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Role of Learners’ Interests and Talents in Their Choice of Senior
Secondary School Pathways in Bumula Sub County, Bungoma
County, Kenya
Barasa Florah Snin
1
, Dr. Sarah Likoko
2
, Dr. Florence Wanjala
3
Department of Educational Planning and Management Kibabii University
DOI:
https://doi.org/10.51583/IJLTEMAS.2026.150600250
Received: 16 July 2026; Accepted: 21 July 2026; Published: 01 August 2026
ABSTRACT
The implementation of the Competency-Based Education (CBE) curriculum in Kenya emphasizes pathway
selection based on learners' interests, talents, strengths, and career aspirations. However, limited empirical
evidence exists on the extent to which learners' interests and talents influence their choice of senior secondary
school pathways, particularly in rural contexts. This study examined the role of learners' interests and talents in
the choice of senior secondary school pathways among Grade Nine learners in Bumula Sub-County, Bungoma
County, Kenya. The study adopted a mixed methods research design. The target population comprised
approximately 3,500 Grade Nine learners in public junior secondary schools, together with career guidance
teachers, school heads, and selected parents. Using the Krejcie and Morgan sampling table, a sample of 347
learners was selected through stratified random sampling from twenty public junior secondary schools.
Quantitative data were collected using questionnaires, while qualitative data were obtained through interviews.
Quantitative data were analysed using descriptive statistics, including frequencies, percentages, means, and
standard deviations, while qualitative data were analysed thematically. The findings revealed that learners'
interests and talents significantly influenced pathway selection. Most respondents indicated that their personal
interests influenced their pathway choices (M = 3.98), their talents matched their selected pathways (M = 3.87),
they enjoyed subjects related to their preferred pathways (M = 4.01), and they were passionate about their chosen
pathways (M = 3.93). Conversely, most learners disagreed that they selected pathways that did not match their
interests (M = 2.39). The study concludes that learners generally choose pathways that align with their interests,
talents, and aspirations, although a minority continue to be influenced by external factors such as parental
expectations, school limitations, and inadequate career guidance. The study recommends that schools strengthen
career guidance programmes and create opportunities to identify and nurture learners' interests and talents
through co-curricular activities, mentorship, and practical learning experiences to promote informed and learner-
centred pathway selection.
Keywords: Competency-Based Education, learners' interests, learners' talents, pathway selection, Grade Nine
learners, senior secondary school pathways
INTRODUCTION
The introduction of senior secondary school pathways under Kenya's Competency-Based Education (CBE)
framework seeks to ensure that learners select pathways that reflect their individual interests, talents, strengths,
and future career aspirations. The underlying principle of the reform is that learners are more likely to remain
motivated, perform well academically, and pursue meaningful career opportunities when educational choices
align with their personal abilities and passions. Consequently, learners' interests and talents have become central
considerations in pathway selection because they influence motivation, engagement, persistence, and long-term
educational success. Despite this expectation, there is concern that not all learners are able to choose pathways
that genuinely reflect their interests and talents, particularly in rural settings where educational resources and
guidance services remain limited.
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Previous studies have consistently reported that learners' interests and talents influence educational pathway
selection. For example, Kilonzo and Njeru (2023) established that learners with well-developed interests were
more confident in selecting pathways related to their strengths, while O'Connor and Paquette (2019) found that
personal interests and self-assessed talents strongly predicted educational and career choices. Similarly, Njoroge
and Kamau (2020) reported that learners with identified talents were more likely to prefer pathways that allowed
them to develop those abilities further. However, these studies paid limited attention to how learners themselves
perceive and express their interests and talents within the context of Kenya's Competency-Based Education,
particularly in counties such as Bungoma where socio-cultural expectations, inadequate career guidance, and
limited school resources may influence pathway decisions.
Furthermore, although existing literature acknowledges that interests and talents are important determinants of
pathway selection, there remains limited empirical evidence on whether learners are actually selecting pathways
that correspond with their interests, talents, enjoyment of related subjects, and personal aspirations. The
interaction between learners' personal motivations and external influences such as parental expectations, school
conditions, and availability of pathway options has also received insufficient attention, especially among Grade
Nine learners in Bungoma County. This knowledge gap makes it difficult to determine whether pathway
selection under the Competency-Based Education system is genuinely learner-centred or continues to be
influenced by factors beyond learners' personal preferences.
To address these gaps, this study examined the role of learners' interests and talents in the choice of senior
secondary school pathways among Grade Nine learners in Bumula Sub-County, Bungoma County. Specifically,
the study investigated whether learners' personal interests, talents, enjoyment of pathway-related subjects, and
passion for their preferred pathways influenced their pathway choices, while also providing evidence from a
rural Kenyan context to enhance understanding of learner-centred pathway selection under the Competency-
Based Education framework.
LITERATURE REVIEW
In Kenya, Kilonzo and Njeru (2023) explored the influence of learners’ interests on pathway selection among
Grade 9 students in Kisii County. Using a mixed-method approach, the study found that learners who identified
clear interests in arts, sports, or technology were more confident in selecting related pathways. The study
emphasized that internal motivation derived from interests positively affects commitment and success in the
chosen pathway. While several scholars emphasize the importance of learners' interests and talents in pathway
selection (Kilonzo & Njeru, 2023; O’Connor & Paquette, 2019), there is limited focus on how learners perceive
and express these interests, especially in contexts like Bungoma County. This study addressed this gap by
exploring how learners' personal strengths, passions, and career aspirations influence their pathway choices, with
a specific focus on how these factors are shaped by local socio-cultural and educational contexts under the CBC
framework.
A regional study by Njoroge and Kamau (2020) in Uganda reported that learners’ talents, especially in creative
and technical fields, strongly predicted their preference for vocational and technical education pathways over
academic tracks. The authors recommended enhanced career guidance programs to help learners identify and
nurture talents early, thus facilitating better pathway decisions. While Kilonzo and Njeru’s study highlights the
role of interests in pathway selection, it does not consider how external factors such as limited career guidance
or cultural expectations in rural areas may hinder learners from pursuing pathways aligned with their interests.
This study bridged this gap by examining the influence of external factors in Bungoma County, where resource
limitations and socio-cultural pressures may shape or restrict learners' ability to pursue interests-driven pathways.
Globally, research from the United States by O’Connor and Paquette (2019) supports the assertion that interests
and talents are powerful predictors of educational and career pathways. Their longitudinal study tracked high
school students and found that self-assessed talents and preferences often led to sustained engagement and
achievement in chosen fields. Although Njoroge and Kamau’s study emphasizes the predictive value of talents
in pathway selection, it overlooks the role of school infrastructure and availability of specialized programs that
can support the development of talents. This study addressed this gap by exploring how the availability of
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resources, such as vocational training facilities and career guidance programs, influences the expression of
learners’ talents in Bungoma County, particularly under the new CBE framework.
In many developing contexts, including Kenya, cultural expectations and parental pressure may override
learners’ personal interests, leading to pathway choices that do not reflect talents or passions (Wambua, 2021;
Mwenda & Karanja, 2024). This mismatch often results in poor performance and dropout. Thus, while interests
and talents are important, their influence can be mitigated by external socio-cultural factors. O’Connor and
Paquette’s research underscores the importance of self-assessed talents and preferences, but it does not account
for how socio-economic conditions and access to quality guidance affect the realization of these interests. This
study filled this gap by examining how the socio-economic context of Bungoma County impacts learners’ ability
to pursue pathways based on their talents and interests, particularly in the context of limited resources and
guidance.
The literature also reveals a gap in examining how learners discover and validate their interests and talents,
particularly in resource-limited schools lacking adequate facilities and counseling services. This study aims to
fill this gap by investigating how learners’ interests and talents interact with external guidance in pathway
selection within Bungoma County. While this research acknowledges the role of cultural and familial pressures,
it does not explore the complex interaction between these pressures and learners’ personal motivations within
specific Kenyan counties like Bungoma. This study addressed this gap by investigating how family expectations,
cultural norms, and learners’ personal interests interact and influence pathway decisions, particularly under the
Competency-Based Education. Although the existing literature highlights the importance of discovering and
nurturing talents, it lacks a detailed exploration of how resource-limited environments, like those in Bungoma
County, impact learners’ ability to validate their interests and receive appropriate guidance. This study filled this
gap by investigating the role of both formal and informal guidance systems in helping learners discover and
pursue pathways aligned with their interests and talents.
RESEARCH METHODOLOGY
This study adopted a mixed methods research design to explore the determinants influencing pathway selection
among Grade 9 learners in Bungoma County.
The study was conducted in Bumula sub county in Bungoma County, located in Western Kenya.
Bumula Sub-County was selected for this study because it has a large number of public junior secondary schools
and a diverse population of Grade 9 learners from predominantly rural and semi-rural communities
The target population consists of Grade 9 learners in public junior secondary schools within Bungoma County,
approximately 3,500 learners (Bungoma County Education Office, 2025). Additionally, career guidance
teachers, school heads, and selected parents participated in the qualitative segment to provide contextual
information and perspectives on pathway selection
Using the Krejcie and Morgan (1970) sampling table for a population of 3,500 learners, a sample size of 347
learners was selected. To ensure representation across the county, twenty (20) public junior secondary schools
were selected through stratified random sampling. Stratification considered sub-county location and school type
(day, boarding, and mixed), ensuring that schools from diverse geographical areas and with varying resource
levels are included.
From each selected school, approximately 15–20 Grade 9 learners were randomly chosen to achieve the total
sample size of 347 learners.
A pilot study was conducted with a small sample of 30 learners from a school outside the study area The resulting
data was analyzed using SPSS version 25 to compute Cronbach’s alpha. Items that show low reliability (below
0.7) was revised or removed to improve the overall consistency of the instrument.
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Data collected from the questionnaire, was organized, coded, analysed, and interpreted according to the theories
of study. Quantitative data collected from Grade 9 learners through questionnaires was first checked
FINDINGS AND DISCUSSIONS
This section analysed, presented and discussed findings on the role of learners’ interests and talents in their
choice of senior secondary school pathways among Grade 9 learners in Bungoma County. The findings focus on
how learners’ personal interests, talents, enjoyment of related subjects, passion for selected pathways, and
alignment between interests and pathway choices influenced their decisions. The responses were collected from
321 Grade 9 learners using a five-point Likert scale and are presented in Table 1.
Table 1: Descriptive Analysis on Learners’ Interests and Talents and Their Influence on Pathway
Selection
Statement
SD n (%)
D n (%)
N n (%)
A n (%)
SA n (%)
My personal interests influence my
pathway choice.
12 (3.7%)
21 (6.5%)
36 (11.2%)
143 (44.5%)
109 (34.0%)
I have talents that match my chosen
pathway.
16 (5.0%)
24 (7.5%)
45 (14.0%)
137 (42.7%)
99 (30.8%)
I enjoy subjects related to my selected
pathway.
9 (2.8%)
18 (5.6%)
39 (12.1%)
149 (46.4%)
106 (33.0%)
I am passionate about my chosen
pathway.
14 (4.4%)
20 (6.2%)
41 (12.8%)
145 (45.2%)
101 (31.5%)
I choose my pathway even though it
does not match my interest.*
103 (32.1%)
92 (28.7%)
54 (16.8%)
43 (13.4%)
29 (9.0%)
When respondents were asked whether their personal interests influence their pathway choice, 12 (3.7%)
strongly disagreed, 21 (6.5%) disagreed, 36 (11.2%) were neutral, 143 (44.5%) agreed, while 109 (34.0%)
strongly agreed. The findings indicate that the majority of learners acknowledged that their personal interests
played an important role in determining the pathways they intended to pursue. The combined percentage of those
who agreed and strongly agreed was 78.5%, showsing that most learners considered their interests when making
pathway decisions. Only 10.2% disagreed with the statement, indicating that relatively few learners selected
pathways without considering their interests.
The statement recorded a mean score of 3.98. This mean is close to 4.00, which corresponds to the “Agree”
category on the Likert scale. The result shows that learners generally believed that their interests influenced their
pathway choices. The high mean score indicates that interests were a significant determinant of pathway
selection among Grade 9 learners. It further shows that learners were inclined to choose pathways that reflected
what they enjoyed, valued, or wished to pursue in the future.
The standard deviation for the statement was 1.026. This relatively low standard deviation indicates that the
responses were moderately clustered around the mean. Most learners shared similar views regarding the
influence of interests on pathway selection, although some variation existed. The variation may be attributed to
differences in learners’ exposure to career guidance, parental influence, school environment, and individual
experiences. Nevertheless, the low dispersion shows a reasonable level of consensus among respondents that
personal interests affect pathway choice.
The findings resonate with those of Kilonzo and Njeru (2023), who examined the influence of learners’ interests
on pathway selection among Grade 9 learners in Kisii County. Their study established that learners who had
clearly developed interests in areas such as arts, sports, and technology were more confident in selecting
pathways related to those interests. The authors observed that personal interests increase learners’ commitment
to a chosen pathway because learners are naturally motivated to pursue activities they enjoy. The present study
similarly demonstrates that personal interests are central in pathway selection, showsing that learners in
Bungoma County, like their counterparts in Kisii County, consider their preferences and passions when making
pathway decisions.
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The findings can also be viewed alongside those of O’Connor and Paquette (2019), whose longitudinal study in
the United States found that learners’ interests and preferences were strong predictors of educational and career
pathway choices. The researchers argued that learners who selected pathways aligned with their interests were
more likely to re
When respondents were asked whether they had talents that matched their chosen pathways, 16 (5.0%) strongly
disagreed, 24 (7.5%) disagreed, 45 (14.0%) were neutral, 137 (42.7%) agreed, while 99 (30.8%) strongly agreed.
The findings show that a majority of learners believed that their talents were aligned with the pathways they
intended to pursue. Overall, 236 (73.5%) of the respondents agreed or strongly agreed with the statement,
indicating that talents played an important role in pathway selection. However, 40 (12.5%) disagreed or strongly
disagreed, showsing that some learners may have selected pathways that did not fully reflect their talents.
The statement recorded a mean score of 3.87. This mean indicating that learners generally perceived a strong
connection between their talents and their selected pathways. The relatively high mean shows that many learners
considered their natural abilities and strengths when making pathway decisions. This implies that pathway
selection among Grade 9 learners was not solely influenced by academic performance but also by learners’
recognition of their talents and capabilities in specific areas.
The standard deviation was 1.088, indicating a moderate spread of responses around the mean. Although most
learners agreed that their talents matched their chosen pathways, the variation shows that not all learners shared
the same experience. The differences in responses may have resulted from variations in talent identification,
availability of opportunities to develop talents, parental expectations, and school support systems. Nonetheless,
the standard deviation remains relatively low, implying that respondents generally held similar views regarding
the influence of talents on pathway selection.
These findings reflect the observations made by Njoroge and Kamau (2020), who investigated the influence of
learners’ talents on vocational education preferences in Uganda. Their study found that learners with identified
talents in creative, technical, and practical fields were more likely to prefer pathways that allowed them to
develop those abilities further. The researchers emphasized that talents often provide learners with a sense of
competence and confidence, making them more inclined to pursue pathways that utilize their strengths. In the
current study, the high proportion of learners who reported having talents that matched their chosen pathways
shows that talents played a similar role in influencing pathway preferences among Grade 9 learners in Bungoma
County.
The findings may also be interpreted in light of Wambua (2021), who examined learner perceptions of abilities
and pathway choices in Kenyan secondary schools. Wambua found that learners who believed they possessed
abilities and talents relevant to particular fields were more likely to choose pathways associated with those
strengths. The study further noted that self-perception significantly influences educational decision-making
because learners tend to pursue areas where they feel capable of performing well. The present findings support
this perspective, as the majority of learners indicated that their talents matched their chosen pathways. This
shows that learners’ awareness of their abilities contributes significantly to pathway selection decisions and may
enhance confidence in pursuing their preferred educational trajectories.
When respondents were asked whether they enjoyed subjects related to their selected pathways, 9 (2.8%)
strongly disagreed, 18 (5.6%) disagreed, 39 (12.1%) were neutral, 149 (46.4%) agreed, while 106 (33.0%)
strongly agreed. The findings indicate that the majority of learners enjoyed the subjects associated with their
chosen pathways. In total, 255 (79.4%) of the respondents agreed or strongly agreed with the statement, showsing
that enjoyment of specific subjects was an important consideration in pathway selection. Only 27 (8.4%) of the
learners expressed disagreement, implying that relatively few learners selected pathways linked to subjects they
did not enjoy.
The statement recorded a mean score of 4.01. This mean is slightly above 4.00, makes it one of the highest-rated
statements in this section. The result shows that learners generally selected pathways connected to subjects they
enjoyed studying. The high mean further indicates that subject enjoyment was a strong motivational factor in
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pathway decision-making. Learners appeared more inclined to pursue pathways associated with subjects they
found interesting, enjoyable, and engaging.
The standard deviation for the statement was 0.965, which was the lowest among the statements in this section.
This indicates that responses were closely clustered around the mean and that learners shared relatively similar
views regarding the role of subject enjoyment in pathway selection. The low variability shows a high level of
agreement among respondents. This consistency may be attributed to the fact that enjoyment of a subject is often
directly experienced by learners through classroom activities, assessments, and interactions with teachers,
making it easier for them to determine whether a pathway aligns with their preferences.
These findings can be discussed in relation to the work of Njagi and Mwangi (2022), who examined the impact
of career guidance on pathway selection among junior secondary students in Nairobi County. Their study
established that learners who received adequate guidance were more likely to select pathways that reflected both
their academic strengths and personal preferences. The researchers observed that learners often expressed
stronger commitment to pathways connected to subjects they enjoyed because they could easily relate classroom
experiences to future educational opportunities. The current findings support this argument by demonstrating
that enjoyment of pathway-related subjects influenced the choices made by Grade 9 learners in Bungoma
County.
The findings may also be viewed alongside those of Ouma (2023), who investigated challenges affecting career
guidance services in Kenyan schools. Ouma noted that learners are more likely to make informed pathway
decisions when they have opportunities to reflect on their interests, strengths, and experiences in different
learning areas. The study emphasized that learners who enjoy particular subjects tend to develop stronger
confidence and motivation in pursuing related pathways. The present findings reinforce this observation, as a
substantial proportion of learners indicated that they enjoyed subjects connected to their selected pathways. This
shows that positive learning experiences within specific subjects contribute significantly to pathway selection
decisions by increasing learner interest, confidence, and commitment.
When respondents were asked whether they were passionate about their chosen pathways, 14 (4.4%) strongly
disagreed, 20 (6.2%) disagreed, 41 (12.8%) were neutral, 145 (45.2%) agreed, while 101 (31.5%) strongly
agreed. The findings indicate that a majority of the learners were passionate about the pathways they intended
to pursue. Overall, 246 (76.7%) of the respondents agreed or strongly agreed with the statement, showsing that
passion was an important factor in pathway selection. On the other hand, 34 (10.6%) disagreed or strongly
disagreed, indicating that a small proportion of learners may have selected pathways without a strong personal
attachment to them.
The statement recorded a mean score of 3.93. This means that learners generally expressed positive feelings
towards their selected pathways. The relatively high mean shows that many learners had a strong emotional
connection with their preferred pathways and viewed them as suitable avenues for achieving their future
aspirations. This implies that passion was a motivating factor that influenced pathway choices among Grade 9
learners in Bungoma County.
The standard deviation for the statement was 1.041. This indicates that although most learners agreed that they
were passionate about their chosen pathways, some differences in opinion existed among respondents. The
moderate level of variation may be explained by differences in exposure to pathway information, parental
influence, peer influence, and individual career aspirations. Nevertheless, the relatively low standard deviation
shows that learners generally shared similar perceptions regarding the role of passion in pathway selection.
These findings can be examined alongside those of Lee and Shute (2021), who found that learners who received
adequate support and encouragement were more likely to remain committed to educational pathways that
reflected their personal goals and aspirations. The researchers argued that passion contributes to learner
persistence because it increases motivation, commitment, and willingness to overcome challenges encountered
along educational journeys. In the present study, the high proportion of learners who reported being passionate
about their chosen pathways shows that many learners had already developed a sense of purpose regarding their
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future educational directions. Such passion is likely to strengthen their commitment to the selected pathways and
enhance their chances of success.
The findings also relate to the observations of Mwenda and Karanja (2024), who investigated parental influence
on pathway selection among secondary school learners in Kiambu County. Their study revealed that although
parents significantly influence pathway decisions, learners tend to show greater commitment and satisfaction
when their chosen pathways align with their personal aspirations and interests. The researchers noted that
pathways selected solely because of external pressure often result in reduced motivation and lower satisfaction.
The present findings shows that most learners in Bungoma County were passionate about their selected
pathways, implying that many pathway decisions reflected personal aspirations rather than being entirely driven
by external influences. This may contribute positively to learner engagement, persistence, and long-term
educational achievement.
When respondents were asked whether they chose their pathways even though the pathways did not match their
interests, 103 (32.1%) strongly disagreed, 92 (28.7%) disagreed, 54 (16.8%) were neutral, 43 (13.4%) agreed,
while 29 (9.0%) strongly agreed. The findings show that the majority of learners rejected the statement. In total,
195 (60.8%) of the respondents disagreed or strongly disagreed, indicating that most learners selected pathways
that aligned with their interests. However, 72 (22.4%) agreed or strongly agreed, showsing that a notable
proportion of learners had chosen pathways that did not necessarily reflect their personal interests. This may
indicate the presence of external influences such as parental expectations, peer pressure, school limitations, or
perceived career opportunities.
The statement recorded a mean score of 2.39. This mean falls within the “Disagree” category and is the lowest
mean among all the statements in this section. The low mean shows that learners generally did not choose
pathways that were inconsistent with their interests. Instead, most learners appeared to select pathways that
reflected what they enjoyed and preferred. The result reinforces the earlier findings which showed that interests,
talents, enjoyment of subjects, and passion significantly influenced pathway selection among Grade 9 learners.
The standard deviation for the statement was 1.302, which was the highest among all the statements in this
section. This indicates greater variability in learners’ responses. While most learners disagreed with the
statement, a considerable number either agreed or remained neutral. The relatively large spread of responses
shows that learners had diverse experiences regarding pathway selection. Some learners may have had the
freedom to choose pathways that matched their interests, whereas others may have been influenced by factors
such as parental pressure, school expectations, availability of pathways, or socio-economic considerations. The
higher standard deviation therefore reflects differences in the circumstances under which learners made pathway
decisions.
These findings can be discussed in relation to Otieno and Ayumba (2020), who examined the influence of
parental pressure on learners’ educational choices in Kenya’s Rift Valley region. The researchers observed that
some learners were encouraged or compelled to pursue educational pathways preferred by their parents rather
than those aligned with their own interests. Such situations often resulted in lower satisfaction and, in some
cases, later changes in educational direction. The current findings reflect a similar pattern among a section of
learners who indicated that their chosen pathways did not match their interests. Although this group represented
a minority, the results shows that external influences may still affect pathway decisions for some learners.
The findings may also be interpreted alongside those of Wambua (2021), who explored learner perceptions of
abilities and pathway choices in Kenyan secondary schools. Wambua reported that learners were more confident
and committed when pathway choices reflected their interests and perceived strengths. Conversely, when
learners entered pathways that did not correspond with their interests, they often experienced uncertainty and
lower levels of motivation. The present findings support this perspective because the majority of respondents
rejected the idea of choosing pathways that did not match their interests. This shows that most learners
recognized the importance of personal interest in educational decision-making and preferred pathways that
reflected their individual preferences, aspirations, and strengths.
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These findings demonstrate that learners’ interests and talents played a significant role in influencing their choice
of senior secondary school pathways among Grade 9 learners in Bungoma County. The majority of learners
indicated that their personal interests influenced their pathway choices, that their talents matched their selected
pathways, that they enjoyed subjects related to their pathways, and that they were passionate about their chosen
pathways. Furthermore, most learners disagreed that they selected pathways that did not align with their interests.
These findings shows that learners generally preferred pathways that reflected their personal strengths,
preferences, and aspirations. In the researcher’s view, the results indicate that pathway selection under the
Competency-Based Curriculum is increasingly becoming learner-centered, as many learners appear to consider
their interests and talents when making educational decisions. However, the presence of a small proportion of
learners who selected pathways that did not match their interests shows that external factors such as parental
influence, school conditions, career guidance, and resource availability may still shape pathway choices.
Therefore, while interests and talents emerged as important determinants of pathway selection, there remains a
need for continuous guidance and support to ensure that all learners are able to pursue pathways that genuinely
reflect their abilities, passions, and future goals.
CONCLUSION
The study concluded that learners’ interests and talents played an important role in pathway selection. Many
learners selected pathways that reflected their personal interests, talents, enjoyment of subjects, and passion for
future learning. This showed that learners were becoming more aware of their abilities and preferences under
the Competency-Based Education system. However, some learners still selected pathways that did not fully
match their interests, showsing that external influences such as parents, peers, school limitations, and limited
guidance still affected some choices. Therefore, interests and talents should be strongly considered in pathway
selection to promote learner motivation and commitment.
RECOMMENDATIONS
Based on the findings of this study, schools should identify and nurture learners’ interests and talents early
through clubs, sports, arts, practical activities, mentorship, and co-curricular programmes.
REFERENCES
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