PARENTAL PREDISPOSITION TO EDUCATION INFLUENCING FEMALE ENROLMENT IN ENGINEERING AND TECHNOLOGY IN ANGLO-SAXON STATE UNIVERSITIES IN CAMEROON

Authors

  • Nfor Julius Cheny PhD, Department of Fundamental Science, Higher Technical Teacher Training College Bambili, The University of Bamenda, North West Region, Cameroon

DOI:

https://doi.org/10.46827/ejes.v9i2.4193

Keywords:

parental predisposition to education, home tutoring, provision of resource material, provision of pocket allowance, Anglo-Saxon State University of Cameroon

Abstract

Parental predisposition to education extends beyond the engagement with schools to the home life, and the expectations of values for education that are communicated directly or indirectly to children. The objective of this study is to assess the influence of parental predispositions to education on female enrolment in Engineering and Technology programmes in the Anglo-Saxon state universities of Cameroon. The study used an explanatory sequential mixed method research design, and a multi-stage sampling technique was used to randomly select 276 respondents from the universities of Bamenda and Buea. Both quantitative and qualitative data were collected using structured questionnaires and interview schedules with 10 parents whose children are admitted to engineering and technology programs in these English-speaking state universities. Content analysis was used to analyse the qualitative data. Descriptive statistics, point biserial and binary logit regression analysis were used to analyse the quantitative data and to test the hypothesis at p<.05 level of significance. The findings revealed that parental predisposition to education correlates significantly to students’ enrolment in engineering and technology. The null hypothesis was rejected and it was recommended that parents should engage prominently in children’s education through the provision of support both at home and in school.

 

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Author Biography

  • Nfor Julius Cheny, PhD, Department of Fundamental Science, Higher Technical Teacher Training College Bambili, The University of Bamenda, North West Region, Cameroon
    Dr. Nfor Julius Cheny is an assistant lecturer at the department of Fundamental Science of Higher Technical Teacher Training College Bambili of The University of Bamenda, Cameroon. His research interest is focused on mathematics education with a specific interest on the teaching and learning of mathematics in primary and secondary education.

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Published

2022-03-03

Issue

Vol. 9 No. 2 (2022)

Section

Articles

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