A study of the influence of selected variables on pupils' choice of science subjects in Sierra Leone secondary schools

Abstract

This thesis describes a study into selected factors affecting the choice of science subjects by Sierra Leone secondary pupils for study in forms 4 and 5 of the Secondary School.
The main focus in the present work was on factors and variables which relate directly and indirectly to the curricular influences to which pupils were exposed. An examination was made of the relationship between science choice patterns and science preferences on the one hand, and science learning environment variables and pupils' science learning experiences on the other. In addition, pupils' personality variables were also examined as possible correlates of science choice. All enquiries were conducted by means of written tests, inventories and questionnai res.
A particular feature of the study was that a parallel enquiry was conducted of pupils prior to their actual choice of subjects and pupils subsequent to their choice.
Among the findings derived from this study, the following are noteworthy:
i. The choice of science subjects by Sierra Leone secondary school pupils is strongly correlated with their declared interest In science and the satisfaction gained from previous science learning experiences. The nature of the home work demands made upon the pupils by their science teachers also appeared as a significant correlate of science choice and preference.
ii. There was considerable agreement between the correlates of intended and actual subject choice. This suggests that factors and variables which correlated significantly with science subject choice have an acceptable degree of predictive validity.
iii. No gender differences were found in the pattern of science subject choice in coeducational schools.
iv. There is a clear differentiation, in the choice of and preference for science subjects, between Biology and the two physical sciences (Chemistry and Physics). The choice of the latter is strongly associated with vocational and further education considerations.