TELEWAH on ANALYSIS OF THE FACTORS INFLUENCING STUDENTS’ ENROLMENT IN PHYSICS

Background to the Study

Concerns have been raised about the poor performance of students in Science subjects, particularly Physics, in secondary schools, as highlighted in the Global Science Forum Report (2005) The establishment of the Faculty of Education and the Department of Education in universities and colleges aims to train teachers for all educational levels Addressing issues related to teacher production quality and quantity is crucial; neglecting the role of these institutions in finding solutions would be superficial This research project is driven by the growing reluctance of students to pursue science courses, especially in the physical sciences, reflecting a global crisis in science education, as noted by Taale (2014), which is evidenced by declining enrollment numbers in Physics.

According to Taale (2014), in the 2000/2001 academic year, out of one hundred and fifteen (115) students that enrolled for the science programme, only thirty students (26.1%) opted for Physics.

In the final year the number had decreased to ten (10%) The 2001/2002 academic year had fifty

(50) students out of which ten constituting 20%, registered for Physics, but the percentage came down to 18% in the final year In 2002/2003, the total number was one hundred and thirty-five

In the academic year 2002/03, 20% of students (27 out of 135) registered for physics, while in 2003/04, this number decreased to 7.3% (11 out of 149) Despite the introduction of direct admissions in 2006/07, allowing secondary school students and mature students (mainly professional teachers) to enroll without an entrance exam, only 12% (18 out of 151) of the admitted science students chose physical science, as reported by the Global Science Forum.

Over the past 8 to 10 years, there has been a significant decline of 30-50% in the number of university graduates in the Physical Sciences worldwide This trend is influenced by a variety of complex factors, particularly the growing reluctance among students to pursue physical science courses This shift poses serious implications for the scientific community in Kenya and threatens the scientific literacy of future generations.

Research into the decline in science enrollment has primarily focused on quantitative analyses of students' motivations and attitudes toward science (Woolnough, 1994; Ramsden, 1998) Additionally, studies have examined background factors influencing enrollment decisions (Fullarton & Ainley, 2000) While these approaches did not fully elucidate how attitudes and backgrounds affect students' decisions regarding further science studies, they did identify significant statistical relationships (Lyons, 2003).

Students often choose to study Physics based on their career aspirations, as highlighted by Fullarton and Ainley (2000) Additionally, their perceptions of the subject play a significant role in this decision, according to Palmer (1999) However, factors such as disaffection towards Physics can negatively influence student interest, as noted by Bennett (2001) and Goodrum, Hackling, and Rinnie (2001), along with Osborne and others.

Factors influencing students' choice of Physics include the subject's appeal and teaching methods, strategic needs for future studies or careers, intrinsic motivations like interest and enjoyment, and the interpersonal environment shaped by interactions with peers and lecturers Additionally, external perceptions, such as the low status associated with science careers and the prevailing culture in school science, significantly deter students from selecting Physics as a field of study.

Although these studies from 2003 provide valuable insights, they were conducted in foreign countries with socio-cultural contexts that may not be relevant to the current research.

In 2006, Kenya launched 'Kenya Vision 2030', a development blueprint aimed at transforming the nation into a newly industrialized middle-income country by 2030, enhancing the quality of life for its citizens The successful realization of this vision relies on economic, social, and political factors, all of which are supported by advancements in Science, Technology, and Innovation Education and training play a crucial role in Kenya's pursuit of prosperity and the establishment of a just society, with Physics serving as a vital tool in the government's industrialization efforts.

Since the 1930s, high energy physics has significantly influenced society through innovative technologies that enhance our daily lives Physics advancements are crucial in understanding biological processes and disease treatment, such as using superconducting cables for efficient power transmission and employing accelerators in medical centers for diagnostics and therapies The development of the World Wide Web by particle physicists revolutionized global information sharing, while the Grid enables the management of vast data through interconnected computing resources Furthermore, studying physics equips learners with essential skills for decision-making, investigation, and effective communication, aiming to align their achievements with international standards (Umalusi, 2008).

Statement of the Problem

A lack of physics knowledge can hinder individuals from comprehending everyday phenomena, such as the causes of wind, the solar system, high dams, and geothermal energy This gap in understanding can result in reduced technological advancement and ultimately lower living standards for the population (Munene, 2014).

The Ministry of Science and Technology's 2009 policy emphasizes the promotion of experiential learning, innovation, and creativity through well-coordinated education and training programs in technology management There is a concerted effort to foster interest in mathematics, science, and technology from early childhood through secondary education However, despite the overall increase in secondary school enrollment due to the government's Free Primary School Education and free day secondary school initiatives, physics enrollment remains notably low nationwide (Munene, 2014).

Enrolment in physics in the Universities has consistently been comparatively low over the years.

The Science Department at universities consistently experiences the lowest student admissions annually To address this issue and enhance students' pre-entry qualifications, a pre-university program was introduced, aimed at attracting more individuals to the Science Department (Nderitu, 2007).

Table 1 shows the statistics of students’ enrolment in the Department of Education in Marist International University College (MIUC) from 2010 to 2014

Table 1.1: Students’ enrolment in the Department of Science Education in MIUC

Academic Year Total number of Students Number of Physics Students

Table 1 reveals a consistent decline in the number of students enrolling in Physics compared to those in other programs This trend prompted the researcher to investigate the factors affecting student enrollment in Physics at higher education institutions.

The decline in student enrollment in physics leads to a significant reduction in the number of individuals pursuing careers as science teachers This shortage of qualified science educators in secondary schools and other educational institutions has far-reaching consequences for the quality of science education.

Objectives of the study

General Objectives

The general objective for this study was to analyze the factors responsible for the low students’ enrolment in Physics in private Tertiary institutions.

Research Questions

The study was guided by the following research questions:

1 What causes low enrolment of students in Physics in private tertiary institutions?

2 Does interest influence students' enrolment in physics?

3 What is the role of teaching methodology in students’ enrolment in Physics?

4 What is the role of parents in students’ enrolment in Physics?

5 Does availability of teaching and learning materials influence students’ enrolment in Physics?

6 How does prior achievement in physics influence students’ enrolment?

7 Does career related choices influence enrolment in Physics?

8 What role does motivation play in students’ enrolment in Physics?

9 What suggestions can be made to improve students’ enrolment in physics?

This study aimed to analyze the factors that influence students' enrollment in Physics at private tertiary institutions in Lang’ata Division, highlighting its significance for various reasons.

The study aims to provide Physics teachers with insights into the factors affecting enrolment in Physics departments, enabling them to enhance the teaching and learning experience, making it more engaging and appealing for students.

The study aims to help students identify the factors that affect their decisions regarding Physics courses and their pursuit of Physics at the university or college level, fostering a deeper understanding and appreciation for the subject.

This study highlights the limited existing research on the topic, paving the way for further exploration and discussion It has sparked interest among researchers, serving as a catalyst for additional investigations in this area.

The study seeks to provide insights to the Government, specifically the Ministry of Education and curriculum developers, regarding the Physics syllabus in secondary schools and higher learning institutions in Kenya The findings aim to highlight the factors affecting Physics enrollment in these institutions, guiding the Ministry and curriculum developers in implementing strategies to enhance the situation.

Scope and delimitations of the study

The study was delimited to private Tertiary institutions in Langata Division The study was further delimited to the Catholic University of Eastern Africa (CUEA) and Marist International

University College (MIUC) The two institutions afforded the researcher enough time to adequately explore the phenomenon.

The study focused exclusively on the teachers and students of CUEA and MIUC, examining the specific factors that influence student enrollment in Physics at these institutions.

Limitations of the study

Mugenda and Mugenda (1999) describe study limitations as factors that may adversely impact results or their generalizability, which the researcher cannot control In this study, limitations included the restricted number of higher learning institutions, with only two private tertiary institutions in Langata Division selected purposefully Additionally, the availability and honesty of participant responses posed challenges, as the researcher's conclusions relied solely on the information provided by these participants.

Conceptual Framework

Figure 1.1: Relationship between the dependent and independent variables

The conceptual framework for this study, illustrated in Figure 1, represents the relationships between the key variables involved According to Mugenda & Mugenda (1999), a conceptual framework serves as a hypothesized model that outlines the concepts being examined and their interconnections.

The enrolment of students in Physics at higher learning institutions is influenced by several independent factors, including students' interest, motivation, parental influence, teaching methods, learning resources, prior achievement in Physics, and job opportunities Specifically, students with a strong interest in Physics during secondary school are more likely to pursue it in university or college, while those lacking interest are unlikely to consider it Additionally, students tend to choose courses that offer better job prospects, and the availability of adequate learning resources can significantly impact their decision to enroll in Physics programs.

Access to quality learning resources and effective teaching methods, along with parental influence, significantly impacts students' decisions to enroll in physics Additionally, the perceived job opportunities associated with physics can sway students' interest in the subject Ultimately, a student's motivation plays a crucial role in determining their course selection in higher education, highlighting its direct influence on enrollment in physics programs.

Theoretical framework

A theoretical framework, as defined by Kombo and Trompo (2011), consists of interrelated ideas supported by data, while Kibera and Kimokoti (2007) describe theory as a set of facts and principles that explain societal organization and behavior patterns Groom (1993) emphasizes the importance of theories in research, noting that facts alone do not convey meaning without theoretical context This study will utilize Abraham Maslow's hierarchy of needs theory, which posits that human motivation is driven by the desire to fulfill specific needs, suggesting that behind every action lies a need awaiting satisfaction.

Maslow’s hierarchy of needs theory suggests that students' enrollment in Physics is influenced by their individual aspirations and goals The motivations driving students to choose their fields of study are rooted in their personal needs and desires for achievement These needs play a crucial role in decision-making, as students are compelled to enroll in subjects like Physics based on their career ambitions, such as becoming a doctor or civil engineer, where Physics is a prerequisite Thus, understanding the hierarchy of needs is essential for analyzing student enrollment decisions in higher education.

Operational Definition of Terms

Enrolment: an action of enrolling or being enrolled at a school or college.

Motivation: what pushes someone to do certain things or to act in one way or another.

Tertiary Institution: is a school after basic school or second cycle schools that awards bachelors degrees, diplomas and certificates to its students after successful completion of their course.

Organization of the study

The study was organized in five chapters.

Chapter one provides a comprehensive overview of the study's background, outlining the problem statement, research questions, and objectives It highlights the significance of the study while defining its scope and delimitations, as well as addressing its limitations Additionally, the chapter presents the conceptual and theoretical frameworks, along with definitions of operational terms and an organization of the study.

Chapter two reviewed the literature related to students’ enrolment in Physics in Institutions of higher learning.

Chapter three outlines the research design and methodology employed to collect the necessary data for addressing the research questions It details the target population, sampling methods, and the research instruments used, as well as the procedures for data collection and analysis.

Chapter four dealt with the data analysis, interpretation and discussion of the findings.

Chapter five dealt with the summary, conclusions and recommendations for further study.

Introduction

This chapter reviews the literature on the factors affecting students' enrollment in Physics at higher education institutions It emphasizes key influences such as students' interests and attitudes, parental guidance, career aspirations, teaching and learning methodologies, student motivation, prior academic performance, and the availability of learning resources.

Causes of low Enrolment in Physics

Research indicates a declining interest in physics among students after secondary school (Nderitu, 2007), a trend that continues at the university level with minimal enrollment in physics programs (Lyons, 2005) This long-standing issue of low physics enrollment has been highlighted for decades, including a report by Times Magazine on May 24, 1993.

For over a century, each new generation of physicists has predicted the impending demise of their field, only to be proven wrong as breakthroughs continually unveil fresh mysteries and uncharted territories Despite significant progress, it's uncertain whether we've even identified the correct questions to ask, let alone arrived at definitive answers.

Several factors contribute to the low enrollment of students in physics, including the perceived difficulty of the subject, a lack of interest, insufficient resources, and inadequate support for learners (Lyons, 2005).

Students' Interest and Attitude

Students' attitudes and interests significantly influence their academic performance and the subjects they choose in higher education Recent research indicates that negative stereotypes about physicists can deter students from pursuing physics, leading to poor performance in the subject.

Interests play a crucial role in shaping students' academic choices, as they tend to excel in subjects that captivate their attention For instance, a student with a strong interest in Physics during secondary school is more inclined to continue studying the subject at advanced levels In contrast, a student who lacks interest in Physics may choose to forgo it when presented with the option at higher education stages.

In studies conducted by Tombir (2010) and Iloabueke (2010), it was found that personal interest significantly influences students' subject choices Tombir reported that 90% of 124 students selected History due to its engaging nature and perceived ease of understanding, emphasizing that their intrinsic interest and the value they place on the subject drove their decision Similarly, Iloabueke's research on Christian Religious Education (CRE) in Kajiado County revealed that 93% of 100 respondents acknowledged interest as a key motivating factor for their choice, with only a small percentage expressing disagreement These findings underscore the critical role of personal interest in academic subject selection among students.

In a study conducted by Atzi-Nwi (2013), factors affecting secondary school students' selection of Business studies in Ngong Division were examined using a simple random sampling method The research involved a sample of 65 students and six teachers from three selected secondary schools, utilizing questionnaires to gather pertinent information The results revealed that a significant 81.5% of students chose Business studies due to their interest and passion for the subject.

Students' interest significantly impacts their subject choices in secondary schools This study examines the factors that affect students' enrollment in physics at private tertiary institutions in the Lang'ata division.

Career related Choices

Research indicates that career-related choices significantly impact students' subject selections in schools According to Gichohi (2008), a career encompasses the diverse occupations and roles an individual engages in throughout their lifetime, including leisure activities, learning, and work It is also viewed as a profession that allows for personal growth and advancement in areas meaningful to the individual Ultimately, making a career choice is a crucial decision that everyone faces in their life journey.

According to Kaudia and Ihanga (2001), students are advised to select subjects aligned with their future career aspirations, while some are guided based on their past academic performance It is essential for learners to choose subjects that complement their career plans, but they should also keep their options open For instance, a student consistently performing below average in Physics who aspires to be an engineer may be encouraged to consider alternative subjects.

A study by Adeyemi (2009) investigated the factors influencing the choice of Geography as an optional subject among Form 5 students in Botswana, surveying 205 students through questionnaires The results showed that 95% of students selected Geography due to its relevance to their career aspirations, with many aiming to become pilots, meteorologists, archeologists, environmentalists, and geologists Similarly, Marigi (2008) examined the subject selection influences among secondary school students in Ngong Division, surveying 60 students His findings indicated that 95% of participants chose subjects based on their career goals, while 5% cited other reasons, such as the availability of textbooks.

Career aspirations significantly influence students' subject selections in higher education This study aims to explore the impact of these aspirations on students' enrollment in physics programs at private tertiary institutions.

The Methods of teaching and learning

Effective teaching and learning methods are crucial for achieving positive educational outcomes, particularly in physics at higher institutions The choice of teaching methods, such as lectures, discovery learning, discussions, debates, role-playing, field trips, guest speakers, demonstrations, group work, seminars, and both real and virtual visits, significantly impacts students' engagement and interest in the subject.

Teaching is defined as the process of imparting knowledge, skills, values, and attitudes to learners through various methods (Ogula & Onsongo, 2009) Furthermore, students often view their teachers as role models, influencing their subject choices based on the subjects taught by these educators (Adeyemi, 2010).

In a study conducted by Tombir (2010) on factors influencing the choice of History in secondary schools in Ngong Zone, 150 Form 3 and Form 4 students were surveyed using questionnaires The results indicated that 72.5% of students selected History primarily due to the teaching methods employed by their teachers The use of interactive techniques such as group discussions and lectures facilitated deeper articulation and analysis of historical concepts, making the learning experience engaging and enjoyable Overall, the findings emphasize the significant impact of teaching methods on students' decisions to pursue History.

In a study conducted by Iloabueke (2011) on the factors influencing the selection of Christian Religious Education (CRE) in secondary schools in Kajiado County, 100 students were surveyed using questionnaires The findings revealed that 62% of students believed that the teacher's teaching methods significantly impacted their choice of CRE, while 38% disagreed Those in favor highlighted the interactive nature of the lessons, which encouraged active participation The study concluded by recommending that teachers adopt the heuristic method to foster a collaborative and engaging learning environment.

The methods used in teaching and learning physics significantly influence student enrollment in higher education A student who struggles with physics in secondary school due to ineffective teaching may choose to avoid the subject in college, while those who have positive experiences are more likely to pursue it further Consequently, these experiences directly impact enrollment rates in physics programs at private tertiary institutions.

Students’ Motivation

Motivation drives individuals to pursue goals and fulfill needs, influencing their behavior Fegher (2013) explored the motivations and attitudes of Non-English speaking students learning English, surveying 44 students and conducting interviews with ten participants The study revealed that instrumental motivation, such as the desire to secure employment or comprehend academic texts, is the primary factor motivating these students to learn English Additionally, personal reasons also contribute to their motivation The research recommends that English language courses for Non-English speaking students be tailored to meet these instrumental needs.

In her 2013 study, Wataka investigated the factors affecting female students' enrollment in science-oriented courses at technical training institutions, surveying 113 first-year female students across three institutes, along with three registrars and a technical education officer Utilizing questionnaires for both students and administrative personnel, the research revealed that the majority of respondents were significantly motivated by the anticipated future salaries associated with these courses This potential for future financial gain played a crucial role in encouraging female students to pursue science-oriented education.

Koring'ura (2004) conducted a study examining the factors affecting enrolment, participation, transition, and completion rates in secondary schools The research involved data collection from 11 secondary schools through questionnaires and interviews with 175 students, 44 teachers, and 16 head teachers The findings revealed that a lack of motivation among students significantly negatively impacted enrolment rates.

This study aims to investigate the impact of student motivation on the enrollment of students in physics courses at private tertiary institutions, addressing a gap in previous research that overlooked this important factor.

Parental Influence

Many parents actively participate in their children's education, often influencing their subject and career choices A study by Khan, Murtaza, and Shafa (2012) examined the role of teachers in providing education and career counseling to secondary school students in Gilgit-Baltistan, Pakistan, revealing that parents significantly impact their children's educational paths Data collected from both a private and a public school through Focus Group Discussions, observations, and semi-structured interviews showed that educated parents serve as key sources of career guidance, offering insights into their children's interests and the job market However, the study also highlighted a tendency for some parents to pressure their children into pursuing careers such as pilots and engineers, regardless of the children's true aspirations and interests.

In a study conducted by George (2001) on the factors influencing subject choices among secondary students in Kiganjo Division, it was found that a significant majority of students felt their parents played a crucial role in their subject selection Out of 100 students surveyed using a simple random sampling technique, 91% reported that their subject choices were largely determined by their parents, while 6% acknowledged a high level of parental influence, and only 3% felt that their parents had minimal impact on their decisions.

In a study conducted by Kireria (2007) on factors affecting Form Two students' choices of optional subjects, data was gathered from 278 respondents through questionnaires The results indicated that parents and guardians play a significant role in influencing their children's subject selections Educated guardians are particularly aware of market-oriented courses, positioning them to provide informed guidance Consequently, students' subject choices are largely determined by the preferences and advice of their parents or guardians.

Ng'etich (2014) conducted a study on the factors affecting girls' low enrollment and poor performance in physics across 17 secondary schools Data was gathered through interviews with 10 heads of science departments, questionnaires distributed to 30 physics teachers, and responses from 270 Form 3 physics students The findings indicated that 80% of parents significantly influence girls' enrollment in physics by providing essential guidance and motivation The study emphasizes the need for increased parental involvement to help shift girls' negative attitudes towards the subject.

This study examines the impact of parental influence on students' enrollment in physics at private tertiary institutions, addressing a gap in previous research conducted primarily in secondary schools.

Students' Prior Achievement

Students' prior achievement in a subject significantly influences their enrolment decisions, as low academic performance can lead to discouragement and a negative attitude towards pursuing that subject at higher levels of study This past performance shapes students' perceptions, fostering a belief that previous struggles will predict future outcomes, reinforcing a cycle of self-doubt and reluctance to engage with the subject.

Musyoki (2014) conducted a study examining the factors that influence secondary school students' selection of Geography as a subject Utilizing questionnaires for data collection and simple random sampling across three schools, the research focused on Form two and three Geography students and their teachers, comprising a sample of 58 students and nine teachers The findings indicated that a significant majority of students (93%) who had previously excelled in Geography opted to continue studying the subject at a higher level Additionally, a notable 66.7% of teachers affirmed that prior academic performance plays a crucial role in students' decisions to pursue Geography further.

A study by Nyangi (2012) investigated the factors affecting student enrollment in home science at Nairobi secondary schools, utilizing questionnaires administered to 380 students, 20 teachers, and seven head teachers The results indicated that strong prior examination performance in home science significantly encourages students to pursue the subject at higher academic levels Similarly, Muli (2012) examined factors influencing the choice of physics in public secondary schools, gathering data from 892 respondents through questionnaires The findings revealed that students' poor previous performance in physics negatively impacted their decision to select the subject for further study.

A study by Opondo (2013) investigated the factors leading to low enrolment in secondary school physics, utilizing a sample of 223 students selected through systematic random sampling from class registers The research employed questionnaires and Focused Group Discussion guides to gather data from the students The findings indicate that previous poor performance in physics significantly impacts student enrolment in the subject in subsequent years.

Students who excel in high school physics are likely to pursue physics in higher education This study aimed to investigate whether students' prior achievements in physics impact their enrollment in private tertiary institutions in Lang'ata Division.

Availability of adequate Learning Resources

Research indicates that the availability of sufficient learning resources significantly impacts students' subject choices in school A study by Nyangi (2012) examined the factors affecting student enrollment in home science courses at secondary schools in Nairobi The research utilized questionnaires distributed to both secondary school students and home science teachers, providing valuable insights into enrollment trends.

380 students, 20 teachers and seven head teachers The findings revealed that inadequate facilities and resources influence students’ enrolment in home science.

In a study conducted by Muli (2012) on the factors influencing the choice of physics in public secondary schools, 892 respondents provided valuable insights through questionnaires The findings revealed that the availability of laboratory equipment and learning materials significantly impacts students' decision to select physics as a subject Most respondents indicated that having adequate learning resources and laboratory facilities played a crucial role in their choice to pursue physics.

Nderitu (2011) conducted a study on the factors influencing enrollment and performance in physics at selected secondary schools, sampling eight institutions Utilizing questionnaires directed at both students and teachers, the research revealed a significant lack of adequate teaching resources for physics, which negatively impacts student enrollment in the subject Consequently, insufficient learning materials can serve as a barrier to students' participation in physics classes.

On the other hand, students will more likely enrolling physics because the school has more teaching and physical facilities.

Kimathi, (2014) carried out a study on factors influencing the choice of Geography as an examinable subject in KCSE level The study sampled 352 students, 18 geography teachers and

A study involving 12 head teachers from selected schools utilized questionnaires for students and teachers, along with interview schedules for head teachers, to gather data The results indicate that the availability of resources significantly impacts student enrollment in geography Schools with better resources tend to attract more students to the geography subject compared to those with inadequate facilities.

This study aims to investigate the impact of learning resources on student enrollment in physics at higher education institutions, addressing a gap in previous research that overlooked this critical factor.

Summary

The literature review identified key factors affecting students' enrolment in Physics, such as interest and attitude, career choices, teaching methods, motivation, parental influence, prior achievement, and learning resources This study aims to investigate the impact of these factors on Physics enrolment at CUEA and MUIC.

Introduction

This chapter outlines the research design and methodology employed for data collection and analysis, covering key elements such as the research design, target population, sampling procedures, data collection methods, research instruments, data analysis techniques, and ethical considerations.

Research Design

Research design is a crucial aspect of any study, defined by Singh and Nath (2007) as the researcher's choice regarding project components and their development Khan (2008) elaborates that it serves as a specific framework for data collection and organization, aimed at achieving desired outcomes Essentially, it involves logical, scientific, and systematic planning to ensure fruitful results This study employed a descriptive survey design, which Kothari (2003) describes as a method for gathering detailed descriptions of existing phenomena to justify current practices or enhance future planning Orodho also supports this approach, highlighting its relevance in research.

Descriptive survey design is a research method that involves gathering information through interviews or questionnaires from a selected sample of individuals This approach is particularly suitable for studies aimed at providing a comprehensive description of a specific issue (Mugenda & Mugenda, 1999).

Target Population

A target population refers to a specific group of individuals or objects sharing common characteristics, as defined by various scholars Vogesh (2007) describes it as any group with at least one shared trait, while Kombo and Tromp (2006) emphasize that it includes all people, objects, or events with relevant characteristics Nassiuma (2000) further clarifies that a population represents the collection of elements from which inferences are drawn, and Singh and Nath (2007) highlight it as a description of a particular group In this study, the target population consists of 25 physics students and lecturers from the Catholic University of East Africa and Marist International University College.

Sample and sampling procedure

Sampling is the process of selecting a portion of a target population to gather insights about the entire group, as defined by Khan (2008) and Singh and Nath (2007) It ensures that every individual has an equal opportunity to be included, thereby facilitating research data collection While sampling is essential for making inferences about larger populations, it may be practical and beneficial to study every unit in smaller populations, providing comprehensive insights (Khan, 2008).

A purposive sampling technique was employed to include the entire target population, which consists of five physics students and two lecturers at MIUC, along with 15 students and three lecturers at CUEA Consequently, the sample size matches the total population, as noted by Khan (2008).

Description of Research Instruments

Semi-Structured Interview guide

A semi-structured interview involves using predetermined questions focused on specific areas of interest, conducted with a representative sample of respondents This method is designed to validate study domains and uncover factors, variables, and attributes for further analysis or incorporation into surveys.

In semi-structured interviewing, researchers utilize a mix of close-ended and open-ended questions, allowing for flexibility in responses (Myers, 2009) This method involves a set of pre-formulated questions, but does not require strict adherence to them To gather essential data for addressing the research questions, a semi-structured interview guide was used with both Physics lecturers and students at MIUC and CUEA.

Focus Group Discussion

Focus group discussions are informal conversations among selected individuals aimed at exploring a specific topic (Wilkinson, 2004) As noted by Liamputtong (2009), the primary objective is to understand the meanings and interpretations of the participants regarding a particular issue Kitzinger (2005) further emphasizes that these discussions are structured to investigate a defined set of topics In this study, the researcher utilized focus group discussions with physics students to gather pertinent information that would effectively address the research questions.

Reliability of the Research Instruments

According Mugenda and Mugenda, "Reliability is a measure of the degree to which a research instrument yields consistent results or data after repeated trials" (Mugenda & Mugenda, 2003, p.

The researcher conducted a pilot study with physics students, distinct from the selected sample at MIUC and CUEA, to ensure substantial reliability This preliminary study helped identify potential random errors, allowing the researcher to implement essential changes and corrections.

Validity of the Research Instruments

Validity in research refers to how accurately the results reflect the phenomenon being studied, as defined by Mugenda and Mugenda (2003) and Nassiuma (2000) To enhance the validity of the research instruments, the researcher collaborated with research experts and received input from the supervisor This collaborative effort led to the refinement of the instruments, incorporating valuable suggestions to ensure the final tools effectively measure the intended variables.

Data analysis procedures

Data analysis involves coding, organizing, and summarizing raw research data (Mugenda & Mugenda, 2003) As noted by Orodho (2008), it entails systematically searching and arranging interview transcripts, field notes, and field data The analysis utilized the Statistical Package for Social Sciences (SPSS) version 7.0, employing frequencies, tables, and graphs for clarity Data was organized and summarized to enhance readability, while qualitative results were presented with detailed verbatim statements to accurately reflect participants' perspectives The researcher's conclusions and recommendations were derived from the study's findings.

Ethical consideration

According to Moorhead, Sherr, and Rogers (2012), research is guided by specific rules and regulations that help minimize conflicts and misunderstandings between researchers and participants To ensure confidentiality, the researcher guaranteed that all collected information would remain anonymous, using only pseudonyms instead of real names or institutions in the final report Additionally, permission was obtained from the Deputy Principal (Academics) of Marist International University College and the Registrar of the Catholic University of East Africa to gather data from students All sources, including books and journals, were properly cited in-text and in the reference list following the American Psychological Association (APA) 6th Edition style.

This chapter outlines the research design and methodology employed in the study, detailing the target population, sampling procedures, and research instruments used It also addresses the data analysis methods and ethical considerations integral to the research process.

PRESENTATION, INTERPRETATION AND DISCUSSION OF THE FINDINGS

Introduction

This study utilized a semi-structured interview guide and focus group discussions to gather data The chapter analyzes and interprets the findings related to the factors affecting students' enrollment in physics at private tertiary institutions in the Lang’ata Division.

This chapter comprises ten sections, beginning with an analysis of the demographic data of study respondents It then explores the impact of students' interest on enrollment, followed by an examination of how teaching methodologies in physics affect enrollment rates The discussion continues with parental influence on students' decisions to enroll in physics, as well as the availability of teaching and learning materials Additionally, the chapter addresses the role of career choices and personal motivation in shaping students' enrollment in physics courses.

The study involved 20 physics students and five physics lecturers from selected tertiary institutions, achieving a 100% return rate as all participants completed and returned the semi-structured interview guides Additionally, a focus group discussion was held to enhance the data gathered from these interviews.

Demography of the Respondents

Gender of Respondents

Figure 4.1: The Gender of Physics Students

Figure 4.1 reveals that 75% of physics students are male, while only 25% are female, indicating a significant gender disparity in the field This trend highlights the long-standing perception of physics as a male-dominated discipline Supporting this observation, Nyabengi (2014) noted that few females opt to study physics in colleges Additionally, the Ministry of Planning and National Development (2002) reported that in Kisumu district, girls are often steered towards traditionally feminine careers such as teaching and secretarial work, rather than pursuing fields like engineering or architecture, which are typically associated with men.

Figure 4.2: Gender of Physics Lecturers

According to Figure 4.2, 90% of physics lecturers were male, while only 10% were female, indicating a significant gender disparity in the sampled schools This aligns with Nyabengi's (2014) study, which highlights the lack of female physics teachers as a reflection of the few women choosing physics as a teaching subject in colleges Additionally, the findings support Jorde and Dillon's (2012) research, which suggests that women tend to lose confidence more than men when starting science studies in higher education.

The age of the Respondents

Table 4.1: Ages of Physics Lecturers

Table 4.1 reveals that 40% of lecturers fall within the 31-35 age range, while another 20% are aged 36-40, and 40% are between 41-45 years Notably, 60% of the lecturers are over the age of 35, indicating that a significant portion of the faculty is relatively experienced.

Table 4.2: Ages of Physics Students

According to Table 4.2, the age distribution of students reveals that 5% are between 16-20 years, 40% fall within the 21-25 age range, and 55% are aged 26-30 This indicates that a significant 95% of the students are in their youth, suggesting they are capable of making independent decisions.

The Year of Study of the Students

Figure 4.3: Students’ Year of Study

Figure 4.3 illustrates the distribution of students by year of study, revealing that 25% are first-year students, 20% are in their second year, 20% are third-year students, and 35% are in their fourth year Notably, 55% of the physics students are either in their first or fourth year, highlighting a lack of consistency in enrollment patterns, with fluctuations in student numbers across different academic years.

Year(s) of Teaching Experience of the Lecturers

Teaching experience (Years) Frequency Percent

Table 4.3: Year of Teaching Experience

According to Table 4.3, a significant 60% of lecturers possess over ten years of teaching experience, indicating a strong level of expertise in the field In contrast, 40% of the lecturers have five years or less of teaching experience This data highlights that the majority of lecturers in the study are seasoned professionals, contributing to a wealth of knowledge and experience in their respective schools.

Influence of Students’ Interest on Enrolment

Do you think students’ interest influence their enrolment in physics?

Figure 4.4: Students’ interest influence on their enrolment in physics

A significant majority of students (75%) and all lecturer respondents believe that students' interest plays a crucial role in their decision to enroll in physics, while 25% of students disagree This suggests that interest significantly influences enrollment choices Focus group discussions revealed that most participants chose courses they were passionate about, with one stating, “I enrolled in physics because I liked it and have interest in it.” This aligns with Iloabueke’s (2010) findings, which emphasize that interest is a key factor in students' course selection.

Does personal interest play a role in influencing students to enroll in a course?

Figure 4.5: Personal interest influencing on students' enrolment

A significant 65% of students and all lecturers believe that personal interest is crucial in influencing students' enrollment, while 35% of students disagree This highlights the importance of personal interest in the enrollment process These findings align with previous studies by Tombir (2010) and Atzi-Nwi (2013), which identified student interest as a key factor affecting enrollment in physics.

Influence of Teaching Methodology of Physics on Enrolment

Does the teaching methodology of physics influence enrolment in physics?

Figure 4.6: Influence of teaching methodology of physics on enrolment

A recent survey illustrated the impact of teaching methodology on physics enrollment, revealing that 65% of students and 40% of lecturers believe it plays a significant role In contrast, 35% of students and 60% of lecturers disagreed with this perspective Additionally, a focus group discussion indicated that 75% of participants concurred that teaching methods influence student enrollment in physics However, lecturers generally felt that enrollment is not reliant on the teaching methodology employed.

Do teaching methodologies of physics make students to enroll in physics?

Figure 4.7: Teaching methodologies of physics and students' enrolment in physics

A significant majority of students, 70%, believe that the teaching methodology of physics influences their decision to enroll in the subject, while 30% disagree Additionally, focus group discussions reveal that 80% of participants feel that effective teaching methods can either encourage or discourage students from pursuing physics If teaching approaches simplify the subject and enhance understanding, students are more likely to enroll in higher-level physics courses This finding aligns with the research of Tombir (2010) and Iloabueke (2011), which emphasizes the impact of teaching methodology on student enrollment in physics.

What teaching methodology of physics appeal to you?

Figure 4.8: Teaching methodology of physics that appeal to students

Lecture Demostration Group discussion Practicals

According to the data presented in Figure 4.8, 15% of students prefer the lecture method, while 35% favor the demonstration method Additionally, another 35% are drawn to the group discussion method, and 15% prefer practicals This indicates that a significant 70% of participants lean towards the demonstration and group discussion methods for their learning.

What methodology is commonly used in teaching physics?

Figure 4.9: Methodology commonly used in teaching physics

According to the data presented in Figure 4.9, all lecturer respondents confirmed that the lecture method is the predominant teaching methodology employed in physics education at tertiary institutions Additionally, a focus group discussion revealed that 75% of students believe that the lecture method is the most commonly used approach for teaching physics at higher levels.

Which methodology is favorable to students?

Figure 4.10: Lecturers’ Response on Methodology favorable to students

Group discussion Demonstration Lecture method

According to Figure 4.10, 40% of lecturers believe that group discussions are beneficial for students, while another 40% favor the lecture method Additionally, 20% of lecturers find demonstrations to be advantageous for students This indicates that both group discussions and lecture methods are preferred teaching methodologies in tertiary institutions.

Parental Influence on Students’ Enrolment in Physics

Did your parent(s) influence you to enroll in physics?

Figure 4.11: Parents’ influence on students’ enrolment in physics

According to Figure 4.11, 60% of students reported that their parents did not influence their decision to enroll in physics, while 40% acknowledged parental influence Additionally, a focus group discussion revealed that 65% of participants felt their parents had no impact on their choice of physics as a course This suggests that parental influence on students' course selections in tertiary institutions, particularly in physics, is minimal.

Do parents influence students to enroll in a course?

Figure 4.12: Response on whether parents influence students to enroll in a course

Figure 4.12 illustrates the lecturers' perspectives on the impact of parental influence on students' course enrollment The data indicates that 80% of lecturers believe parents play a significant role in guiding students' decisions to enroll in courses, while 20% disagree This suggests that parental influence is a crucial factor in students' enrollment choices.

Student and lecturer respondents have differing views on parental influence regarding students' enrollment in physics While students believe that their parents do not impact their decision to enroll in physics, lecturers argue that parents play a significant role in this choice Supporting the lecturers' perspective, George (2001) found that students' subject selections are often influenced by their parents' decisions.

Do parents determine what students should study in tertiary institutions?

Figure 4.13: Parents determine what students should study in tertiary institutions

A significant majority of students (60%) and lecturers (80%) believe that parents influence the subjects students study in school, while 40% of students and 20% of lecturers disagree Additionally, a focus group discussion revealed that 70% of participants also agreed that parents play a crucial role in determining students' academic paths These findings align with the research conducted by Khan, Murtaza, and Shafa (2012), which highlights the impact of parental involvement in the selection of subjects for their children's education.

Availability of Teaching And Learning Materials

Do availability of learning resources influence students to enroll in physics?

Figure 4.14: Availability of learning resources influence students' enrolment in physics

A significant majority of students (70%) and lecturers (80%) believe that the availability of teaching and learning materials significantly influences student enrollment in physics Conversely, 30% of students and 20% of lecturers disagreed with this view Focus group discussions revealed that 75% of participants felt that adequate teaching resources are essential for understanding physics, a subject that relies heavily on practical application The findings indicate that the availability of teaching and learning materials is crucial in encouraging students to enroll in physics, aligning with Kimathi's (2014) assertion that resource availability greatly impacts students' subject choices.

Do inadequate teaching and learning materials lead to low enrolment in physics?

Figure 4.15: Inadequate teaching and learning materials in relation to low enrolment

A significant majority of students (80%) believe that inadequate teaching and learning materials contribute to low enrollment, while only 40% of lecturers share this view In contrast, 20% of students and 60% of lecturers disagree with this perspective This aligns with previous studies by Nyangi (2012) and Nderitu (2011), which indicate that a lack of facilities and resources affects student enrollment While students argue that sufficient teaching materials enhance their learning experience and motivate enrollment, most lecturers contend that these materials do not significantly impact students' decisions to enroll in courses.

Do you have adequate teaching and learning materials in your school?

Figure 4.16: Adequate of teaching and learning materials in your institution

According to the data presented in Figure 4.16, 75% of students and 80% of lecturers believe that there are sufficient teaching and learning materials available Conversely, 25% of students and 20% of lecturers feel that these resources are inadequate Focus group discussions reveal a consensus among participants that the school provides ample teaching and learning materials Despite this, Kimathi (2014) suggests that resource availability can impact students' decisions to enroll in geography The findings indicate that while the study schools possess adequate teaching and learning materials, student enrollment remains low, suggesting that the availability of these resources does not significantly influence enrollment rates.

Influence of Prior Achievement of Students on Enrolment

Do students’ prior performance in physics influence their enrolment?

Figure 4.17: Students’ prior performance in physics and their enrolment

A significant majority of students (70%) and all lecturers (100%) believe that prior performance in physics affects students' decision to enroll in the subject, while 30% of students disagree Focus group discussions reveal that 65% of participants also support the notion that previous performance influences enrollment in physics courses This underscores the importance of students' prior achievements in physics, aligning with Musyoki's (2014) findings that suggest prior performance plays a crucial role in students' enrollment decisions at higher educational levels.

4.7.2 If you had failed in physics at the high school, would you pursue it at higher levels?

Figure 4.18: Failed in physics at high school, would you pursue it at higher levels

A significant majority of students, specifically 55%, believe that failing physics in secondary school would have deterred them from pursuing the subject at higher levels, while 45% stated they would have continued regardless of failure Focus group discussions further revealed that most participants echoed this sentiment, suggesting that passing physics in secondary school is a crucial factor for enrollment in higher-level physics courses This aligns with Nyangi’s (2012) assertion that prior examination success in a subject significantly influences students' decisions to pursue it further in their education.

Influence of Career Choices on Enrolment

Do students’ career related choices influence enrolment in physics?

Figure 4.19: Students’ career related choices influence on enrolment in physics

According to the data presented in Figure 4.19, 70% of students and all lecturer respondents believe that career-related choices significantly influenced their decision to enroll in physics In contrast, 30% of students reported that their choice to study physics was not based on career considerations Additionally, a focus group discussion revealed that 75% of participants concurred that career-related choices play a crucial role in students' enrollment in physics This finding aligns with the research conducted by Kaudia and Ihanga, highlighting the impact of career aspirations on students' decisions to pursue physics.

(2001) that students are advised to choose subjects which fit with their career plans.

Do you think your future ambition has influenced what you study in school?

Figure 4.20: Future ambitions influence what student study in tertiary institution

According to Figure 4.20, 55% of students believe their school studies are linked to their future ambitions, while 45% feel their choice to enroll in physics is independent of these goals Focus group discussions revealed that most participants chose to study physics to support their career aspirations that require a background in the subject This indicates that students tend to enroll in courses that align with their future ambitions, a finding that aligns with Marigi’s (2008) research, which suggests that students select subjects that correlate with their career goals.

Do students career related choice determine what students will study in institutions?50 4.9 Influence of Students’ Personal Motivation on Enrolment

Figure 4.21: Students’ career related choices determine what they will study in institutions

According to Figure 4.21, all lecturers agree that students' career-related choices significantly influence their academic subjects, indicating that students' enrollment in physics is shaped by their career aspirations This aligns with Adeyemi's (2009) findings, which suggest that students tend to select subjects that correspond with their future career paths.

4.9 INFLUENCE OF STUDENTS’ PERSONAL MOTIVATION ON ENROLMENT

Does students’ personal motivation plays a vital role in enrolment?

Figure 4.22: Students’ personal motivation and enrolment

Figure 4.22 reveals that 75% of students and all lecturer respondents believe that personal motivation significantly influences their decision to enroll in physics In contrast, only 25% of students felt that personal motivation did not impact their enrollment This data suggests that personal motivation is crucial for students when choosing to enroll in courses at school.

Does a student enrolment in a course depend on his/her personal motivation?

Figure 4.23: Student enrolment in a course depend on his/her personal motivation

According to the data presented, 55% of students reported that their enrollment in physics was not influenced by personal motivation, while 45% believed it was Focus group discussions revealed a consensus among participants that personal motivation does not significantly impact their decision to enroll in physics or similar courses This suggests that student enrollment in physics may not be driven by personal motivation These findings align with previous research by Fegher (2013), Wataka (2013), and Koring’ura (2004), which indicates that personal motivation does play a role in course enrollment decisions.

Summary

This chapter analyzes the study's findings on the factors affecting students' enrollment in physics, utilizing pie charts, bar charts, and tables for clear visualization The graphical representations facilitate straightforward interpretation and analysis of the data, enhancing understanding of the trends and influences on enrollment.

Introduction

This chapter summarizes the factors affecting student enrollment in physics at tertiary institutions in Lang’ata Division and offers recommendations to address the issue of low enrollment in the subject.

Summary

The study explored the factors affecting students' enrolment in physics at tertiary institutions in Lang’ata Division, focusing on several key objectives It aimed to assess how students' interest in physics impacts enrolment, the influence of teaching methodologies, and the role of parental guidance Additionally, the research investigated the availability of teaching and learning materials, the effect of students' prior achievements, and how career-related choices shape enrolment decisions It also examined the motivation of students as a factor in low enrolment rates and sought to identify strategies for enhancing physics enrolment in tertiary institutions The research was conducted at two private institutions: the Catholic University of East Africa and Marist International University College.

The research utilized two primary data collection methods: a semi-structured interview guide and focus group discussions The semi-structured interviews gathered insights from both physics students and lecturers, while focus group discussions provided additional perspectives from students The study involved a sample of 25 participants, including 20 students and five lecturers Quantitative data from the interviews were analyzed using SPSS (Version 7.0), while qualitative data from both the interviews and focus groups complemented the quantitative findings.

The study revealed that factors such as students' interest, prior achievement in physics, personal motivation, career aspirations, teaching methods, and parental influences significantly affect physics enrollment in the sampled schools Additionally, it indicated that enhancing student motivation, particularly in secondary schools, and making physics more practical could lead to improved enrollment rates.

Conclusion

The influence of students’ interest on enrolment in physics

The study concluded that students' interest in physics significantly impacts their decision to enroll in physics programs at tertiary institutions This is supported by data showing that 75% of students and all participating lecturers acknowledged that interest is a key factor in enrollment Thus, fostering interest in physics is crucial for increasing student enrollment in these programs.

The influence of teaching methodology of physics on enrolment

The study's analysis revealed that the teaching methodology used in physics significantly impacts student enrollment, with 65% of participants indicating its influence It was found that the common teaching approaches are unappealing to students, contributing to low enrollment rates in tertiary physics programs Consequently, the research concludes that the lack of engaging teaching methods is a primary factor behind the declining interest in physics among students.

The parental influence on students’ enrolment in physics

The study revealed that parental influence significantly affects students' enrollment in physics, with 60% of students and 80% of lecturers agreeing that parents play a crucial role in determining their children's academic paths in tertiary institutions Focus group participants unanimously supported this view, highlighting that parents not only influence their children's study choices but can also positively impact enrollment in physics.

The influence of availability of teaching and learning materials on enrolment

The analysis of this study reveals that the availability of teaching and learning materials significantly impacts physics enrollment in tertiary institutions Specifically, 70% of students and 80% of lecturers acknowledge the influence of these resources on student enrollment in physics courses Consequently, it can be concluded that adequate teaching and learning materials play a crucial role in encouraging students to pursue physics at the tertiary level.

The influence of students’ prior achievement in physics on enrolment

The study findings indicate that students' prior achievement in physics significantly impacts their enrollment in higher education physics courses Specifically, students who have failed or performed poorly in secondary school are less likely to pursue physics at the tertiary level This is supported by Figure 17, which shows that 70% of students and all lecturer participants concur that prior performance influences enrollment decisions Consequently, improved performance in high school physics could lead to an increase in enrollment in tertiary physics programs.

The extent to which career choices influence enrolment in physics

The study revealed that students' career-related choices significantly influence their enrollment in physics, with 70% of students and all participating lecturers agreeing on this impact The analyzed data indicates that these choices determine students' fields of study in tertiary institutions Consequently, it can be concluded that students' career aspirations play a crucial role in their decision to enroll in physics.

Examine the role of students’ motivation in low enrolment in physics

The analysis of the study's data indicated that personal motivation significantly impacts students' decisions to enroll in physics A striking 75% of students, along with all participating lecturers, concurred that personal motivation plays a crucial role in this choice Additionally, focus group discussions reinforced this consensus, leading to the conclusion that personal motivation is a key factor influencing students' enrollment in physics.

Ways of improving enrolment of physics in tertiary institutions

The study identified several effective strategies to enhance student enrollment in physics at tertiary institutions It highlighted the crucial role of physics teachers in fostering student interest and positive attitudes towards the subject By employing practical teaching methods, such as demonstrations, educators made physics more accessible and engaging, ultimately encouraging more students to enroll in the course.

Recommendations

The Ministry of Education

To encourage students to pursue physics in tertiary institutions, the Ministry of Education should implement incentive packages for physics teachers, such as special allowances Additionally, making physics a compulsory subject in secondary schools from Form 1 to Form 4 would further promote interest and understanding in the subject.

School Administration

To boost enrollment in physics, the school administration should implement special fee reduction packages for students pursuing this subject Additionally, organizing workshops and seminars for physics lecturers will provide them with innovative teaching methods, enhancing the overall learning experience in the field.

The Parents and the Guardians

Parents and guardians should empower their children to choose their own courses in tertiary education Allowing young adults to make these decisions fosters commitment, determination, and motivation in their academic pursuits.

The Lecturers/Teachers

To enhance student understanding and retention in physics, lecturers should adopt modern teaching methods that actively involve students in the learning process Encouraging demonstrations and group discussions will help students recognize the relevance of physics to their environment Additionally, a practical approach in lectures can significantly improve students' mastery of key concepts.

The Students

High school students should cultivate a genuine interest in physics to foster a positive attitude towards the subject at higher educational levels By taking physics seriously, students can enhance their performance in secondary school and avoid failure, setting a strong foundation for future studies in the field.

Suggestions for further research

The researcher recommends further investigation into several key areas: the factors that affect students' choices to select physics as a subject in secondary schools, the determinants influencing students' enrollment in physics programs at public higher education institutions in rural regions, and the impact of teaching and learning materials on students' decisions to pursue physics in secondary education.

This chapter summarizes the study's findings and presents conclusions drawn from the research It offers recommendations aimed at boosting physics enrollment in higher education institutions and suggests areas for future research.

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SEMI-STRUCTURED INTERVIEW GUIDE FOR PHYSICS STUDENTS

I am a student of Marist International University College undertaking a research on the factors influencing students' enrolment in physics in tertiary institutions in Lang'ata District.

In response to the declining student enrollment in physics at tertiary institutions, I conducted research to identify the underlying factors contributing to this trend and to propose effective strategies for enhancing enrollment in the subject.

Your accurate information is crucial for our study to achieve valid and credible results We assure you that the data you provide will be treated with the utmost confidentiality and used solely for academic purposes.

Instructions: Please, indicate your answer with a tick [√] in the square bracket provided.

1 Age: 16 to 20 [ ] 21 to 25 [ ] 26 to 30 [ ] 30 above [ ]

3 Year of study: First [ ] Second [ ] Third [ ] Fourth [ ]

Section B: Reasons students do not enroll in Physics

Instructions: Please, writer your answer in the space provided.

1 Why did you enroll for Physics?

2 What are some of the reasons for the low enrolment of students in Physics programs?

3 In your opinion, why do students enroll in a course?

Section C: Influence of students' interest on enrolment

Instructions: Please, tick [√] and answer appropriately the open questions

1 Do you think your interest influence your enrolment in Physics?

2 In your opinion, does personal interest play a vital role in influencing students to enroll in a course?

3 What was interesting about physics that made you to register for physics?

4 What interests you about physics that made you to enroll for it?

Section D: Influence of teaching methodology of physics on enrolment

Instructions: Please, tick [√] and answer appropriately the open questions

1 Does the teaching methodology of physics influence your enrolment in physics?

2 Do you think teaching methodology of physics can make students to enroll in physics?

3 What teaching methodology of physics appeal to you?

Section F: Availability of teaching and learning materials

Instructions: Please, tick [√] and answer appropriately the open questions

1 Do you think availability of teaching and learning materials influence your enrolment in Physics?

2 Do inadequate teaching and learning materials lead to low enrolment in physics?

3 Do you have adequate teaching and learning materials at school?

Section G: Influence of prior achievement of students on enrolment

Instructions: Please, tick [√] and answer appropriately the open questions

1 Did your Prior performance in physics influence your enrolment in physics at tertiary institutions?

2 If you had failed in physics at the secondary school, would you pursue it at higher levels?

Section H: Influence of career choices on enrolment

Instructions: Please, tick [√] and answer appropriately the open questions

1 Do your career related choices influence your enrolment in Physics?

2 Do you think your future ambition has influenced what you study in tertiary institutions?

3 What do you aspire in life?

4 What's your ambition for choosing physics?

Section I: Influence of students' personal motivation on enrolment

Instructions: Please, tick [√] and answer appropriately the open questions

1 Do you think your personal motivation plays a vital role in your enrolling in physics at

2 In your opinion, does a student enrolment in a course depend on his/her personal motivation?

3 What is your personal motivation for choosing physics at Tertiary institutions? Explain your answer

Section J: Ways to improve low enrolment

Instructions: Please, tick [√] and answer appropriately the open questions

1 Suggest two ways to improve the low students' enrolment in physics in Tertiary institutions?

2 In your opinion, how can you motivate students to enroll in physics in Tertiary institutions?

SEMI-STRUCTURED INTERVIEW GUIDE FOR PHYSICS LECTURERS

I am a student of Marist International University College undertaking a research on the factors influencing students' enrolment in physics in private Tertiary institutions in Lang'ata District.

The declining enrollment of students in physics at tertiary institutions prompted a research initiative to identify the underlying factors contributing to this trend This study aims to explore these influences and propose effective strategies to enhance student participation in physics programs.

We kindly request your accurate information to support our study in achieving valid and credible results Your contributions will be greatly appreciated, treated with confidentiality, and utilized exclusively for academic purposes.

Instructions: Please, indicate your answer with a tick [√] in the square bracket provided.

1 Age: 20 to 25 years [ ] 26 to 30 years [ ] 31 to 35 years [ ] 36 to 40 years [ ]

3 Year(s) of teaching experience: 1-5 years [ ] 6-10 years [ ] 11-15 years [ ] 16-20 years [ ] Others (please specify): ………

Section B: Reasons students do not enroll in Physics

Instructions: Please, write your answer in the space provided.

1 In your opinion, why do students enroll in a course in Tertiary institutions?

2 What are some of the reasons of low enrolment in Physics?

3 What are some of the reasons for low enrolment at tertiary institutions?

Section C: Influence of students' interest on enrolment

Instructions: Please, tick [√] and answer appropriately the open questions

1 Do you think students’ interest influence their enrolment in Physics?

2 In your opinion, does students’ interest play a role in what they study in Tertiary institutions?

Section D: Influence of teaching methodology of physics on enrolment

Instructions: Please, tick [√] and answer appropriately the open questions

1 Does the teaching methodology of physics influence students’ enrolment in physics?

2 What methodologies are used in teaching physics?

3 Which methodologies are favorable to students?

Section E: Parental influence on students' enrolment in physics

Instructions: Please, tick [√] and answer appropriately the open questions

1 In your opinion, do parents influence students to enroll in a course?

2 Do parent(s) determine what their children should study in Tertiary institutions?

3 Parents influence on students enrolment of physics at tertiary institutions? Explain your answer

Section F: Availability of teaching and learning materials

Instructions: Please, tick [√] and answer appropriately the open questions

1 Do you think availability of teaching and learning materials can influence students to enroll in Physics?

2 Do inadequate teaching and learning materials lead to low enrolment in physics?

3 Are there enough teaching and learning materials at tertiary institutions?

4 Does every student have access to teaching and learning materials at Tertiary institutions?

Section G: Influence of prior achievement of students on enrolment

Instructions: Please, tick [√] and answer appropriately the open questions

1 Do students' prior performance in physics influence their enrolment?

2 In your opinion, in what way can students' prior achievement in physics influence them to enroll in physics?

Section H: Influence of career choices on enrolment

Instructions: Please, tick [√] and answer appropriately the open questions

1 Do you think, students career related choice can determine what students will study in tertiary institutions?

2 Does students' career choice influence students' enrolment in physics?

Section I: Influence of students' personal motivation on enrolment

Instructions: Please, tick [√] and answer appropriately the open questions

1 In your opinion, does students' personal motivation plays a vital role in enrolment?

2 To what extent does students' motivation influence their enrolment in physics?

Section J: Ways to improve low enrolment

Instructions: Please, tick [√] and answer appropriately the open questions

1 Can you suggest two ways to improve low students' enrolment in physics in Tertiary institutions?

2 In your opinion, what can be done to motivate students to enroll in physics in Tertiary institutions?

3 What changes should be made to improve low enrolment in physics in Tertiary institutions?

Students are often motivated to enroll in a course based on their interests, career prospects, and the relevance of the subject to their future goals However, low enrollment in physics at tertiary institutions can be attributed to factors such as a perceived difficulty of the subject, a lack of awareness about its applications, and insufficient encouragement from educators Personal motivation to choose physics typically stems from a fascination with the natural world, a desire to solve complex problems, and the aspiration to contribute to technological advancements.

Student interest in physics significantly impacts enrollment in tertiary institutions, as it often dictates the subjects students choose to pursue Factors influencing this decision include personal passion for the subject and its perceived relevance to future careers Ultimately, the choice to study physics at the tertiary level is shaped by a combination of individual interests and the broader academic environment.

Teaching methodology significantly impacts student enrollment in physics, as effective instructional strategies can engage learners and spark their interest in the subject A well-designed teaching approach not only enhances understanding but also motivates students to pursue physics courses Consequently, the choice of teaching methodology can directly influence students' decisions to enroll, highlighting its crucial role in shaping their educational paths.

Parents play a significant role in influencing students' enrollment in physics and other courses They can impact their children's academic choices through discussions about the importance of science education, providing resources, and fostering a positive attitude towards the subject Additionally, parents often help shape their children's perceptions of various fields of study, guiding them toward specific pathways in tertiary institutions Ultimately, while parents can influence their children's academic decisions, the final choice rests with the students themselves, reflecting their interests and aspirations.

Teaching and learning materials play a crucial role in influencing student enrollment in physics courses at tertiary institutions The availability of sufficient resources is essential for effective teaching and learning Inadequate materials can deter students from pursuing physics, as they may feel unprepared or unsupported in their studies Therefore, addressing the gaps in teaching and learning materials is vital for boosting student interest and enrollment in physics programs.

Students' prior achievement in physics significantly impacts their decision to enroll in the subject Those with a history of poor performance may hesitate to pursue physics, raising questions about their likelihood of enrollment Ultimately, prior achievement plays a crucial role in shaping students' confidence and interest in continuing their studies in physics.

Career-related choices significantly influence students' enrollment in physics courses, as many individuals select subjects based on their future career aspirations The decision to pursue a particular course often reflects the alignment between a student's interests and their desired profession Thus, understanding one’s career goals can greatly impact the choice of subjects studied, including physics.

Students' motivations significantly influence their enrollment in physics courses, as personal interests and aspirations often drive their decisions Many individuals choose to enroll in physics based on intrinsic motivations, such as a passion for understanding the universe or a desire to pursue a career in science and technology Reflecting on personal motivations can reveal the underlying reasons for selecting physics as a field of study, highlighting the importance of personal engagement in the learning process.

To address the issue of low enrolment in physics at tertiary institutions, several strategies can be implemented First, enhancing the curriculum and making physics more relatable to real-world applications can attract more students Second, students themselves can play a pivotal role by actively promoting the subject among peers, showcasing its relevance and potential career opportunities Additionally, parents can contribute by encouraging their children to explore physics and emphasizing its importance in education and future job prospects Lastly, lecturers can improve enrolment by engaging students through innovative teaching methods and outreach programs that highlight the excitement and significance of physics in today's world.