecturers on
questions and content relevant to the research.
3.5. Qualitative Research
Qualitative research involves collecting non-numerical information to gain detailed insights into
the study subjects. This method typically includes interviews, direct observations, or focus group
discussions using open-ended questions and is often applied to small, focused samples. By
reviewing both domestic and international literature on "supplementary courses," the authors
selected relevant Likert scales for their proposed research model. To tailor the research to UEH
students, a preliminary qualitative study was conducted to identify, adjust, exclude, and add
relevant factors. The authors consulted with their guiding lecturer and discussed with UEH student
groups to refine the initial research model. Based on these exchanges and discussions, the authors
consolidated and finalized the official research model.
3.6 Quantitative Research
3.6.1. Quantitative Research Design
The primary data collection tool was a questionnaire, which is a common method for quickly
gathering opinions from many people (Gillham, 2000). Based on the consolidated qualitative
research results, the authors developed a 27-question Likert scale questionnaire. These questions,
referenced from various previous studies, were rated on a scale from 1 to 5, corresponding to
"Strongly Disagree," "Disagree," "Neutral," "Agree," and "Strongly Agree." Besides gathering basic
personal information for selection purposes, the questionnaire focused on the experiences and
personal perceptions of respondents regarding supplementary courses intentions and factors
influencing their decision to enroll in supplementary courses.
3.6.2. Sampling Method
This study employed two non-probability sampling methods:
Convenience Sampling: The authors used online surveys, creating a questionnaire about factors
influencing UEH students' decisions to enroll in supplementary courses. The questionnaire was
shared on social media, class chat groups, and among friends, targeting large groups of UEH
students.
Snowball Sampling: The authors shared the questionnaire with their UEH classmates and asked
them to further share it with their peers at UEH.
3.7 The method of sample calculating
The population of the sample consists of UEH students who intend to enroll in
supplementary courses in their majors. The sample was selected using a non-probability sampling
method, with a convenience sampling approach.
The sample size is determined based on the following theoretical basis:
For exploratory factor analysis (EFA), the study by Hair, Anderson, Tatham, and Black (1998)
indicated that the minimum sample size required is 5 times the total number of observed
variables: n = 5* [number of observed variables]. This research model consists of 24 observed
variables, therefore the minimum sample size required is 5*24 = 120 samples to be surveyed.
For regression analysis, the minimum sample size is determined by the formula n ≥ 50 +
8*[number of independent variables] (Tabachnick, B.G., & Fidell, L. S., 1996). This research model
proposes 6 independent variables, therefore the minimum sample size would be n = 50 +8*6 = 98
samples.
The synthesis of two minimum sample size requirements is based on two analytical
methods: Exploratory Factor Analysis (EFA) and Regression Analysis. The anticipated minimum
sample size for this study is 218. After surveying, the overall formal survey sample of the study
consists of 299 UEH students. Removing unsatisfactory responses and cleaning the data, the
sample size for analysis is reduced to 218.
3.8 Data analysis method
Since we have the result from the Google Form, we recheck the data and upload
it to the SPSS and Excel for further processing and data analysis. Specifically, as follow:
3.8.1 Descriptive Statistics
To statistically analyze and utilize values in the Frequency column and Valid percent to create a
descriptive table of the research sample according to attributes such as gender, field of study,
GPA, etc., and to use charts to assess the basic characteristics of the survey sample.
3.8.2 Cronbach’s Alpha Reliability Test
Cronbach's Alpha coefficient: The coefficient is used to assess the reliability of a scale and to
eliminate variables that do not meet reliability criteria based on the following criteria:
- Testing each group of observed variables for each factor.
- The values of Alpha (Nunally, 1978; Peterson, 1994; Slater, 1995; cited by Hoang Trong and
Chu Nguyen Mong Ngoc, 2008):
+ 0.8 ≤ Cronbach Alpha ≤1: The scale is reliable.
+ 0.7 ≤ Cronbach Alpha < 0.8: The scale can be used.
+ 0.6 ≤ Cronbach Alpha < 0.7: The scale can be used when the concept under study is new to
the respondents.
- If the Cronbach's Alpha coefficient is less than 0.6, we need to eliminate variables.To
ensure that the Cronbach's Alpha or the Cronbach's Alpha if Item Deleted coefficient of the
variable reaches its maximum value, the process will run until the Cronbach's Alpha
coefficient of the scale reaches or exceeds 0.6.
- The Corrected Item Total Correlation is the correlation coefficient of a variable with the
average score of other variables in the same scale, so the higher this coefficient, the higher
the correlation of this variable with other variables in the group. Therefore, observable
variables with the total correlation coefficient or Corrected Item - Total Correlation less
than 0.3 are considered nuisance variables and are excluded from the scale.
- In addition, variables with a Cronbach’s Alpha if Item Deleted coefficient higher than the
overall Cronbach's Alpha should be considered for removal.
3.8.3 EFA - Exploratory Factor Analysis
After confirming the reliability with Cronbach's Alpha and removing unqualified variables, the
author team proceeded with EFA to reduce observed variables and group less correlated variables
into representative factors, based on the following conditions:
- Testing Kaiser Meyer - Olkin (KMO): The KMO value is an indicator to assess the suitability
of EFA. 0.5 < KMO < 1 indicates the suitability of factor analysis. (Hoang Trong and Chu
Nguyen Mong Ngoc, 2005).
- Evaluation of Factor Loading (FL) coefficient: Factor Loading, also known as the factor
weight, indicates the correlation between an observed variable and a factor. Higher factor
loadings signify stronger correlations between the observed variable and the factor and
vice versa. This coefficient ensures the practical significance of EFA. The factor loading
coefficient depends on the size of the observed sample and the research objectives.
+ If FL > 0.30: Minimum threshold for sample size equal to or greater than 350.
+ If FL > 0.40: Important.
+ If FL > 0.50: Practical significance for sample size equal to or greater than 200.
+ If FL > 0.55: Recommended for sample sizes around 100.
 + For a convergent scale, the correlation coefficient between variables and factors must be
greater than or equal to 0.5 within a factor (Hair et al.,2010). And the sample size is less
than 350.
+ The author team set a threshold of 0.5 for factor loading as a standard level ( with N = 218)
so that the observed variable has good statistical significance.
- Bartlet's test is used to test the hypothesis that variables are uncorrelated in the
population. Pairwise hypothesis testing:
+ HO: Variables in the population are uncorrelated.
+ H1: Variables in the population are correlated.
+ If Sig. test is less than or equal to 0.05, the test is statistically significant, and the EFA
results can be used.
- Determining the number of factors: The number of factors is determined based on the
Eigenvalue index. According to Kaiser's criterion, only factors with Eigenvalues ≥ 1 are
retained in the model.
- Variance Explained Criteria: Total Variance Explained ≥ 50% indicates the suitability of the
EFA model (Hair et al., 1998). If total variance is considered 100%, this value indicates what
percentage of variance is captured and retained by the extracted factors, as well as what
percentage of variance is lost or unaccounted for from the observed variables.
3.8.4 Pearson Correlation Analysis
Upon completing the EFA analysis, the author team generated representative factors for each
group of observed variables and used the data from these representative factors to conduct
Pearson correlation analysis to examine the relationship between independent and dependent
variables. They identified potential multicollinearity cases based on the following criteria:
- The Sig value less than 0.05 and an absolute value of the Pearson correlation coefficient
greater than 0 lead the author team to conclude a correlation between independent and
dependent variables and vice versa.
- Additionally, they raised questions about multicollinearity among independent variables if
the Sig value is less than 0.05 and the Pearson correlation coefficient is high.
3.8.5 Multi-variable Regression Analysis
After concluding the correlation between independent and dependent variables, the team
continued to do a multivariate regression analysis to further clarify this correlation. Testing the
hypotheses of the proposed model and drawing conclusions about multicollinearity questions. The
steps involved are as follows:
- Assessing the model suitability through the adjusted R-squared coefficient (using 0.5 as a
threshold to distinguish between good and poor models) and the Sig value in the ANOVA
table is less than 0.05 (indicating statistical significance).
 - Checking the normal distribution of residuals using Histogram, Normal P-P Plot and
Scatterplot.
- Testing the research hypotheses based on the Sig value less than 0.05 (indicating statistical
significance).
- Concluding about multicollinearity questions based on the Variance Inflation Factor (VIF)
(less than 3).
- Derive the standardized regression equation based on the obtained results to evaluate the
influence of factors on the dependent variable.
3.9 Statistical Analysis Technique
Data is collected from multiple sources to ensure reliability and specific, clear description (Yoon,
2008). Quantitative data is synthesized, analyzed, and multiple regression is conducted to test
hypotheses using SPSS 29 software. Qualitative data is analyzed using a content analysis method.
 CHAPTER 4: RESEARCH RESULT

4.1 Descriptive Statistics Analysis

4.1.1 Sample Description
4.1.1.1 Sample Size

Figure 4.1.1. 1 The percentage of students have ever participated in supplementary courses

Have you participated in supplementary

courses ?

27%
Yes No

73%

(Source: Group’s compilation)

Table 4.1.1. 1 Students have ever participated in supplementary courses

Have you participated in supplementary courses?

Frequency Valid Percent (%)

Yes 218 73

No 81 27

Total 299 100

(Source: The group used SPSS 29 software for data processing)

According to the above result of our survey, the figures illustrate we have collected a sample of
299 participants who are formal UEH Students, with a number of 81 students had never attended
in a supplementary course for majors accounting for roughly a quarter( 27%) of the total, whereas
there are 218 respondents who have participated in supplementary courses, accounting for 73%.
This disparity highlights the students’ concerns on supplementary courses with nearly three times
higher of students did attend in a course, showing an upward tendency for participating in
supplementary courses.

From now on, all subsequent data and analysis of this survey will be based on the results of 218
samples who have participated in supplementary courses.

4.1.1.2: Participation in Courses

Analysis of the survey data from the 218 students who participated in supplementary courses
reveals a distinct preference for English language proficiency courses. Nearly 180 students (82.6%)
opted for courses such as IELTS and TOEIC. Information technology (IT) courses, exemplified by
MOS, followed in popularity with 107 participants (49.1%). Second language courses garnered
interest from 62 students (28.4%). While emerging fields like AI, Big Data, and Data Analytics
attracted some student attention, participation remained notably lower compared to the
aforementioned categories.

This trend can be attributed to the critical importance of internationally recognized English
language certificates as a requisite in the current job market and academic environment. A
majority of UEH students are likely to seek to enhance their knowledge and competitive advantage
by pursuing IELTS or TOEIC qualifications. Furthermore, the mandatory requirement of the MOS
certificate for UEH graduation conditions readily explains the high level of student engagement in
MOS supplementary courses.

Figure 4.1.1. 2 The number of students attending in different courses

 Courses
200 180

160
120 107

80 62
40
25 25 25
0 17
12
AI ta ics r1a ill
s
tic
s
lis
h
IC
13
OS ag
e
da ly
t
u se sk ly g M u
Bi
g na Co in
g n a En ng
sa a la
es
n nk ta d
ro h i
Da on
sin
a jo lt ec
Bu ca S
ut
m
r iti
bo C
s a
rse
u
Co

(Source: Group’s compilation)

Table 4.1.1. 2 Students attending in different courses

Count Column N%

AI 25 11.5 %

Big data 25 11.5 %

Business analytics 12 5.5 %

Courses about major on 1 0.5 %

Coursera

Critical thinking skills 17 7.8 %

Data analytics 25 11.5 %

English 180 82.6 %

IC3 1 0.5%

MOS 107 49.1%

 Second language 62 28.4 %

(Source: The group used SPSS 29 software for data processing)

4.1.1.3: Gender
Figure 4.1.1. 3 The percentage of both genders participated in supplementary courses

Gender

39,4%

Female Male
60,6%

(Source: Group’s compilation)

Table 4.1.1. 3 Genders participated in supplementary courses

GENDER

Valid Percent Cumulative

Frequency Percent (%) (%) Percent (%)
Female 132 60.6 60.6 60.6

Male 86 39.4 39.4 100

Total 218 100 100

(Source: The group used SPSS 29 software for data processing)

Our analysis of the 218 UEH student participants in supplementary courses reveals a significant
gender disparity. Females comprise a commanding 60.6% of the sample, while males represent a
mere 39.4%. This observed gender gap aligns with established demographics at UEH, where
female students traditionally outnumber males in this survey. This predominance of female
enrollment at UEH - an economics school is considered to have more female students than male
students -likely explains the understandable skew in participant demographics.

4.1.1.4 Year at University

Figure 4.1.1. 4 The percentage of students in their years at college.

Year At College
3.2%

4,6%

15,1%
Freshman

Sophomore

Junior
77,1%

Senior

(Source: Group’s compilation)

Table 4.1.1. 4 Students in their years at college

YEAR AT COLLEGE

Valid Cumulative
Frequency Percent (%)
Percent (%) Percent (%)

Freshman 168 77.1 77.1 77.1

Sophomore 33 15.1 15.1 92.2

Junior 10 4.6 4.6 96.8

Senior 7 3.2 3.2 100

Total 218 100 100

(Source: The group used SPSS 29 software for data processing)

During the survey, our team collected students’ years at college. There is a majority of freshman
with 168 students accounting for 77,1% of total, the highest number compared to others. The
number of students who are sophomore, junior and senior are 33 students accounting for 15,1%,
10 students accounting for 4,6% and 7 students accounting for 3,2 % respectively. Undoubtedly,
the number of first-year students participating in the survey reached the highest percentage with
168 students, seniors hit the lowest point; the reason for this difference is because our group's
main acquaintances are freshmen.

4.1.1.5: Majors

The survey results show that there is a large difference in the number of students participating in
UEH's survey between majors. Students participating in the survey mostly studied Accounting -
Auditing ( Kế Toán - Kiểm Toán ) with nearly 82 students, accounting for 37.6% of the total. The
high presence of the accounting and auditing major is explained by the fact that our group all
majored in auditing, so we had easier access than the survey to students with the same major.

Besides, our survey enjoys a high volume of survey participation from students enrolled in highly
sought-after majors. Clearly, students studying International Business (Kinh Doanh Quốc Tế ),
Management (Quản Trị) and Finance-Banking (Tài Chính- Ngân Hàng ) account for a relatively large
proportion which are 8,7%, 12,8% and 11,5% of total respectively.

The presence of 26 distinct majors among students who participated in supplementary courses
underscores the survey's reach across a diverse academic landscape. Conversely, there are majors
with a very small number of students participating in the survey with 1 student/1 major such as
Tax ( Thuế ), Economic Investment (Kinh Tế Đầu Tư ), Hotel Management (Quản Trị Khách Sạn ),
Digital Communication ( Truyền Thông Số ).

Figure 4.1.1. 5 The percentage of students in different majors

 MAJORS ( measured in % )
40 37.6

35

30

25

20

15 12.8
11.5
10 8.7
5
5 3.7 2.8 2.8 2.3
0.9 0.9 1.4 0.5 0.9 0.5 0.9 1.8 0.9
0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5
0

(Source: Group’s compilation)

Table 4.1.1. 5 Students in different majors

 Frequency Percent (%) Valid Percent (%) Cumulative Percent (%)
Công nghệ thông tin 2 0.9 0.9 0.9
Công nghệ và ĐMST 2 0.9 0.9 1.8
Du lịch 3 1.4 1.4 3.2
Hệ thống TTQL 1 0.5 0.5 3.7
Kế toán - Kiểm toán 82 37.6 37.6 41.3
Khoa học dữ liệu 8 3.7 3.7 45
Khoa học máy tính 2 0.9 0.9 45.9
Không muốn trả lời 1 0.5 0.5 46.3
Kinh doanh quốc tế 19 8.7 8.7 55
Kinh doanh số 1 0.5 0.5 55.5
Kinh doanh Thương mại 1 0.5 0.5 56
Kinh tế 6 2.8 2.8 58.7
KT Đầu tư 1 0.5 0.5 59.2
Logistics 11 5 5 64.2
Luật kinh tế 2 0.9 0.9 65.1
Marketing 6 2.8 2.8 67.9
Ngôn ngữ Anh 5 2.3 2.3 70.2
Quản trị 28 12.8 12.8 83
Quản trị DVDLvLH 1 0.5 0.5 83.5
Quản trị khách sạn 1 0.5 0.5 83.9
Quản trị SKvDVGT 1 0.5 0.5 84.4
Tài Chính - Ngân hàng 25 11.5 11.5 95.9
Thuế 1 0.5 0.5 96.3
Thương mại điện tử 4 1.8 1.8 98.2
ToánKT-TKKT 2 0.9 0.9 99.1
Trí tuệ nhân tạo 1 0.5 0.5 99.5
Truyền thông số 1 0.5 0.5 100
Total 218 100 100
(Source: The group used SPSS 29 software for data processing)

4.1.1.6: Involved In Clubs

The survey data regarding club participation indicates a relatively balanced distribution. While a
slight majority (53.2%) of respondents participate in at least one club, a significant portion (46.8%)
does not, with a total difference of only fourteen students. This suggests that club participation
among UEH students, while generally positive, does not exhibit a strong overall preference.

Figure 4.1.1. 6 The percentage of students involved in clubs

 Involved In Clubs

No Yes
46,8%
53,2%

(Source: Group’s compilation)

Table 4.1.1. 6 Students involved in clubs

Involved In Clubs
Frequency Percent (%)
No 102 46.8
Yes 116 53.2

Total 218 100

4.1.1.7: Necessity of Supplementary Courses

Figure 4.1.1. 7 The percentage of students find supplementary courses necessary

Are Supplementary Courses

Necessary ?

1,8%

Yes No

98,2%

(Source: Group’s compilation)

Table 4.1.1. 7 Table 4.1.1. 7 Students find supplementary courses necessary

 Are Supplementary Courses Necessary?

Frequency Percent (%)

Yes 214 98.2

No 4 1.8

Total 218 100

(Source: The group used SPSS 29 software for data processing)

Through the chart, we can see that most students at UEH highly appreciate taking supplementary
courses to improve their skills, to serve their study and work processes. Furthermore, this finding
suggests a perceived need for supplementary courses among a majority of participants who have
taken in supplementary courses
4.1.1.8 Amount of money students willing to pay for supplementary courses
Figure 4.1.1. 8 The percentage of students willing to pay in different pay ranks

Amount Of Money Willing To Pay

6%
< 5.000.000 VND
5.000.000 - 10.000.000 VND
30,7%
>10.000.000 VND

63,3%

(Source: Group’s compilation)

Table 4.1.1. 8 Students willing to pay in different pay ranks

Amount Of Money Willing to Pay

Cumulative
Frequency Percent (%) Valid Percent (%) Percent
(%)
< 5.000.000 VND 138 63.3 63.3 63.3
5.000.000 -
67 30.7 30.7 94
10.000.000 VND
>10.000.000 VND 13 6 6 100
Total 218 100 100

(Source: The group used SPSS 29 software for data processing)

Survey findings regarding student willingness to pay for supplementary courses reveal a cost
sensitivity. The largest proportion of respondents (63.6%) indicated a preference for courses
priced under 5 million VND. Nearly one-third (31.8%) expressed a willingness to pay between 5
and 10 million VND, while a distinct minority (6.0%) would consider courses exceeding 10 million
VND. These results highlight the importance of considering financial constraints when selecting
supplementary courses. However, they also suggest that a significant portion of students view
these courses as a financially viable investment, which means the investment is not too much
worth paid.

4.1.2 Descriptive Statistics:

With 218 observations, the survey results show almost all students’ responses are above the 3.5/5
scale with standard deviation ranging from 0.732 to 1.021, in other words, they quite agree with
the factors presented in the survey that influence their decision to participate. supplementary
courses for majors. What stands out in this table is the fact that a majority of students are highly
concerned about the advantages regarding their job opportunity with significantly higher means of
4.18, 4.16 and 4.04 respectively for each minor factor. This points out that UEH students have a
keen awareness of the job market's competitiveness and job opportunity, thus prioritizing factors
that enhance their employability. This focus on securing positions with strong earning potential
and clear pathways for career progression reflects their ambition and strategic approach to
professional development.

Table 4.1.2. 1 Descriptives

 Descriptive Statistics
Factor
N Minimum Maximum Mean Std. Deviation Variance
Quality The course provides additional knowledge for 218 1 5 4.36 0.732 0.536
of me.
Instructio The teaching team of the supplementary course 218 1 5 4.02 0.82 0.672
n is dynamic, experienced, and encourages me to
participate in the course
I am assured by the course that the output 218 1 5 3.95 0.849 0.721
quality is guaranteed.

Major My major requires supplementary knowledge. 218 1 5 4.17 0.833 0.695

Some supplementary courses help me carry out 218 1 5 4.07 0.826 0.682
projects related to my major.

Supplementary courses help me develop 218 1 5 4.06 0.818 0.669

comprehensively in my major

Job The salary for related jobs after I acquire the skills 218 1 5 4.18 0.815 0.664
Opportun from the supplementary course will be higher
ity
I choose to take this supplementary course to 218 1 5 4.16 0.862 0.744
make it easier to find employment after
graduation
I will have more opportunities for career 218 1 5 4.04 0.844 0.713
advancement after completing this course.

Time I can arrange my time to participate in the 218 1 5 3.85 0.824 0.679
supplementary course appropriately.

In addition to studying at school, I want to spend 218 1 5 3.9 0.785 0.616

my free time participating in the supplementary
course.

Participating in the supplementary course affects 218 1 5 3.72 1.011 1.023

my study time.

Subjectiv I participate in the supplementary course with 218 1 5 3.47 1.021 1.043
e the support of friends.
Norms
My parents want me to improve myself through 218 1 5 3.71 0.958 0.918
the supplementary course.

Teachers and seniors advise me to participate in 218 1 5 3.63 0.995 0.989

supplementary courses.

Interest My interest in a dynamic learning environment 218 1 5 3.75 0.902 0.814

has influenced my decision to participate in the
supplementary course.

I’m interested in exploring my soft skills through 218 1 5 3.94 0.852 0.725
the supplementary course.

I’m interested in expanding my relationships 218 1 5 3.78 0.936 0.876

through that supplementary course.

Benefit The address and timing of the supplementary 218 1 5 4 0.869 0.756
course affect my decisions.

These supplementary courses equip me with 218 1 5 4.14 0.848 0.718

knowledge, skills, and necessary certifications for
my current/future job.

The supplementary courses provide me with high 218 1 5 4 0.812 0.659

practical practice opportunities.

Cost That supplementary course doesn't incur many 218 1 5 3.67 0.983 0.967
additional costs during my participation.

I prioritize supplementary courses with fees that 218 1 5 4.19 0.916 0.838
(Source: The group used SPSS 29 software for data processing)

4.2 Evaluation of the reliability of the scale using Cronbach's Alpha

Table 4.2. 1 The result of Cronbach's Alpha analysis.
Item Scale Mean if Scale Variance if Corrected Item - Cronbach’s Alpha
Item Deleted Item Deleted Total Correlation if Item Deleted

“Selection criteria” Scale

“Quality of instruction” Scale: Cronbach’s Alpha = 0.752
Q1 7.97 2.096 .585 .670
Q2 8.31 1.829 .618 .625
Q3 8.38 1.877 .547 .712
“Major” Scale: Cronbach Alpha = 0.819
M1 8.13 2.208 .648 .777
M2 8.23 2.180 .675 .749
M3 8.24 2.164 .696 .728
“Job opportunity” Scale: Cronbach’s Alpha = 0.854
J1 8.20 2.374 .749 .773
J2 8.22 2.366 .682 .837
J3 8.34 2.299 .745 .776
“Time” Scale: Cronbach’s Alpha = 0.645
T1 7.62 2.255 .457 .546
T2 7.57 2.190 .542 .446
T3 7.75 1.938 .392 .663
“Subjective norm” Scale: Cronbach’s Alpha = 0.800
S1 7.34 2.972 .654 .716
S2 7.11 3.311 .599 .773
S3 7.13 2.986 .682 .687
“Interest” Scale: Cronbach’s Alpha = 0.770
I1 7.72 2.313 .668 .616
I2 7.53 2.619 .586 .710
I3 7.70 2.442 .561 .740
“Benefit” Scale: Cronbach’s Alpha = 0.738
B1 8.13 2.051 .559 .657
B2 8.00 2.134 .544 .674
B3 8.14 2.147 .586 .627
“Cost” Scale: Cronbach’s Alpha = 0.648
C1 8.16 2.390 .388 .652
C2 7.64 2.269 .519 .466
C3 7.87 2.457 .475 .530
“The decision to participate” Scale: Cronbach’s Alpha = 0.790
Y1 7.97 2.257 .635 .712
 Y2 8.00 2.106 .694 .648
Y3 8.21 2.155 .571 .785

(Source: The group used SPSS 29 software for data processing)

“Selection criteria” Scale

“Quality of instruction” Scale
Based on the results in the table above, the "Quality of instruction" Scale with 3 items
including Q1, Q2, Q3 has a Cronbach's Alpha of 0.752, which is greater than 0.6, and the Corrected
Item-Total Correlation of all items is greater than 0.3. The Cronbach's Alpha is greater than the
Cronbach's Alpha if item deleted. Therefore, all items in this scale are retained for exploratory
factor analysis (EFA).
“Major” Scale
Based on the results in the table above, the "Major" Scale with 3 items including M1, M2,
M3 has a Cronbach's Alpha of 0.819, which is greater than 0.6, and the Corrected Item-Total
Correlation of all items is greater than 0.3. The Cronbach's Alpha is greater than the Cronbach's
Alpha if item deleted. Therefore, all items in this scale are retained for exploratory factor analysis
(EFA).
“Job opportunity” Scale
Based on the results in the table above, the "Job opportunity" Scale with 3 items
including J1, J2, J3 has a Cronbach's Alpha of 0.854, which is greater than 0.6, and the Corrected
Item-Total Correlation of all items is greater than 0.3. The Cronbach's Alpha is greater than the
Cronbach's Alpha if item deleted. Therefore, all items in this scale are retained for exploratory
factor analysis (EFA).
“Time” Scale
Based on the results in the table above, the "Time" Scale with 3 items including T1, T2, T3
has a Cronbach's Alpha of 0.645, which is greater than 0.6, and the Corrected Item-Total
Correlation of all items is greater than 0.3. The Cronbach's Alpha is greater than the Cronbach's
Alpha if item deleted. In this regard, although the Cronbach's Alpha if item deleted for T3
surpasses the Cronbach's Alpha, the discrepancy is negligible, thus it remains within an acceptable
range. Therefore, all items in this scale are retained for exploratory factor analysis (EFA).
“Subjective norm” Scale
Based on the results in the table above, the "Subjective norm" Scale with 3 items
including S1, S2, S3 has a Cronbach's Alpha of 0.800, which is greater than 0.6, and the Corrected
Item-Total Correlation of all items is greater than 0.3. The Cronbach's Alpha is greater than the
Cronbach's Alpha if item deleted. Therefore, all items in this scale are retained for exploratory
factor analysis (EFA).
“Interest” Scale
Based on the results in the table above, the "Interest " Scale with 3 items including I1, I2,
I3 has a Cronbach's Alpha of 0.770, which is greater than 0.6, and the Corrected Item-Total
Correlation of all items is greater than 0.3. The Cronbach's Alpha is greater than the Cronbach's
Alpha if item deleted. Therefore, all items in this scale are retained for exploratory factor analysis
(EFA).
“Benefit” Scale
Based on the results in the table above, the "Benefit" Scale with 3 items including B1, B2,
B3 has a Cronbach's Alpha of 0.738, which is greater than 0.6, and the Corrected Item-Total
Correlation of all items is greater than 0.3. The Cronbach's Alpha is greater than the Cronbach's
Alpha if item deleted. Therefore, all items in this scale are retained for exploratory factor analysis
(EFA).
“Cost” Scale
Based on the results in the table above, the "Cost" Scale with 3 items including C1, C2, C3
has a Cronbach's Alpha of 0.648, which is greater than 0.6, and the Corrected Item-Total
Correlation of all items is greater than 0.3. The Cronbach's Alpha is greater than the Cronbach's
Alpha if item deleted. In this regard, although the Cronbach's Alpha if item deleted for C1
surpasses the overall Cronbach's Alpha, the discrepancy is negligible, thus it remains within an
acceptable range. Therefore, all items in this scale are retained for exploratory factor analysis
(EFA).
“The decision to participate” Scale
Based on the results in the table above, the "The decision to participate" Scale with 3
items including Y1, Y2, Y3 has a Cronbach's Alpha of 0.790, which is greater than 0.6, and the
Corrected Item-Total Correlation of all items is greater than 0.3. The Cronbach's Alpha is greater
than the Cronbach's Alpha if item deleted. Therefore, all items in this scale are retained for
exploratory factor analysis (EFA).

4.3. EFA exploratory factor analysis

After evaluating the reliability of Cronbach's Alpha scale, EFA exploratory factor analysis
will be conducted. EFA factor analysis is conducted to observe the relationship between observed
variables in all different factor groups to find observed variables with wrong factors. In this study,
the author used the Principal Component extraction method combined with Varimax rotation. EFA
analysis was conducted independently for the independent and dependent variables.
4.3.1. EFA analysis results for independent variables and dependent variable
Results of the first EFA analysis
Table 4.3.1. 1 1st KMO and Bartlett's Test Table
KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .915
Bartlett's Test of Sphericity Approx. Chi-Square 2.567.743

df 276

Sig. .000

(Source: The group used SPSS 29 software for data processing)

The above results show that the KMO index of 0.915 is in the range of 0.5-1 and the
significance level (sig) is 0.000 < 0.05, so the observed variables are correlated with each other.
Therefore, the analysis of the above observed variables is completely reasonable.
Table 4.3.1. 2 1st Variance Extraction Table
Total Variance Explained
Extraction Sums of Squared Rotation Sums of Squared
Initial Eigenvalues Loadings Loadings
Co
m
po
ne % of Cumulative % of Cumulative % of Cumulative
nt Total Variance % Total Variance % Total Variance %
1 9.412 39.217 39.217 9.412 39.217 39.217 2.798 11.660 11.660
2 1.778 7.407 46.625 1.778 7.407 46.625 2.715 11.314 22.974
3 1.336 5.565 52.190 1.336 5.565 52.190 2.640 11.000 33.974
4 1.147 4.781 56.970 1.147 4.781 56.970 2.626 10.943 44.917
5 1.050 4.377 61.347 1.050 4.377 61.347 2.517 10.489 55.405
6 1.000 4.169 65.516 1.000 4.169 65.516 2.427 10.111 65.516

(Source: The group used SPSS 29 software for data processing)

Through the extraction results, it shows that there are 6 factors with Eigenvalues > 1,
meaning these 6 factors are retained in the model. The total variance extracted in the 6th factor is
65.516% >50%, showing that the EFA model when analyzing these 6 factors is appropriate,
meaning the 6 factors extracted in the EFA reflect 65.936% of the variability of the included
observed variables.

Table 4.3.1. 3 1st Rotated Matrix Analysis Table

Rotated Component Matrixa
Component

1 2 3 4 5 6

M1 Some supplementary courses help me carry out projects .786

related to my major.
M2 Supplementary courses help me develop comprehensively .780
in my major.
M3 My major requires supplementary knowledge. .754
Q2 The teaching team of the supplementary course is .716
dynamic, experienced, and encourages me to participate in
the course.
Q3 I am assured by the course that the output quality is .600
guaranteed.
Q1 The course provides additional knowledge for me. .593
T2 In addition to studying at school, I want to spend my free .539
time participating in the supplementary course.
C3 The amount spent on buying materials, study equipment .512
affects me when deciding to participate in the supplementary
course.
T3 Participating in the supplementary course affects my study
time.
S1 I participate in the supplementary course with the support .811
of friends.
S3 Teachers and seniors advise me to participate in .762
supplementary courses.
S2 My parents want me to improve myself through the .686
supplementary course.
I1 My interest in a dynamic learning environment has .770
influenced my decision to participate in the supplementary
course.
I3 I’m interested in expanding my relationships through that .751
supplementary course.
I2 I’m interested in exploring my soft skills through the .629
supplementary course.
T1 I can arrange my time to participate in the supplementary
course appropriately.
C2 I prioritize supplementary courses with fees that I/my .713
family can afford.
B1 The address and timing of the supplementary course affect .691
my decisions.
B2 These supplementary courses equip me with knowledge, .608
skills, and necessary certifications for my current/future job.
B3 The supplementary courses provide me with high practical .519
practice opportunities.
J3 I will have more opportunities for career advancement after .786
completing this course.
J1 The salary for related jobs after I acquire the skills from the .777
supplementary course will be higher
J2 I choose to take this supplementary course to make it easier .591
to find employment after graduation
C1 That supplementary course doesn't incur many additional
costs during my participation.
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.a
a. Rotation converged in 8 iterations.
( Source: The group used SPSS 29 software for data processing)

In the Rotated Matrix Table, we see that the variable T3, T1, C1 does not display the
appropriate factor loading. Therefore, variables T3, T1, C3 will be eliminated.

Table 4.3.1. 4 2nd KMO and Bartlett's Test Table

KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .906

Bartlett's Test of Sphericity Approx. Chi-Square 2303.438

df 210

Sig. .000

( Source: The group used SPSS 29 software for data processing)

The above results show that the KMO index of 0.906 is in the range of 0.5-1 and the
significance level (sig) is 0.000 < 0.05, so the observed variables are correlated with each other.
Therefore, the analysis of the above observed variables is completely reasonable.
Table 4.3.1. 5 2nd Variance Extraction Table
Total Variance Explained
Extraction Sums of Squared Rotation Sums of Squared
Initial Eigenvalues Loadings Loadings
Co
m
po
ne % of Cumulative % of Cumulative % of Cumulative
nt Total Variance % Total Variance % Total Variance %
1 8.531 40.625 40.625 8.531 40.625 40.625 3.783 18.015 18.015
2 1.758 8.370 48.996 1.758 8.370 48.996 2.622 12.484 30.499
3 1.309 6.233 55.228 1.309 6.233 55.228 2.616 12.456 42.955
4 1.117 5.319 60.547 1.117 5.319 60.547 2.568 12.228 55.182
5 1.013 4.826 65.374 1.013 4.826 65.374 2.140 10.191 65.374

(Source: The group used SPSS 29 software for data processing)

 Table 4.3.1. 6 2nd Rotated Matrix Analysis Table
Rotated Component Matrixa
Component

1 2 3 4 5

C2 I prioritize supplementary courses with fees that I/my family can .738
afford.
J1 The salary for related jobs after I acquire the skills from the .696
supplementary course will be higher
J2 I choose to take this supplementary course to make it easier to .673
find employment after graduation
B2 These supplementary courses equip me with knowledge, skills, .658
and necessary certifications for my current/future job.
J3 I will have more opportunities for career advancement after .618
completing this course.
C3 The amount spent on buying materials, study equipment affects .573
me when deciding to participate in the supplementary course.
M2 Supplementary courses help me develop comprehensively in my .793
major
M1 Some supplementary courses help me carry out projects related .781
to my major.
M3 My major requires supplementary knowledge. .769

I1 My interest in a dynamic learning environment has influenced my .757

decision to participate in the supplementary course.
I3 I’m interested in expanding my relationships through that .740
supplementary course.
I2 I’m interested in exploring my soft skills through the .684
supplementary course.
B3 The supplementary courses provide me with high practical
practice opportunities.
S1 I participate in the supplementary course with the support of .811
friends.
S3 Teachers and seniors advise me to participate in supplementary .757
courses.
S2 My parents want me to improve myself through the .713
supplementary course.
B1 The address and timing of the supplementary course affect my
decisions.
Q2 The teaching team of the supplementary course is dynamic, .735
experienced, and encourages me to participate in the course
Q3 I am assured by the course that the output quality is guaranteed. .622

Q1 The course provides additional knowledge for me. .533

T2 In addition to studying at school, I want to spend my free time

participating in the supplementary course.
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.a
a. Rotation converged in 7 iterations.

(Source: The group used SPSS 29 software for data processing)

With the Principal Components extraction method and the 3rd Varimax rotation, factor
analysis extracted only 5 groups of factors with a total variance of 65.374% > 50%, satisfactory, the
variable B3, B1, T2 does not display the appropriate multiplier load. Therefore, variables B3, B1, T2
will be eliminated.

Table 4.3.1. 7 3rd KMO and Bartlett's Test Table

KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy .878
Bartlett's Test of Sphericity Approx. Chi-Square 1781.770

df 136

Sig. .000
( Source: The group used SPSS 29 software for data processing)

Table 4.3.1. 8 : Final results of EFA analysis of the independent variable Table
Component
Variable
1 2 3 4

C3 The amount spent on buying materials, study

equipment affects me when deciding to participate
in the supplementary course. .731
C2 I prioritize supplementary courses with fees .69
that I/ my family can afford. 4
J1 The salary for related jobs after I acquire the
skills from the supplementary course will be
higher. .670
J2 I choose to take this supplementary course to .638
make it easier to find employment after graduation
Q1 The course provides additional knowledge for
me. .623
J3 I will have more opportunities for career
advancement after completing this course. .613
Q2 The teaching team of the supplementary
course is dynamic, experienced, and encourages
me to participate in the course. .609
M3 Supplementary courses help me develop
comprehensively in my major. .806

M1 My major requires supplementary knowledge. .783

M2 Some supplementary courses help me carry
out projects related to my major. .774
S1 I participate in the supplementary course with
the support of friends. .861

S3 Teachers and seniors advise me to participate in

supplementary courses. .764
S2 My parents want me to improve myself through
the supplementary course. .634
Q3 I am assured by the course that the output
quality is guaranteed. .568

I3 I’m interested in expanding my relationships

through that supplementary course. .764

I2 I’m interested in exploring my soft skills through

the supplementary course. .773
I1 My interest in a dynamic learning environment
has influenced my decision to participate in the
supplementary course. .666
Eigenvalues 3.598 2.580 2.568 2.199
Total variance extracted (%) 21.167 15.177 15.104 12.937

(Source: The group used SPSS 29 software for data processing)

After 3 runs of EFA, the variables were eliminated one by one as follows: T3, T1, C1, B3, T1,
T2, B2. The results of factor analysis of the independent variables are presented as follows: KMO
coefficient = 0.878 ranges from 0.5 to 1, so it can be concluded that Factor analysis is consistent
with research data. Sig value of the test = 0.000 < 0.001, so we can conclude that the observed
variables are correlated with each other and satisfy the EFA analysis conditions. The Eigenvalue
value is used to determine the number of factors. Only factors with Eigenvalue > 1 will be retained
in the model because these factors have the effect of summarizing information better than an
original variable, and the remaining factors will be retained. Factors with Total Variance Explained
>50% will reflect that the EFA model is appropriate.

The results show that 17 observed variables divided into 4 factors all have an Eigenvalue
greater than 1 with a total extracted variance of 64.385%. The extracted factors can explain
64.385% of the variation in the data. However, there is a disturbance of factors, meaning that the
question of this factor is mixed with the question of another factor.

The factor 1 - Selection Criteria scale:

The original scale included 3 observed variables M1, M2, M3. However, after running EFA
for the second time, the 3 observed variables moved to the third factor group, the first factor
group includes C2, C3, J1, J2, J3, B2. In the final results, after running the EFA discovery factor for
the third time, the Selection Criteria scale includes 7 variables C2, C3, J1, J2, J3, Q1, Q2 and
variable B2 was eliminated, variable Q1 and Q2 moved to the first factor group. In particular, the
factor has Factor loading greater than 0.5, meeting the set standards. This factor will retain its
name as Selection Criteria.
The factor 2 - Major scale:
The original scale included 4 observed variables Q1, Q2, Q3, C3. However, after running
EFA for the second time, the 4 observed variables moved to the fifth factor group, the second
factor group includes M1, M2, M3. In the final results, after running the EFA discovery factor for
the third time, the factor has Factor loading greater than 0.5, meeting the set standards.
The factor 3 - Subjective Norm scale:
The initial scale included 3 observed variables S1, S2, S3. In the final results, after running
the EFA discovery factor for the third time, the Selection Criteria scale includes 4 variables S1, S2,
S3, Q3 the factor has Factor loading greater than 0.5, meeting the set standards. This factor will
retain its name as Subjective Norm.
The factor 4 - Interest scale:
The initial scale included 3 observed variables I1, I2, I3 and the Factor loading after 3 runs
of the EFA discovery factor were all greater than 0.5 - meeting the set standards and converging
on the Interest factor.

Table 4.3.1. 9 KMO and Bartlett's test of dependent variable Table

KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy .685
Bartlett's Test of Sphericity Approx. Chi-Square 203.311

df 3

Sig. .000
(Source: The group used SPSS 29 software for data processing)

The above results show that the coefficient KMO = 0.685 (> 0.5) and with significance level
Sig. = 0.000 < 0.05, so the observed variables are correlated with each other. Therefore, the above
factor analysis is completely appropriate.

Table 4.3.1. 10 Results of EFA analysis of the dependent variable Table

Factor

The decision to participate in

Variable supplement courses for major

Y1 I want to participate in the supplementary courses .846

Y2 Joining that supplementary course is my right decision. .879
Y3 I will recommend my friends to join supplementary courses. .796
Eigenvalues 2.124
Extraction Sums (%) 70.786%

(Source: The group used SPSS 29 software for data processing)

Through the results of the scale analysis, extracted EFA are grouped into one factor at
Eigenvalue = 2,124 including 3 variables with a KMO index of 0.685. All observed variables have
Factor loading greater than 0.50 (0.796 to 0.879). The variance extracted is 70.786% (> 50%)
indicating that these 3 factors explain 70.786% of the variation in the data. The EFA analysis is
complete because it has achieved statistical reliability. So the scale is used for subsequent analysis.

4.3.2. Summarize the results of EFA analysis :

Table 4.3.2. 1 Summary of factors after EFA Table

Factor
Factor name Code Observed variables
Q1 The course provides additional knowledge for me

The teaching team of the supplementary course is

dynamic, experienced, and encourages me to participate
Q2 in the course
Selection The salary for related jobs after I acquire the skills from
1
Criteria J1 the supplementary course will be higher

I choose to take this supplementary course to make it

J2 easier to find employment after graduation

J3 I will have more opportunities for career advancement

 after completing this course.

I prioritize supplementary courses with fees that I/ my

C2 family can afford.

C3 The amount spent on buying materials, study

equipment affects me when deciding to participate in the
C3 supplementary course.

M1 M1 My major requires supplementary knowledge.

Some supplementary courses help me carry out projects

2 Major M2 related to my major.

Supplementary courses help me develop

M3 comprehensively in my major

I participate in the supplementary course with the

S1 support of friends

My parents want me to improve myself through the

S2 supplementary courses
Subjective
3
Norm Teachers and seniors advise me to participate in
S3 supplementary courses.

I am assured by the course that the output quality is

Q3 guaranteed

My interest in a dynamic learning environment has

influenced my decision to participate in the
I1 supplementary course

4 Interest I’m interested in exploring my soft skills through the

I2 supplementary course

I’m interested in expanding my relationships through that

I3 supplementary course

Y1 I want to participate in the supplementary courses

Y2 Joining that supplementary course is my right decision.

Dependent variable
I will recommend my friends to join supplementary
Y3 courses.

(Source: The group used SPSS 29 software for data processing)

 Table 4.3.2. 2 Summary of factor analysis results Table
Number of variables Extracted
Component Evaluate
in the scale variance

Selection Criteria - TC 7

Major - CN 3
Independent
64.385%
variables Interest and Environment - IE 3
Qualified
Subjective Norm - S 4

Dependant The decision to participate in

variables supplementary courses for major 3 70.786%

(Source: The group used SPSS 29 software for data processing)

4.3.3 Cronbach's Alpha analysis of new factors

From the Cronbach Alpha coefficient of the new factors, we will conduct the analysis to
select appropriate factors for the adjusted model.

Table 4.3.3. 1 The result of Cronbach's Alpha analysis of new factors Table
Corrected
Scale Mean if Scale Variance Item - Total Cronbach’s Alpha if
Item Item Deleted if Item Deleted Correlation Item Deleted
“Selection Criteria" Scale: Cronbach’s Alpha = 0.864
Q1 24.56 14.949 .624 .847
Q2 24.90 14.690 .581 .851
J1 24.74 14.102 .695 .836
J2 24.76 13.742 .709 .834
J3 24.88 14.127 .658 .841
C2 24.72 14.053 .601 .850
C3 24.95 14.357 .583 .852
“ Subjective Norm" Scale: Cronbach’s Alpha = 0.791
S1 11.29 4.888 .686 .694
S2 11.06 5.527 .574 .753
S3 11.13 4.997 .685 .695
Q3 10.81 6.319 .466 .800

(Source: The group used SPSS 29 software for data processing)

 Factor 1 includes 7 observed variables Q1, Q2, J1, J2, J3, C2, C3. This factor has a Cronbach
Alpha coefficient of 0.864 and the Corrected Item-Total Correlation of all items is greater than 0.3.
Therefore, all items in this scale are retained.
Factor 2 includes 3 observed variables M1, M2, M3 that are kept the same as the original
proposed scale with Cronbach Alpha coefficient of 0.819. So the above 3 observed variables are
capable of relatively fully measuring all aspects of the concept "Major".
Factor 3 includes 4 observed variables S1, S2, S3, Q3. This factor has a Cronbach Alpha
coefficient of 0.791 and the Corrected Item-Total Correlation of all items is greater than 0.3. The
Cronbach's Alpha is greater than the Cronbach's Alpha if Item Deleted. In this regard, although the
Cronbach's Alpha if item deleted for Q3 surpasses the overall Cronbach's Alpha, the discrepancy is
negligible, thus it remains within an acceptable range. Therefore, all items in this scale are
retained.
Factor 4 includes 3 observed variables I1, I2, I3 that are kept the same as the original
proposed scale with Cronbach Alpha coefficient of 0.770. So the above 3 observed variables are
capable of relatively fully measuring all aspects of the concept "Interest".
4.3.4 Adjusted model :
Figure 4.3.4. 1 Adjusted model

Selection Criteria

SC ( +)

Major The decision to

participate in
M(+)
supplementary
Interest
courses

Subjective Norm

S(+)

Research hypotheses in the adjusted model:

- Hypothesis H1: Factor “Selection Criteria” has a positive impact on the decision to
participate in supplementary courses for students' major (+).
- Hypothesis H2: Factor “Major” has a positive impact on the decision to participate in
supplementary courses for students' major (+).
- Hypothesis H3: Factor “Subjective Norm” has a positive impact on the decision to
participate in supplementary courses for students' major (+).
- Hypothesis H4: Factor “Interest" has a positive impact on the decision to participate in
supplementary courses for students' major (+).
4.4 Pearson Correlation
Table 4.4. 1 Correlations

Decision to Selection Major Subjective Interes

participate in Criteria Norm t
supplementar
y course

Decision to Pearson 1 .707** .573** .500** .567**

participate in Correlation
supplementar
y course Sig. (2- <.001 <.001 <.001 <.001
 tailed)

N 218 218 218 218 218

Selection Pearson .707** 1 .603** .535** .543**

Criteria Correlation

Sig. (2- <.001 <.001 <.001 <.001

tailed)

N 218 218 218 218 218

Major Pearson .573** .603** 1 .413** .395**

Correlation

Sig. (2- <.001 <.001 <.001 <.001

tailed)

N 218 218 218 218 218

Subjective Pearson .500** .535** .413** 1 .517**

Norm Correlation

Sig. (2- <.001 <.001 <.001 <.001

tailed)

N 218 218 218 218 218

Interest Pearson .567** .543** .395** .517** 1

Correlation

Sig. (2- <.001 <.001 <.001 <.001

tailed)

N 218 218 218 218 218

** Correlation is significant at the 0.01 level (2-tailed).

(Source: The group used SPSS 29 software for data processing)

4.4.1 Correlation between Selection Criteria and the dependent variable (Decision to participate
in supplementary course)

From the Pearson correlation table, the correlation between independent variables
(Selection Criteria) and dependent variable (Decision to participate in supplementary course) can
be concluded: the Pearson Correlation r = 0.707, sig. (2-tailed) <0.001 so the author team can
conclude that there is a correlation between Selection Criteria and students’ decision to
participate in supplementary course and vice versa.

4.4.2 Correlation between Major and the dependent variable (Decision to participate in
supplementary course)

From the Pearson correlation table, the correlation between independent variables (Major)
and dependent variable (Decision to participate in supplementary course) can be concluded: the
Pearson Correlation r = 0.573, sig. (2-tailed) <0.001 so the author team can conclude that there is a
correlation between Major and students’ decision to participate in supplementary course and vice
versa.

4.4.3 Correlation between Subjective Norm and the dependent variable (Decision to participate
in supplementary course)

From the Pearson correlation table, the correlation between independent variables
(Interest and Environment) and dependent variable (Decision to participate in supplementary
course) can be concluded: the Pearson Correlation r = 0.500, sig. (2-tailed) <0.001 so the author
team can conclude that there is a correlation between Interest and Environment and students’
decision to participate in supplementary course and vice versa.

4.4.4 Correlation between Interest and the dependent variable (Decision to participate in
supplementary course)

From the Pearson correlation table, the correlation between independent variables
(Subjective Norm) and dependent variable (Decision to participate in supplementary course) can
be concluded: the Pearson Correlation r = 0.567, sig. (2-tailed) <0.001 so the author team can
conclude that there is a correlation between Subjective Norm and students’ decision to participate
in supplementary course and vice versa.

4.4.5 Correlation between independent variables

From the Pearson correlation table, the author team suspect that there could be a
potential multicollinearity among 4 independent variables: Selection Criteria, Major, Subjective
Norm and Interest as the sig. (2-tailed) <0.001 and the Pearson Correlation r = 0.603 > 0.5
(“Selection Criteria” and “Major”), r = 0.535 > 0.5 (“Selection Criteria” and “Subjective Norm”) and
r = 0.543 > 0.5 (“Selection Criteria” and “Interest”). For confirmation, the author team will
investigate further by analyzing VIF Collinearity Statistics when doing the regression analysis
4.5 Regression analysis

After examining the linear correlation between the four independent variables and the dependent
variable, the group proceeded with a regression analysis to draw conclusions about the influence
of the independent variables on the dependent variable. To test the suitability of the regression
model, the authors conducted a multiple regression analysis with the following independent
variables: Selection Criteria (SC), Major (M), Interest (I), and Subjective Norm (S). The dependent
variable is The decision to participate in supplementary courses for UEH students' majors (Y). The
regression model is as follows:

𝑌 = 𝛽0 + 𝛽1SC + 𝛽2M + 𝛽3S + 𝛽4I

Where:

- 𝛽0: Intercept (constant term)

- 𝛽𝑖 (i = 1; 2; 3;4): Partial regression coefficients

- Y: The decision to participate in supplementary courses for UEH students’ major

- SC: Selection Criteria

- M: Major

- I: Interest

- S: Subjective Norm

4.5.1 Multiple regression model testing

Table 4.5.1. 1 Model Fit Table

Model Summary b

Model R R Square Adjusted R Std. Error of Durbin-

Square the Estimate Watson

1 .760a .577 .569 .46012 2.132

a. Predictors: (Constant), Subjective Norm, Major, Selection Criteria, Interest

b. Dependent Variable: Decision to participate in supplementary courses

(Source: The group used SPSS 29 software for data processing)

The data processing results are presented in the model summary table above. The table shows
that the R square is .577 and the adjusted R square is .569. The adjusted R squared value of .569
indicates that the independent variables included in the regression analysis account for 56.9% of
the variation in the dependent variable, while the remaining 43.1% is due to variables not included
in the model and random errors. The adjusted R square is considered more reliable than the R
square for assessing the fit of the model.

Additionally, the table provides the Durbin–Watson statistic to evaluate the presence of first-order
serial autocorrelation. The Durbin–Watson value is 2.132, which falls within the acceptable range
of 1.5 to 2.5. Therefore, the results do not violate the assumption of first-order serial
autocorrelation (Yahua Qiao, 2011).

Table 4.5.1. 2 Analysis of variance (ANOVA) table

ANOVAa

Model Sum of df Mean F Sig.

Squares Square

1 Regression 61.591 4 15.398 72.732 .000b

Residual 45.094 213 .212

Total 106.685 217

a. Dependent Variable: Decision to participate in supplementary courses

b Predictors: (Constant), Subjective Norm, Major, Selection Criteria, Interest and

Environment

(Source: The group used SPSS 29 software for data processing)

Hypothesis for Testing the Overall Model Significance:

Null Hypothesis (H0): β0 = β1 = β2 = β3 = 0

Alternative Hypothesis (Hα): At least one coefficient of the independent variables ≠ 0
From Table 4._, we test the overall significance of the regression model using the F-test, where F =
72.732 and Sig. = .000b < 0.05 This indicates that we reject the null hypothesis (H0). Therefore, we
can conclude that the regression model built by the group is statistically significant. This means
that at least one independent variable significantly affects the dependent variable, with a
confidence level of 95%.

After confirming the overall significance of the model, the research group proceeded to test the
significance of each independent variable with the dependent variable and to determine the
coefficients of the independent variables through the following coefficient table:

Table 4.5.1. 3 Regression Table

Coefficientsa

Model Unstandardized Standardized t Sig. Collinearity

Coefficients Coefficients Statistics

B Std. Beta Tolerance VIF

Error

1 (Constant) .188 .228 .823 .411

Selection .483 .072 .429 6.742 .000 .490 2.043

Criteria

Major .195 .056 .196 3.479 .001 .623 1.606

Subjective .0072 .052 .077 1.382 .168 .634 1.578

Norm

Interest .205 .053 .217 3.861 .000 .631 1.585

a. Dependent Variable: Decision to participate in supplementary courses

(Source: The group used SPSS 29 software for data processing)

The Coefficients table reveals that the Variance Inflation Factor (VIF) values are almost below 2,
with the highest one being 2.043 and approximately equals 2. This indicates that there is no
multicollinearity among the independent variables (Nguyễn Đình Thọ, 2013)

The t-test results show that three independent variables are statistically significant at the 5%
significance level (Sig. < 0.05). These variables are Selection Criteria (SC), Major (M), and Interest
(I). The variable Subjective Norm (S) is not statistically significant (Sig. > 0.05).

All three statistically significant variables—Selection Criteria (SC), Major (M), and Interest (I)—
have positive regression coefficients (ß), indicating that they positively impact the dependent
variable.

Based on the research findings and the acceptance of the standardized Beta coefficients for the
independent variables, the multiple regression model is as follows:

Y = 0. 188 + 0.429 . SC + 0.196 . M + 0.217 . I

Where:

- Y: The decision to participate in supplementary courses for UEH students’ major

- SC: Selection Criteria

- M: Major

- I: Interest

4.5.2 Residual analysis

From Table 4._, we have established that the residuals do not exhibit autocorrelation. We proceed
with a comprehensive residual analysis as follows:

Figure 4.5.2. 1 Histogram

(Source: The group used SPSS 29 software for data processing)

From the histogram, we observe the mean value of the residuals is -3.79E-15, which is
approximately 0. This indicates that the residuals are centered around zero, which is a good sign
for the normality assumption. The standard deviation (Std. Dev) is 0.991, which is approximately 1.
This suggests that the residuals have a relatively consistent spread around the mean. The
histogram has a bell-shaped curve, indicating that the residuals follow a normal distribution. This
bell shape, with tails on both ends, suggests that the residuals are symmetrically distributed
around the mean. These observations confirm that the residuals approximately follow a normal
distribution, supporting the hypothesis that the residuals are normally distributed. This ensures
that the assumptions of normality for the residuals in the regression model are not violated.

Figure 4.5.2. 2 Normal P- P Plot of Regression Standardized Residual

(Source: The group used SPSS 29 software for data processing)

The plot shows that the data points of the standardized residuals are randomly distributed around
the diagonal line and closely follow this line. This indicates that the residuals have an
approximately normal distribution This ensures that there are no violations of the assumption of
normality for the residuals in the regression model.
 Figure 4.5.2. 3 Scatterplot

(Source: The group used SPSS 29 software for data processing)

The scatter plot shows that the standardized residuals are centered around the zero line. This
indicates that the residuals have a mean of zero, which is a key assumption in regression analysis.
The residuals appear to form parallel lines. This suggests that there is no clear pattern or
systematic deviation, indicating that the residuals are randomly distributed. Hence, the
assumption of a linear relationship is not violated.
4.5.3 Research findings

After conducting the research, the research team reached the following conclusion: Initially, there
were 27 observable variables, including 24 observable variables of 6 independent variables and 3
observable variables of the dependent variable. However, after assessing the reliability and scale
values, the number of observed variables was reduced to 20, with 17 measurement variables
falling under 4 independent variables: "Selection Criteria," "Major," "Interest”, and "Subjective
Norm." Analyzing the correlation and regression with these 4 independent variables, the research
team obtained results indicating statistically significant factors impacting the dependent variable
"The decision to participate in supplementary courses for UEH students' major" as follows:

Table 4.5.3. 1 Summary table of hypothesis conclusions

Hypothesis Sig. Findings

H1 Selection Criteria has a 0.000 Accept the

positive impact on the hypothesis
decision to participate in
supplementary courses for
UEH students’ majors

H2 Major has a positive impact 0.001 Accept the

on the decision to participate hypothesis
in supplementary courses for
UEH students’ majors

H3 Subjective Norm has a Reject the

positive impact on the hypothesis
decision to participate in
supplementary courses for
UEH students’ majors

H4 Interest has a positive impact 0.000 Accept the

on the decision to participate hypothesis
in supplementary courses for
UEH students’ majors

(Source: Group’s compilation )

With H1, the independent variable “Selection Criteria” has a regression coefficient of 0.429.
Therefore, having a positive impact on the decision to participate in supplementary courses for
UEH students’ majors.

With H2, the independent variable “Major” has a regression coefficient of 0.196. Therefore, having
a positive impact on the decision to participate in supplementary courses for UEH students’ majors

With H3, the independent variable “Subjective Norm” was excluded from the evaluation due to
issues with reliability and measurement scale. Therefore, we cannot accept Hypothesis H3, and it
cannot be concluded that "Subjective Norm" impacts “The decision to participate in
supplementary courses for UEH students’ majors.”

With H4, independent variable “Interest” has a regression coefficient of 0.279 Therefore, having a
positive impact on the decision to participate in supplementary courses for UEH students’ majors.
 CHAPTER 5: CONCLUSION AND RECOMMENDATION
5.1 Conclusion

There are two key research questions have been issued above:

- What factors influence the decision of UEH students to choose a supplementary course for
their major?
- What is the level of impact? Which factors have the most/least influence on the decision of
UEH students to choose a supplementary course for their major?

Initially, six hypotheses were proposed: Selection Criteria (SC) (including Quality of instruction (Q),
Major (M), Job opportunity (J)), Time (T), Interest (I), Subjective Norm (S) and Benefit (B) all
positively impacting, and Cost (C) negatively influencing on the decision of UEH students to
participate in supplementary courses. While previous studies suggested that benefits, subjective
norms, and time significantly influenced decisions, our analysis revealed that these factors did not
strongly impact UEH students' decisions.

Specifically, after conducting an Exploratory Factor Analysis (EFA), the six initial factors were
reduced to four and have many adjustments : Selection Criteria (including Quality of instruction,
Cost and Job opportunity), Major, Interest, and Subjective Norms. Following this, we adjusted the
scales, revised the model, and tested the reliability of the scales using Cronbach's Alpha. We then
performed Pearson correlation analysis and, finally, multiple regression analysis and residual
analysis.

Ultimately, the retained factors identified are Selection criteria (SC), Interest (I) and Major (M) and
the three variables—Time, Benefits, and Subjective Norms—were excluded as they did not meet
the criteria through the various stages of analysis. This could be attributed to several reasons.

For example, the lack of impact from Time might be because students at UEH are able to manage
their schedules more flexibly than anticipated. The exclusion of Benefits suggests that students
might not perceive additional courses as significantly enhancing their career prospects or
academic performance beyond their current curriculum. Similarly, the negligible impact of
Subjective Norms indicates that peer and societal pressures may not heavily influence students'
decisions regarding supplementary courses. Based on the analysis results,

Analyzing the importance of factors influencing UEH students' decisions to participate in

supplementary courses is crucial for centers offering these courses. These factors directly impact
whether students choose to participate. Understanding which factors have significant influence
and which have direct impact allows supplementary course centers to focus on, enhance, and
improve these elements. However, some factors are unchangeable, and it is challenging to modify
multiple factors simultaneously. Therefore, prioritizing the resolution of key factors by
determining their priority order and addressing them effectively is essential.

The research identifies three critical factors: Selection Criteria (SC), Interest (I), and Major (M),
with Selection Criteria being the most influential (ß = 0.429), followed by Interest (ß = 0.217), and
Major (ß = 0.196) as the least influential. These findings suggest that students are meticulous
about the quality, trends, and benefits of the courses they choose. Therefore, it is vital for course
providers to prioritize these factors, focusing particularly on improving the quality of teaching,
aligning courses with students' interests, and considering the relevance of courses to their major.
By addressing these key factors effectively, supplementary course centers can enhance their
offerings and better meet the needs of UEH students.

- To begin with, the quality of teaching in a supplementary course significantly affects a

student's decision to enroll. High-quality instruction ensures that students gain valuable
knowledge and skills, which enhances their academic performance and future career
prospects.
- Additionally, job opportunities linked to supplementary courses are a significant factor
influencing student decisions. Courses that offer practical skills and knowledge applicable
to the job market are highly attractive to students. If a supplementary course increases the
likelihood of securing internships, job placements, or career advancement, students are
more inclined to enroll.
- Moreover, the cost of supplementary courses is a significant consideration for students.
Affordable pricing structures and value for money are essential factors that influence
enrollment decisions. Although the initial hypothesis proposed that Cost (C) has a negative
impact on students' decisions to engage in supplementary courses, the final analysis
reveals a positive relationship. This may be because UEH students find that the perceived
benefits and quality of the courses justify the expense, making them more willing to invest
in their education. Consequently, even higher-priced courses can attract students if they
are seen as valuable and beneficial to their academic and career goals.

In addition, students' interest in the subject matter plays a crucial role in their decision-making
process. When students are passionate about a course, they are more likely to engage actively and
perform better.

Furthermore, while the major of the student has the least influence among the identified factors,
it still plays a role in the decision to enroll in supplementary courses. Students are more likely to
choose courses that complement and enhance their primary field of study.

In addition to the students who decide to participate in supplementary courses, there are those
who do not. Various factors influence their decision. Some students may not have enough time
due to a heavy main course load or part-time jobs. Others may feel that supplementary courses
are unnecessary because their primary program already meets their academic needs. Additionally,
financial constraints are a significant barrier, preventing many students from enrolling in
supplementary courses despite their interest.

5.2 Recommendation
● For supplementary course teaching centers:
On the basis of the aforementioned conclusion, the author team would like to suggest
some recommendations for the supplementary course teaching centers to attract more learners.
Here are the suggestions put forth by the author team:
- Constantly improve and enhance the teaching quality, ensure that the teaching staff is
qualified and the instructors have high expertise and teaching experience so that learners
can obtain the highest learning effectiveness.
- Combine theoretical learning with solving real-life problems and case studies to equip
learners with necessary skills and knowledge to increase their job competitiveness.
- Diversify the learning channels and various learning methods to inspire and foster a
passion of learning among learners.
- Develop an effective marketing strategy through multi distribution channels while also
offering incentives and promotions such as group discounts, scholarships and financial aid
to attract learners.
● For learners:
On the basis of the aforementioned conclusion, the author team would like to suggest
some recommendations for students to consider when deciding to participate in a supplementary
course so that learners can find the most suitable course, therefore can achieve their goals. Here
are the suggestions put forth by the author team:
- Consider carefully the cost of the course, the amount of knowledge and skills that the
supplementary course can provide before making the decision to participate in the course.
- Thoroughly research the location, the curriculum and the instructors before deciding to
enroll in the supplementary course to ensure the highest learning effectiveness.
- Investigate how the supplementary course can provide the fundamental support for the
studies of majors at the university and the job opportunities that knowledge obtained from
the course can provide for learners.
- Ensure that participating in the course is voluntary and not forced to avoid discouragement
and potential dropout during the learning process.
- After participating in the course, learners should maximize the learning materials provided
while also engaging in self-study and exploration to maximize the benefits gained from the
course.
5.3 Limitation and Development
5.3.1. Limitation

There are still shortcomings in the research due to limited experience and the short time to
conduct the survey, specifically as follows:

First of all, as the topic covers students at the University of Economics Ho Chi Minh City
(UEH), the number of survey participants (299 people) is too small. In addition, the majority of
survey participants are first-year students majoring in Accounting - Auditing. Therefore, it is not
possible to represent all students at the University of Economics Ho Chi Minh City (UEH) to reflect
the general situation.

Secondly, our group solely used Google Forms to conduct an online survey, which resulted
in some answers that were not serious, confounding the collected information. There is not
enough time to verify, so the accuracy of the material is not actually guaranteed.

Finally, the study has not found many factors and mostly focuses on analyzing 6 factors
inherited from previous studies ( Selection Criteria, Time, Interest, Cost, Benefit, Subjective Norm).
Moreover, the study only reflects a few factors that influence the decision to participate in
supplementary courses for UEH students’ majors as 7 variables were eliminated during the
analysis. Therefore, the scale is not good and needs to be adjusted for future studies.

5.3.2. Development

Based on the identified limitations of the study, the following development directions for
future research are proposed:

First, expand the scope of the research to include a larger and more diverse sample size.
Future studies should aim to include participants from multiple universities to provide a
comprehensive view of the factors influencing students' decisions to participate in supplementary
courses. This will help ensure that the findings are representative of the broader student
population.

Second, diversify data collection methods to enhance the reliability and richness of the data.
Combining online surveys with in-depth interviews and focus groups can provide a more detailed
understanding of students' motivations and preferences. This approach will also help to mitigate
the issue of non-serious responses and improve the accuracy of the collected data.

Third, conduct longitudinal studies to observe changes in influencing factors over time. This
will allow researchers to track trends and shifts in students' attitudes and behaviors, providing a
more dynamic and current analysis of the factors impacting their decisions to enroll in
supplementary courses.

Fourth, explore additional and previously under-researched factors that may influence
students' decisions. This includes investigating the impact of social media, psychological
influences, and the learning environment. By considering a broader range of variables, future
studies can provide a more holistic understanding of the factors affecting student participation in
supplementary courses.
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 APPENDIX
Appendix 1. The content of a survey
Xin chào quý anh/chị/bạn,

Chúng tôi là nhóm sinh viên năm nhất của Đại học Kinh tế TP.HCM (UEH) đang tiến hành dự án cho
môn Thống kê ứng dụng trong kinh doanh. Hiện nay, chúng tôi đang tiến hành nghiên cứu cảm
nhận của sinh viên về khoá học bổ trợ cho chuyên ngành.

Bài khảo sát này chỉ mất vài phút để hoàn tất, những phản hồi của anh/chị/bạn sẽ là nguồn tư liệu
quan trọng và là động lực lớn cho đề tài nghiên cứu của chúng tôi. Chúng tôi tuân thủ chặt chẽ quy
định được đưa ra trong các hướng dẫn và sơ đồ trên trang web COPE (Ủy ban về Đạo đức Xuất
bản). Tất cả các thông tin cá nhân của người tham gia khảo sát sẽ được bảo mật chỉ để phục vụ
cho nghiên cứu và không tiết lộ ở bất kì hình thức nào.

Sau khi hoàn thành bài khảo sát, nhóm chúng tôi xin tặng cho anh/chị/bạn một món quà nhỏ là tài
liệu học tập: Nguyên lí kế toán, Luật kinh doanh,… Nếu quan tâm, anh/chị/bạn có thể xem thêm.

Xin chân thành cảm ơn anh/chị/bạn đã dành thời gian để tham gia bài khảo sát này!
A. Personal Information (Thông tin cá nhân)
What is your gender? (Giới tính của bạn?)

● Male (Nam)
● Female (Nữ)

What year are you at college (Bạn đang là sinh viên năm mấy?)

● Freshman (năm 1)
● Sophomore (năm 2)
● Junior (năm 3)
● Senior (năm 4)
What is your major? (Ngành học của bạn?)

● Tài Chính - Ngân hàng

● Kế toán - Kiểm toán
● Quản trị
● Kinh doanh quốc tế
● Marketing
● Kinh tế
● Logistics
● Toán Kinh tế - Thống kê Kinh tế
● Hệ thống thông tin quản lý
● Thương mại điện tử
● Khoa học dữ liệu
● Ngôn ngữ Anh
● Luật kinh tế
 ● Mục khác:___
What is your current GPA? (Điểm trung bình các môn học của bạn trong hiện tại là bao nhiêu?)

● 3.0-4.0
● 2.0-2.9
● Mục khác:___
Are you currently involved in any clubs? (Bạn có đang tham gia câu lạc bộ không?)

● Yes (Có)
● No (Không)
Are you currently participating or have you ever participated in supplementary courses? (Bạn có
đang hoặc đã tham gia khóa học bổ trợ không?) Các khoá học bổ trợ như: MOS, IELTS, TOEIC,
Ngoại ngữ 2, Kỹ năng tư duy phản biện,...

● Yes (Có)
● No (Không)

B. Supplementary Questions (Câu hỏi phụ )

Question 1: Are you currently or have you ever participated in supplementary courses?
(Anh/chị có đang hoặc đã tham gia khóa học bổ trợ không?)
● Yes (If yes, please continue the survey) [ Có (Nếu có, tiếp tục khảo sát) ]
● No (If no, please stop the survey here) [ Không (Nếu không, xin dừng khảo sát tại đây)]

Question 2: If yes, what supplementary courses are you currently taking? (multiple choices
possible) [Nếu có, anh/chị đang học khóa học gì? (có thể chọn nhiều mục)]
● English (TOEIC, IELTS... ) [ Tiếng anh ( TOEIC, IELTS...) ]
● MOS
● Second language (Japanese, Chinese, Korean, German, French,...) [ Ngoại ngữ 2 ( Tiếng
Nhật, Trung, Hàn, Đức, Pháp,...) ]
● Critical thinking skills (Kỹ năng tư duy phản biện )
● AI, Big data, Data analytics ( Trí tuệ nhân tạo, Dữ liệu lớn, Phân tích dữ liệu )
● Business analytics (Phân tích kinh doanh)
● Other ( khác )

Question 3: In your opinion, is participating in supplementary courses for your major necessary?
(Theo anh/chị, việc tham gia khóa học bổ trợ cho chuyên ngành có cần thiết
không?)
● Yes (Có)
● No ( Không )

Question 4: How much are you willing to pay for a course? (Anh/Chị sẵn sàng chi trả bao nhiêu cho
một khóa học ?)
 ● < 5.000.000 VND
● 5.000.000 - 10.000.000 VND
● >10.000.000 VND
C. Main Questions (Câu hỏi chính)
Dưới đây là một số phát biểu về các khóa học bổ trợ cho chuyên ngành của sinh viên UEH. Bạn vui
lòng đánh giá về những phát biểu dưới đây theo thang điểm từ 1 đến 5.
Thang đo Likert:

1 - Hoàn toàn ko đồng ý

2 – Không đồng ý

3 - Trung lập

4 - Đồng ý

5 - Hoàn toàn đồng ý

Code Item 1 2 3 4 5

Selection criteria (Tiêu chí lựa chọn)

Quality of instruction (Chất lượng giảng dạy)

"Reflected through the capabilities, teaching methods of instructors, and the effectiveness of
students upon completing the course." (“Phản ánh qua năng lực, phương pháp giảng dạy của
giảng viên và hiệu quả đầu ra của sinh viên khi hoàn thành khóa học.”)

Q1 The course provides additional knowledge for me.

(Khóa học đó cung cấp thêm kiến thức cho tôi.)

Q2 The teaching team of the supplementary course is

dynamic, experienced, and encourages me to
participate in the course. (Đội ngũ giảng viên của
khóa học bổ trợ năng động, giàu kinh nghiệm thôi
thúc tôi tham gia khóa học bổ trợ.)

Q3 I am assured by the course that the output quality

is guaranteed. (Tôi được khóa học đó cam kết chất
lượng đầu ra.)

Major (Chuyên ngành)

"A part of deep-developed specialized knowledge and skills that are independent in a specific
industry." (“Một phần kiến thức và kỹ năng chuyên môn được phát triển sâu có tính độc lập
trong một ngành nghề cụ thể.”)

M1 My major requires supplementary knowledge.

(Chuyên ngành của tôi yêu cầu có kiến thức bổ trợ.)

M2 Some supplementary courses help me carry out

projects related to my major.
(Một số khóa học bổ trợ giúp tôi thực hiện các dự
án liên quan đến chuyên ngành tôi đang học.)

M3 Supplementary courses help me develop

comprehensively in my major.
(Khóa học bổ trợ giúp tôi dễ dàng phát triển toàn
diện trong chuyên ngành của mình hơn.)

Job opportunity (Cơ hội việc làm)

"Job opportunity is simply the ability of an individual to find a job that matches their needs,
skills, and desires in the labor market.” (“Cơ hội việc làm đơn giản là khả năng của một cá nhân
có thể tìm được công việc phù hợp với nhu cầu, kỹ năng và mong muốn của họ trong thị trường
lao động.”)

J1 The salary for related jobs after I acquire the skills

from the supplementary course will be higher.
(Mức lương của các công việc liên quan sau khi tôi
có được những kĩ năng từ khoá học bổ trợ cao
hơn.)

J2 I choose to take this supplementary course to make

it easier to find employment after graduation.
(Tôi chọn học khóa học bổ trợ này để dễ tìm được
việc làm hơn sau khi tốt nghiệp.)

J3 I will have more opportunities for career

advancement after completing this course. (Tôi có
được nhiều cơ hội thăng tiến trong công việc hơn
sau khi học xong khóa học này.)

Time (Thời gian)

"Describing the sequence, events, and duration of the specialized supplementary course
including the course duration and the time allocated for that course.” (“Diễn tả trình tự xảy ra ,
biến cố và khoảng kéo dài của khóa học bổ trợ chuyên ngành bao gồm thời gian diễn ra khóa học
và thời gian mình dành cho khóa học đó.” )
T1 I can arrange my time to participate in the
supplementary course appropriately. (Tôi có thể
sắp xếp thời gian tham gia khóa học bổ trợ phù
hợp.)

T2 In addition to studying at school, I want to spend

my free time participating in the supplementary
course. (Ngoài việc học ở trường, tôi muốn dành
thời gian rảnh của mình để tham gia khóa học bổ
trợ.)

T3 Participating in the supplementary course affects

my study time. (Tham gia khóa học bổ trợ có ảnh
hưởng hưởng đến thời gian học của tôi.)

Subjective norm (Quy chuẩn chủ quan)

"Individual perception, with important reference persons of that individual considering whether
behavior should or should not be performed; influenced by the judgment of other important
individuals (parents, friends, relatives, etc.).” (“Nhận thức của một cá nhân, với những người
tham khảo quan trọng của cá nhân đó cho rằng hành vi nên hay không nên được thực hiện; bị
ảnh hưởng bởi sự phán xét của những người quan trọng khác ( cha mẹ, bạn bè, người
thân,..v.v).”)

S1 I participate in the supplementary course with the

support of friends. (Tôi tham gia khóa học bổ trợ
với sự ủng hộ từ bạn bè.)

S2 My parents want me to improve myself through the

supplementary course. (Bố mẹ muốn tôi hoàn thiện
bản thân qua khóa học bổ trợ.)

S3 Teachers and seniors advise me to participate in

supplementary courses. (Thầy cô và các anh/chị
khuyên tôi nên tham gia những khóa học bổ trợ.)

Interest (Sở thích)

"Regular or habitual activities that bring joy, excitement during relaxation time, solely based on
interest, enthusiasm for a particular object." (“Những hoạt động thường xuyên hoặc theo thói
quen đem lại cho con người niềm vui, sự phấn khởi trong khoảng thời gian thư giãn, chỉ về sự
hứng thú, thái độ ham thích đối với một đối tượng nhất”)
I1 My interest in a dynamic learning environment has
influenced my decision to participate in the
supplementary course. (Yêu thích môi trường học
tập năng động đã ảnh hưởng đến quyết định tham
gia khóa học bổ trợ của tôi.)

I2 I’m interested in exploring my soft skills through

the supplementary course. (Tôi thích được khám
phá khả năng bản thân về kỹ năng mềm qua khóa
học bổ trợ.)

I3 I’m interested in expanding my relationships

through that supplementary course. (Tôi thích mở
rộng mối quan hệ của mình qua khóa học bổ trợ
đó.)

Benefit (Lợi ích)

"A commitment, obligation, or goal associated with a specific social role or practice that brings
useful, beneficial outcomes to a particular individual." (“ Một cam kết, nghĩa vụ hoặc mục tiêu
gắn liền với một vai trò hoặc thực tiễn xã hội cụ thể đem lại điều có ích, có lợi cho một đối tượng
nào đó. “)

B1 The address and timing of the supplementary

course affect my decisions. (Địa chỉ và thời gian tổ
chức khóa học bổ trợ ảnh hưởng đến các sự lựa
chọn của tôi.)

B2 These supplementary courses equip me with

knowledge, skills, and necessary certifications for
my current/future job. (Những khóa học bổ trợ
giúp tôi trang bị kiến thức, kỹ năng, chứng chỉ cần
thiết cho công việc trong hiện tại/ tương lai của
tôi.)

B3 The supplementary courses provide me with high

practical practice opportunities. (Các khóa học bổ
trợ cho tôi cơ hội được thực hành thực tế cao.)

Cost (Chi phí)

"Viewed from various different perspectives, all labor costs, tool labor costs, and material costs
calculated in monetary terms to cover individual expenses for the course prior to its
commencement..." (“Được nhìn nhận theo nhiều góc độ khác nhau, toàn bộ các hao phí lao
động, hao phí công cụ lao động và hao phí vật chất tính thành tiền để thực hiện chi trả cá nhân
về khóa học trước khi bắt đầu khóa học ....”)

C1 That supplementary course doesn't incur many

additional costs during my participation. (Khóa học
bổ trợ đó không có nhiều chi phí phát sinh trong
quá trình tôi tham gia.)

C2 I prioritize supplementary courses with fees that

I/my family can afford. (Tôi ưu tiên những khóa học
bổ trợ có học phí mà tôi/ gia đình tôi có khả năng
chi trả.)

C3 The amount spent on buying materials, study

equipment affects me when deciding to participate
in the supplementary course. (Mức chi trả để mua
tài liệu, thiết bị học tập ảnh hưởng đến tôi khi
quyết định tham gia khóa học bổ trợ.)

The decision to participate in supplementary courses for major (Quyết định lựa chọn khóa học
bổ trợ cho chuyên ngành)

Y1 I want to participate in the supplementary courses.

(Tôi muốn tham gia khóa học bổ trợ.)

Y2 Joining that supplementary course is my right

decision. (Tham gia khóa học bổ trợ đó là một
quyết định đúng đắn của tôi.)

Y3 I will recommend my friends to join supplementary

courses. (Tôi sẽ giới thiệu cho bạn bè tôi tham gia

khóa học này.)

Appendix 2. Picture
(Source: Internet)