Effect of Curriculum on Career Choices of Secondary school students in Hamisi Sub County, Vihiga County-Kenya

Transcription

1 Effect of Curriculum on Career Choices of Secondary school students in Hamisi Sub County, Vihiga County-Kenya Bristone S.M.N. Otukho 1, Alice Nabie 2 and Fanuel Luvita Godia 3 1 Friends school Kaimosi Boys,Vihiga bristoneotukho@ymail.com 2 Friends school Kaimosi Boys,Vihiga nabiealice@gmail.com 3 Friends school Kaimosi Boys,Vihiga fanuelgodia@yahoo.com Abstract The critical issue to relate subjects selected at form three to the course students intend to pursue after school has not been adequately addressed in Kenyan secondary schools. Most students are entirely left on their own and enroll for studies they know little or nothing about. This has been revealed by studies that indicate that most students enter into careers that are totally different from the ones they chose while in secondary school or not in line with the subjects they did while in secondary school. The purpose of this study was to examine the effects of subjects offered in secondary schools on career choices amongst students in Hamisi Sub County. The specific objective of the study was; to determine the relationship between subjects offered in secondary school and career choices among secondary school students. The study was guided by the social Learning Theory of Career Decision Making that was proposed by Krumboltz in The study adopted a survey design. A population of 409 students randomly selected from Hamisi Sub County was used and data collected using questionnaires. Responses from all items were coded and analysed using the Statistical Package for Social Sciences (SPSS v.22.0) computer package for statistical analysis at 95% level of significance testing ( 0. 05).Data was analyzed descriptively using percentages and inferentially using Pearson Product Moment Correlation Coefficient and Chi-Square. Descriptive statistics were used to summarize and describe study data while inferential statistics were used to deduce relationship between and among study constructs. After analysis, research findings revealed a statistically significant positive relationship between subjects offered at secondary school and career choice of students in Hamisi Sub County. It was recommended that the government should support all schools with required resources to enable them offer all subjects provided for in the curriculum. Keywords: Curriculum, Career choice, Career, Science subjects, Art Subjects, Technical Subjects Introduction Choosing a future career is the biggest decision facing secondary school students in Kenya. According to Weiler (1997) successful career seldom happens by chance. People who really get what they want in a career do so because they define their objectives, plans and 1 Otukho, Nabie and Godia

2 schedules for achieving their objectives and assume personal responsibility for implementing and following these plans. Students make career choices at form three level through selection of subjects oriented to specific career demands. However, many find it difficult to make the choice due to lack of guidance. They are faced with the challenge of the demands of the various careers, learner interest vs. ability and environmental factors. There has never been a serious effort in Kenya to help students make right career choices. In most cases the students are entirely left on their own. They grope in the dark and when they make choices, they enroll for studies they know little or nothing about. Even students in schools, which have career teachers, things are not much different, because teachers are not trained and thus not skilled enough to adequately guide them. Obonije (2009) observed that most of the students in secondary schools in Enugu estate chose jobs without relating them to their interest and capability to cope with the nature/demand of the job. This, he attributed to lack of guidance and counselling units in the school.shertzer and Stone (2003) discovered that the element of interest and ability are the basic factors influencing students in their choice of subjects. A number of studies have been carried out on career choice among students by different scholars. According to Hewitt (2010), factors influencing career choice can either be intrinsic or extrinsic or both. Hewitt further states that most people are influenced by careers that their parents favor. Others follow the careers that their educational choices have opened for them. Still, others choose to follow their passion regardless of how much or little it will make them. Finally, there are those who choose careers that will give high income. Bandura, Barbaranelli, Caprara and Pastorelli (2001) states that each individual undertaking the process of choosing a career is influenced by several factors including the context in which they live in, their personal aptitudes, social contacts and educational attainment. Research studies on curriculum has shown that there is a correlation between subjects students take and the careers they choose. Specifically in relation to subject selection, Siann, Lightbody, Nicholson, Tait and Walsh (1998) observed that the majority of students in their study chose subjects that they liked, facilitated progression to future careers, and were compulsory or subjects where there was no other more desirable options. They also found that students tended to make these choices from a narrow viewpoint with a short term focus, often failing to fully consider their options beyond school. Subjects which students choose and the grades they score later usually affect the courses they enroll in after secondary school. In Hamisi Sub County, statistics reveal that less than 5% of the students who qualify for university places year after year are given their first choice. This means that the rest of the candidates miss out on their courses of interest that were to be offered at the university and such like students usually changes their career path. This study therefore was an attempt to examine and document the extent to which subjects offered in secondary schools in Hamisi propel or hinder career aspirations of secondary school students. Statement of the Problem Students levels of decisiveness in career choices have generally been an issue of concern to many education stakeholders. An observation made by Mwangi (2002) on Education and Career Aspirations in Secondary Schools, noted that 65% of students in secondary schools appeared not to have had specific orientation to careers, though, about 50% career indecisiveness notwithstanding, dreamt of joining universities. 2 Otukho, Nabie and Godia

3 Some students choose careers for consumption, for employment due to influence of parents, teachers and role models. However students change career depending on the situations after KCSE.Most of careers made by students are art based or in ICT and a few students choose science related careers, because of their inability to perform in mathematics and sciences. It is obvious that wrong choice of subjects and careers lead to having misfits in job and this deprives the nation of her real manpower needs. To try and address this concern, the government of Kenya has proposed to overhaul the current education structure to system that has fewer subjects and more practical skills. The new curriculum tends to put more emphasis on technical and ICT education in an effort to help learners identify their career paths early enough and specialize. However the structure puts less emphasis on art subjects when in real situation, they seem to be more popular amongst students especially when choosing subjects at form three level for specialization. The issue of subjects offered in specific secondary schools vs. interest may pose a big challenge in graduating from junior secondary school to senior secondary school level because it is at this stage that career choices will be made. The current problem of career mismatch and indecisiveness in the education sector may not be close to over with the new proposed system. Hewitt (2010) argues that there are several factors that influence career choices and these can either be intrinsic or extrinsic or both. The current study will establish the relevance of the subjects offered in secondary schools in choosing of careers by students in Hamisi sub county, Vihiga County. Purpose of the Study The purpose of this study was to examine the effects of subjects offered in secondary schools on career choices amongst students in Hamisi Sub County. Specifically, the study tends to determine the relationship between subjects offered in secondary school and career choices among secondary school students in Hamisi sub county, Vihiga County. Research question How does subjects offered in secondary school affect choice of careers by secondary school students in Hamisi sub county, Vihiga County? Hypothesis of the study H0 1 : Subjects offered in secondary school do not have a significant effect on career choices of secondary students in Hamisi Sub County. Significance of the study The study is important because it is hoped that the findings of the study will inform KICD and MOE on appropriate curriculum required in secondary schools for career development. At the same time the study could be important in making Universities, tertiary colleges, technical colleges, industry, and armed forces provide students with relevant information earlier in their schooling about courses or careers they offer. They could be more aggressive, giving students information they could test and use in their daily studies and apply to their career choice. Findings of this study will provide information to the parents, teachers, counsellors or mentors on guiding students to appropriate career paths. 3 Otukho, Nabie and Godia

4 Assumptions of the Study The study had the following assumptions: a) that all respondents would provide honest and reliable responses to the questionnaire items, b) All selected schools taught using the recommended syllabus of the secondary school curriculum, and c) the sample selected is representative of the larger population. Literature Review Watts (2010) points out the main objective of education as a response to better labor market needs. Watts further observes the role of career guidance to be related closely to the objective, as mediated through the career decisions of individuals, helping to ensure that these decisions are well informed and well thought of in relation to both their own aspirations and potential and in relation to the needs of labor market. Li (2007) confirms that all secondary schools are required to enable students to understand their own career/academic aspirations and develop positive attitudes towards work and learning because learning abilities of students are more diverse when all students are learning in secondary schools. Consequently the structure and content of traditional education, whether general or vocational, should be adapted accordingly through the diversification of secondary education in the later stages so that it may be pursued in conjunction with employment or training, or may lead to employment or to higher education, thereby offering educational options to the youth corresponding to their career needs and abilities (Stern & Sterarns, 2007). Sin (2010) supports the view that career guidance has an important and indispensable role to play in the secondary schools curriculum such as the system in Kenya where students sit for at least seven subjects in KCSE to enable them join various careers according to their abilities. There was criticism of the System of Education in Kenya due to the man power production that were being produced from secondary schools. The previous system of education lacked the capacity and flexibility to respond to the changing aspirations of individual Kenyans and the labour market needs, in terms of new skills, new technologies and the attitude to work (Amutabi, 2003). According to Simiyu (2001), its policy was criticized for being academic and therefore not suitable for direct employment careers. The policy encouraged elitist and individualistic attitudes among school leavers, something that was considered incompatible with the African socialist milieu. The Gachathi Report (Republic of Kenya, 1976) raised the issue of unemployment in relation to policy. Gachathi report noted with great concern the rising rate of unemployment among school leavers and recommended the restructuring of the education system curriculum in order to have more streams of technical and vocational subjects to meet career needs of varied abilities among students. The current structure has also been criticized for being more of academic rather than practical. The system is also exam oriented. Education stakeholders in Kenya are of the opinion that a new system which will be skill and ICT oriented and which will help learners choose careers and specialize early in schooling be adopted. School environment is one of the major factors that influence students interest in science subjects in many countries. This has been evidenced through the dramatic decrease of the number of students studying science subjects in secondary schools. There is also a serious 4 Otukho, Nabie and Godia

5 concern on the reason why many students who do core science subjects in secondary schools opt not to take science programs and science related specializations in their higher learning. As if that is not enough, many graduates who graduate in science fields choose not to pursue science related occupations regardless of their good qualifications in science courses. Research conducted in some developing countries by Munro and Elson (2000) indicate that, only 30% of students studied physics and 32% studied chemistry and mathematics at their higher learning in These percentages decreased to 25% and 26% respectively in 2005 as pointed out by a study by Lyons (2005). The trend was also seen in France, Germany and other Developed countries where the students enrolment number has been decreasing in different rates (OECD, 2007). Studies in Tanzania reveal that the teaching and learning of science is more theoretical than observational, experiential and experiment based, this situation affects the interest of students to take these subjects in their higher studies (Speering & Rennie, 1996). The teaching of science in a non-foreign expert, and unsystematic way of teaching are still in its infancy or are issues which are not taken care of in teaching. In fact the science courses seem more relevant to those students with science career aspirations and not to the majority for whom secondary science is terminal (Lyons, 2005). Although there was a strong relationship between the students subject interest and their parental encouragement to take up scientific and Arts skilled jobs, more students (52.2%) liked Arts subjects compared to their mothers (36.6%) and fathers (34.5%) subject preferences. With this study, the researcher thought that it was good to examine students level of satisfaction and readiness to take science, Art and technical subjects in their secondary school studies. This was necessary so as to test to their evaluation of the learning process in relation to career pathways they aspire to take. Research Methodology The study explored the factors affecting choice of careers in secondary schools. Descriptive survey design was used in this work. The design was found to be ideal as it enabled an indepth study of the relevant variables made in order to establish existing conditions in the schools and homes targeted for the study in Hamisi Sub County. Studies that are concerned with what people think and what they do, and different types of educational fact finding, have been noted as appropriate in utilizing this research design (Frankel & Wallen, 1993; Kombo & Trump, 2006)). In this study, the independent variables (IVs) included issues surrounding choice of careers such as school curriculum. Dependent variable (DV) included the student s choice of careers Target Population The target population for this study included 47 public secondary schools and 3301 Form IV students in Hamisi Sub County, with reference to the class of Form IV students were selected because they had already determined their optional subjects and by extension were deemed to be focused on their career lines. The same students were also expected to apply for courses to pursue in higher institutions of learning, through JAB, as well as sit for their national exams in a few months time, scheduled for November Sample Design and Sampling Procedure A stratified random sampling technique was used to select the schools and the category of respondents to be included in the sample. In this study the population strata included Extra 5 Otukho, Nabie and Godia

6 county schools, county schools and sub county schools.hamisi Sub County does not have national and private schools. One (1), Two (2) and eight (8) schools were selected from these strata respectively, through proportionate sampling technique to form a sample of 11 public schools from a total of 47 public schools. This accounted for 23.4% of the total public schools in Hamisi Sub County. Students were purposively sampled to select Form IV students and the same randomly sampled to give 409 students for the study. This constituted 12.39% of the total targeted population. Gay (2003) suggested that 10% of the accessible population is adequate to serve as a study sample. The researcher therefore considered 12.39% of the targeted population representative enough for the study. Results Subject Selection and Career Choice Respondents were asked to state other than Mathematics, Kiswahili and English (compulsory subjects), the other subjects registered for KCSE and findings presented in table 3.1. Table 1: KCSE subject choices for Respondents Science Subject Frequency Percentage (%) Biology Physics Chemistry General Science Arts Subjects History and Government Geography Religion Technical Subjects Agriculture Computer studies Home Science Others Study findings in table 1 reveal that 95.6% of the study respondents had registered for Biology during KCSE examinations while 95.11% had registered for chemistry. This implies that among the science courses, Biology and Chemistry were being done by most students compared to physics (25.43%) and general science (3.18%). With regard to Art subjects, 87.53% of respondents indicated that they were taking History and Government while 80.91% took religion. Further still, 73.11% of the students took Geography. With regard to technical subjects, agriculture was offered to the highest number of students (39.61%) followed by home science (27.63%) and then computer studies (20.29%). It was also established based on the study findings that 12.67% of respondents did other technical subjects other than those listed in the table 1. Among the various career choices available, students were asked to select one career that represents their interests and findings presented in table Otukho, Nabie and Godia

7 Table 2: Student Career Choices Career Frequency Percentage (%) Science oriented Engineering oriented ICT and Communication Art based Talent based (sports, music etc) Business based Agro-based Armed forces Unskilled occupation Total Study findings in table 2 show that 22.25% of the study respondents chose ICT and communication related courses while 20.29% chose science oriented courses. Study findings further revealed that 16.87% of respondents chose business based courses while 13.45% chose engineering courses. Relationship between subjects offered in secondary school and career choices among secondary school students The objective of this study sought to investigate the relationship between subjects offered at secondary schools and career choice among secondary school students in Hamisi Sub- County. In line with the objective, the following hypothesis was formulated; H 0 1: Subjects offered in Secondary School does not have a significant effect on career choice among secondary school students in Hamisi Sub-County Study constructs relating to subjects offered and those relating to career choice were subjected to Pearson Product Moment Correlation Coefficient and findings presented in table 3.3. Table 3: Correlation Coefficient for the relationship between subjects offered and career choice for secondary school students Subject Offered Pearson Correlation Sig. (2-tailed) N Student Career Choice.624** **Correlation is significant at 0.05 level (2- tailed) *Correlation significant at 0.01 level (2 - tailed) Findings in table 3.3 reveal a statistically significant positive relationship between subjects offered at secondary school and career choice of students in secondary schools in Hamisi Sub-County (r=0.624; P< 0.05). This implies that students who offered science based subjects ended up selecting science based careers while those who offered Arts based subjects were more inclined to pursue Arts based courses. Study findings above reveal that the subjects offered at secondary school had a 62.4% influence on career choice for students in secondary schools in Hamisi Sub-County. 7 Otukho, Nabie and Godia

8 In order to compare the observed count in each table cell of the questionnaire (with regard to subject choice and career choice) and expected count under the assumption of no association, Chi-Square test was performed to determine the goodness of fit between the observed and expected frequency counts for subject offered and career choice. Study finding are presented in table 4. Table 4: Chi-Square Results for the Relationship between subjects offered and career choice Value Df Asympt.Sig. (2 -sided) Exact Sig. (2 -sided) Exact Sig. (1 -sided) Pearson Chi-Square a Continuity Correction b Likelihood Ratio Fisher s Exact Test Linear by Linear Association N of valid cases cells (.0%) have expected count less than 4. The minimum expected count is Findings in table 4 reveal a statistically significant positive relationship between subjects offered and career choice for students in secondary schools in Hamisi Sub-County (X 2 = ; df=1; P<0.05). The study also performed a cross-tabulation of subjects offered and career choice for secondary school students in Hamisi sub-county and findings presented in table 3.5. Table 5: Cross-Tabulation of Subject Offered and Students career Choice Subject type Career choice for students (%) Science courses Arts courses Science based subjects Arts based subjects Technical subjects Technical courses Findings in table 5 reveal that the subjects offered in secondary schools influence student career choice. Results reveal that 78.23% of students who chose science courses did science subjects while 87.51% of students who chose art based courses did art based subjects. It was also revealed that 64.98% of students who selected technical courses took technical subjects. Discussion of Findings The objective of the study sought to investigate the relationship between subjects offered at secondary schools and career choice among secondary school students in Hamisi Sub- County. Study constructs relating to subjects offered and those relating to career choice were subjected to Pearson Product Moment Correlation Coefficient. Study findings revealed a 8 Otukho, Nabie and Godia

9 statistically significant positive relationship between subjects offered at secondary school and career choice of students in secondary schools in Hamisi Sub-County (r=0.624; P< 0.05). This implied that students who students who selected science courses were taking science subjects, while those who chose art based careers were more inclined towards art based subjects. Study findings above reveal that the subjects offered at secondary school had a 62.4% influence on career choice for students in secondary schools in Hamisi Sub-County. In order to compare the observed count in each table cell of the questionnaire (with regard to subject choice and career choice) and expected count under the assumption of no association, Chi-Square test was performed to determine the goodness of fit between the observed and expected frequency counts for subject offered and career choice. Findings revealed a statistically significant positive relationship between subjects offered and career choice for students in secondary schools in Hamisi Sub-County (X 2 = ; df=1; P<0.05). The study also performed a cross-tabulation of subjects offered and career choice for secondary school students in Hamisi sub-county. Results of the study established that subjects offered in secondary schools influence student career choice. Results reveal that 78.23% of students who took science subjected chose science course while 87.51% of students who took arts based subjects selected arts based courses. It was also revealed that 64.98% of students who took technical subjects selected technical courses. It is notable that ICT and Communication was chosen by most students followed by Science oriented courses. Also important to note is that talent is increasingly attracting students even though it is not related to the subjects they took in secondary schools. This finding renders the current system of education redundant because it is academic oriented and does not emphasize on ICT and talent. The general trend revealed by this study is that there is a strong relationship between subjects done by students in secondary schools and the careers they choose. Information on careers associated with each subject should be made clear to the students immediately they join secondary schools in form of subject marketing by the teachers to make learners focus on what is best for them from the word go. In some few cases it came out that some students chose careers that were not related to subjects they did. For instance, students who chose talent as a career were 6.11% of the respondents and those who chose unskilled occupation were 2.2% implying that the current Curriculum which is majorly academic had very minimal or no contribution at all to their career paths. All secondary schools are required to enable students to understand their own career/academic aspirations and develop positive attitudes towards work and learning because learning abilities of students are more diverse when all students are learning in secondary schools. Different subjects lead to various careers which the head teachers, teachers and Students are to be well inducted in. School environment is one of the major factors that influence students interest in science subjects in many countries. This has been evidenced through the dramatic decrease of the number of students studying science subjects in secondary schools. There is also a serious concern on the reason why many students who do core science subjects in secondary schools opt not to take science programmes and science related specializations in their higher learning as observed in other empirical studies. Many students in secondary schools choose subjects that they liked and those that facilitated progression to future careers. The study also established that some found that some students tended to make these career choices from a narrow viewpoint with a short term focus, often failing to fully consider their options beyond school. It is important that students are adequately guided to make subject choices that would propel them into future career options 9 Otukho, Nabie and Godia

10 that best reflect their aspirations and passion. Guiding and counselling teachers as well as head teachers should also be trained and adequately equipped to be able to effectively guide students on subject choice based on ability and interest. Conclusion With regard to the study findings, the following conclusions are made; the objective of the study sought to investigate the relationship between subjects offered at secondary schools and career choice among secondary school students in Hamisi Sub-County. Study findings revealed a statistically significant positive relationship between subjects offered at secondary school and career choice of students in secondary schools in Hamisi Sub-County. With regard to the study findings a conclusion is made that there was a relationship between subjects offered and career choice among secondary school students in Hamisi Sub-County. Recommendations The following suggestions may be useful in guiding education stakeholders on career education; 1. The government should support all schools with required resources to enable them offer all possible subjects listed in the curriculum. This will offer all Kenyan children an equal opportunity to enter into the desired careers from whichever institution in Kenya. 2. Teachers should market subjects to learners by way of relating the subjects to the careers they lead to early in the school life of the learners. This will make them work for the desired careers. 3. Teachers should be inducted in matters of career counselling for them to be able to guide learners. More so, professionally trained career personnel should be posted to schools to offer career education. 4. This study recommends an overhaul of the current education structure to system that will have fewer subjects and more practical skills. This system will address the increasing number of students who are tilting towards ICT and communication and those interested in talents as opposed to that has been academic and exam oriented. References Amutabi, M.N. (2003). The system of education. International Journal of Educational Development. (23) Bandura, A. Barbaranelli, c., Caprara, G.,& Pastorelli, C. (2001). Self-efficacy beliefs as aspirations and Carrier trajectories. Child Development, Frankel R.J, & Wallen EN (1993). How to Design and Evaluate Research in Education. 4th Ed. Illinois: F. E. Peacock Publishers, Inc Gay, R. L. (2003). Educational Research: Competencies for Analysis and Application (7 th ed) Columbus: Charles E. and Merrill Publishing Company. Hewitt J (2010) Factors influencing career choice. Available from: 15/02/2015. Kombo, D. K. & Trump, D.A. (2006). Proposal and Thesis Writing: An introduction. Nairob. Paulines Publications Africa Otukho, Nabie and Godia

11 Li, S. (2007). The role of Careers Teachers in Hong Kong Secondary Schools. Hong King China: HKACMGM and Hoy. Lyons, T.(2005). Different Countries, Same Science Classes: Students experiences of School Science in their own words. International Journal of Science Education. Retried from research.acer.edu.au.aer/3. Munro, M. and Elsom, D. (2000).Choosing science at 16. NICEC project report, NICEC, Cambridge. Mwangi, P.K.(2002). Educational and Career Aspirations of Form IV Students at Kahatia and Mukumu Secondary Schools in Murang a District. Kenya. Nairobi: Kenyatta University, Unpublished. M.Ed. Thesis. Organization for Economic Co-operation and Development Global Science Forum- OECDGSF (2007). Evolution of Student Interest in Science and Technology Studies Policy Report. OECD: Paris Republic of Kenya. (1976). National Committee on Educational Objectives and Policies. Nairobi : Government Printer. Siann, G., Lightbody, P., Nicholson, S., Tait, L. & Walsh, D. (1998). Talking about subject choice at secondary school and career aspirations: Conversations with students of Chinese background. British Journal of Guidance and Counselling, 26 (2), Sin, N.L. (2010). The changing Roles of Career Teachers at Secondary School over a Decade. Hong Kong. Association of Careers masters and Guidance master 56th Anniversary Commemoratative Issue (pp ). Simiyu, J. W. (2001). Factors, which influence the teaching of technical and vocational subjects in primary schools in Uasin Gishu, district. Eldoret: Moi University (Department of educational communication). MA dissertation (unpublished). Speering, W. and Rennie, L. (1996). Students Perceptions about Science. The Impact of Transition from Primary to Secondary Schools. Retrieved from Stern, D. and Sterarns, R. (2007). Combining Academic and Career Technical Course to make College an Option for mor Students: Evidence and Challenges, In Oakes, Watts, A.G. (2010). Career Guidance and Post Secondary Vocational Education and Training. A Paper Prepared for the OECD Review of Post Secondary Vocational Education and Training, Skills beyond Schools. Weiler, N. (1997). Reality and career planning. Reading, MA: Addison-Wesley Publishing Company, Inc Otukho, Nabie and Godia

12 Authors Biography Bristone S.M.N Otukho attended Chavakali High School and Pursued B.Ed. (science) at Moi University, Kenya majoring in mathematics and minoring in Biology. He is currently a teacher at Friends school kaimosi boys and is pursuing a master s degree in Educational Psychology at Moi University Kenya. Alice Nabie holds B.Ed. (science) degree and a Master s degree in Science education (Biology) at Masinde Muliro University of Science and Techno lodge, Kenya. She is currently a teacher at Friends school kaimosi boys. Fanuel Luvita Godia attended Kemeloi High School and Pursued B.Ed. (science) at Kenyatta University, Kenya majoring in mathematics and minoring in Chemistry. He is currently a teacher at Friends school kaimosi boys and is pursuing a master s degree in Science (Applied Mathematics) at Kisii University Kenya The Author(s). Creative Commons CC-BY: This open access article is distributed under the terms of Creative Commons Attribution 4.0 License. This permits anyone to share, use, reproduce and redistribute the work without further permission provided the person gives due credit to the work Otukho, Nabie and Godia