This study examines the determinants influencing low student enrollment in Geography in public
secondary schools in Ngong Sub-County, Kajiado County. The specific objectives are to: examine
students' attitudes and perceptions towards Geography; investigate the influence of career
guidance programs on subject selection for Geography; assess how future career aspirations impact
Geography enrollment; and evaluate the effect of the availability and adequacy of Geography
learning resources on student enrollment. The study is guided by the Expectancy-Value Theory of
Achievement Motivation, which posits that academic choices are influenced by students'
expectations of success and the value they place on a subject. A mixed-methods research
methodology was employed, utilizing both quantitative and qualitative approaches. The target
population included Form Three and Form Four students, Geography teachers, and career guidance
personnel in public secondary schools within Ngong Sub-County. A multi-stage sampling
technique was used. Eight public secondary schools were selected through stratified or simple
random sampling. Within these schools, 280 Form 3 and Form 4 students participated through
simple random sampling, while all Geography teachers, career guidance teachers/counselors, and
school principals/deputy principals (n = 24) were purposively sampled. Data were collected using
student questionnaires and an interview schedule for teachers and Heads of Departments. The
findings revealed that students’ attitudes toward Geography were generally low, with only 32.1%
enjoying the subject and 27.9% feeling confident studying it. While 50% acknowledged its career
relevance, 70% had not selected Geography as an elective subject. Career guidance was
insufficient, as less than 40% of students reported receiving meaningful counseling about
Geography careers, and only 29% indicated that Geography was recommended for future careers.
Resource inadequacy was also evident, with over 60% of students reporting insufficient maps,
field trips, classroom materials, and technological tools like GIS software. Additionally, parental
encouragement and positive peer and media influence were lacking, further discouraging
enrollment. The study recommends strengthening career guidance programs in schools to
emphasize the relevance of Geography in diverse careers, improving teaching resources through
investment in maps, field trips, and technology integration, and implementing awareness
campaigns targeting parents, peers, and media platforms to positively reshape perceptions of
Geography. It also suggests adopting more interactive, practical teaching methods to enhance
enjoyment and confidence in the subject.