Analysis of factors influencing students’ choice of business studies in Ghana: Mixed methods research

Abstract The overall aim of business studies is to equip students with knowledge and skills to contribute to the socio-economic development of countries by offering highly qualified human resources. However, in recent times, few students have been attracted to business studies, particularly at the senior high school level in Ghana. Nevertheless, few studies have been conducted to unravel the determinants of the low interest of students in business studies. This study draws on the mixed methods research approach to investigate the determinants of students’ choice of business studies in the Upper West Region. Data were collected from 276 students using survey questionnaires and supported with key informant interviews. Findings show that socio-cultural factors such as gender, social recognition and parents’ occupation significantly influence students’ choice of business studies in Ghana’s senior high schools. Economic factors such as the desire to work in financial institutions, good working conditions and a history of good salaries associated with business professions and the school-level factors: personal interest, teachers’ advice and role models significantly influence students’ choice of business studies. The study recommends that the Government of Ghana should vigorously project business studies through public education and resource support to business institutions.


Introduction
Business studies curriculum plays a crucial role in shaping students' ability to make informed decisions in their daily lives.According to Tucker et al. (2014), it encompasses various essential concepts such as financial accounting, cost accounting, business management, and economics, making it one of the most popular fields of study in secondary schools globally.The curriculum contributes significantly to students' comprehension of the business world, fostering a positive attitude towards enterprise and cultivating the necessary skills in the field (Charity, 2018).
Moreover, the fundamental purpose of a business studies programme extends beyond academic success.As highlighted by Osei-Marfo (2014) and Uyar and Kuzey (2011), it aims to equip students with the knowledge, skills, and attitudes essential for success not only in secondary school but also in postsecondary education or training, the workplace, and daily life.For demand and supply, it is expected that business studies will thoroughly train and prepare key professionals in the field of business to augment the existing experts-chartered accountants, managers and administrators, financial analysts, and forensic auditors, among others, to man the growing business landscape in various countries.Abbo (2021) emphasizes that business education is the cornerstone of the economic development of every country.With business studies, students not only acquire theoretical knowledge but also undergo a comprehensive personality development by applying what they have learned in practical scenarios.This holistic approach ensures that graduates are well-prepared to contribute effectively to the economic growth and sustainability of their nations.
Developed countries like the United States of America introduced business studies into their educational curriculum to train individuals to create businesses in order to help grow the country's economy and create job opportunities for other people (Katz, 2003;Sharma & Hart, 2014).Velasco (2016) and Abadli et al. (2020) indicated that some developing countries such as the Philippines and Algeria integrated business (entrepreneurship) education into their educational curriculum when the country realized that business education could help boost the economy and decrease unemployment indices.In the case of Ghana, business studies have been incorporated into the educational curriculum to equip students with the skills and knowledge needed to fit well into some relevant productive sectors of the economy, society and the competitive global world (Duku et al., 2021).Despite the contribution of business studies towards the development of individuals and nations, the number of students pursuing business studies across the senior high schools (SHSs) in Ghana continues to express a downward trend-few students are attracted to business studies as compared to other subject areas like general science, home science and general arts (Owusu et al., 2019;Saayir & Bosu, 2021).In probing the rationale for the decline in interest in business studies, the literature highlighted that business students are limited in their quest to pursue further studies in certain professions such as enrolment in nursing and teacher training colleges, and agriculture colleges (Osei-Marfo, 2014;Saayir & Bosu, 2021).This puts the study of business and the business profession in a precarious situation and, if unchecked, may result in a shortage of business professionals in Ghana and other developing countries.
However, the majority of scholarly works that investigated the factors determining the low patronage of students in business studies primarily focused on tertiary institutions such as colleges, polytechnics and universities (Al-Lawati et al., 2017;Al-Rfou, 2013;Dibabe et al., 2015;Ikwesiri, 2016;Waseem & Zarif, 2012).This development has left a scholarly gap on what could influence students' choice of business studies at the senior high school level of the educational ladder, which is a pillar in terms of the decision to pursue a given programme in the country.The impetus of the paper is to investigate the factors influencing business studies in the Upper West Region.In doing so, the paper seeks answers to the following questions: (1) Why has business studies failed to draw the desired number of students to senior high schools in recent times?
(2) What are the factors influencing students' choice of business studies in senior high schools in the Upper West Region?
The study has contributed to literature and informed policy on the factors influencing students' choice of business studies at the senior high school level of educational attainment in Ghana.It seeks to offer theoretical and practical solutions to the falling image of business studies and the business profession in Ghana.The paper is organized as follows: after the introduction, the next sections captured the theoretical and conceptual underpinnings, methodology, results, discussion, conclusion, and recommendations.

Theoretical approach
The study is theoretically underpinned by the social cognitive career theory.The social cognitive career theory is an extension of the social cognitive theory established by Albert Bandura in the year 1986 (Lent et al., 1994).The theory seeks to explain the elements that influence an individual's professional interest, career choice, and career growth process.Scholars (Bandura, 1977;Nabavi, 2012;Santos, 2018) have shown that several factors determine the choice of a career trajectory by a learner-internal and external factors: Internal determinants are the individual's characteristics that influence his/her choice of a career path.These variables include the learner's capacity, self-perception, and interest in a subject (Duku et al., 2021).Some Scholars (Osman et al., 2017;Zotorvie, 2016) mentioned that factors aside individual's interest and characteristics are termed external factors.These elements included the impact of educators, parental influence, the state of the economy in the country, and peer group influence (Mehboob et al., 2012;Osman et al., 2017).This suggests that individual traits and expectations, parental influence, peer pressure, instructor influence, self-efficacy, job opportunities and salary may all have a significant impact on the decision to pursue business studies as a career.This study further categorized the elements constituting the internal and external factors into three themes.These include: Sociocultural factors-guardians/parents' advice, guardians' educational level and guardians' occupation, siblings and peer group influence and the need for social recognition.
Economic factors-availability of job opportunities, desire to work in financial institutions, history of good salary and working conditions.School level factors-interest in business studies, good at calculations, role models influence, and schools' counsellors approved programmes.
According to the social cognitive career theory, individuals foster their career goals in a sociocultural environment impacted by opportunity structures such as educational opportunity, socio-economic background, and social support (Brown & Lent, 1996).The theory argues that goals generated from desire, self-efficacy, and outcome expectations influence an individual's decision to pursue a career/programme (Nabavi, 2012;Segal et al., 2002).It outlines three elements that influence the choice of career trajectory: self-efficacy, personal goals, and outcome expectations.These elements outlined are integrated into the three themes stated-Sociocultural, economic, and school-level factors as proxy variables.The choice of an individual to pursue a particular programme can be influenced by these elements.

Conceptual framework
The conceptual framework (Figure 1) outlines the factors influencing students' choice of business studies.Three variables were discovered that might affect students' decision to enrol in a certain study programme.These factors include sociocultural, economic factors and school-level factors (Duku et al., 2021;Mehboob et al., 2012).The aforementioned factors may tend to influence students' choice of business studies along two trajectories-positive or negative (Amaewhule & Marylyn, 2020;Dibabe et al., 2015), which have implications on students' enrolment in business studies at the Senior High School (SHS) level.Socio-cultural factors include parental and sibling influence, social prestige, peer group, gender and age; Economic factors include the availability of job opportunities history of salaries, working conditions and the desire to work in financial institutions; School-level factors include personal interest, students being good at calculations, teachers' influence, role model, guidance and counselling influence.These factors are presumed to interact and cumulatively influence the decision of students in their choice of business studies as an academic programme.
Parents play a crucial role in their children's lives by enrolling them in school and caring for them till they complete.They also determine their wards' choice of study programmes (Michele & Francesco, 2018).Ikwesiri (2016) revealed that parents are the most significant factor influencing their wards' choice of a study programme.Parents' influence on their children's choice of a programme of study can be positive or negative (Primus, 2019).Gwelo (2019) indicated that parents who want their children to become accountants, auditors, and managers will play a vital role in nurturing them to become such and later advise them to study business.This may lead to an increase in enrolment in the business classes in the SHSs.Edokpolor and Egbri (2017) found that parents seemed to avoid business education because they thought it was a curriculum designed for those who were less academically gifted.If parents still hold on to this mentality, the choice of business studies will negatively be influenced leading to low enrolment.Social status is identified as one of the sociocultural factors that influences students' choice of business studies (Ikwesiri, 2016).Students may choose a study programme that will give them social recognition as discovered in the study of Sojkin et al. (2015).If students believe that pursuing business (accounting, auditing and management) as a career trajectory will give them recognition among their peers and in society (Godfred et al., 2018), this may influence them positively to choose business studies, which will eventually increase enrolment.Some students may also prefer to study different programmes aside from business and this will have negative effects on enrolment in business studies.
Every graduate desire to secure employment after finishing their studies.They, therefore, figure out the available job opportunities before choosing an academic programme (Kumar & Kumar, 2013;Rababah, 2016).The availability of job prospects has been identified as a major influential determinant factor in the selection and pursuance of a particular programme of study by students Source: Author's Construct, 2023(Al-Abri & Kooli, 2018;Al-Lawati et al., 2017, Dublin et al., 2020;Rababah, 2016Rababah, , 2017)).If students identify (Al-Abri & Kooli, 2018)that more job opportunities are related to business studies, they may positively be influenced to study business, which will lead to an increase in business students' enrolment.On the other hand, if students perceive that there are limited career opportunities (Saayir & Bosu, 2021) available in business studies, it will influence their choice of business studies negatively, which will eventually lead to a decline in enrolment.
Students are likely to be motivated by high salaries and good work to choose a programme of study.This is because if certain jobs pay high salaries and have good working conditions, they may serve as a pull and motivating force to attract more students to pursue a programme that may enable them to realise their career aspirations (Dibabe et al., 2015).This implies that a high salary and a job with good conditions of service may either have a positive or negative influence on students' choice of business studies.The salary factors may positively influence the choice of business studies if students identify business studies-related jobs with high pay and good working conditions, which will lead to an increase in students choosing to study business.If jobs related to business studies are perceived not to attract high salaries and have poor working conditions, students may decline to study business, which will result in smaller numbers in business classes in high school.
Personal characteristics are another factor captured under socio-cultural factors that can influence a student's choice of a programme.Students who have an interest in calculations may want to study a programme that involves a lot of calculations.Business studies is one of the programmes that involve a lot of calculations.Students may be influenced positively by their love for calculations to choose business as a programme of study and this will result in an increase in enrolment in business classes.Students who are not good at mathematics may not want to choose business studies and this may have a negative effect on the enrolment of business studies students.
Students may want to study the same programme as their peers or may want their peer's approval for them to study a particular programme in SHS (Ahinful et al., 2014).If peers are studying business, then the student may equally want to study that programme, which will increase the enrolment in business studies.If peers are studying or want to study different programmes apart from business studies, then the students may be influenced not to study business, which will result in fewer students in business classes in high school.Similarly, students could be influenced by their teachers to choose a programme of study (Waseem & Zarif, 2012).Students' choice of business studies may be influenced by these teachers positively or negatively.If a teacher develops a positive attitude towards business studies, students may be influenced in that direction, which will lead to an increase in students' enrolment in business studies.If a teacher has a negative attitude toward business studies, students may be influenced to choose a programme other than business studies, which will eventually reduce the number of students that will be studying business in high schools.

Study area
The study was conducted across the Upper West Region.The region is located in the northwestern part of Ghana and lies in the Guinea Savannah vegetation belt.It is one of the 16 regions of Ghana.The Upper West Region is made up of 11 Districts/Municipalities.The region shares administrative boundaries with the Savannah Region to the south, the Upper East Region to the east, to the north with Burkina Faso and the west of Côte d'Ivoire.It lies within a latitude of 9.8°-11.0°North and a longitude of 1.6°-3.0West (Ghana Statistical Service, 2014)., Wa is the capital of the Wa Municipal, which is also the capital town of the Upper West Region.The region is estimated to have a geographical land area of 18,476 square kilometres, representing 12.7% and ranked 7 th in the country (Ghana Statistical Service, 2014) Upper West Region has a total population of 901,502 (male: 440,317 and female: 461,185) people (2021 Population and Housing Census (PHC).This represents 2.9 % of the Ghanaian total population and a growth rate of 2.3 %.Population density is increasing, putting strain on land and educational facilities.The region's demographic pattern favours the young over the elderly and females over males (Youth 49%, potential working population 47% and the aged 4%).Because the economically active population is 47% compared to a dependent population of 53%, this results in a high dependency ratio.The population is likewise overwhelmingly female, with 51% females and 49% men.This emphasizes the importance of taking steps to increase female education to meet the expanding population's needs. of the 2010 census where the literacy of the Ghanaian population was 67.1%.The statistics indicated that in the Upper West Region, 46.0 % of the population is literate.The proportions of boys and girls accepted to elementary (74.5% boys and 75.6% girls) and junior high school (36.4% males and 36.3%girls) are almost similar, but the proportion of girls continuing to the next level decreases from one grade to the next (Ghana Statistical Service, 2014).

Research design and data collection
The study adopted the cross-sectional survey design with a Likert scale of five points.A crosssectional survey 'entails the collection of data on more than one case (quite a lot more than one) and at a single point in time.A survey is suitable for the collection of both quantitative or qualitative data and/or both in connection with two or more variables (usually many more than two), which are then examined to detect patterns of association (Bryman, 2008, p. 44).A crosssectional survey can examine current attitudes, beliefs, opinions, or practices.Attitudes, beliefs, and opinions are ways in which individuals think about issues, whereas practices are their actual behaviours (Aggarwal, 2008;Creswell, 2014).A cross-sectional survey allows the researcher to engage directly with the study setting or phenomena.The cross-sectional survey is used to describe what is happening at the present.It considers cultural standards, convictions, patterns, rehearses, and their interrelationships (Aggarwal, 2008).
The study adopted the concurrent mixed methods design.It encourages methodological complementarity in which each methodology (qualitative or quantitative) supports the other (Creswell, 2014).In addition, data validity and reliability were highly promoted because of the blending or combination of both qualitative and quantitative data.To comprehensively explore the variables in this study, a combination of qualitative and quantitative data is essential for a thorough understanding.Employing a mixed-method approach provided a nuanced and clear depiction of the factors influencing students' decisions to pursue business studies.This methodological strategy ensured a more robust and holistic analysis of the complex dynamics at play in shaping students' choices within the realm of business education.Moreover, employing the mixed-method approach in this study served to mitigate biases that could arise from limitations inherent in either the quantitative or qualitative research paradigm (Creswell, 2014).
The target respondents consisted of all first and second-year students in SHSs in the Upper West Region.The total population of the student body from the schools offering business studies was 893 (Baseline Information, 2022).The SHS students were relied upon for a large proportion of the study data.Headteachers and Heads of Business Studies Departments in SHSs in the region were likewise considered for the study.The input of both the school heads and Heads of Departments (HODs) was sought to gain insight into their perspectives regarding the factors influencing students' decision to pursue business studies in SHSs.These categories were targeted because they are critical actors in the area of teaching and learning, most especially, in relation to the study problem.

Sampling and sample size determination
The study employed multiple sampling strategies, both probability and non-probability in selecting the desired respondents.Four districts, namely Wa Municipal, Nadowli-Kaleo, Jirapa and Lambusie-Karni, were purposively selected out of the 11 districts of the Upper West Region for the study.This was based on the fact that these districts have the majority of SHSs offering business studies.Fifteen (15) SHSs in the Upper West Region were purposively selected from the four districts.These 15 schools were the ones offering business in the four districts.
The total number of first and second-year students (893) was used to calculate the sample size for the study by using a sample size determination formula by Yamane (1967, p. 886) as follows: N = Sampling frame ( 893), e = Error (0.05) or 95% confidence level, n = Sample Size (276) Thus far, the sample size of 276 obtained was distributed proportionally across the selected SHS in the Region.In reaching out to the desired students, the simple random sampling method was used.The students' numbers in each school were listed in the form of "Yes" or "No" on pieces of paper; and each student was given the chance to select at random.All the students who selected "Yes" participated in the study.

Reliability and validity
The data collection instruments underwent a pre-testing phase at Lawra SHS, where identified flaws were rectified before the commencement of the actual data collection process.Subsequently, a Cronbach alpha analysis was conducted on the quantitative data to ascertain the reliability and validity of the instruments.The alpha coefficient for twenty-three (23) Items showed 0.85, which implies that the items have relatively high internal consistency.Taber (2018) revealed that an alpha coefficient of 0.70 and above is considered dependable and is accepted in social sciences.
To further enhance the trustworthiness of the study, a comprehensive debriefing session was conducted with some of the respondents.The research findings were shared and discussed with them, and their feedback was actively sought.This iterative process aimed to ensure that the researcher's interpretations were aligned with the experiences and perspectives of the participants.The culmination of these efforts affirmed the validity and reliability of all designed questions, contributing significantly to the overall quality and effectiveness of the data collection process.

Methods of data analysis
The data were collected with the aid of questionnaires and an interview guide in March 2023.Both quantitative and qualitative data were taken concurrently.The quantitative raw data were entered into Statistical Package for Social Sciences (SPSS) version 20 where further transformations were done.Descriptive statistics such as frequency distribution, cross-tabulation, and inferential statistics including the Chi-square test of independence were employed.The results were presented in tables.The key informant interviews, which were tape-recorded, were transcribed, and grouped under major themes with respect to the research questions.In addition, content and thematic analysis were used in analysing the qualitative data.The results were presented using direct and indirect quotes.Both quantitative and qualitative data were presented concurrently.This brought to bear the beauty of the two forms of information, thereby projecting a concrete and vivid account of the issues in contention.

Ethical consideration
The study involved interacting with human beings and as such strict ethical concerns were required.Any divergence from ethical standards was carefully considered and justified, making ethical concerns a critical component of the study's credibility, validity, and reliability.Furthermore, it secured and protected the participants' privacy and safety.Respondents were advised not to write their names or any other identifiers that could expose their identity.The respondents' wellbeing and dignity, as well as their right to privacy and confidentiality, were respected by the researcher.All the critical aspects of the study were discussed with the respondents.Since some of the students were minors (below 18 years of age), their teachers were relied on to critically explain the relevance and all ethical guidelines of the study to them.

Socio-cultural determinants of students' choice of business studies
From Table 1, 55.1% of the respondents indicated that business studies was among their choices of programme during the school and programme selection time.Out of the 55.1%, 92.8% indicated that they willingly chose to study business while 7.2% expressed that the programme was imposed on them.However, 44.9% of respondents indicated that they had not initially chosen business as their preferred programme but were instead assigned to it.Also, the results indicated that the majority of the respondents representing 69.9% are of the view that parents/guardians' advice did not in any way influence their selection of business as a study programme.In an attempt to gather an in-depth understanding of the current status of business studies in the schools, interviews were held with the headmasters of the studies schools.All the headmasters shared the notion that business studies have lost the reverence and number of students that used to pursue it.They maintained that students are persuaded by their parents or colleagues not to pursue business studies.For instance, one of the headmasters indicated: Some of the students who were placed on the business programme came crying that their parents wanted them to change the programme to General Arts or Home Economics.Some parents also followed their wards to the school insisting that their wards who were placed on the Business programme should be changed to either General Arts or Home Economics.This is the situation currently most parents do not want their wards to study business and if care is not taken the Business Department may collapse in the near future.(Key Informant Interview, 2022) The above extract stands as evidence of some of the reasons why there are fewer students in the Business classes.The results further showed that 53.6% of respondents' choice of business studies was not influenced by their parent's level of education.However, the least (8.3%) respondents indicated that their choice of business studies was to a very greater extent influenced by their parents' level of education.The result revealed that the majority (58.3% -the combination of low, moderately great and very great extends) of parents' career influenced their wards' choice of business studies and 41.7% stated that their parents' career has not at all influenced their choice of business studies.
Probing further as to the influence of family members on the choice of a programme of study by students, the majority (51.1%) of the total respondents indicated that their family members did not at all influence their choice of business studies whilst the least (9.8%) respondents revealed that their siblings have a very great influence on their choice of business studies.
The result on whether students' peers influenced their choice of business studies indicated that the majority (69.9%) of the respondents were not influenced by their peers in choosing business studies whereas 9% expressed that their peers either greatly or very greatly influenced their decision to study business studies at the SHS.The outcomes of whether recognition in society influences students' choice of business was sought.The results showed that 38.4% of the respondents' choice of business is not dependent on societal recognition, and the lowest representing 8.7% indicated that the need to be recognized in society has a low extent of influence on the choice they made to study business.
The results in Table 2 indicated that male respondents dominated the study representing 58% out of the total respondents 276.However, 64% of the male respondents revealed that their choice of business studies was influenced by gender.The results further revealed that the majority (57%) of the female respondents indicated their choice of business studies was not influenced by gender.The result feather showed that the majority (234, 85%) of the respondents are below the age of 18 years and 56% of the 234 indicated their choice of business studies was influenced by age.Moreover, 55% of the respondents revealed their guardians' level of education influenced their choice of business studies in SHS while 45% indicated that their parents' educational level did not influence their choice of business studies.
A chi-square analysis was performed on gender and respondents' choice of business studies.The results suggested that there is a significant association between gender and respondents' choice of business studies (P-value = 0.001).The analysis further revealed that there is no significant association (P-value = 0.442) between age and students' choice of business studies.Moreover, the chi-square test performed on respondents' guardian level of education and students' choice of business studies indicated that there is no significant association between guardians' level of education and students' choice of business studies (P-value = 0.198).
The results on gender corroborate with the findings of Aboagye ( 2016), who revealed that there is a significant association between students' choice of business studies and gender.However, it disagreed with the findings of Saayir and Bosu (2021) who maintain that there is no significant association between gender and students' choice of business studies.The results further suggest that respondents' choice of business studies is not significantly influenced by age.This buttresses the argument put forward by Owusu et al. (2021) that students' choice of career trajectory is not influenced by their ages.The findings agreed with Ali and Tinggi (2013) and Hashim and Embong (2015) who argue that the level of education of parents has no significant association with students' decision to pursue an accounting programme (business studies).

Economic factors
The respondents were asked to indicate the extent to which the availability of job opportunities induces their choice of business studies in the SHS.The majority (52.9%) of the respondents indicated that the availability of job opportunities did not influence their decision to pursue business studies.However, an aggregate of 15.9 % admitted that they were greatly influenced by the availability of job opportunities to study business.To probe further into the job opportunities available to business students in Ghana, both HODs and headmasters interviewed confirmed that there has been a limited job market for business students in recent times.For example, one of the HODs had this to say: There are fewer job opportunities in pursuing business studies in the country and this pushes the students away from business studies.Besides, the teacher and nursing training colleges do not give admissions to students who offered business in senior high schools.This influences most students, especially female students to study programmes like General Arts and Home Economics rather than Business.(Key Informant Interview, 2022) The above information shared by the key informant could explain the dwindling number of business studies students in the various SHSs in the study locality.The information also suggests that students have become conscious of the unemployment situation in the country that informs their choice of a study programme.Respondents were asked to indicate if their choice of business studies was influenced by their desire to work in a financial institution.The results indicated that the majority (60.6%)-the combination of great and very great on the 5-point Likert Scale indicated that they were influenced by the desire to work in financial institutions/banks to study business in the SHS (Table 3).
The results further indicated that an aggregate of 62.6% representing the majority of the respondents were influenced by favourable working conditions to study business in the SHS.However, the minority (6.6%) revealed that they were influenced to a low extent by favourable working conditions to choose business studies at the SHS.The result moreover discovered that the majority (65.2%) of the respondents' choice of business studies was greatly influenced by the history of high salaries associated with business studies While the minority (8.3%) indicated that they were moderately influenced by the history of high salaries to study business in the SHS.

School-level factors
The results (Table 4) indicated that the majority (59.8%) of the respondents' choice of business was influenced by their interests.The minority (7.6%) of the respondents revealed that their choice of business studies was moderately influenced by their interests.Also, the majority of the respondents representing 51.1% remarked that their decision to study business was not influenced by their competency in calculations.The least respondents representing 10.5% revealed that they were to a very great extent motivated to choose business studies due to the knowledge they possess in calculations as many aspects of the business programmes involve calculation.Further discussions show that some students avoid business studies because they perceive it as involving hectic mathematical calculations.This has been a common perception and misconception held by many students resulting in them not pursuing business studies.During the interview session, one of the HODs in the study schools stated: Some students avoid business studies because of the fear of calculation.They perceived the calculations involved in business subjects as compared to that of core mathematics.This misconception frightens some students from choosing to study business, especially female students.(Key Informant Interview, 2022) The above evidence shared by the HOD suggests that some potential business students have avoided business studies as a programme of study because they consider themselves not good at calculation.It also suggests that the decision to select a study programme demands wellinformed information as a misconception is inimical to creative thinking and concrete decisionmaking.In response to the question of whether teachers influence students' choice of business studies, the result revealed that 39.1% of the respondents' choice of business studies was not influenced by their teachers' advice.The majority of respondents (60.1%, -the combination of low, moderate, great and very great) revealed that their choice of business studies has been influenced by their teachers' advice.The results further showed that the decision to study business by 29.0% of the respondents was not influenced by any role model.However, quite a significant number (about 70%) claimed their choice of studying business to various extents was influenced by their role models.Given the enormity of opportunities and challenges surrounding society, schools are provided with counsellors who guide students in their daily decision-making process.The results again indicated that the majority (51.1%) of respondents' decision to study business was not influenced by their school counsellors.However, the minority (9.8%) of the respondents' decision to study business was to a very great extent influenced by their school counsellors.

Discussion
The study assessed the factors influencing students' choice of business studies in senior high schools in Ghana.From the survey, the majority of the respondents indicated their choice of business studies was not influenced by their parents.The finding is consistent with that of Saayir and Bosu (2021) who found that parents had no substantial influence on their children's choice of business studies in the Wa Municipality.However, the results are in contrast to those of Ly et al. (2017), whose study in the southern Philippines revealed that students' decisions to pursue business studies were significantly shaped by parental influence.A study conducted by Ikwesiri (2016) revealed that guardian educational level plays a very significant role in students' choice of a study programme.However, the result of this study took a different tangent as the results confirmed that guardians' educational level does not influence their wards' choice of business studies.However, it must be noted that the majority of the parents/guardians in this study have not acquired high education and might not be able to play a key role in their choice of study programme.
On the issue of parents/guardians' occupation and how it influences students' choice of business studies.The findings show that guardians' occupation has motivated the students to choose business studies.The results are in line with the findings of Sarkodie et al. and Gwelo (2019) who found that parents' occupation has an influence on students' choice of business studies.However, Hashim and Embong (2015) found in Malaysia that parents' occupation does not influence students' choice of career trajectory.This suggests that if parents' occupation is not appealing to their children, the children may be demotivated to choose a course that relates to their parents' jobs.Thus, the issues of students choosing courses in line with their parents' occupation or otherwise may be explained by other factors including the geographic location of the study.The majority of the respondents' siblings have not been able to influence their choice of business studies at the senior high school level.The findings agree with that of Hsiao and Nova (2016) who concluded that family members have an insignificant influence on students' decisions to pursue business studies.Nevertheless, the finding disagrees with the findings of Dibabe et al. (2015) and Rababah (2016) who pointed out that students' choice of business studies as a career trajectory is highly influenced by their siblings.Likewise, Hashim and Embong (2015) revealed that students' choice of business studies is significantly influenced by their peers.However, it was established that students' choice of business studies is influenced by social recognition and confirmed the work of Hsiao and Nova (2016) who posited that business studies over the years have been a prestigious profession that people cherished and thus influenced students to study business in senior high school.
The students involved in the study were not primarily driven to study business in senior high school due to the presence of job opportunities in the field.This observation aligns with the research conducted by Rababah (2016), which similarly concluded that career prospects within the domain of business studies do not significantly impact students' choices when it comes to pursuing this field of study.The findings of this study diverge from that of Harnovinsah (2017), whose research highlighted that students' choice to pursue business studies was largely driven by job opportunities.
The findings further revealed that the majority of the respondents' desire to work in a financial institution has a great influence on their choice of business studies and this is a major factor explaining their choice of business studies.The respondents demonstrate a profound admiration and appreciation for the working conditions affiliated with professionals within the realm of business studies which influenced their choice of business.This finding aligns with the research conducted by Ali and Tinggi (2013), which similarly established that enhanced job prospects constitute the primary motivation driving students to opt for business studies in Malaysia.Additionally, the study revealed that attractive remuneration packages associated with careers in the field of business have captured the interest of students, thereby exerting an influence on their choice to pursue business studies.This phenomenon has been accentuated in the research of Alexander et al. (2015) and Noreen et al. (2016), both of which emphasize that the aspiration to secure employment offering competitive remuneration has exerted a substantial influence on students' decisions to pursue business studies.
With respect to the influence of school-level factors on students' choice of business studies, findings show that students' interest influenced their choice of business studies.This implies that in deciding on a study programme, students' interests should be given the needed attention.Alanezi et al. (2016) posited that students' passion for a given programme of study allows them to learn more about the subject and improve their academic performance.Further, findings show business studies involves calculation to a greater extent is a disincentive to students' participation in business studies.Thus, some potential business students might have avoided the study of business because of the fear of calculation.The findings are not different from that of Ahinful et al. (2014) who found students who are not good at calculations perceive business studies as an uninteresting academic programme and may prefer to study different academic programmes in senior high school.Propping further on school-level factors influencing students' choice of business studies, it was revealed that teachers in various junior high schools influenced students' choice of a study programme at the senior high school level and-confirmed the findings of Hsiao and Nova (2016) and Rababah (2017) who revealed that teachers' advice plays a significant role in the choice of study programmes among students.Seeing some teachers in the business field doing very well in life among other things comes into play and greatly influences students' choice of business studies.Thus, see such teachers as role models.In Ghana, Adinkrah and Fosu-Ayarkwah (2020) reported that students' choice of a study programme is influenced by the students' role models.Be that as it may, the school counsellors had limited influence on students' choice of business studies.This finding confirmed the work of Zakaria et al. (2019) who posited that school counsellors have a significant impact on students' students' choice of business studies but Ahmed et al. (2017) and Akerman (2012) found that school guidance and counselling committee has less impact on students' choice of a study programme.This suggests that the findings in this current study may be subjected to other explanatory factors including the nature of counselling given to the students, the environment, and the counsellors' expertise.In effect, this study shows that a plethora of socio-cultural, economic, and school-level factors have consequential implications for students' choice of business studies in Ghana.These findings may not be different in other developing countries, particularly in SSA.

Conclusion
This paper has delved into the factors that underpin students' decisions to pursue business studies in Ghana, drawing inspiration from the cognitive career choice theory, specifically focusing on the dimensions of goal setting, self-efficacy, and expected outcomes.Through an analysis of sociocultural, economic, and school-level factors within the context of the Upper West Region, significant determinants have been identified.Socio-cultural factors, such as gender, social recognition, and parental occupation, have emerged as influential factors shaping students' choices in favour of business studies.In the economic domain, the allure of working in financial institutions, the promise of favourable working conditions, and the history of competitive salaries associated with business professions have been highlighted as key motivators.Additionally, school-level factors like personal interests, teacher guidance, and the presence of role models have demonstrated their substantial impact on students' decisions to opt for business studies.
In light of these findings, several policy implications become evident.Firstly, it is imperative to enhance career guidance and counselling services, particularly during the process of selecting schools and programs of study at the Senior High School level in Ghana and other developing countries.This proactive approach can empower students to make more informed and well-suited choices aligned with their aspirations and interests.Secondly, fostering an environment where students have the autonomy to select programs based on their career guidance and individual interests can promote a sense of ownership in their education and potentially lead to greater academic engagement and success.Lastly, the government of Ghana should consider robust public education campaigns and increased resource allocation to support business studies institutions.By actively promoting the study of business, the government can help bridge the gap between education and the evolving needs of the job market, ultimately benefiting both students and the nation's economic development.Incorporating these policy recommendations can pave the way for a more informed, empowered, and economically competitive future workforce in Ghana and similar contexts.
However, the study exclusively focused on first-and second-year students in the SHSs, as thirdyear students were engaged in final examination preparations and unavailable during the data collection period.Consequently, it is suggested that further research be undertaken to encompass third-year students and junior high school students, allowing for a comprehensive exploration of their perspectives on the factors influencing their choice of study programmes.

Figure
Figure 1.Conceptual framework on factors influencing students' choice of business studies.
Figure 2. Map of Upper West Region showing study Schools.

Table 2 . Cross-tabulation of parents/guardians' level of education and students' choice of business studies Gender Was Business Studies your first-choice programme? Total Yes No
χ2= 6.022, df= 4, P-value 0.198