factors influencing student’s choice of physics as an examinable subject in secondary schools in wareng district

Abstract

The purpose of this study was to establish the factors that influence the choice of Physics Subject by students as an examinable subject in secondary schools in Wareng District. The objectives were: to determine how student’s career aspirations, family, peer pressure, teachers of physics and the school facilities influenced student’s choice of physics in secondary schools in Wareng District. The study was based on Ecological systems theory by Urie Bronfen Brenner (1979) who believed that a person is influenced by culture and his surroundings, such as their parents, friends, school and work. The study adopted descriptive survey research design that made use of questionnaires, interviews and observation check list. The sample size consisted of 209 respondents comprising of 183 students and 26 teachers, from a target population of 850 students and 48 physics teachers. They were selected through Stratified and simple random sampling method from five area cluster zones; Cheptiret, Kesses, Timborowa, Kapseret, and Tulwet. This formed 30% of the target population. A total of 193 respondents gave information for the study, out of 209 giving a response rate of 91.90%. Data was collected using questionnaires for the form three students, an interview schedule for teachers of Physics and an observation check list. Data collected was presented in form of tables, frequencies and percentages. Data was analyzed by Statistical Package for Social Scientists (SPSS).The study found out that students were influenced to choose Physics by various factors; the students were influenced by future career aspirations and the fact that physics was a requirement for most of the science courses in the University. Family failed to provide advice and encouragement. The students also lacked role models in the family. Students did not take Physics to be respected by friends nor to suit in the peer group. Therefore most students did not chose physics because of peer pressure. Teachers of physics influenced students by allowing them to participate in science congress and symposium, using good teaching methods that made the subject simple and interesting, and taking them to the lab for practical more often. Finally availability of school facilities like enough text books, adequately equipped laboratories, organization and participation in physics contests influenced students. The study recommended that schools empower their careers department to initiate talks as early as in form one to make the students aware of the importance of learning physics subject, family members should learn to talk positively about the subject, encourage, and give advice to students, Teachers should emphasize on taking students to the labs for practical more often to simplify concepts, make the subject interesting, and draw learners’ attention, organize and allow students to participate in science congress and symposium as often as possible to build the learner’s confidence and finally schools should build laboratories and equip them with learning materials for practical lessons to meet the practical needs of the students. The findings will be used by head teachers, KNEC and parents to improve on the enrolment and performance of students who choose physics as an examinable subject in secondary schools.