Factors influencing the choice of science subjects among girls at the advanced secondary school level education: A case of Kiboga Town Council
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The study was about factors influencing choice of science subjects among girls while joining A-level. Whereas students have a right to choose subjects of their tastes and preferences while enrolling for A-level and it is incumbent upon teachers, parents among others to provide adequate information to girls to make informed decisions about their future careers, however, this is just a lip service to girls. This study aimed at investigating factors influencing the choice of science subjects among girls while joining A- level education Kiboga Town Council in particular. Methodologically, this study was descriptive and explanative by design whereby both qualitative and quantitative methods of data collection and analysis were used. One hundred fifteen (115) respondents were interviewed using questionnaires for quantitative data collection whereas 18 key informants were interviewed for qualitative data using key KII guide. Study findings revealed that, gendered perceptions and societal related factors such as unconducive learning school environment, lack of self-esteem and commitments by girls, high domestic burden to girls, discouragements by teachers, peers influence, intimidations from boys and communities at large, negative attitudes, beliefs and misconceptions, lack of female role models, inadequate career guidance at schools among others restricts a big portion of girls to continue with sciences at A-level. The study therefore, the recommend that: Government create awareness to education stakeholders and general public at large about the low enrollment of sciences by girls subjects at A-level and to ensure that teachers and parents accord extra attention to girls through routine career guidance to enhance their self-worth and confidence. Government institute conducive learning environments, which is gender friendly through improving school infrastructures, science laboratories in particular, libraries and recruiting more female science teachers in public schools among others to act as role models. Government institutes gender friendly policies such elevating 1.5 free entry points to 3 points for girls took science subjects while joining institutions of higher learning. Families and teachers instill confidence and self-esteem to girls’ right from childhood to change girls’ negative attitudes and perceptions towards science subjects triggered by gender stereotypes.