Impact of Parental Educational Background on Students’ Enrolment in Science Subjects in Secondary Schools in Gombe State

This study investigated the impact of parental educational background on students' enrolment in science subjects in secondary schools in Gombe State, Nigeria. Parental influence on subject choice is a well-documented phenomenon in educational research; however, contextual studies situating this dynamic within the North East geopolitical zone remain sparse. A descriptive survey design was employed. The target population comprised SS1 students who had recently selected their subject combinations and their parents or guardians. A sample of 380 students and 260 parents was drawn from secondary schools across Gombe, Nafada, and Kaltungo Local Government Areas. Questionnaires validated by education experts and social scientists were used to collect data. Reliability indices of 0.77 and 0.74 were recorded for the student and parent instruments respectively. Data were analysed using frequency counts, chi-square test, and logistic regression. Results showed that students whose parents held higher educational qualifications, particularly those with science-related professional backgrounds, were significantly more likely to enrol in science subject combinations. Peer influence and school counsellor advice were secondary predictors. Recommendations included community outreach programmes to reframe parental attitudes toward science careers and strengthened school guidance and counselling services. Keywords: parental education, science enrolment, secondary schools, Gombe State, subject choice.