摘要：Background and Study Aim: One of the simplest, synthetic criteria for evaluation the candidate’s qualifications for employment as a teacher of a particular subject is the quality of bachelor’s or master’s thesis. This recommendation can be deduced from the main arrangements of the European Qualifications Framework (EQF). The aim of study is to answer three questions:(1) Is the type of school a significant differentiating factor preferred by students of subject matter and typeof bachelor thesis? (2) Is certain subject matter of bachelor theses particularly dominate in the preferences of students?(3) Do students regardless of the type of school definitely prefer one of possible forms of graduation - writingand the defence of bachelor thesis or graduation exam? Material and Methods: Randomization was based on intentional selection. 176 graduates from Faculty of Physical Education, University of Rzeszow (UR) were examined and 86 graduates from Faculty of Physical Education, Pawel Wlodkowic University College in Plock (UC), who completed first cycle physical education studies in Poland in 2008–2010. The period of functioning each of these faculties did not exceed ten years. An anonymous questionnaire was used in the own elaboration. Results: UC graduates prefer subject matter of bachelor theses specific to the education of physical education: 59% concerns to the biological basis of human development (dominate Kinesiology, Anatomy, Anthropology) and 27% of managing this development (dominate the methodology of physical education, sport theory.) Furthermore 62% of them as the proper form of completion of the studies point out writing and the defence of bachelor thesis, and 65% that it should be an empirical work, 7% declare theoretical. UR graduates prefer subject matter of bachelor theses which are not qualify directly to the competence of the physical education teacher (27%) or qualify indirectly i.e. history (17%); writing and the defence of bachelor thesis considered respectively 62% of them, 17% point out graduation exam. Empirical works prefer a 52%, and theoretical 48% respectively. The difference of statements between graduates of both types of higher schools is statistically significant. Conclusions: Students preferences are primarily determined by scientific interests and research achievements of the promoters of their theses, and are related to the internal regulations of higher schools
