Parental Roles and Choice of Subject Combinations at Advanced Level in Jinja District, Uganda

Engineering notes

Key topics: autonomous driving. See the paper for implementation details and experimental results.

Chinese explanation / 中文解读

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Original abstract

This paper used a mixed-methods approach to study parental influence in subject choices at Advanced Level in selected secondary schools in Jinja District, Uganda. The study design employed was convergent parallel. In this design, the researcher concurrently collected and analysed both quantitative and qualitative data separately during the same phase of the research process. Equal priority was given to both types of data sources to elicit data of both types about a similar topic so as to triangulate them. The data were collected through structured survey questionnaires and open-ended interview questions given to 67 parents, 62 teachers and 256 ‘A’ level students. The findings revealed that 79.7% of parents and 83.9% of teachers agreed that parents strongly influence subject choices. However, only 43.4% of students felt parental career advice was helpful. Students reported mothers as more encouraging than fathers: 53% vs 29%. Qualitative data showed parental influence often focused on influential values like job prospects rather than student interests or aptitudes, revealing an influence-effectiveness gap. Socio-economic factors and maternal dominance in guidance created equity issues. It was concluded that although parental participation was high, it tended to focus more on instrumental values like possible careers than on individual student interests and capabilities; thus, there is a huge influence-effectiveness gap which points to generational lags in job knowledge as well as student autonomy needs; further, socio-economic factors combined with maternal leadership of guidance create equity issues in career choices without appropriate institutional support systems. The study recommended that there should be some form of parent-teacher career collaboration and development program and encourage males’ participation in education guidance and subsidised science courses to narrow equity gaps.

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