Student Intentions and Academic Commitment in Higher Education Institutions

This study examined student intentions and academic commitment at Roman C. Villalon Memorial Colleges Foundation, Inc. for School Year 2025-2026. Specifically, it determined the level of student intentions, the level of academic commitment, and the relationship between these two variables. A quantitative-descriptive correlational research design was employed to guide the data collection and analysis. A total of 200 respondents were selected using stratified sampling. Data were gathered through a structured questionnaire and analyzed using frequency, mean, and Pearson correlation. The results revealed a high level of student intentions in terms of persistence in studies and continuation of enrollment. Similarly, students demonstrated a high level of academic commitment, as reflected in their motivation to maintain academic performance and engagement in academic activities. Further analysis showed a statistically significant positive relationship between student intentions and academic commitment. This indicates that students with stronger intentions to persist and remain enrolled are more likely to exhibit higher levels of motivation and active participation in their academic tasks. The findings highlight the importance of fostering both student intentions and academic commitment in promoting persistence and success in higher education. The study suggests that strengthening academic support programs may help sustain students’ motivation, engagement, and overall academic development.