RELATIONSHIP BETWEEN DATABASE COURSE DIFFICULTY AND STUDENT PROFESSIONAL INTERESTS: AN EMPIRICAL STUDY AT GUFL, CHINA

บทคัดย่อ

The objectives of this study are: (1) To analyze the current levels of perceived database course difficulty and student professional interest.; (2) To compare differences across demographic factors such as gender, grade level, and parental education; (3) To examine the correlation between course difficulty and professional interest.; and (4) To propose instructional and curricular recommendations that enhance learning engagement and professional motivation. This research adopts a quantitative survey design. The population consists of undergraduate students enrolled in database-related courses, and the sample comprises 538 valid participants selected through convenience sampling from four majors: Computer Science, Software Engineering, Network Engineering, and Artificial Intelligence. Data were collected using a self-developed questionnaire measuring four dimensions of course difficulty (knowledge depth, knowledge breadth, study time investment, and exercise difficulty) and four dimensions of professional interest (external factors, individual interest, learning engagement, and career relevance). Data were analyzed through descriptive statistics, t-tests, one-way ANOVA, and Pearson correlation analysis.

          The research results show that: (1) Students generally perceived database courses as moderately to highly difficult (M ≈ 3.7); (2) Male and junior students reported higher professional interest and study-time investment; (3) Students with highly educated parents perceived greater course difficulty and higher interest; and (4) All correlations between course difficulty and professional interest dimensions were positive and significant (r = .51–.84, p < .001). The study concludes that moderate course difficulty enhances student motivation and engagement, while both overly easy and overly difficult content diminish learning interest. The recommended strategies include differentiated curriculum design, project-based instruction, feedback-driven teaching, and interest-oriented learning environments.