ROLE OF STAKEHOLDERS IN INFLUENCING THE CHOICE TO PURSUE AGRICULTURAL SCIENCE IN SHS AMONG FEMALE JHS STUDENTS IN THE TOLON DISTRICT

Abstract

The agricultural sector is a cornerstone of Ghana's economy, contributing significantly to GDP and employment. However, there exists a notable disparity in female participation in agricultural science at the secondary school level, which presents challenges to sectoral growth and gender parity. This study investigates the factors influencing female students' decisions to pursue agricultural science and examines the roles played by various stakeholders in shaping these decisions. Study design is mixed method in nature and employed a questionnaire and the primary research instrument. A multistage cluster sampling design was utilized with sampling size determined using the cochran’s formula and participants were selected using random sampling to ensure a representative and unbiased sampling. Primary data were collected from 138 female students, 38 teachers, and 138 parents in the Tolon district of Ghana's Northern region. The study applied descriptive statistics, Likert scales, Kendall's coefficient of concordance, and logistic regression for data analysis. Results indicate that peers, teachers, and parents significantly influence students' educational choices. Gender biases, insufficient career guidance, and prevailing social norms were identified as key obstacles contributing to low enrollment of female students in agricultural science. Specifically, factors such as class size, perception of agriculture as a challenging subject, and the stereotype that agriculture is primarily a male domain negatively impact female students' decisions to pursue agricultural science at the Senior High School level. Conversely, factors such as parental occupation, friends' influence in program selection, and awareness of opportunities in agribusiness positively influence students' choice of agricultural science. The study concluded that low enrolment in agricultural science at the SHS level is attributed to its perception as a masculine program, reserved primarily for males. Additionally, it is viewed that agriculture offers limited career prospects due to the inadequate scope of education and career enlightenment received before the selection of educational courses. Based on these findings, the study recommends that the Ghanaian government, particularly through the Ministries of Food and Agriculture and Education, formulate policies aimed at encouraging female students to pursue agricultural studies in senior high schools. Furthermore, local agricultural institutions should organize regular career guidance sessions focused on agriculture, and parents should actively support their children in pursuing academic paths aligned with their interests and strengths.