Students’ Level of Motivation and Challenges in Pursuing Automotive Technology Program in Northern Philippines

Abstract

This study investigated the factors that motivate students to pursue Automotive Technology and the academic, technical, personal, and social challenges that influence their persistence in the program. A descriptive research design was employed. The study was conducted in a state university in Ilocos Norte during the First Semester of Academic Year 2025–2026. All 210 first-year and second-year Automotive Technology students were included using total population sampling. Data were gathered using a researcher-made, pilot-tested questionnaire consisting of three sections – Motivational Factors, Academic and Technical Challenges, and Personal and Social Challenges – rated using a five-point Likert scale. Data collection occurred from August to October 2025. Descriptive statistics such as frequency, percentage, and weighted mean were used to analyze the students’ motivation levels and challenges. Findings revealed that students were highly motivated to pursue the program (Composite Mean = 4.07), driven primarily by perceived career opportunities, the value of gaining automotive skills, and interest in hands-on learning. Entrepreneurial aspirations and admiration for industry professionals also contributed to strong motivation. However, students reported moderate challenges in academic and technical areas (Composite Mean = 3.35), particularly regarding financial costs, difficulty balancing workloads, and limited access to tools and hands-on training. Personal and social challenges (Composite Mean = 3.24) included low confidence in technical skills, occasional lack of motivation, family pressure, stress, and teamwork difficulties. While students demonstrate strong motivation toward Automotive Technology, various academic, financial, technical, and psychosocial barriers affect their learning experiences. Strengthening institutional support—such as improving facilities, expanding practical training, offering financial and counseling assistance, and promoting confidence-building opportunities—can enhance student success and better prepare graduates for the demands of the automotive industry.