The correlation between major-selection interest and students' listening skills in lectures

Abstract

Interest in selecting the appropriate major can support universities in producing superior graduates. This interest can be reflected in students' listening skills in lectures. This study is mixed-methods research that aims to analyze the relationship between listening skills and interest in choosing students' majors in the context of lectures. The data collection technique used questionnaires and interview guidelines that were analyzed with a concurrent mixed methods model. The results showed that there was no significant relationship between listening skills and interest in choosing a major in students. The low listening skills of students do not directly determine students' interest in choosing a major, but tend to be influenced by various personal conditions, environment, and teaching-learning processes.