An evaluation of how students' personal interests affect STEM subject choices in Ijumu LGA, Kogi State
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Background of the Study
Students’ personal interests play a significant role in determining their academic and career trajectories, particularly in STEM fields where intrinsic motivation is critical for success. In Ijumu LGA, Kogi State, understanding the interplay between students’ individual interests and their subject choices is essential for developing educational strategies that promote sustained engagement in STEM. Personal interests influence not only subject selection but also the level of commitment and effort students invest in their studies (Chinedu, 2023). When students choose STEM subjects based on genuine interest, they are more likely to engage deeply with the material, exhibit higher academic performance, and pursue related career paths. In contrast, external factors such as parental pressure or societal expectations may lead students to select courses that do not align with their true interests, potentially resulting in lower motivation and performance (Okeke, 2024). In Ijumu LGA, varying socio-economic backgrounds and cultural norms further complicate this decision-making process. Schools in the region have reported that while some students exhibit a strong inclination towards subjects like mathematics and science, others are dissuaded by the perceived difficulty of STEM fields. Moreover, limited career guidance and exposure to role models in the STEM industry can hinder students from pursuing these subjects, even when they possess a natural aptitude and interest. This study aims to evaluate the extent to which students' personal interests affect their choices of STEM subjects. By examining factors such as career aspirations, peer influence, and self-efficacy, the research will provide a comprehensive understanding of the motivational dynamics at play. A mixed-methods approach will be employed, combining surveys to capture broad trends with in-depth interviews to explore individual experiences and perceptions. The outcomes of this research are expected to inform educators, career counselors, and policymakers on how to create supportive environments that nurture students’ genuine interests in STEM. Ultimately, fostering an educational climate that values personal interests could lead to more effective teaching methods and better academic outcomes in STEM disciplines (Eze, 2023; Okeke, 2024).
Statement of the Problem
Despite the recognized importance of personal interests in academic success, there is a noticeable disconnect between students' intrinsic motivations and their subject choices in STEM within Ijumu LGA. Many students appear to choose STEM subjects based on external pressures such as parental expectations or societal prestige, rather than on personal enthusiasm or aptitude. This misalignment often results in reduced engagement, lower academic performance, and even attrition from STEM-related programs (Chinedu, 2023). Additionally, the lack of effective career guidance and mentoring exacerbates the problem, as students may not be fully aware of the diverse opportunities available within STEM fields. In some cases, this leads to a situation where talented students opt out of STEM disciplines despite having a genuine interest in them, due to misconceptions about the difficulty and career prospects in these areas (Okeke, 2024). The problem is further compounded by inadequate exposure to role models and real-world applications of STEM, which could otherwise stimulate interest and inform subject choices. This study seeks to explore the factors influencing students' decisions regarding STEM subjects and to identify the barriers that prevent the alignment of personal interests with academic choices. By analyzing data from student surveys and interviews, the research will identify key trends and obstacles, such as the impact of socio-economic status, peer influence, and the availability of mentorship programs. Addressing these issues is critical for designing interventions that encourage students to pursue STEM subjects based on genuine interest and aptitude, thereby improving overall academic performance and long-term career satisfaction (Eze, 2023).
Objectives of the Study
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To assess the influence of personal interests on the selection of STEM subjects among students.
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To identify the external factors that may override students’ intrinsic motivations.
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To recommend strategies to align career guidance with students’ genuine interests in STEM.
Research Questions
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How do personal interests affect the choice of STEM subjects among students in Ijumu LGA?
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What external factors influence these subject choices?
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How can educational guidance better support students’ intrinsic interests in STEM?
Research Hypotheses
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H1: Students who choose STEM subjects based on personal interest perform better academically.
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H2: External pressures significantly influence students to choose STEM subjects against their preferences.
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H3: Enhanced career guidance positively correlates with alignment between personal interests and STEM subject choices.
Significance of the Study
This study is significant as it explores the impact of personal interests on STEM subject choices in Ijumu LGA. The findings will inform educators and career counselors on how to develop supportive guidance programs that encourage students to pursue STEM disciplines that align with their true interests, thereby enhancing academic success (Okeke, 2024).
Scope and Limitations of the Study
This study is limited to investigating the influence of personal interests on STEM subject choices among students in Ijumu LGA, Kogi State. The conclusions drawn may not be applicable to other regions or educational contexts.
Definitions of Terms
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Personal Interests: Individual preferences and intrinsic motivations that guide academic and career choices.
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STEM Subjects: Academic disciplines encompassing Science, Technology, Engineering, and Mathematics.
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Career Guidance: Support services aimed at helping students make informed decisions about their educational and professional futures.
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