Personal Interest as A Determinant of Career Choice in Home Science Education

Programme Offered in Kenyan Universities

*Chelagat Abigael, Wanami Simon and Sempele Catherine

University of Eldoret, P.o Box 1125, Eldoret, Kenya

*Corresponding author’s email address: abigaelc13@yahoo.com

Abstract
The process of choosing a career path has been a difficult task to students. Students
pursuing Home Science Education programmes in the universities have faced difficulties of
choosing careers. This study sought to establish whether personal interest is a determinant
on choice of careers in Home Science Education programmes in the Universities in Kenya.
This is because students always face challenges when making their choices. Therefore, this
study specifically sought to determine whether students chose their programme as a result of
their personal interest. The study was guided by the Social Cognitive Career Theory that
explores how career choices are made by self-efficacy, outcome expectations and personal
goals. This study adopted the Convergent Parallel mixed method design employing both
quantitative and qualitative approaches. The study was conducted in Uasin Gishu and
Kiambu counties which have universities with programmes that train Home Science
educators. This study adopted purposive sampling technique to select two universities
offering the Home Science education programmes where 254 students were selected from a
population of 420 students and 2 Heads of Department/Chairs of Department took part in
the study. Data for the study was obtained by using questionnaires, interview schedules and
focus group discussion guides. Quantitative data was analyzed using Statistical Package for
Social Sciences (SPSS) software and then presented using distribution tables and graphs.
Qualitative data was analyzed thematically then used to compare with that of quantitative
data. Respondents in this study chose Home Science Education programme because of their
personal interest in the programme which emanated as a result of its relationship to their
career interests 93.3%, availability of wide careers in Home Science 94.9%, their
background in Home Science subject 85.8% and passion of enrolling in the programme at
the university 85.8%. The study recommends that personal interest among students and in
particular individuals should be cultivated early on in life and in schools right from the
onset of schooling. Home science educationist should be at the forefront in nurturing
students to help them realize their potential thus developing their interests in the course.

Keywords: Personal interest, Determinant, Career Choice, Home Science Education

INTRODUCTION

Students exiting secondary schools for tertiary institutions many at times experience
uncertainties. choice of career is usually surrounded by different factors. Ooro (2017) in her
study noted that career development is among the weighty decisions that students make in
shaping their forecasts and future which will have an impact on them throughout their
lifetime. It is therefore one of the most delicate stages that needs to be approached with a lot
of diligence. As indicated by Maina (2013 the development of a person’s occupation is most
likely to be steered by varied issues like cultural ideas, conditions within the family, career
prospects among others. Bikse, Lusena-Ezera, Libkovska and Rivza (2018) documents that
an individual has to take note of their professional interest and the matched identification of

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their character, interests, abilities and their own skills. This they posit that there is a need for
an individual to have in mind the challenges experienced in the 21 st century and the market
trends. This is particularly important if at all the most suitable and qualified work force is to
be produced.

This study orients itself to the Social Cognitive Career Theory (SCCT) that explores how
career choices are made by self-efficacy, outcome expectations and personal goals. Personal
goals in the SCCT variable are the intention of an individual to engage in a particular
activity or to produce a particular outcome (Lent, 2005). In this case, behaviour will most
likely occur as a result of the personal goals envisaged by the individual. Leung (2008)
postulates that by setting ones’ personal goals, the concerned individual would most likely
persist in tasks and end up sustaining their behaviour for long without tangible external
rewards or reinforcement.

Presence of personal goals in an individual may greatly contribute to career choice decisions
as they will be catapulted to engage in areas that they have a great desire in. This will in the
long run drive the individual in putting more emphasis in behaviour and choices that will
positively contribute towards their desired career.

Interest in a given field together with activities associated with it form a basis for its choice.
In addition to this, lack of the said interest in a career influence one not to select a particular
career (Bright, 2005). In this respect, it is evident that personal interest may or may not
influence an individual to make a career choice. Ones desire to pursue a certain field is a key
factor in selecting careers. It has been established that interest is one of the most powerful
factors in the choice of a career as indicated by Mishkin, Wangroicz, Dori and Dori (2016);
Downey, McGaughey and Roach (2009); Kim, Markham and Cangelosi, 2002 and Zhang,
(2007). In reality, students in institutions of higher learning will choose to pursue fields that
are of interest to them. Downey, McGaughey and Roach (2011) established that personal
interest influenced students to choose a major in their career path.

Personal interest according to Liaw, Wu, Lopez, Chow, Lim, Holroyd Tan and Wang (2017)
is the students’ individual interest in their chosen profession. It is that personal initiative that
makes a student choose his/her preferred profession. This emanates from Hollands career
typology (1966) where he attests that people usually make career choices in unison with to
their personality and interest. Personal interest in a given field is an important motivating
factor in doing things that one likes which translates to boosting their morale in it
(Humayon, Raza, Khan, and Ansari, 2018). Further, Canaga and Sempele (2019) in their
study factors motivating students to pursue hospitality education established that majority of
their respondents pursued Hospitality education as a result of their own choice. They further
indicated that their respondents were driven by some intrinsic motivating factors like
personal interest, dreams, aptitude, values and competence.

Bakshi, Gandhi, Shah, and Maru (2012) posit that as much as there are varied factors that
influence career choice of young people, they make choices that have an impact on their
development. Here, the aspect of personal interest is what actually takes the center stage and
they would most likely head to careers where they have a higher preference. Further, Amani
(2016) and Amani (2013) in Tanzanian studies revealed that a higher percentage of
respondents in the field of engineering were mostly influenced by personal interest. Further,
Mberia and Midigo (2018) in their study established that students’ skills, interest and values
played a major role in determining their career choices.

Meddour, Abdo, Majid, Auf, and Aman, (2016) confirmed that personal interest on the mind
of a student plays a great role on career decision in choosing the kind of profession they

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wish to join as they will try hard in putting all efforts to realize their career aspirations. With
this concept in mind, many at times students tend to rededicate all their energy in activities
that will catapult them into their career aspirations. Gacohi (2017) established that most of
her respondents showed that career interest was a very significant reason leading them to
make their choice on most preferred programme of study.

Similarly, Walaba and Kiboss (2013) established that respondents in their study chose the
career subject based on the interest of pursuing it later on in the career ladder. In addition,
Okiror and Otabong (2015) in their study revealed that their respondents chose Agriculture
as a result of their personal interest in the field. They further argue that the choice is one that
is genuine since they are catapulted by the innermost motive. In addition, Gitonga, Kigen,
Wangeri and Orodho (2013) established that students experience satisfaction as an
immediate outcome of the match between their personal characteristics and their choice of a
degree programme. This implies that students would choose programmes that interests them
and the same time satisfy their immediate outcome expectations.

Further, Owino and Odundo (2016) in their study, ranked personal interest as the most
outstanding factor on the choice of History as a career subject. Specifically, they noted that
individual factors were the key elements in the selection of careers where personal interest is
an example. Coming closer to Home Science related programme, Korir and Wafula (2012)
argue that personal interest was one of the most influential factors. The authors further pin
point a closer relationship between personal interest with the choice of the course to have
arisen way back while they were in secondary school. Personal interest could also stem from
lifestyles depicted by those already in the Hospitality profession.

Besides other competing factors on career paths to be followed by a student, personal

interest will be the key component to consider. For instance, Adams (2014) confirmed that
personal interest was the highest rated variable and was the main cause used to make career
choices in a motor retail industry in South Africa. Similarly, a systematic review of literature
around the globe established that personal interest was also the major factor that influenced
career choice in an individualistic setting (Twumasi, Emeto, Lindsay, Tsey, & Malau -Aduli,
2018). Further, their study revealed that the youth who were drawn from the individualistic
setting were more independent even as they chose their major based on their personal
interest.

Omari (2014) confirmed that personal interest played a significant role in the choice of
careers. Similarly, Al-Abri and Kooli (2018) confirmed that interest had a positive affiliation
with career trail and was one of the most significant influencing factors. Bikse et al. (2018);
Zotorvie (2016); Kochung and Migunde (2011) and Borchet (2002) established that personal
interest was an influencing aspect as their respondents wanted to understand their own
interest at the same time exploring on their capabilities. Therefore, this study intends to
establish whether personal interest in Home Science Education was also one of the
influencing factors among the undergraduates in the university.

MATERIALS AND METHODS

This study adopted the pragmatic worldview that enabled the use of mixed methods design
which involves the combination of qualitative and quantitative research data (Creswell,
2014). This study adopted the convergent parallel mixed method where both the quantitative
and qualitative data are collected concurrently followed by analyzing them separately. The
main assumption of using this type of mixed method is that both the quantitative data and
qualitative data provide different types of information and gives a detailed view of
respondents qualitatively which has the ability to make scores on instruments quantitatively.

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The obtained results are then compared to see whether the findings confirm or disconfirm
each other. This study was conducted in Uasin Gishu and Kiambu counties with focus on the
two universities that train Home Science educators. The sample size of 254 was
conveniently selected from a population of 420 students that were willing to take part in the
study. The university is the most suitable target because it is the institutions of higher
learning mandated to train Home Science educators to handle the secondary level of
education where Home Science is currently one of the subjects offered. Two universities
were chosen for this study because they were the only public universities offering Home
science education programme where the use of homogenous variable was considered most
suitable. Data was analyzed descriptively and thematically. Quantitative and qualitative data
that was obtained from the questionnaires were first coded and then analyzed using
Statistical Package for Social Sciences (SPSS) software. The analyzed quantitative data was
then presented by use of graphs. Qualitative data from the focus group discussions and the
interviews were transcribed, coded, and created/grouped into themes. The analyzed
qualitative data was used in explaining the quantitative results by giving more insights.

RESULTS AND DISCUSSIONS

Home Science Studied as a Subject in Secondary

Respondents were asked whether they did Home Science as a subject in secondary schools.
The responses are presented in Figure 1 which indicates that majority of the respondents 247
(97.2%) studied Home Science as a subject in secondary school. On the other hand, 7 (2.8%)
did not take-Home Science in secondary school. This finding is important because it sheds
more light to the present study with regards to identifying determinants which may have led
to career choice. This finding corroborates with those of Wildman and Torres, (2001);
Walaba and Kiboss, (2013) and Fabea (2014) who indicated that the subjects pursued in
secondary education by students would form the leading factor as they choose their
programmes of study at the university. They believe that having a prior knowledge in a
certain field will most likely make them choose that field.

Studied Home Science

2.8

97.2

Figure 1: Home Science Studied as a Subject in Secondary

Optional Subject Studied in Secondary

A further inquiry was made to establish the optional subjects that respondents studied in
secondary schools. This inquiry was important with an aim of establishing whether one can
choose a career in Home science education without necessarily having taken Home science
subject in secondary education. The findings are presented in Table 1.

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Table 1: Optional Subject Studied in Secondary
Optional Subject Frequency Percent
None 4 1.8
Electricity 1 0.4
Business studies 1 0.4
Agriculture 1 0.4
Home Science 247 97.2
Total 254 100.0

The first item in Figure 2 showed that 92.9% of the respondents agreed that their own
personal interest in the program made them choose a career in Home Science education
programmes while 5.5%) disagreed. In the focus group discussion, it was evident that they
chose the programme because of personal interest in their preferred programme of study,
that is Home Science Education. Some excerpts were as follows;

I chose Home Science because of the passion in me. I loved the way Home
Science fills you. At least the areas in Home Science for instance clothing
and construction could boost me. I just love Home Science and everything
around it. (FGD 2, Respondent 5, 3/12/2020)

Personal interest for me is paramount. I didn’t do Home Science because I

didn’t know what to do or because I was to get a job. I enjoy doing it as I
get to interact with what I’m doing, for example, fashion, its unique. (FGD
1, Respondent 1, 3/12/2020)

I chose Home Science because of interest. I loved Home Science practicals

in high school. I was called to pursue Education Science and I thought,
why should I study Biology and Chemistry yet I don’t like them. I changed
my course to Home Science because I was interested and loved it. (FGD 4,
Respondent 3, 18/12/2020)

Despite the challenge of discrimination and scrutiny, I chose Home

Science out of my personal decision. I stood firm to my decision. I was not
advised by anyone. I just loved it and had a vision, I believed in the
programme. (FGD 4, 18/12/2020).

Findings in this study (fig 2) are in unison with other works. For instance, it has been
documented that personal interest in a given field is an important motivating factor in doing
things that one likes which translates to boosting their morale in it (Humayon et al., 2018).
The interview with the Heads of Departments/Chairs of Departments had indications that
personal interest portrayed by their students may have been boosted by the good grades they
got in Home Science in high school. In addition, the focus group discussion indicated that
some students developed interest in Home Science education because of the good
performance they had in the subject way back in the secondary education. This aspect of
good performance was also similar to the works of Canaga and Sempele (2019) that students
are motivated to pursue Hospitality Education due to the ease of getting good grades.
Further, other works by Twumasi et al, (2018) Liaw et al, (2017); Mishkin et al, (2016);
Owino and Odundo (2016); Amani (2016); Adams (2014); Omari (2014) and Amani (2013)
established that their respondents were largely influenced by personal interest in choosing
programmes of study in institutions of higher learning.

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 Personal Interest in Home Science Education Programme
100.0 94.9
92.9 93.3

90.0 85.8 86.6

80.0

70.0

60.0
Percent

50.0

40.0

30.0

20.0

8.7
10.0 5.5 5.5 6.7
1.6
0.0
My personal interest in My degree program is My degree program My background in Had I known my I have always had
Figure 2: Personal Interest in Choice of Careers in Home Science Education Programme

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It is important to note that individual students do develop interest from early stages to
pursue certain programmes. It is correct therefore to say that the respondents had that
personal interest implying that they had an intrinsic motivation to pursue the
programme. For instance, the focus group discussions with respondents in this study
indicated that their interest in the programme was ignited early in life particularly in
primary and secondary school. Example of the excerpt is as follows;

Interest developed around class 8 when I saw my mum’s different

designs. She taught me how to crotchet and I was like this is a good
idea, I learnt how to innovate some new things and in high school my
Home Science teacher encouraged me. (FGD 3, 18/12/2020)

Findings in this study are similar with those of Korir and Wafula (2012) where they
argued that personal interest was one of the most influential factors in their study
where they pin pointed a closer relationship of personal interest with the choice of the
course to have arisen way back in secondary school. Canaga and Sempele (2019)
established that majority of their respondents pursued Hospitality education as a result
of their own choice driven by some intrinsic motivating factors like personal interest,
dreams, aptitude, values and competence. Therefore, it can be concluded that career
aspirations of an individual may stem early in life if they receive the right guidance.

The second item in Figure 2 showed that (93.3%) of the respondents strongly agreed
that their degree program was related to their career interests, while (5.5%) disagreed.
As earlier mentioned in the preceding attribute on personal interest, it can be confirmed
that indeed personal interest may lead to career interest thereby leading to the choice of
career related to Home Science. Further works by Meddour et al. (2016); Gacohi
(2017) corroborates with findings in this study that personal interest on the mind of a
student plays a great role on career decision in choosing the kind of profession he/she
so wishes to join as he/she will try hard in putting all efforts to realize their career
aspirations. Thus, they believed that career interest was a very significant reason
leading them to make their choice on most preferred programme of study. In addition,
Bikse et al. (2018) argued that an individual has to take note of their professional
interest and the matched identification of their character, interests, abilities and their
own skills. This aspect is important in the long run as it will ensure the production of a
competent work force in the world of work.

The third item in Figure 2 showed that (94.9%) of the respondents agreed that their
degree program offered them a wide variety of careers related to their interest, while
(1.6%) disagreed. This may have been a reason for the respondents to choose the
careers owing to the broad options in terms of selection.

Qualitative data yielded more information in support to this item. For instance, the
interview with the Heads of Department/Chairs of Department confirmed that a higher
percentage of their students chose Home Science education programme because it
offers a wide variety of careers, they were interested in. They indicated that they
developed a personal interest in Home Science education because of the
entrepreneurship aspect in Home Science course where one can venture into textiles,
bakery among others. They further indicated that even as the students pursue their
course at the university or teach or work in their institutions, they could easily venture
in other activities that they had developed interest in which to some extend were
income generating. The focus group discussion with students also confirmed that they
had chosen Home Science education programme as a result of the wide career

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opportunities that are related to their personal interest. Excerpts from the discussions
were as follows;

I didn’t want to be a teacher, I wanted to be a doctor. When I

received my results, I could only qualify for an education course.
They told me, ‘When you become a teacher of Home Science, you can
start your own boutique, sew your own clothes’. I was not interested
in Home Science but the careers made me do it (FGD 4, 18/12/2020)
What motivated me most about Home Science is its wide area. Upon
the completion of this programme, I will have learnt so many things
that I can improve myself. Home Science is important to an
individual, the community and even the society. Home Science is very
marketable (FGD 3, 18/12/2020)

Other scholars established similar findings with those of this study. For instance, Al-
Abri and Kooli (2018) and Walaba and Kiboss (2013) indicated that personal interest
in the programme of study has affiliations with career trail with a basis of pursuing it
later on in their career ladder.

The fourth item in Figure 2 showed that (85.8%) of the respondents agreed that their
background in Home Science made them to choose the programme, while (1.6%)
disagreed. This implies that the respondents may have been exposed to Home Science
in their earlier years thus they were aware of the programme and this may have led to
the interest. Findings in this study are in harmony with those of Wildman and Torres,
(2001); Walaba and Kiboss, (2013) and Fabea (2014) who indicated that the subjects
pursued in secondary education by students would form the leading factor as they
choose their programmes of study at the university. They believe that having prior
knowledge in a certain field will most likely make them choose that field as it has a
profound truth on what is to be studied as a career.

The fifth item in Figure 2 showed that 86.6%) of the respondents disagreed to the
statement that had they known their career interests earlier they would have taken a
different degree program, while 6.7%) agreed. Therefore, it can be concluded that
respondents in this study had made an informed choice pertaining their preferred
programme of study early enough and they had no regrets.

The last item showed that 85.8% of the respondents agreed that they have always had a
passion to enroll in Home Science education programme, while 8.3% disagreed. From
the focus group discussions, elements of enrolling in the Home Science education
programme arose as a result of their passion in the programme. They passionately
indicated that passion was their driving force. Examples of the excerpts were;
Personal interest influenced me in the choice of this course because I
did Home Science in high school, I loved it, I love the arears taught
in Home Science. I had passion in cooking and textiles and I chose
Home Science course because I’m so interested in it. (FGD
3,18/12/2020)

This implies personal interest may have been a determinant in choice of career in
Home Science education programme. Similar results were obtained by Bikse et al,
(2018); Zotorvie (2016) and Kochung and Migunde (2011) where they indicated that
their personal interest in a programme made them choose it.

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It is also worth noting that contrary to the above item, a small number of respondents
21(8.3%) disagreed that they always had a passion to enroll in Home Science education
programme. As much as interest plays a key role, they may have chosen the
programme as a result of other factors. From the focus group discussions some
elements of pursuing the programme may have not stemmed from passion. An example
of the excerpt is as follows;
It was not my choice to select this career, my uncle is a teacher, he
selected for me the course without my knowledge. Doing Home
Science Education was never my desire, I never wanted it. It’s not my
passion, it’s so difficult (laughter)…I struggle, but I trust that it
might end up well (FGD 3, 18/12/2020).

The results obtained in this study thus confirms with those of other scholars
that personal interest in the field of study is indeed an important factor when it
comes to choosing programmes of study in the university.

CONCLUSION AND RECOMMENDATIONS

This study established that personal interest in the programme of study played a key
role in the choice of Home Science Education programme. Respondents’ personal
interests emanated from their background in Home Science from high school, passion
and the wide scope found in the programme that enables individuals to diversify in the
many areas in Home Science discipline.

Personal interests among students should be cultivated early on in life and in schools
right from the onset of schooling. The government through the Ministry of Education
should make it possible for all schools to offer a variety of subjects from which
students can develop and tap their interests into. Streaming policies and other policies
that hinder children from learning and benefitting from some subjects should be
abolished. The offering of Home Science subject should be open to all learners.

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