STUDENTS PREFERENCE IN SELECTING EDUCATIONAL INSTITUTIONS
Abstract
The selection of an educational institution is an important decision for students because it can influence their academic development, career opportunities and overall learning experience. This study examines the major factors that shape students preferences when choosing an educational institution and attempts to understand how personal, institutional and information related factors contribute to their decision-making. The study adopted a descriptive research design and collected primary data from 121 respondents through a structured questionnaire. Percentage analysis was used to describe the responses, while the Chi-square test was applied to examine selected relationships among demographic and decision-related variables. The findings indicate that placement opportunities are a major consideration for students, followed by course availability and institutional reputation. Reputation, campus safety and accessibility also contribute to institutional preference. The study further shows that parents and family members have considerable influence on students choices, while recommendations from friends and seniors also contribute to institutional awareness. Digital information has become an important part of the selection process, with many respondents searching online and referring to institutional websites, social reviews and other digital sources before applying. The results also indicate that students compare institutions using alumni feedback, rankings, accreditation and industry connections. Overall, the study suggests that students evaluate educational institutions through a combination of academic quality, career prospects, institutional credibility, accessibility, social influence and digital information. The study highlights the need for institutions to improve academic and placement services, maintain transparent online information, strengthen industry and alumni networks, and adopt studentcentred communication strategies to meet changing student expectations.