It is undeniable that college education is one essential element for every scholar’s learning stage. All the same, various college courses are considered more popular among the students than others. Several reasons lead the students to enjoying some courses more than others, which causes a significant variance in their performance. Even though different students have a distinct liking for the courses, all are equally important.
To begin with, students tend to have a higher affinity and priority for courses depending on the lecturer that teaches the same (Maypole $ Davis, 2001). Some lecturers are liked more by the students because of their methods of lecturing as well as their personalities. Students tend to become gravitated towards the lecturers who are well organized and more charming than others which translates to them enjoying their courses more. As such, they end up giving priority to these subjects regarding class attendance and attention which in the end makes them perform reasonably well in the courses as compared to the others.
Secondly, many students have a perception that some courses are more relevant in shaping their future professions than others (Maypole $ Davis, 2001). They, therefore, give more focus to these particular classes while they neglect others that they deem inferior to those. Technical and practical courses are more associated with having high significance and influence in the professional market world by the students, and they concentrate on them more to achieve excellent performance in the same.
From above explanations, one can conclude that some college courses are considered more enjoyable than others depending on two main reasons. The first is that students develop an interest in courses that are taught by lecturers who they like. The second is that students have a perception of some courses having more professional relevance than others.
Maypole, J., & Davies, T. G. (2001). Students’ perceptions of constructivist learning in a community college american history 11 survey course. Community College Review, 29(2), 54-79.