An Analysis of Emotional and Cognitive Attitudes of Non-aligned Strand Students in Choosing ICT Based College Programs

Abstract

This study aimed to determine the emotional and cognitive attitudes of Senior High School (SHS) graduates from non–Information and Communications Technology (ICT) strands—Humanities and Social Sciences (HUMSS), General Academic Strand (GAS), and Science, Technology, Engineering, and Mathematics (STEM)—in their decision to pursue ICT-based college courses. Despite the academic alignment suggested by the Philippine K–12 curriculum, a notable shift is observed as students from non-ICT strands opt for ICT-related programs, indicating that other influencing factors are at play. Data were collected from 65 respondents using a validated Likert-scale survey, and a descriptive-correlational research design was employed. Descriptive statistics and Pearson correlation analysis were utilized to analyze the data. Results revealed strong emotional motivations, including passion for technology and curiosity, as well as significant cognitive factors such as perceived job opportunities, global relevance, and logical career growth. A moderately strong positive correlation (r = 0.72) between emotional and cognitive attitudes suggests that both affective and rational elements jointly influence student course selection. The study concludes that a balanced approach to academic advising, one that acknowledges both emotional engagement and logical career evaluation, is essential in supporting cross-strand transitions into ICT programs.