Factors influencing degree choices among female undergraduate students at the University of Nairobi: a case study of the 2010/2011 Cohort

Abstract

Factors affecting choice of degree courses has been a key concern especially as it directly impacts on the Government policy on Gender (Sessional Paper No. 5 of 2005 on Gender Equality and Development) that requires 30% of all jobs be held by women across all careers. This study aimed at investigating the factors influencing choice of degree courses among female undergraduate students at the University of Nairobi in the 2010/2011 cohort. A knowledge gap exists on the reasons for undergraduate female students choices of various degrees courses at university level.

The independent variables of the study were student's self-efficacy, socioeconomic factors, gender factors and lack of adequate information or poor career guidance. The moderating and intervening variables were the university admission criteria, performance at the KCSE examination, family background and influence, teachers and peer influence, school facilities, national education policies while the dependent variable will be the choice of Degree Courses among female undergraduate students in the University of Nairobi.

Data was collected from a sample size of 300 female undergraduate students of the University of Nairobi 201012011 cohort using a questionnaire, face-to-face interviews and secondary data. The sample was composed of 50 students selected randomly from each of the six colleges of the University. The data collected was then coded and checked for coding errors and omissions. The coded data was processed in the Statistical Package for Social Sciences (SPSS) and analysed using percentages and mean scores to come up with data models to help in meeting the study objectives. The study found that efficacy of students, some education policy aspects, aspects of career information and socio-economic aspects influenced female students' choice of their degree courses. The findings of this study will, hopefully, be used to address the issue of gender disparity in various careers and specifically in the choice of degree courses at university level.