Social Influence on Students’ Interest and engagement with Science Studies in Tanzanian Secondary Schools

Abstract

The development of interest and engagement in science studies among junior learners is shaped by many factors within their learning environment, one of them being the social influence. However, in practice it has not been clear how such influence shapes learners’ interests and engagement in science studies. This study examined the social influences and their impact on students’ interest and engagement in science. The study was mainly a qualitative research involving teachers, parents, and students. The findings revealed that students’ interests and engagement in science studies were mainly shaped by multi-influences from different social groups including: peers, family members, senior students, subject teachers, and career advisors/counsellors. The findings suggest that there is a need to monitor and control the available social influences on leaners’ interests in science because not all influences seemed to be positive, as some of them are negatively influencing the learners’ interests, persistence, and engagement in science.