The Relationship Between Students’ Interest in Science and Their Selection of Science-Related Elective Subjects in Senior High Schools

The selection of science-related elective subjects in senior high schools plays a pivotal role in shaping students’ engagement in STEM disciplines and their future career trajectories. This study examines the relationship between students’ interest in science and their choice of science electives, including Physics, Chemistry, Biology, and Elective Mathematics, among public senior high school students in a selected region of Ghana. A quantitative correlational design was employed, with data collected from 300 second-year students using a structured questionnaire measuring demographic characteristics and science interest. Descriptive statistics summarized students’ interest levels and elective selections, while Pearson correlation and binary logistic regression assessed the strength, direction, and predictive influence of science interest on elective choice. Results indicate a moderate, positive correlation between science interest and elective selection (r = 0.52, p < 0.01). Further, logistic regression demonstrates that students with higher science interest are significantly more likely to choose science electives (odds ratio = 6.36, p < 0.001). These findings highlight the critical role of intrinsic motivation, curiosity, enjoyment, and perceived relevance in guiding students’ academic decisions. The study underscores the need for teachers, school administrators, curriculum planners, and policymakers to implement strategies that enhance science interest, foster student engagement, and promote enrollment in STEM-related courses, thereby contributing to the development of a sustainable STEM workforce in Ghana.