2021, Vol. 3, Issue 3, Part C

Author(s): Omwenga Mayenga Joash, Judith Odhiambo and Martha Nyang’au

Abstract: Agriculture forms the backbone which drives the Kenyan economy and therefore, agriculture subject has been integrated in secondary school curriculum although it is made optional. This study aimed at establishing the impacts of selected factors on choice and performance of agriculture subject among girls in public secondary schools in Kisii and Nyamira counties, Kenya. The study sought to assess the extent to which socio-economic factors influences choice of Agriculture subject among girls in public secondary schools in Kisii and Nyamira Counties. The study employed descriptive survey design. The study targeted 470 public secondary schools comprising of mixed and girls’ boarding schools, 8,000 form three girls who take agriculture, 470 principals, 545 teachers of Agriculture and 14 quality assurance and standard officers. The target population was 9,029 respondents. The sample included 367 form three girls who take agriculture, 47 principals, 109 teachers of Agriculture and 10 quality assurance and standard officers. Sampling was done using simple random and purposive sampling techniques. Questionnaires were used to collect data from students and teachers of Agriculture. Data from principals and education officers was collected using interview schedules. Data collected was subjected to Statistical Packages for Social Sciences version 21 for analysis and presented using frequency tables and percentages. The study established that socio-economic factors influenced choice of Agriculture subject among girls in public secondary schools in Kisii and Nyamira Counties. Therefore, the study recommends that girls should be well conversant about the importance of agriculture subject which may determine their future career endeavors. Stakeholders should understand challenges limiting girls’ participation in selecting agriculture as a subject and thus develop policies towards promoting Agriculture subject among girls in secondary schools.

DOI: 10.33545/27068919.2021.v3.i3c.601

Pages: 201-211 | Views: 589 | Downloads: 184

Download Full Article: Click Here