| || || Codd, Tamica Shayanne|
| || || An investigation of the factors that influence the selection of science as an academic program at Maud Williams High School |
Author:Codd, Tamica Shayanne
Institution: University of the South Pacific.
Subject: Maud Williams High School (Fiji), Science -- Study and teaching (Secondary) -- Fiji
Call No.: pac Q 183 .4 .F5 C63 2016
Copyright:60-80% of this thesis may be copied without the authors written permission
Abstract: In many countries, there has been a noticeable decrease in the number of students choosing some of the courses affiliated with the sciences. The subject of science education in the nation of Belize is an area that is very much lacking in research material that addresses this issue. This study was undertaken in an effort to fill the gap currently existing in literature and explore reasons behind the low number of students that are enrolled in the academic science program at Maud Williams High School. The following research questions were posed: 1) What are the prominent factors that influence students at Maud Williams High School when selecting their academic program? 2) What factors or processes promote or inhibit the selection of science? 3) How are factors that promote or inhibit the selection of science related? 4) How can these factors be addressed to promote academic science as a viable subject choice at Maud Williams? A mixed methods approach was used in which the results of two surveys were combined. The qualitative instrument used was an open-ended survey, while the quantitative instrument mainly included Likert scale type questions. Statistical analyses were conducted using chi-square tests. The major findings of this research were: 1) Selection of academic program was highly associated with motivation 2) Peer influence had an impact on selection of science as a first choice 3) Students had similar science experiences in both primary and secondary school 4) No significant association existed between teacher influence and science selection 5) The majority of science students reported having influence in the form of parents or family support combined with self-efficacy and motivation based on career goal or aspiration. Recommendations were then made for further study as well as to the school based on these findings.