Abstract
BACKGROUND:
The University education sector has been growing in Saudi Arabia. The abundance of universities in the Kingdom of Saudi Arabia complicates some students' ability to make well-informed decisions regarding their majors. This cross-sectional study aimed to identify the factors influencing students' choices of major.
MATERIALS AND METHODS:
This cross-sectional study was conducted from February to April 2023 at King Saud bin Abdulaziz University for Health Sciences in Alahsa, Saudi Arabia. It targeted first- and second-year students, achieving a sample of 447 participants through convenience sampling. The analysis employed both descriptive and inferential statistics using SPSS, focusing on correlations and multinomial logistic regression to identify significant factors affecting major choices.
RESULTS:
The present cross-sectional study included 447 students. There were 155 (34.5%) males and 292 (65.5%) females with a mean age of 19.01 ± 0.94 years. Furthermore, 53 (11.8%) students chose emergency medical services as their major subject. Whereby 74 (16.48%) students chose respiratory therapy, 45 (10.02%) and 87 (19.37%) students chose occupational therapy and radiology science, respectively. For 152 (33.8%) of the participants, friends served as the primary information source. Whereby 349 (77.7%) students chose their major based on the community’s needs, and 129 (28.7%) students chose their major based on their salary. There was a significant negative correlation between academic level and major choice (r = −0.16, P = 0.001). Volunteering to a major subject field was significantly correlated with the further choosing of the major subject (r = 0.108, P = 0.021).
CONCLUSIONS:
The study highlighted the desire of students to choose their major based on several factors. This included the needs of the community, the salary, academic level, and prior volunteering in a major subject field. These findings revealed the utmost importance of providing resources and opportunities for students to gain practical experience and make informed decisions about their major and future career path.
Keywords: Academic major selection, career decision-making, factors influencing choice, health sciences students, University Education in Saudi Arabia
Introduction
The higher education sector in Saudi Arabia has been expanding rapidly, leading to a significant increase in the number of universities across the Kingdom. This abundance of options can make it challenging for some students to make well-informed decisions regarding their major.[1] Students often need to invest considerable time in gathering detailed information about potential majors, which is a significant challenge given the multitude of factors that can influence their decisions. Initially, many students select majors that align with their objectives at the beginning of their university studies. However, as they acquire more information and experiences, some students opt to switch to different majors that better suit their evolving interests and career goals.[2,3] Additionally, some factors influence a student’s choice of their major. This includes the university’s geographical location and advice from a friend to choose a specific university, which considers lifestyle factors. Some students may choose the university due to the program.[4] For instance, Imam Abdulrahman Bin Faisal University provides an effective program that depends on students’ grades in the first year at university.[5] Some universities in the Kingdom of Saudi Arabia, such as King Faisal University, have another method to classify the students according to their knowledge and interest in a specific major by testing them on a medical exam.[6] A comprehensive nationwide survey conducted in Saudi Arabia assessed the varied factors influencing medical students’ career choices. The findings revealed that job security, opportunities for creativity, patient diversity, and income levels were the primary factors impacting their decisions. Additionally, the study identified gender-specific preferences, with female students predominantly choosing pediatrics and male students favoring general medicine, highlighting the intricate role of personal and socioeconomic factors in determining medical career paths.[7]
The significant contribution of education to the future of Saudi Arabia has raised the attention of policymakers. There is an urgent need to evaluate what motivations encourage university students to choose their major and future career. Such knowledge may offer university students the flexibility and the academic guidance to choose their specialty and outline their future. Furthermore, this provides the opportunity for policymakers to view some limitations facing the development of education in the KSA and implement the potential methods to save time and resources.[8,9] Therefore, the present cross-sectional study assessed the students’ knowledge of their selected major at the King Saud bin Abdulaziz University for Health Sciences. Furthermore, factors affecting students’ choice of major were assessed and evaluated.
Materials and Methods
Study design and setting
Design and Setting: The study was a cross-sectional analysis conducted at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) in Alahsa, Eastern Region, Saudi Arabia. The study conducted from February 2023 to April 2023, focusing on first and second-year students.
Study participants and sampling
Eligibility Criteria: Participants included all students enrolled in the first and second years at KSAU-HS, aged over 18 years, and attending the Al-Hassa campus.
Sampling Criteria: The sample size was calculated using a Qualtrics tool to achieve a 95% confidence level and a 5% margin of error, leading to a target of 248 participants from an estimated population of 696 students. Convenience sampling was used due to the logistical and time constraints of the academic calendar.
Data collection tool and technique
Tool: The data collection was facilitated through an online-based survey using Google Forms.
Measurements: The survey included 18 questions divided into two sections; the first gathered demographic information such as age, gender, and academic year, while the second assessed motivations and preferences for major selection.
Pilot Study: A pilot study was conducted to test the validity of the questionnaire, and the survey instrument was reviewed by five experts in the field before its distribution.
Ethical consideration
Ethical Compliance: This study was approved by KAIMRC with the approval number SP22A/009/06 and adhered to the ethical guidelines of the Declaration of Helsinki.[10] Participants were fully informed about the study’s aims and were able to withdraw at any point during the survey process.
Statistical analysis method
Data Preparation and Analysis: Data extracted from Google Forms were checked, cleaned, and prepared for analysis. Descriptive statistics (numbers, percentages, mean, SD) were used to report categorical and normally distributed numerical data.
Advanced Analysis: Correlation analysis using the Pearson correlation coefficient and multinomial logistic regression were performed to identify factors influencing major selection. Statistical significance was set at P < 0.05.
Software Used: Analyses were conducted using SPSS software version 25[11] and figures were created with GraphPad Prism version 8.[12]
Results
Demographic characteristics of the included participants
The present cross-sectional study included 447 students. There were 155 (34.5%) males and 292 (65.5%) females with a mean age of 19.01 ± 0.94 years. There were 235 (52.33%) students in the first year and 212 (47.66%) in the second year. Furthermore, 53 (11.8%) students chose emergency medical services as their major subject. Whereby 74 (16.48%) students chose respiratory therapy, 45 (10.02%), and 87 (19.37%) students chose occupational therapy and radiology science, respectively. Clinical laboratory science was selected by 51 (11.35%) students, whereas 100 (22.27%) students chose nursing. Of note, 335 (52.33%) students chose their major as their first desire, in contrast to 72 (16.03%) students who chose their major as their second desire [Table 1 and Figure 1a].
Table 1.
Demographic characteristics of the included participants
| Variable | Number (%)/Mean±SD | |
|---|---|---|
| Age (Years) | 19.01±0.94 | |
| Gender | ||
| Males | 155 (34.5%) | |
| Females | 292 (65.5%) | |
| Academic Level | ||
| First Year | 235 (52.33%) | |
| Second Year | 212 (47.66%) | |
| Major Subject | ||
| Emergency Medical Services | 53 (11.8%) | |
| Respiratory Therapy | 74 (16.48%) | |
| Occupational Therapy | 45 (10.02%) | |
| Radiology Science | 87 (19.37%) | |
| Clinical Laboratory Science | 51 (11.35%) | |
| Clinical Nutrition | 37 (8.24%) | |
| Nursing | 100 (22.27%) | |
| You have been admitted to the university based on your | ||
| First Desire | 335 (52.33%) | |
| Second Desire | 72 (16.03%) | |
| Third desire | 40 (8.9%) |
SD=Standard deviation
Figure 1.
Bar chart showing (a) The number of students enrolled in each major subject. (b) The number of students get most of their information about their major. (c) The reasons why students chose their subjects
Factors contribute to major subject choosing
Of the included participants, 290 (64.5%) students were encouraged to choose a particular major subject. In addition, 102 (22.7%) students changed their major after studying, whereby 365 (81.29%) students searched about their major before applying. Friends were the primary source of information for 152 (33.8%) students. The internet was the second most common source, 116 (25.8%), succeeded by family members, 92 (20.48%), and health care professionals, 45 (10.02%). Forty students only visited their department after applying, while 326 (72.9%) students visited their department during the second year of university. There were 162 (36.08%) students who volunteered in their major subject field before applying [Table 2 and Figure 1b].
Table 2.
Factors contribute to major subject choosing
| Variable | Number (%) | |
|---|---|---|
| Did anyone encouraged you to choose your major? | 290 (64.5%) | |
| Will you consider changing your major after studying for a year or two? | 102 (22.7%) | |
| Have you done any searching about your major before applying for this major? | 365 (81.29%) | |
| Where did you get most of your information about your major? | ||
| Internet | 116 (25.8%) | |
| Family members | 92 (20.48%) | |
| Friends | 152 (33.8%) | |
| Health care professionals | 45 (10.02%) | |
| Students | 24 (5.3%) | |
| All the above | 10 (2.2%) | |
| Others | 6 (1.3%) | |
| When did you visit your department for the first time? | ||
| No | 40 (8.9%) | |
| Immediately | 60 (13.36%) | |
| During first year | 21 (4.6%) | |
| During second year | 326 (72.9%) | |
| Have you ever volunteered in your major’s field? | 162 (36.08%) |
Of the included students, 317 (70.6%) chose their subject to help others. Additionally, 349 (77.7%) students selected their major based on perceived community needs. The major subjects were selected among 47 (10.46%) based on geographical location and 55 (12.2%) based on prestige. Additionally, 167 (37.19%) students reported a family member studied the major subject they chose, while 137 (29.8%) students chose their major based on the particular situation. Furthermore, 240 (53.4%) students needed help to choose their major [Table 3 and Figure 1c].
Table 3.
Factors contribute to major choosing
| Variable | Number (%) | |
|---|---|---|
| Why did you choose your major? | ||
| Helping Others | 317 (70.6%) | |
| To Be Know | 1 (0.2%) | |
| Prestige | 55 (12.2%) | |
| Income | 45 (10.02%) | |
| Geographical location | 47 (10.46%) | |
| The needs of the community | 349 (77.7%) | |
| Salary | 129 (28.7%) | |
| Is any of your family member has studied this major? | 167 (37.19%) | |
| Was there a situation that encourage you the choose your major? | 137 (29.8%) | |
| Did you find it difficult to choose your major? | 240 (53.4%) |
Correlation analysis
There was a statistically significant negative correlation between academic level and major subject choosing (r = −0.16, P = 0.001). In this respect, a statistically significant negative correlation existed between encouraging a major (r = −0.098, P = 0.036), searching before applying (r = −0.156, P = 0.001), and major subject choosing. Before visiting, the major department showed a statistically significant positive correlation with major subject choosing (r = −0.104, P = 0.027). There was a statistically significant negative correlation between positive family members studying the major and major subject choice (r = −0.145, P = 0.002). Volunteering in a major subject field was significantly correlated with further choosing of the major subject (r = 0.108, P = 0.021). Conversely, the desire to choose the major subject was not statistically associated with major subject choosing (r = 0.048, P = 0.3). Geographical location (r = −0.007, P = 0.78), salary (r = 0.076, P = 0.1), and information source about the major (r = 0.059, P = 0.2) were not statistically associated with the major subject selection [Table 4 and Figure 2a-d].
Table 4.
Factors associated with the Major subject choosing
| Variables | Correlation coefficient (r) | P | ||
|---|---|---|---|---|
| Academic level | −0.16 | 0.001 | ||
| The desire to the Major subject | 0.048 | 0.3 | ||
| Encouraged to a Major | −0.098 | 0.036 | ||
| Searching about your major before applying | −0.156 | 0.001 | ||
| Information source about major | 0.059 | 0.2 | ||
| Prior visiting to the major department | 0.104 | 0.027 | ||
| Geographical location | −0.007 | 0.78 | ||
| The needs of the community | −0.152 | 0.001 | ||
| Salary | 0.076 | 0.1 | ||
| Family member has studied this major | −0.145 | 0.002 | ||
| Volunteered in your major’s field | 0.108 | 0.021 | ||
| Particular Situation | −0.081 | 0.087 |
P=Probability value
Figure 2.
Scatter plots showing the association between major subject selection and; (a) Academic level (b) Searching about your major before applying (c) Prior visiting the major department. (d) Volunteered in your major’s field
Multinomial logistic regression model
The multinomial logistic regression model revealed a statistically significant association between academic level and choosing emergency medical services (B = 1.210, P = 0.003). In this respect, the needs of the community (B = 2.956, P < 0.001) and family member who studied this major (B = 2.376, P < 0.001) was associated with choosing emergency medical services. Furthermore, choosing respiratory therapy was related to the needs of the community (B = 2.262, P < 0.001), volunteered in your major’s field (B = −0.812, P < 0.001), and family member has studied this major (B = 0.837, P = 0.017). Selecting occupational therapy as a major subject was associated with the needs of the community (B = 2.061, P = 0.002). Searching about your major before applying (B = 1.577, P = 0.001), the needs of the community (B = 2.694, P < 0.001), volunteering in your major’s field (B-2.518, P < 0.001), and family member has studied this major (B = 2.301, P < 0.001) were significantly associated with choosing the radiology science. The needs of the community were significantly associated with choosing clinical laboratory science (B = 2.438, P < 0.001) and clinical nutrition (B = 2.852, P < 0.001) [Table 5].
Table 5.
Multinomial Logistic Regression model for factors associated with major subject selection
| Majora | B | P | Exp(B) | 95% CI for Exp(B) |
||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Lower | Upper | |||||||||||
| Emergency Medical Services | Intercept | −8.500 | 0.000 | |||||||||
| Academic Level | 1.210 | 0.003 | 3.353 | 1.519 | 7.399 | |||||||
| Encouraged to a Major | 0.386 | 0.345 | 1.472 | 0.660 | 3.281 | |||||||
| Searching about your major before applying | 0.213 | 0.696 | 1.238 | 0.425 | 3.604 | |||||||
| Prior visiting to the major department | −0.205 | 0.313 | 0.815 | 0.548 | 1.212 | |||||||
| The needs of the community | 2.956 | 0.000 | 19.229 | 5.377 | 68.761 | |||||||
| Volunteered in your major’s field | −0.937 | 0.038 | 0.392 | 0.162 | 0.950 | |||||||
| Family member has studied this major | 2.376 | 0.000 | 10.759 | 4.187 | 27.646 | |||||||
| Respiratory Therapy | Intercept | −4.121 | 0.001 | |||||||||
| Academic Level | 0.383 | 0.266 | 1.466 | 0.747 | 2.878 | |||||||
| Encouraged to a Major | 0.392 | 0.280 | 1.479 | 0.727 | 3.010 | |||||||
| Searching about your major before applying | 0.628 | 0.181 | 1.874 | 0.746 | 4.705 | |||||||
| Prior visiting to the major department | −0.168 | 0.325 | 0.846 | 0.605 | 1.181 | |||||||
| The needs of the community | 2.262 | 0.000 | 9.607 | 2.885 | 31.996 | |||||||
| Volunteered in your major’s field | −0.812 | 0.036 | 0.444 | 0.208 | 0.948 | |||||||
| Family member has studied this major | 0.837 | 0.017 | 2.309 | 1.159 | 4.601 | |||||||
| Occupational Therapy | Intercept | −4.005 | 0.002 | |||||||||
| Academic Level | 0.216 | 0.589 | 1.241 | 0.567 | 2.717 | |||||||
| Encouraged to a Major | 0.591 | 0.153 | 1.805 | 0.803 | 4.059 | |||||||
| Searching about your major before applying | 0.532 | 0.317 | 1.703 | 0.600 | 4.828 | |||||||
| Prior visiting to the major department | −0.292 | 0.119 | 0.747 | 0.517 | 1.078 | |||||||
| The needs of the community | 2.061 | 0.002 | 7.852 | 2.138 | 28.831 | |||||||
| Volunteered in your major’s field | −0.736 | 0.099 | 0.479 | 0.200 | 1.149 | |||||||
| Family member has studied this major | 0.758 | 0.061 | 2.133 | 0.967 | 4.706 | |||||||
| Radiology Science | Intercept | −3.759 | 0.003 | |||||||||
| Academic Level | −0.317 | 0.387 | 0.728 | 0.355 | 1.494 | |||||||
| Encouraged to a Major | −0.484 | 0.232 | 0.616 | 0.278 | 1.364 | |||||||
| Searching about your major before applying | 1.577 | 0.001 | 4.841 | 1.847 | 12.694 | |||||||
| Prior visiting to the major department | −0.038 | 0.835 | 0.963 | 0.673 | 1.378 | |||||||
| The needs of the community | 2.694 | 0.000 | 14.790 | 4.131 | 52.946 | |||||||
| Volunteered in your major’s field | −2.518 | 0.000 | 0.081 | 0.037 | 0.175 | |||||||
| Family member has studied this major | 2.301 | 0.000 | 9.986 | 4.544 | 21.942 | |||||||
| Clinical Laboratory Science | Intercept | −6.887 | 0.000 | |||||||||
| Academic Level | 1.334 | 0.001 | 3.797 | 1.742 | 8.274 | |||||||
| Encouraged to a Major | −0.119 | 0.781 | 0.888 | 0.385 | 2.051 | |||||||
| Searching about your major before applying | −1.053 | 0.145 | 0.349 | 0.085 | 1.439 | |||||||
| Prior visiting to the major department | −0.389 | 0.046 | 0.678 | 0.463 | 0.993 | |||||||
| The needs of the community | 2.438 | 0.000 | 11.445 | 3.114 | 42.057 | |||||||
| Volunteered in your major’s field | 0.649 | 0.227 | 1.915 | 0.667 | 5.492 | |||||||
| Family member has studied this major | 1.557 | 0.001 | 4.746 | 1.946 | 11.575 | |||||||
| Clinical Nutrition | Intercept | 11.079 | 0.000 | |||||||||
| Academic Level | 0.308 | 0.484 | 1.360 | 0.574 | 3.223 | |||||||
| Encouraged to a Major | 0.903 | 0.048 | 2.468 | 1.006 | 6.053 | |||||||
| Searching about your major before applying | −17.217 | – | 3.333E-8 | 3.333E-8 | 3.333E-8 | |||||||
| Prior visiting to the major department | −0.214 | 0.331 | 0.807 | 0.524 | 1.243 | |||||||
| The needs of the community | 2.852 | 0.000 | 17.325 | 4.663 | 64.375 | |||||||
| Volunteered in your major’s field | −0.294 | 0.599 | 0.745 | 0.249 | 2.230 | |||||||
| Family member has studied this major | 0.860 | 0.055 | 2.363 | 0.982 | 5.685 | |||||||
aThe reference category is: Nursing
Discussion
The effect upon choosing a major subject has dramatically impacted students’ future. Identifying factors that contribute to major selection can help educational program directors improve students’ training and coping with future healthcare defects. There needed to be more studies that could conclude such evidence for future practice in Saudi Arabia. This highlighted the urgent need to reveal such evidence to provide healthcare policymakers with the necessary knowledge to adapt to the future of healthcare in the Kingdom.[13,14,15] Therefore, the current cross-sectional study was executed to assess the current situation of major subjects’ selection and factors that contribute to this selection.
The most commonly chosen major was nursing and respiratory therapy. Approximately one in every ten students chose emergency medical service or occupational therapy. More than half of the included students chose their major as their first desire. The majority of information regarding the major came from friends, the internet, and family members. Two of every three students visited the department of choice during the second year of university. Most students chose their major to help others, while a minority chose their major based on geographical location and income. Of note, academic level, searching about the major before applying, visiting the major department, and volunteering in the major’s field considerably affected the choice of the major subject. These findings were parallel to Mohamed et al. (2020). They reported a good lifestyle, interesting cases, and the patient’s quality of life as the main reasons for choosing their medical specialty.[2] A study by Koçak et al.[16] found that students’ choice of major in health sciences was influenced by personal interest, academic ability, and the desire to help others, among other factors.
The majority of responders reported difficulty in choosing their major subject. However, the minority decided to change their major after studying for a year or two. This finding was consistent with Robbins et al.,[17] who reported that students who are satisfied with their major are more likely to persist and succeed in their chosen field. Furthermore, there were some significant differences between first year and second-year pre-professional students at King Saud bin Abdulaziz University for Health Sciences regarding their knowledge and decision-making regarding their selected major. Specifically, first-year students were more likely to have been admitted to the university based on their first desire, to have searched for information about their major before applying, and to have visited their department for the first time during their second year. In contrast, second-year students were more likely to have volunteered in their major’s field, visited their department of major, and have family members who have studied the same major.
The student’s knowledge and decision-making regarding their major may change over time as they gain more experience and exposure to their field of study.[18] Freedman[19] found that first-year college students were more likely to choose their major based on interests and abilities, while sophomores were more likely to choose their major based on career goals and experiences in the major.
The pre-professional students’ knowledge and decision-making regarding their selected major may change over time and may be influenced by particular factors. This included personal interests, career goals, and experiences in the major. Future research could further investigate these factors and explore how they relate to academic performance, career satisfaction, and other outcomes. However, it is essential to note that these findings are specific to the context of King Saud bin Abdulaziz University for Health Sciences and may not generalize to other institutions or settings. Additionally, the study is limited by its reliance on self-report data, which may be subject to bias and inaccuracies.
Despite the evidence retrieved in the present study, the study is limited by several factors. The information and selection biased associated with cross-sectional may negatively impact the yielded evidence. The study was conducted at a single institution and may not generalize to other universities or settings. Additionally, while some correlations were statistically significant, their strength was weak, suggesting that other unmeasured factors may influence major selection. Despite these limitations, the findings provide valuable insights into students’ academic major choices and highlight areas for further research.
Limitation and recommendation
The study, conducted through convenience sampling at a single institution, may not fully represent the broader student population, which limits the generalizability of the findings. Additionally, the reliance on self-reported data can introduce response biases, and the cross-sectional design prevents the establishment of causality between influencing factors and students’ major selections. To address these limitations, future research should consider employing a longitudinal design and broader sampling techniques across multiple institutions. It is also recommended to integrate qualitative methods to deepen the understanding of students’ decision-making processes. Lastly, universities might benefit from developing targeted interventions to provide better career guidance, thereby supporting students in making more informed decisions regarding their major selection.
Conclusion
The study assesses the tendency of students to choose major subjects based on several factors. These factors included the needs of the community, the salary, academic level, and prior volunteering to a major subject field. The student’s knowledge and decision-making regarding their major may change over time, and that practical experience in the field may be an essential factor influencing students’ decision-making. The study highlights the importance of providing resources and opportunities for students to gain valuable experience and make informed decisions about their major and future career path.
Competing interests and funding
Authors have no conflict of interests, and the work was not supported or funded by any drug company.
The authors declare that no generative artificial intelligence (AI) tools were used in the generation of data, analysis, or interpretation of results in this study. AI-based tools were employed solely for minor language editing and grammar correction purposes to improve the readability of the manuscript, without contributing to the intellectual content.
Funding Statement
Nil.
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