DECODING ACADEMIC CHOICES: EXPLORING FACTORS INFLUENCING STUDENTS’ PURSUIT OF STATISTICS AS A MAJOR IN THE EVOLVING EDUCATIONAL LANDSCAPE

Abstract

In recent era of data-centric world the importance of data-driven fields, such as statistics, has become paramount. This article explores the intricate landscape of students’ decision-making processes in choosing their major academic pursuit. A two-stage, two-phase sampling technique was employed to gather data, first targeting students studying and not studying statistics, followed by a second-phase sampling from professional statisticians. We investigate key factors such as lack of awareness, early perceptions, and external considerations like eligibility of graduates from other subjects for statistical jobs and syllabus of competitive exams using Structural Equation Modeling. The study reveals a complex interplay of these factors, indicating a shift beyond conventional perceptions of statistical challenges. The findings under-score the need to go beyond conventional narratives of statistical difficulty and intimidation, recognizing the influence of broader career dynamics. The inclusivity of statistical jobs for graduates from varied disciplines emerges as a significant factor shaping academic choices.