School Factors Influencing the Choice of Agriculture Subject among Girls in Post-primary Education in Gusii Counties, Kenya

Kenya's economy relies heavily on agriculture, making it essential to integrate agricultural education into secondary school curricula. This study aimed to assess how school-related factors influence female students' decisions to pursue agriculture in post-primary institutions in Gusii counties, Kenya. The study emphasized Gusii counties because of their low girls’ enrolment in agriculture compared to boys. A descriptive survey approach was employed, focusing on 9,000 form three girls from 470 schools with mixed and all-girl student populations. The study concentrated on form three girls enrolled in agriculture, as their longer time in school has exposed them more to agricultural issues. The sample comprised 368 girls studying agriculture, selected through simple random and purposive sampling methods. Data was collected via questionnaires, with pilot testing to ensure validity and reliability. Analysis was conducted using SPSS version 21, employing graphs, means, frequencies, and standard deviations. Pearson’s correlation coefficient was used to determine the impact of various factors at a 0.05 confidence level. Results showed significant correlations: previous agriculture grades (r=.428), availability of land for farming (r=.605), supportive and motivating teachers (r=.257), adequate facilities (r=.196), and sufficient teachers (r=.775). To encourage more girls to choose agriculture, the study recommends that the Teachers Service Commission recruit more trained agriculture teachers in understaffed schools, schools provide adequate teaching materials, and career counsellors offer informed guidance. These findings will help the Ministry of Education develop policies targeted at increasing female participation in agriculture and understanding barriers preventing girls from pursuing this field