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University of Nigeria Research Publications
ONAH, Paschal Chinedu
Aut
hor
PG/M.Ed/S/88/6486
Title
Career Aspirations Among Students in Urban and Rural Areas – A Study of
Nsukka Educational Zone of Anambra State
Facu
lty
EDUCATION
Dep
artm
ent
Education
Dat
e
August, 1990
Sign
atur
e
ONAH, PASCHAL CIIINEDU
PG/~ED/s/88/6486
DEPARTMENT OF EDUCATION
UNIVERSITY OF NIGEHIA
NSUKKA
T I T L E PAGE
CAREER ASPIRATIONS AMONG STUDHITS I N URBAN AND
RURAL AREAS - A STUDY OF NSUEXA EDUCATIONAL
ZONE OF ANAMBRA STATE
A PROJECT REPORT PRESENTED TO THF, CONMf'PTEE OF
POST GRADUATE S T U D I E S , DEPARTMENT EDUCATION,
UNIVENSITY OF NIGERIA, NSUKKA
I N PARTIAL FULFILMENT OF THE REQUIREMENTS OF
AWARD OE" MASTERS OF EDUCATION (M.D) I N
EDUCATIONAL GUIDANCE AND COUNSELLING
ONAH, PASCHAL CEfNEDU
PG/M . ~~/~/88/6486
THIS PROJECT BAS BE324 APPROVED FOR THE DEPARTMENT
OF EDUCATION, UNIVERSITY
SUPERVISOR
OF NIGERIA, NSUKKA
EXTERNAL EXAMINER w OF DEPARTXENT
DEAN OF FACULTY
iii
i. My special thanks gma to my supervisor DR. P. 0. Nwaogu far h i s
- unique dil iqence, patience and suggestions that l e d to the production
of this work,
I am equally indepted to my parents and relat ions f o r their
immense support. I a l so thank Messrs Jude Chuks Ugwu and Mike Okey
Ugwu f o r their vorious contributions to the success of t h i s work.
iv
TABLE OF CONTENTS
Page
T i t l e Page ...................................... i
Approval Page ................................... ii
Acknowledgement ................................ iii
Table of Contents ............................... ............................... i v
L i s t of Tables .................................. vi
Abstract ........................................ vii
CIJAPTER ONE:
INTRODUCTION .................................... 1.
Background of the Study ......................... 1.
Statement of the Problem ........................ 3. Purpose of Study ................................ 3. Need f o r t h e Study .............................. 4.
Scope of tho Study .............................. 4.
Research Quest ions .............................. 4.
CHAPTER TWO:
LITERATURE REVIEW ............................... 6.
Theorwies of Career Choice ....................... 6.
Career ~ d u c a t i o n / ~ u i d a n c e i n Nigeria Today : : : : : : 12.
Sources of Career Information :::::::::::::;::::: 15.
S tudies on Fac to r s Inf luencing Career choice :::: 17.
CHAPTER THREE:
Ii.WEARCH DESIGN ::::::::::::::::::::::::::.::::::: 22.
The Area Involved i n t h e Study z::::::::::::::::: 22.
Population f o r the .S tudy ........................ 22.
Sample and Sampling Procedure ::::::::::::::::::: 22.
Inst;n\ment ueed ...................................... 22.
Validity and Reliability of Instrument :::::::::::::: 23.
Method of Data Collect ion :::::::::r::::::::::::::::: 23.
Method of Data Analysis .............................. 23.
CHAPTER FOUR:
DATA O R G A N I S A T I O N A N A L Y S I S AND R E S U L T S :::::::::::::: 25.
CHAPTER F I V E :
D I S C U S S I O N AN11 INTERPRETATION OF R E S U L T S :::::::::::: 39.
The I n p l i c a t i o n s of the Study and Recomvlendations ::: 44.
Suggestions For Fur the r Research .................... 46.
Summary of the Study ................................ 47.
J P P E N D I X I:
QUESTIONNAIREl USED F O R THE STUDY .................... 49.
A P P E N I I I X 11:
S O C I A L GRADING OF O C C U P A T I O N S B Y HALL AND JONES : : : : : 52.
B I B L I O G R A P H Y ....................................... 54.
LIST OF TARLES
I V :
v :
VI :
V I I :
V I I I :
X I 1 1 :
X I V :
S1lWD~TS SOURCES OF CAREER INFORMATION: : : : : : : : : : :
CAREER CHOSEN BY MALE STUD&NTS I N RUilAL AREA: : : : :
CILIUER CHOSNN BY FEIULE S 'PUDWTS IN RURAL ARXA: : :
C m E R CHOSlGN BY MALE STUDENTS I N URBAN AREA:::::
C A R W R CIIOSEN BY FEMALE STUBKW"l' I N URBAN AREA: ::
CAliEER CIIOSEN BY STUDENTS I N NSUKKA ZONE: : : : : : : : :
FACTORS R E S P O N S I B L E F O R CAREER D E C I S I O N S OF: : : : : :
STUDENTS I N RURAL AREA:::::::::::::::::::::::::::
FACTORS PENTIONED I N THE 'OTHER' C A T E O R Y BY: : : : :
STUDfWl"l' I N RURAL AREA::: : : : : : : : : : : : : : : : : : : : : : : : :
FACTORS R E S P O N S I B L E FOR CAREUR D E C I S I O I I S OF : : : : : :
STUDENTS I N UlWAN AREA:::::::::::::::::::::::::::
FACTORS MEWl"l'ONhD I N TBE OTHER1 CATEGORY BY : : : r :
STUDENTS IN UKUAN ~A:::::::::::::::::::::::;:::
FACTORS RESPOIJSIBLE F O R THE CAREER DECISIOIJS OF: a
STUDENTS I N NSUKKA ZONE::::::::::::::::::::::::::
RESPONSE O F STUDENTS I N NSUErXA ZONE TO THE:::::::
'OTHER' CATEG0RY:::::::::::::::::::::::::r:::::::
F I G U R E 3 FOR T E S T I N G H Y P O T H E S I S 1 :::::::::::::::
F I C U H E S FOR T E S T I N G HYPOTHXSIS 2 :::::::::::::::
v i i
A B S T R A C T
The s tudy was designed t o s t u d y . t h e Career Aspi ra t ions Among
Students i n Urban and Rural Areas i n Nsukka Educational Zone of
Anambra S ta t e .
The sample f o r t he s tudy cons is ted of 500 SS I11 s tudents .
Ques t ionnai re was t h e instrument used f o r t h e study. Percentages
and c h i square t e s t were used t o nnalyse t h e d a t a ,
It was discovered t h a t , t he family was t h e major source of
Career information f o r t h e s tuden t s ; The s tuden t s ' c a r e e r hor izen
is poor and t h e occupations chosen were mainly High s t a t u s occupa-
t i o n s ; M a t e r i a l i s t i c cons ide ra t ions were t h e major factare t h a t
in f luenced t h e s tuden t s ' c a r e e r dec i s ions ; School l o c a t i o n
inf luenced students ' c a ree r a s p i r a t i o n s ; The occupat ions chosen by
s t u d e n t s were not dependent on sex.
Impl ica t ions of t he s tudy and Recommendations were put forward
and sugges t ions were made f o r f u r t h e r research.
CIIAPTER ONE
INTRODUCTION
BACKGROUND OF TUG STUDY
"The choice of an occupation is one of the most important decisions
one makes i n l i f e , I t i s perhapa a s important a s the choice of a l i f e
partner because i ts consequences a r e f a r reaching" - Ofoegbu (1984).
There is no doubt about the t r u th of the above asser t ion. However,
experience has shown tha t the process of choosing a career has not
always been approached with the seriousneos i t demands.
How su i tab le a career choice is determines the amount of sa t is fac-
t ion one w i l l experience i n the career and the opportunit ies he has f o r
advancement. Norman (1963) pointed out t ha t onev= choice of an
occupation determines the people with whom he w i l l associa te a s well as
h i s place of residence, He a l so noted tha t i t equally a f f e c t s one's
i n t e r e s t s and values. Okediji (1973) quoted by Ofoegbu (1984) a l so
a t t e s t ed to the importance of a good career. The emphaaia l a i d on
career counselling by the federal Government i n the Nigerian National
policy on Education equally underscores the importance of chooaing a
su i tab le vocation by student6 i n Nigeria.
Due to the iuportance of career same researchers took i t upon them-
se lves to invest igate various issues r e l a t i ng t o the career ~ s ~ i r a t i o n s
# of secondary school students. Achebe (1 972), Olayinka ( 1973), Oluigbo
.- (1976). Ofoegbu (1984). 0do (1 988) in t h e i r various research work
*
observed tha t the vocational aspira t ions of secondary school students i n
Nigeria have tended t o be l imited to a few material ly rewarding proffe- *.
ssiona l i k e l a w , Medecine, Engineering and Nursing when they could have - . * chosen many more jobs. Olayinka (1973) revealed t ha t the pat tern of
vocational choice o f s tudents is a t times unrea l i s t i c . The common
experience of teachers when students approach them f o r ass is tance in
completing t h e i r en t ry forms i n to higher i n s t i t u t i o n s of learning
corroborates t h i s revealation.
Due to the iuportance of career, i t is very necessary tha t quali ta-
t i v e career Education should precede career choice. A career choice
should be based on t he i n t e r e s t and capabi l i ty of an individual.
I n the past, career Education was v i r t ua l l y am-nf i n Nigerian
schools. Those who made su i tab le career decisions were able 'to do 80
e i t he r by accident o r because they hod older re la t ions and f r i ends who
were able t o fill the empty .space of a career counsellor.
Today there has been an iuprovement on the past. Paid school
career counsellors are now posted t o schools as f u l l time counsellors;
Career workshop a r e held in termit tent ly both f o r the Guidance Counsellors
and students; Career i n fo rmt ion o r guide a r e now careful ly f i t t e d i n to
various Radio programmes; and even the federal Government now a f f e r
scholarships f o r those wishing to study Guidance and Counselling.
The question however is t o what extent have a l l these developments
been helpful i n enabling students make more mature and r e a l i s t i c choices
of career? The researchers ' experience aa a teacher counsellor is tha t
up till now most student8 still aapire t o cer ta in Jobs out of fantasy,
peer influence, family pressure and enviousness. Such a situation is
indeed regretable and i t ' i s what hae motivated t h i s research.
STATEMENT OF THE PROBLEM
As a developing country, there are cer ta in issues t ha t a r e very
c ruc ia l f o r the growth of Nigeria. One of such issues is the develop-
ment and proper d i s t r ibu t ion of trained manpower t o meet the needs of
t h e country. To achieve a balance i n the d i s t r ibu t ion of trained
manpower we need to look i n to the partern of career aspira t ions of our
young ones who cons t i tu te tomorrow's work force.
I n our s e t t i n g where Guidance and Counselling proI:~axnme i s ye t t o
be f u l l y implemented and where t he awarness f o r the proe;ramme.is still
lacking, negative determinants such as pamntal wish, whimsical f a s t a s i e s
and sheer envy mislead our adolescents i n t h e i r career choice deciaions.
The r e s u l t is t ha t many end up with wrong choice of career and the
reward is f ru s t r a t i on and lack of job s a t i s f ac t i on o r i n extreme cases
l o s s of s e l f confidence. The problem of t h i s research is therefore, t o
find out the pat tern of career aspira t ions , and tho notable influencing
fac tors regarding the career asp i ra t ions of students in Nsukka Educational
zone of Anambra State.
1 To f ind out the vocational Aspirations of secondary school students i n
Nsukka Educational Zone.
2. To i d e n t i f y the f ac to ro respons ib le f o r s tudents choices of career .
3. To discover the otudenta sources of ca ree r information.
4. To i n v e s t i g a t e the e f f e c t of school loca t ion and sex on the ca ree r
Aspirat ions of s tudents .
5. ,Suggee t ion~ f o r improvement w i l l a l s o be nade a t t h e end,
N E m FOR THE STUDY
It is hoped t h a t the p a t t e r n of ca ree r choice among s tudents and t h e
f a c t o r s inf luencing them w i l l emerge from t h i s , s t u d y . Such information
i s of p r a t i c a l importance t o the f e d e r a l minis t ry of Education, School
Guidance Counsellors and Career Masters.
On t h e b a s i s of t h e information t h a t w i l l emerge from t h i s reaearch
Counsellors w i l l be a b l e t o r e o r i e n t t h e s tuden t s on the important f a c t o r a
t h a t they should take i n t o considerat ion when making ca ree r decisions.
Based on t h e r e s u l t s a l s o , proper so lu t ions w i l l be evolved t o so lve any
problem t h a t might be revealed i n t h e i r p a t t e r n of ca ree r choice.
SCOPE OF THE STUDY
In c a r r y ou t t h i s s tudy, t h e researcher w i l l be dea l ing with
secondary school s tudents i n Nsukka Educational Zone of Anambra Sta te .
RESEARCH QUESTIONS
The study w i l l provide answers to' t he fol lowing reoearch quest ions:
1. What a r e the sources of ca ree r information ava i l ab le t o t h e s t u d e n t s . ?
2. What typeo of career do s t u d e n t s i n Nuukka zone aspire t o ?
3. What a m tho f a c t o r s respons ib le f o r t h e s tuden t s c a r e e r dec i s ions ?
RESEARCH HYPOTHESES
1. There is no s i g n i f i c a n t d i f f e r e n c e between t h e c a r e e r a s p i r a t i o n s of
secondary school s t u d e n t s i n Urban and Rural a reas .
2. There is no o i g n i f i c u n t d i f f e r e n c e between t h e c a r e e r Aspi ra t ions of
male and female s tudents .
CHAPTER TWO
LITRATURE REVIEW -. In t h i s chapter, the researcher reviews l i t r a t u r e t ha t r e l a t e t o
, . t h i s study. The review w i l l be i n t h i s order:
Theoriea of career choice; Career ~duca t i on /~u idance i n Nigeria today. Sources of career infoimation; and A review of s tud ies on f ac to r s influenceing career choice.
THEORIES OF CAREER CHOICE
According to Achebe (1972) work plays a very important r o l e in
human behaviour. Due t o the general importance of work, the world of
work and the decision making processes of individuals i n respect of t h e i r
l i f e work o r career have a t t r a c t ed the a t t en t ion of psychologists.
Buttressing t h i s Odo (1988) s a id t ha t career development has been seen by
t heo r i s t s from various angles depending on t h e i r philosophical assumpa
t ions , socio-cultural milieu, h i s t o r i c a l background and personality.
Osipow (.1973) made a great contribution in the study of career
development by presenting a c l a s s i f i c a t i on of theor ies of career develo-
pmenk. He c l a s s i f i ed them in to four broad categories namely:
T ra i t and f ac to r theor ies , The sociological model, The developmental
approach and the theor ies which view career choice from the standpoint of
an individuals personali ty.
(a> The T ra i t - fac to r theory, a l so known a s Parsonial model
(0l&ele, 19637) s t a t e s t h a t an individual can experience s a t i s f ac t i on i n
a job i f h i a . o r h e r a b i l i t i e s and i n t e r e s t s a r e success fu l ly matched
with t h e requirements o f a given job. Parson (1909) was t h e e a r l i e s t
and major proponent of t h i s theory. The Parsonial model i s based on
t h e philosophy t h a t both the ind iv idua l and the soc ie ty w i l l bene f i t
o p t i &ally if ind iv idua l s move i n t o the l i n e of work t o which they could
bes t adapt.
The T r a i t and Factor theory holds t h a t three major i s s u e s a r e
opera t ive i n vocat ional dec is ion making. These i s s u e s a re : Indiv idual
d i f f e rences i n t r a i t s ; the uniqueness of c h a r a c t e r i s t i c s of members of
each occupation; and t h a t vocat ional guidance should match people and
jobs. Based on these,.Parson formulated a t r i p a r t i t e desc r ip t ion of
vocat ional guidance. The th ree s tepprocess of vocaticinal guidance
of fered by ParsonConsists of: F i r s t , s tudying the indiv idual , seoondj
s tudying occupations, and f i n a l l y matching the r i g h t person and the r i g h t
job.
b) Another name f o r the soc io log ica l theory of ca ree r development i s
"Reality o r Accident theoryw. The summary of t h i s approach is t h a t t h e
ca ree r choice which an indiv idual makes is determined t o a large ex ten t
by circumstances beyound t h e ind iv idua l s control . Such f a c t o r s inc lude
parenta l , s o c i a l and economic background and the environment from which
t h e ind iv idua l comes. Hol l ing shead's (1949) view t h a t most peraons
f i n d i t almost impossible t o do b e t t e r than their fathers did support
t he pa ren ta l f a c t o r i n the acc ident theory, The home is very s i g n i f i -
cant i n s tudents career decisions. The home i s the base from where
bas i c at ti tudes towordo work a r e developed. Moreover, s tud ie s ( ~ c h s b e
1972, Ezediani 1972) show t h a t pa ren ta l p re s su re is o major f a c t o r i n t h e
occupat iona l choice of Adolescents.
The socio-economic background and environment is a l s o u s i n f l u e n t i a l
on c a r e e r choice of adolescents aa t h e p a r e n t a l f a c t o r . Ogunginofo
( 1984) bu t t r e s s e d the f a c t of t h e in f luence of socio-economic and enviro-
nmental f a c t o r s . According t o him, g r e a t e r percentage of t h e low
achievers a r e trapped i n poor condi t ions t h a t a r e n o t s t imula t ing . Thei r
pa ren t s f i n d i t d i f f i c u l t t o sponeor them i n schools. Th i s condi t ion
could n a t u r a l l y l i m i t t h e scope and l e v e l of one ' s a sp i r a t ions . The
economic and environmental f a c t o r s of t he soc io log ica l theory a r e supp-
o r t e d by Orites' 1969 s t a t emen t t h a t , ITrom t h e knowledge of an
i n d i v i d u a l ' s s o c i a l c l a s s , we can p r e d i c t wi th in c e r t a i n l i m i t a t i o n s of
e r r o r what t h e l e v e l of h i s voca t iona l choice most l i k e l y is because
ind iv idua l s a t d i f f e r e n t s o c i a l strata tend t o choose occupat ions a t a
l e v e l c o n s i s t e n t with t h e i r s t a t u s .
(d The developmental t h e o r i e s of c a r e e r development s e e c a r e e r
choice process u s a continuous and l i f e - long am, occur r ing i n s t a g e s
from childhood t o s t a b i l i z a t i o n i n a c a r e e r and even t o re t i rement . The
major propoments o f t h i s theory a r e Ginsberg and h i s a s s o c i a t e s (1951 )
and super (1953).
Ginzberg e t a 1 based t h e i r p ropoi t ions on t h e empirical dat~a
der ived from t h e i r investigations us ing a sample of b o ~ s from middle
and upper middle income homes who had acces s t o u n i v e r s i t y education.
They concluded t h a t ca ree r choice is a process which occurs i n c l e a r l y
marked s t ages f r o u childhood t o the e a r l y o r mid twenties when an
indiv idual get6 committed t o a career . Oladela (1978) summarised t h e
f indings of Cinxberg e t a 1 (1 951 ) thus:
(a) Occupational choice i s a long term process;
(b) - The process becomes increas ingly i r r e v e r s i b l e ;
( c ) The eventual choice represents a compromise between what the
indiv idual would i d e a l l y p r e f e r and the ava i l ab le r e a l i s t i c
p o s n i b i l i t i e s ; and
(d ) Occupational choice and eventual e n t r y is a process cons i s t ing of
a s e r i e s of s t ages t h a t t h e indiv idual w i l l go through.
Ginzberg e t a 1 (1951 ) del inea ted three major s t ages i n ca ree r
development. They a r e : 1 . The Fantasy s t age (6 - 10 ~ r s ) , 2. The
Tentat ive choice period (1 1 - 18 y r s ) , and 3. The H e a l i s t i c choice
period (18 - 22 ym). The t e n t a t i v e s t a g e is subdivided i n t o . . four
s t ages - I n t e r e s t , Capacity, Value, and Trans i t ion s t a g e s - while t h e
R e a l i a t i c Stage i s subdivided i n t o th ree s t ages namely: exploratory,
c r y s t a l i z a t i o n and specification s tages . Comraonting on Ginzbere;' s theory,
Oladele ( 1 978) said.
" Impl ic i t i n Ginzberg's theory is t h a t r e a l i s t i c vocat ional choices emerge with age. That i s r e a l i s t i c vocat ional choice emerges as the ind iv idua l grows o lde r o r advances. It i s a l s o evident t h a t occupational choice is a procees, t h a t t h e proceas i s systematic , p red ic t ab le and t h a t occupational choice cl lminutes i n an eventual dec is ion to e n t e r a s p e c i f i c occupationM.
Super (1953) viewed the development of career choice i n the same way
with Cinzberg e t a 1 (_1951). However, Super c r i t i c i z e d Ginzbeq and h i s
group saying t h a t they d i d no t . consider t h e e x i s t i n g body of f a c t s
re levant t o vocat ional development. The summary of Super 's (1953) t h e s i s
runs thus:
That t h e s e l e c t j o n of on occupation which c o n s t i t u t e s an implementation of the s e l f concept f o r m a t i o ~ ~ , r equ i re s a person t o recogniae himoelf a s a d i s t i n c t i v e individ- u a l , y e t a t some time t o be aware of the s i m i l a r i t i e s between himself and o thers . Knowledge of onuelf is the re fo re c r u c i a l i n making an adequate and wise choice; Career choice is developmental i n nature, r a t h e r than being an event which occurs a t a p a r t i c u l a r point i n time.
Super summed up career development process i n a s e r i e s of l i f e s t ages
charac ter i sed a s these i f Growth ( b i r t h t o 14 y r s ) ; Exploration ( 1 5 t o
sind Decline s t a g e s (65 t o dea th) .
C.2 Ann Roe ( l957), and Holland (1959) and Ibppock (1957) belong t o t h e
c l a s s of theorists who view ca ree r choice from t h e s tand point of an
ind iv idua l s personal i ty . I n essence, Roe bel ieveo that an indiv idual I s
choice of ca ree r is c lose ly r e l a t e d to t h e psychological
cliuiate i n which he was reared. Hoppock (1957) holds t h a t ca ree r choice
is dependent on the p o t e n t i a l i t has f o r ind iv idua l s t o s a t i s f y bas i c
needs. S t i l l i n support of pe r sona l i ty a s a dynamic f a c t o r i n ca ree r
dec is ions , Byers e t a 1 (1968) quoted by Odo (1988) arqued t h a t " ~ h r e e
predominant parenta l a t t i t u d e namely emotional concentrat ion, acceptance
and avoidance of the ch i ld w i l l shape the c h i l d s ca ree r choice. If the
ch i ld experences warm loving parents , h i s occupational choice w i l l be
or iented towordo work involving people. Conversely, cold r e j e c t i n g
parents w i l l prediapoae t h e ind iv idua l toward p r i n ~ a r i l y non-person occu-
pa t ions , t h a t is occupations involving inanimate objects....' '
Holland (1959) formulates a theory of ca ree r development on t h e
premise t h a t a choice o r a vocation is an expression o f tho indiv idual
personal i ty . Therefore, members of a vocat ion have s i m i l a r pe r sona l i ty
and s i m i l a r h i s t o r i e s of personal development - Oladele ( 1 978).
Butressing h i s theory, Holland suggested t h a t much ca ree r seeking
behaviour is an outgrowth of e f f o r t s to match one 's ind iv idua l characte-
r i s t i c s with these of a s p e c i f i c occupational f i e l d . Following Holland8
theory, t h e congruence between an i n d i v i d u a l ' s pe r sona l i ty and the envir-
onment i n which he works is then a determiner of vocat ional s a t i s f a c t i o n ,
s t a b i l i t y and achievement.
The value of ca ree r development t h e o r i e s l ies i n the fact t h a t they
provide focus to t h e counsel lors job. According t o Achebe (1 981 ) , these
theor i e s provide t h e counsel lor with a map t h a t helps t o o r g u i s e and
put together , i n a very simple, u se fu l and logical manner, t he many da ta
he c o l l e c t s on a given indiv idual . Career development t h e o r i e s he lp
provide the counsel lor with t h e s k i l l s and knowledge he needs t o he lp h i s
c l i e n t make decisions that w i l l h e l p accomplish ob jec t ives t h a t lead t o
t h e c l i e n t s personal grawth. . -
The term ca ree r Education has been defined i n variouu ways.
Commenting on t h i s , Onyehalu (1984) m i d ,
"It aeems t h a t the d e f i n i t i o n of ca ree r Education has remained e lus ive a s the re is so f a r no s i n g l e uuiversa l ly .accepted d e f i n i t i o n of the concept. This notwith- s tanding, t h e var ious d e f i n i t i o n s share c e r t a i n important f e a t u r e s i n cornon... Career Education is a way of preparing and equipping people f o r what they wish t o do i n the world".
Af ter a ca re fu l s tudy of the term Odo (1988) sa id t h a t ,
"Career Education e n t a i l s informing people about l i f e ' s oppor tun i t i e s of work and a s s i s t i n g them t o make use fu l choicee. . . . It impJies t h a t our school should play wider r o l e s thahconventionally accepted.
'
I n l i n e with Odo ' s contention, Woadraff ( 1 973) s a i d t h a t Education
inc luding c a r e e r education should make the c h i l d competent i n ways
e s s e n t i a l f o r succesful l i f e a s a person, a s a c i t i z e n and a s an
economic p a r t i c i p a n t in h i s soc ie ty . Woodraff ( 1973) maintains t h a t
a l l f a c e t s of the school should be convdinated t o serve t h i s s i n g l e
purpose i n accordance with h i s i d e a t h a t , t h e most bas i c good i n human
l i f e is a f e e l i n g of worth and well being attained through t h e exce rc i se
I of one's own s e l f determination and the development and use of h i s I
capaci t ies .
Dull ( 1 972) equally cont r ibuted h i s quota towords the d e f i n i t i o n
of ca ree r education. Career education according t o him is "A syste-
matic way t o acquaint ch i ldren with t h e world of work and prepare them
to en te r and advance i n er career f i e l d careful ly choosen from among many".
In l i n e with:whrt Woodruff (1 973) arid Odo (1 988) have sa id on career
education, Mathieson (1 973) added t h a t ,
#'It is the t o t a l e f f o r t of 'publ ic education and the community to help a l l individuals become famil iar with the value of work oriented society, to in tegra te those values i n to t h e i r personal value s t ruc ture and to implement them i n t h e i r l i v e s i n ways t ha t make work possible, meaningful and sa t i s fy - ing to each individualn'.
S t i l l maintaining the same point a s the above mentioned authora,
Marland (1972) s t a t ed t ha t career education implies t ha t our school8
should not only acquaint the s tudents with problem solving s k i l l s , s e l f
awarness and aocia l consciousness, but a lso equip them to earn a l i v ing "
in a personally sa t i s fy ing career f i e ld .
On career guidance, the nat ional vocational Quidance Association
Commission on c r i t e r i a f o r careers programme (1979) aa quoted by Oladele
(1978) defined career Guidance a s aprogramme of ac t iv i t i es - organised in
a l l educational l eve l s , which f a c k l i t a t e s the procesa of career deve lop
ment . There i s no gain saying the f a c t tha t the f r u i t 8 of career education/
guidance a r e yet t o be seen in the Nigerian context. Li tera ture reveals
a g lar ing di f ference between the ra t iona le f o r choice of occupation i n L
Nigeria and t ha t of developed countries. While i n countries l i k e
America and Br i ta in most young people have expert knowledge and relevant
information about occupations and choose those t ha t meet personal idio-
syhcracies, most young people in Nigbria nei ther lmow themselves nor have
adequate knowledge about d i f f e r e n t occupationu. Tho r e s u l t is that moat
Nigerians engage i n one occupation o r the o t h e r not on the bus i s of ". "
' r a t i o n a l choice! but r a t h e r on what t h e wind of f a t e has brought t h e i r
.. way. Their choice of occupation i s more o f t en than no t determined by
m a t e r i a l i s t i c cons idera t ions such a6 high pay, p r e s t i g e and t h e l iko t such
improper. cons idera t ions i s t h e foundation f o r f r u s t r a t i o n , lack o r job
s a t i s f a c t i o n and l o s s of self confidence i n one 's l a t t e r work l i f e . This
f a c t is corroborated by the a s s e r t i o n made by Onyehalu (1984). He s t a t e d ,
that , "At preaent i n many p a r t s of Nigeria arid Africa, young prospect ive
entraxlts i n t o var ious occupations based t h e i r choice purely on chance, o r
a t b e s t , they may have very l imi t ed and sometimes erroneous information
t o guide them". In s p i t e of t h e f a c t t h a t ca ree r choice has s t r o n g
mornl, s o c i a l and psychological impl ica t ione , i n N i g e r i ~ l s c h o o l s ,
cogni t ive l e a r n i n g is given g r e a t e r a t t e n t i o n , with l i t t l e , and i n some
cases, p x a t i c a l l y no a t t e n t i o n t o ca ree r education.
Odo (1988) opined t h a t the r i s i n g unemployment i n Nigerim today,
d e s p i t e the a v a i l a b i l i t y of petroleum i s probably a consequence of inade-
quate ca ree r planning and choice. In the interest of Nigerian youths
and the e n t i r e Nige r im soc ie ty a t l a rge , t he re i s an urgent need f o r
ca ree r guidance counsel lors i n a l l our schools and col leges , Onyehalu
(1 984) noted t h a t t h e number of t r a i n e d ca ree r guidance peraonnel i n
Nigeria a t present is too rneaue f o r the teeming school population
r equ i r ing Guidance. On t h e need f o r more ca ree r w i d m c e counsel lors
i n .our schools , Odo (1988) noted t h a t "Many s tudents a r e not aware of
t h e ca ree r prospects open t o them. Generally t h e average Nigerian
parontr-1 und t h o i r chi lurori uo nol; K ~ O W 01 LIIL' ~IC:(::UINI 1.1 CJII:J oeyuu~iu LILOUU
i n which t h e i r c l o s e r e l a t i o n s and f r i e n d s a r e involved1' .
Accordingly , he sugges ted t h a t t h e primary d u t y o f c a r e e r e d u c a t i o n
i n N i g e r i a should be t o broaden t h e thinking,euld ctlrecr selection
p r o c e s s o f e v e r y s t u d e n t . Be a l s o sugges ted t h a t c a r e e r e d u c a t i o n
shou ld bo i n i t i a t e d e a r l y enou[;h - a t t h e prepr i r r~ary school l e v e l .
I t is t r u e t h a t n o t a l l d e b a c l e s may be f o r s c e n , bu t much t r a v a i l
o f t h e a p i r i t , f r u s t r a t i o n and d i s s a t i s f a c t i o n and l o s s o f s e l f conf i -
dence may be avoided i f o u r you ths can be guided i n t o o c c u p a t i o n a l r o l e s
f o r which they a r e i n d i v i d u a l l y f i t t e d . T h i s can o n l y be r e a l i z e d by
r a i s i n g t h o c u r r e n t l e v e l of Caree r ~ d u c a t i o n / ~ u i d a n c , e i n ' Niger ia .
SOURCES OF CAREER I N F O R M A T I O N
N o r r i s e t a1 (1 970) d e f i n e d c a r e e r i n f o r m a t i o n as I8A v a l i d and
u s u a b l e d a t a about p o s i t i o n , jobs and occupa t ions , i n c l u d i n g d u t i e s
requ i rements f o r e n t r a n c e , c o n d i t i o n o f work, rewards o f f e r e d , advance-
ment p a t t e r n , e x i s t i n g and p r e d i c t a b l e sj@ply of and demand f o r workers
and s o u r c e s f o r f u r t h e r informat ion" . The essence of c a r e o r i n f o r m a t i o n
is t o expose s t u d e n t s t o a v a i l a b l e jobs t o e n a b l e them make a more
r a t i o n a l c a r e e r cho ice d e c i s i o n t h a t w i l l be p r o f i t a b l e t o them and t h e
l a r g e r s o c i e t y . A s t u d e n t can o n l y s e l e c t a job t h a t suita h i s taste,
temperament and a b i l i t y on ly i f t h i s a e r v i c e is a v a i l a b l e t o him. .. +
Due t o t h e r a p i d development i n t h e a r e a s o f s c i e n c e , technology
and Government, many new o c c u p a t i o n s have emerged. According t o
Makinde (1984) o v e r 1600 job t i t l e s are now a v a i l a b l e f o r s t u d e n t s t o
choose from i n Nigeria today. This p o s i t i v e development c a l l s f o r
e f f i c i e n t cilrcer infor-mcition s e r v i c e t o o u r youths a l r eady i n school o r
about t o e n t e r school. In h i s s tudy on c o n f l i c t s on c a r e e r choice
betwoon parents and t h e i r ch i ld ren , Odo (1 988) noted t h a t "If c a r e e r
choice is not t o be based on mere specu la t ions and luck and a l s o t o
minimise parent - c h i l d c o n f l i c t , va luable and r e l evan t information
must be cons t an t ly a v a i l a b l e t o s tuden t sw .
According t o Nutson (1 968) c a r e e r information could be obtained
from the fol lowing sourcoe:
Occupational Brief o and Guide%: By reading b u l l e t i n s , pam$lets and
asoor ted p r i n t ad occupat ional l i t e r a t u r e euch aa t h e bu l l e ' t i n s occass-
i o n a l l y c i r c u l a t e d by t h e major petroleum companies and o t h e r organisa-
t i o n s i n Niger ia , s t u d e n t s can ob ta in f i r s t hand information about jobs.
The problem he re is t h e t echn ica l n a t u r e of t h e b u l l e t i n s which may n o t
be e a s i l y understood by t h e s tudents .
S i t e V i s i t a t i o n and Zone%: P r a t i c a l observat ion of workers engaged i n
n p a r t i c u l a r occupation i s an important way of learning about such nn
occupation. F i e l d t r i p s t o va r ious i n d u s t r i e s and work sites should
be planned a t va r ious t imes f o r the s tudents .
Careor ~av/Week: This is a v e r i t a b l e source of c a r e e r information a s
competent, end knowledgeable a u t o r i t i e s On d i f f e r e n t works a r e i n v i t e d
t o t a l k t o s tuden t s about t h e i r occupationu.
Audio - Visual Aids: Useful information about t h e r e a l i t i e s of an
occupation can be gathered by observ ing f i lms . and s l i d e s on a p a r t i c u l a r
occupation.
Bu l l e t i n Donrds: Charts and p o s t e r s displayed on B u l l e t i n Boards a r e
good i n :informing u tudents about occupations.
Dic t ionary of Occupational T i t l e s (second ~ d i t i o n ) : The s e v e r a l
voluines of t h i s work conta in t h e d e f i n i t i o n s , c l a o s i f i c a t i o n s and e n t r y
requiroments o f over 20,000 d i f f e r e n t occupat ions a v a i l a b l e i n t h e United
' S t a t e of America. b1any of them a r e equal ly obta inable i n Nigeria.
Other sources of occupat iona l information inc lude t h e D i r e c t b r a t e
of Employment - a c rea t ion of t h e Federa l Government of Nigeria. Par t -
t ime employment and vaca t ion job a l s o acquaint s t u d e n t s with t h e pros
and cons of var ious jobs.
STUD1l;:S ON FACTORS INFLUENCING CAREER CHOICE:
S tud ie s have been c a r r i e d ou t both abroad and wi th in the country
t o determine tho f a c t o r s t h a t i n f luence c a r e e r choice. On t h e in f luence
o f . eex, Achebe ( 1 972) c a r r i e d out a research on the Vocational Aspi ra t ion I
of Secondary School s tuden t s i n t h e Former East Cent ra l S t a t e of Niger ia
and found out t h a t g i r l s i n Urban and Rural schools choose middle and
low l e v e l jobs than boys. Oluigbo (1976) equa l ly discovered t h a t sex
d i f f e r e n c e s i n c h 0 i M o f occupation was very marked i n Nigeria-such jobs
as Engineering, Business Adiminis t ra t ion , Agr icu l ture , Salesmanship,
Accountancy and Customs work were almost exc lus ive ly choooen by boys
while such jobs as Nursing and d i e t e t i c s , Teaching, being a Sece t a ry ,
Home Economics and Physical Theraph were mainly choosen by g i r l s .
I n tho sumo vein , Schlossberg (1972) sought t o d i scove r t h e degree t o
which elementary school ch i ldren i n America hold s t e r eo types about
occupat ions based on sex. The r e s u l t showed t h a t 83$ of t he g i r l 8 and
97% of t he boys who chopct any occupation chooe an occupation t r a d i t i -
ona l ly reserved f o r t h a t sex.
SOCIO - ECONOMIC STATUS: The Socio-Economic s t a t u s of i n d i v i d u a l s has a l s o been found t o
e x e r t in f luence on c a r e e r Aspirat ions. According t o C r i t e s (1967),
"From t h e lnowledge o f an i n d i v i d u a l ' s s o c i a l c l a s s , we can p r e d i c t
wi th in c e r t a i n l i m i t a t i o n s of e r r o r what t h e l e v e l of h i s voca t iona l
choice most l i k e l y i s because i n d i v i d u a l s a t d i f f e r e n t s o c i a l s t a t e
tend t o chose occupat ions a t a l e v e l c o n s i s t e n t with.their s t a t u s
and background.
Werta ( 1 966) worked on t h e e f f e c t s o f s o c i a l c l a s s on c a r e e r
per ferences of freshmen e n t e r i n g co l l eges and Universities. He used
a t o t a l o f 127,212 freshmen from 248 heterogeneous co l l eges and Univer-
s i t i e s i n America. H e discovered t h a t freshmen from lower soc io - economic s t a t u s over c h o ~ e engineer ing and education, while freshmen
from high socio-economic s t a t u s ove r chose medecine, l a w , humanit ies
and s o c i a l sc iences . Sewel e t a 1 (1957) quoted by Ofoegbu ( 1 984)
sought t o t e s t t he genera l hypothes is t h a t l e v e l s of educa t iona l and
occupat ional a s p i r a t i o n s of youth of both sexes a r e a s soc i a t ed wi th t h e
s o c i a l s t a t u s of t h e i r f a m i l i e s , when the e f f e c t s of i n t e l l i g e n c e a r e
cont ro l led . . Tho r e sea rche r s used a sample of 4, 167 h i g h school
sen iors . The f i n d i n t p revealed t h a t females from hi& s ta Luc f a ~ n i l i e ~ l
more f requcnt ly chooeo h igh l e v e l occuyutions thnn those from fanl i l ies
of lower o tu tus . The same was t r u e f o r boys.
IIowcvcr Gould ( 1 947) r em~rkcd t h a t lower class adolescents have
high voca t iona l Aspi ra t ions due t o t he f a c t t h a t they :i~:~l)ueci w i t 1 1
llA deep t~nd a l l pervading need t o l eave t h e present''. The find in::^ o f
Oluii,;bo (1976) (quo ted by Ofoegbu (1984)) i s cons i s t en t wi th the above
remnrk. Oluiebo us ing 319 s t u d e n t s drawn from f i v e Secondary Schools
i n Nigeria found out t h a t with the except ion of g i r l s , family hack-
ground i n terms of f a t h e r s occupat ional s t a t u s d id not c o r r e l a t e with
the s t a t u s of job3 choosen by s tudents . On the s t r e n g h t of t h i s r e s u l t ,
Oluigbo ( 1 976) made the a s s e r t i o n that;, "The s tuden t s , low soc io - econolnic s t a tu s d id not s t i f f l e t h e i r occupat ional ambition; r a t h e r
evidence sugces t s i n s t e a d t h a t low socio-economic a t a t u s sharpens t h e
s tuden t s a s p i r a t i o n a l uubi t ion i n terms of occ.upaCj.ona1 choicelo.
OTHER FACTORS:
Picon and Car te r ( 1 976) cu r r i ed out u. resoa~-cll an si py l i f i c m t
over i n f luence and c a r e e r a s p i r a t i o n s . They used 3,245 rural and Urban
youths i n Louisiana high school s e l e c t e d through s t r a t i f i e d random sam-
p l i n g t e c h i q u c . The d a t a was c o l l e c t e d through interviews. Thei r
f i nd ings revealed t h a t pa ren ta l encouragement had p e n t e r impact on
a s p i r a t i o n s f o r urban than r u r a l youths, whi le t h e inf luence of peer
modelinp; behuviour was c r e a t o r f o r a s p i r a t i o n s o f rur t i l than u r b a youths.
Vmik (1960) d id a research on t h e inf luence of s e l e c t e d f ac to ru on
vocat ionul choicea o f vocat ional Agr i cu l tu ra l s tudcn t s i n Lonisana hip;h
school. H i s f i nd ings showed t h a t pa ren t s were tho most i n f l u e n t i a l
followed by f r i e n d s , Models and o t h e r r e l a t i o n s .
Back home i n Nigeria , Emezue (1977) undertook a s tudy on " f ac to r s
t h a t in f luence c a r e e r choice among c l a s s f i v e secondary school s t u d e n t s
i n Okpuala i n Imo S ta t e . A sample of 450 s tuden t s was s e l e c t e d
from f i f t e e n schools i n t he a rea . Quos t ionnai res were used f o r d a t a
c o l l e c t i o n and percentages and chi-square t e a t were used i n t h e ana lys i s .
The r e s u l t revealed thu t s u b j e c t s choosen f o r blASC, consirieratiorl for.
family, d e s i r e t o he lp o t h e r s were some of tho factors i n f l u e n c i n g
choice of career .
Ezechukwu e t a1 (1981) worked on N f a c t o r a i n f luenc ing ca ree r
choice of Univers i ty of Niger ia under&.raduates", I n sample s e l e c t i o n ,
they used a p r i o r i t y sampling technique and systematic random sampling
technique. The da t a was c o l l e c t e d us ing questionnaire^ and f o r a n a l y s i s
thay used percentages and a r i t h e m a t i c means. From the r e s u l t s they
obtained, they concluded t h a t knowledge of job a p p r t u n i t i e a , p r e s t i g e
a t tached t o t h e job, i n t e r e s t i n t h e job, a p t i t u d e i n r e l e t c d s u b j e c t s ,
Fr iends a l ready i n t he u n i v e r s i t y , p a r e n t a l i n f luence , l u c r a t i v e nature
of t h e jobs, emphasis on sc i ence and technolom, promise of s cho la r sh ip
and dura t ion o f course a r e f a c t o r s a f fec t in t : t h e ca ree r choice of
g r e a t e r propr t ion of undergraduates of Univers i ty of Nieeriu Nsukka.
The r e sea rche r s a l s o discovered t h a t some f a c t o r s had g r e a t e r in f luence
t h an other:, i n t h o u n d e r ~ r a d u a t e s cho ice o f c a r e e r . I n t e r e s t i n t h o
f i e l d of n t u d y nnd i n t h o job was d i scovered t o be t h e most i n f l u e n t i a l .
Apti tudo in r e l i l t e d s ~ b ~ j e c t a cornea n e x t t o i n t e r e s t whi le p n r m t n l .
m p i r a t i . o n wos d i s c o v e r e d t o be t h o l e a s t f a c t o r .
I n Achebe's ( 1 972) r e s e a r c h , she d i scovered t h a t p a r e n t s and o t h e r
members of t h e f a m i l y , models, f r i e n d n hip;h sa lary, f ilrns, t o l e v i s i o n ,
r a d i o , youth mugazine, s e r v i c e t o o t h e r s , t h e c o u n t r i c n manpower needs
and i n t e r e s t s were some of t h e f a c t o r s i n f l u e n c i n e c a r e e r cho ice among
s t u d e n t s .
CHAPTER THREE
RESEARCH DESIGN
T h i s c h a p t e r i n d i c a t e s t h e a r e a o f s t u d y , t h e p o p u l a t i o n , t h e
sample and t h e i n s t r u m e n t used. I t a l s o shows t h e method of a n a l y s i s
used.
The Area Involved i n t h e Study:
The s tudy invo lved Nsukka Educa t iona l zone o f Annmbra S t a t e .
P o ~ u l a t i o n For t h e Study:
The popula t ion f o r t h i s s t u d y is made up of SS I11 s t u d e n t s i n
t h e zone.
Sample and S a m p l i n ~ Procedure:
The sample c o n s i s t e d o f 500 S S 111 s t u d e n t s .
The s c h o o l s were e t r a t i f i e d i n t o Urban and Hural s c h o o l s and a l s o
, i n t o Male and Female s c h o o l s f o r t h e purpose of t e s t i n g t h e r e s e a r c h
hypo t h e s e s .
There a r e a t o t a l of 77 secondary s c h o o l s i n Nsukka zone b u t some
o f them a r e y e t t o have SS I11 s t u d e n t s . A t o t a l of 40 s c h o o l s
c u r r e n t l y hav ing SS I11 s t u d e n t s were randomly s e l e c t e d f o r t h e purpose
o f t h i s s tudy.
Ins t rument Used:
Q u e s t i o n n a i r e was used f o r this s tudy . The Q u e s t i o n n a i r e was
des igned b y t h e r e s e a r c h e r h imse l f and f a c e v a l i d a t e d by t h e r e s e a r c h e r ' s
s u p e r v i s o r and e x p e r t s i n Educa t iona l Guidance and Counsel l ing. -
The i t e m i n the ques t ionnai re were arranged i n sections. This
was done i n order t o f a c i l i t a t e t h e ann lys i s of tho items.
V a l i d i t y and Re l inb iS i tv of Instrument:
In o r d e r t o a s c e r t a i n t h e v a l i d i t y of the i n s t m u c n t used f o r the
study, the ques t ionnai re was f i r s t given t o some experts i n the F i e l d
of Guidance and Counselling wi th in the depar taent of Education Univer-
s i t y of Niger ia Nsukka, who a f t e r necessary co r r ec t ion r a t ed the
content v a l i d i t y of t h e . f inal vers ion a s high.
To determine the r e l i a b i l i t y of t h e instrument , t h e ques1;ionnaire
wus adn~ir i is tered t o 30 randomly s e l e c t e d SS I11 s tudents . The same
questi.onnclire wua administered twice wi th in n pr iod of two weeks of
each o t h e r , arid t he t e s t - r e t e s t r e l i a b i l i t y was computed - This was
found t o be 81 Thus the r e l i a b i l i t y was high and t h e r e f o r e t he
instrument was considered appropr i a t e f o r the study,
Method of Uota Collection :
A b r i e f l e t t e r of i n t roduc t ion expla in ing t h o purpose of t ho s tudy
was a t tached t o each copy of t h e quest ionnnire . Also i n s t r u c t i o n s f o r
responding t o t h e ques t ionnai re were given.
The r e sea rche r made personal contac t with t h e r e ~ ~ p o n d e n t s i n o rde r
to ensure t h a t t he ques t ionnai res were not h a t i n t r a n s i . t ,
Method of Duta A n n l v s i s :
Data were analysed d e s c r i p t i v e l y u s i n e percentages. The resoarch
hypotheses were t e s t e d u s i n g t h e c h i - square t e s t a t t he 0.05 l e v e l of
s ign i f i cance .
For classifying the occupation of students, the researcher used
Hall ( 1 950) ecale of occupational prsatige.
CHAPTER FOUR
DATA OHCANISATION. ANALYSIS AND RESULTS
This chapter prooents t he rulalytjis of d a t a co l l ec t ed . Table 1 - XI1 show the r e s u l t p e r t a i n i n g t o t h e research quest ions. This is
presented i n percentages, Analysis of d a t a co l l ec t ed f o r t he hypothesis
u s ing ch i square t e s t of s ign i f i cance i s a l s o presented.
Research Quest ion 1 :
What a r e the sources of c a r e e r information a v a i l a b l e t o t h e ,-:; 3-.
s tuden ts 7
Table I
S tuden t s ' Sources of Career
Source of Career Informution
Teacher
P r i n c i p a l
P a u i l y
Magazines
Career Books
Radio
Fi lms
F r i ends
Guidance Counsellor/Career
Master
Previous Work Experience
Government ~ a z a t t e / ~ u b l i -
c a t i o n s
Lecture
Information
No o f S tudents who
choose each source
15
1
168
20
5 9
15
7
63
40
Percantage o f
S tudents ($1
3
0.2
33.6
4 11.8
3
1 a 4
12.6
8
School A c t i v i t i e s
Others
A l ist of sources of c a r e e r information were given and t h e s t u d e n t s
were asked t o i d e n t i f y t h e source from which they f i r s t l e a r n t about
t h e occupation they a s p i r e to . Table I shows the reoul*.
.Renearch Question 2.
Whut Types of Career do Students i n Nsukka Educational Zono
TABLE I1
Career Choosen by Nale S tudents i n Rural Area.
Career Choosen i n Order of .-
Preference
1. Medecine
2.. Phnrmucy
3- Civ i l Engineering
4, Business Administration
5. Accountacy
6. Archi tec ture
7. Amy O f f i c e r
8. Busineas
9. Journalism
10. Law
11. Laboratory Technologist
12. A r t i c u l t u r a l i s t
1 3. Microbiology
14. Veter inary Medecine
No o f Studenta who
Choose each
10
9 9
7 6
6
6
6
6
5
5 5
5
5
Percentages
Artist
Copputer Science
Manufacturing
Clerk
Contrator
Farming
B~nker
Physicist
Geologist
Police Officer
Priest IIood
Insurance Agent
Capen t ary
Wheel Borrow Pushing
Total
TABLE I11
Career Chooaen by Female
Career Chooaen i n order o f Preference
1. Pharmacy
2. Nursing
3. Medecine
4. Architecture
5. Hotel Management
6. Law
7. Accountancy
8. Broadcasting
7 . 9. Dentistry
10. Banker - 11. Mechanical Engineering
Students in Rural Area.
No of Students who
Choose each
10
9
8
7
7 6
6
6
6
6
5
Percentages
($1 8
7.2
6 04
5.6
5.6
4.8
4.8
4.8
4.8
4.8
4
Optician
Microbiology .
Business Administration
Teaching
Journalism
Ilrtist Food Technology
Domestic Science
Psychology
Clerk
Rev. S i s t e r
Technologist
P o l i t i c i a n
Farming
House Wife
Total
TABLE I V
Career choosen bv Male Studeni
Career Choosen i n order of
Preference
Medecine
Pharmacy
Laboratory Technology
Computer Science
Microbiology
Law
Architecture
Army Off ice r
Dent is t ry
i n Urban Area.
No of Students who
Choose eand
11
9
7 6
6
6
6
5
5
Percentages
P o l i t i c a l Science
Veter inary Medecine
Agr i cu l tu ra l Engineering
Personnel Manager
Pol ice Of f i ce r
Mechanical E h a e e r i n g
P i l o t i n g
Teaching
Ambaasador
Optician
Un ive r s i t y Lec turer
E s t a t e Management
Journctlivm
E lec t ron ic Engineering
Foot B a l l e r
Bueiness
Farmer
Psychologist
Dr iv ing
Town Planning - Chemist
Aviation Technician
Aeronaut ical Engineering
Nursing
Guidance Counsellor
To ta l
TABLE V
P r c f crcncc
1 . Pledecine
2. Mic rob io lo~y
3. Nursing
4. Pharmacy
5. Law
6. Accountancy
7. Archi tec ture
8. Food Technology
9. Laboratory Technology
10. Mechanical Engineering .- 1 1 . Journal ism
12. Bunker .- 13. Computer Science
14. Fashion Designing
15. New Report ing
16. Hcverend S i s t e r
17. Technologist
18. I n d u s t r i a l i s t
19. Business
20. Busineos Administration
21. E s t a t e Management
22. I n d u s t r i a l Cheuis t
23. Teaching
24. P o l i t i c a l Science
25. Economist
26. Psychologist
Percen tacen
( $)
8
5.6
5.6
5.6
4 m 8
4.8
4.8
4
4
4
3.2
3.2
3.2
3.2
2 4
2 4
2.4
2 . 4
2.4.
2.4
2 4
1.6
' 1.6
1.6
1.6
1.6
Career Choogep by Femele Students
Curoer Chooucn i n Order of
i n Urban Area.
No o f Students who
-
Broadcast ing
Hotel. Mcma~ornen t
Vehringry Wedecine
Agricul t u r u l 1E;conoluist
Aeronautical Engineering
Agr icu l tura l fhg inee r ing
Optician
Den t i s t ry
House Wife
To ta l
TABLE V I
Career Choosen by Students i:
Career Choosen i n Order
o f Preference
Medecine
Pharmacy
Archi tec ture
Microbiology
Law
Accountacy
Laboratory Technology
Nursing
Journalism
Business Administration
Computer Science ;
Banking
Mechanical Engineering
Den t i s t ry
Isukka Zone.
No of S tudents who
Choice each
39
35
25
24
23
18
17
17
17
15
14
13
13
12
-
Percentages
7 08
7
5
4.8
4.6
3.6
3.4
3.4
3.4
3
2.8
2.6
2.6
2.4
Army 0ff i . cor
Busineso
Ve te r i r ia ry Medocino
Civil h g i n o u r i n y
Teaching
Food Technology
Hot e l Munagemant
Optician
Artist
Broadcast ing
Psychology
P o l i t i c a l Science
Clerk
Farming
E s t a t e Management
Po l i ce Of f i ce r
A g r i c u l t u r a l i s t
Reverend S i s t e r
Technologist
Agr i cu l tu ra l Engineering
Personnel Management
F a ~ h i o n Designing
Manufacturing
Domestic Science
I n d u a t r i u l i s t
News Reporter
Contractor
Pilo t ine;
Ambussador
Un ive r s i t y Lec turer
Town Planning -
46. I n d u s t r i a l
47. Economist
48. Acr icu l tura
49. Phys ic i a t
50. Goologist
51. P r i e s t Hood
52. House Wife
E l e t r o n i c Engineering
Foot B a l l e r
Aeronaut ical Engineering
h i v i n g
Insurance Agent
Capen t r y
P o l i t i c i a n
Chemist
Aviat ion Technician
Guidance Counsellor
Wheel Barrow Pushing
T o t a l
Research Question 2.
What are t h e f a c t o r s respons ib l -e . for t he I s tuden t s ' c a r e e r
Decis ions ?
TABLE V I I
Fac to r s Resnonsible f o r t he Career Decis ions of Students i n
Table VISshows t h e responses o f s t u d e n t s from t h e r u r a l area in
Rural Area.
~ a h t o r g
Parents Opinion
Other Members of t h e family
Models
Guidance Counsellor
~ r i n c i ~ a l s / ~ e a c h e r s
Country's Present needs
.. Service t o o t h e r s
- . Low Cost of T ra in ing
P r e s t i g e i n t h e Job
High Sa la ry
r e spec t of t h e f a c t o r s t h a t informed t h e i r c a r e e r dec is ions .
Fac to r s mentioned i n t he 'Others ' category a r e shown i n Table
Yes NO
V I I I bellow.
No.
201
189
4 3
49
15
1 47
183
3 4
230
229
%
80.4
75.6
17.2
19.6
6
58.8
73.2
13.6
92
91 .6
. TABLE V I I I
&-. I n t e r e s t i n t he Job . Career 1 200
No.
4 9
6 1
207
201
235
103
67
21 6
20
21
P e r c e n t a ~ e e ($1 r
SO $
Fr iends
Apti tude in Related Subjec ts
5
19.6
24.6
82.8
80.4
94 '
41.2
26.8
86.4
8
8.4
F a c t o r No of Students
85
1115
34 7;
46 7;
Fac to r s Heaaonsible f o r Cr
35.
TABLE IX
F a c t o r s
Parents Opinion
other Members of t h e
Family
Models
Guidance Counsellor
~ r i n c i ~ a l s / ~ e a c h e r s
Country's Present needs
Serv ice t o o t h e r s
Low Cost of Tra in ing
P r e s t i g e i n t h e Job
High Sa la ry
e e r Decis ions of S tudents i n Urban Area.
Y 1
No.
199
1 50
52
78
20
170
195
- 238
236
NO
No.
5 1
100
1 98
172
230
80
55
250
12
14
Table I X shows the response0 of s tuden te from the urban a r e a i n
r e s p e c t of the f a c t o r s t h a t informed t h e i r career decis ions .
Fac to r s mentioned i n t h e ' o the r s ' category a r e shown i n Table X
bellow.
F r i ends I 6 1 I 24 4
TABLE X
Q t i t u d e i n Related Subjec te I 219
Percentages ($1
88.4
Fac to r s
I n t e r e a t i n t h e Job
No of- S tudents
221
36 TABLE XI
I-.
4
Factora Responsible f o r -
Parents Opinion
Other Members of t h e
Family
Models
Guidance Counsellor
~ r i n c i ~ a l s / ~ e a c h e r s
Country's Present needs
Service t o o the r s
Low Cost of Training
P r e s t i g e i n the Job
High Salary
Table X I shows the
g Career Decisions of Students i n Naukka Zone
YE:
No.
400
339
9 5
127
3 5
31 7
378
3 4
468
465
I
No.
1 00
161
405
37 3
46 5
1 83
t 2 2
466
32
35
responses of s tuden t s i n both r u r a l and urban
schools i n Nsukka Educational zone t o the l i s t e d faotora o r inf luences
regarding t h e i r ca ree r decisions. Thei r response8 ta the 'Others '
category i 8 a l s o shown i n t a b l e X I I ; bellow
Fr iends I 1 46 I 29.2
TABLE X I 1
Aptitude i n Related Subjects I 334 1 66.8
Factors
I n t e r e a t i n the Job
I
No of Students
421
Percentages ($1 84.2
TESTING TIIE RRSEARCTI HYPOTHESIS
Research hypothosis I: There is no s i g n i f i c a n t d i f f e r e n c e between
t h e c a r e e r a s p i r a t i o n of secondary school s tuden t s i n Urban and Rural
Areas.
The f i g u r e s f o r t e s t i n g the hypothesis and the ca l cu la t ed X 2
value are s t a t e d i n f i g . Table X I 1 1
TABLE XI11 .
2 X Value
5.094
Stat- o f c a r e e r
chosen
.. H.P.S
1 - 3 -
L.P.S
4 - 7
Tota l
The t a b l e va lue of x2 = 3.841 , df 1 at 0.05.
Conclusion: A c h i va lue of 5.094 wao abtained. This was p
t a b l e va lue of 3.841 a t 0.05 level and d f 1. Therefore, t h e f@l
hypothesis i s r e j ec t ed .
Therefore t h e r e i s a s i g n i f i c a n t d i f f e r e n c e between the c a r e e r
a s p i r a t i o n s of secondary school s tuden t s i n urban and r u r a l a reas .
Rural schools
No. $
232 92.8
18 2.8
250 100
Urban schools
243 97.2
7 2.8
250 100
t o t a l
No. 8
475 95
25 5
500 100
Research Hypothesis two: Thore i s no s i ~ i f i c a n t d i f f e r e n c e between t h e
c a r e e r Aspi ra t ions of male and female s tudents .
The f i g u r e s f o r t e s t i n g the research hypothooiu und tho ca l cu la t ed
x2 value a r e s t a t e d i n t a b l e XIY:
Table X I V
States of ca ree r Boys Girls To tal 2 X value
chosen 1 I
The t a b l e va lue of x2 , = 3.841, df 1, a t 0.05.
H.P.S
1 - 3
L.P.S
- Tota l
Conclusion: A c h i square va lue of 0.408 was abtained. This was : . -
& t h e t a b l e va lue of 3.841 a t 0.05 l e v e l and d f 1. Hence t h e nIIll
No. $
237 94.8
13 5.2
250 100
hypothesis i s accepted.
Therefore, t he re i s no s i g n i f i c a n t d i f f e r e n c e between t he c a r e e r
No. $
240 96
10 4
250 100
Aspira t ions of male and female s tudents .
477
23
500
0.408
I
CHAPTER FIVE
DISCUSSIOM AND INTERPRETATION OF 1tE:SULTS
In t h i s chnpter , the d i scuss ion and i n t e r p r e t a t i o n of d a t a a r e
presented. This i s done under t h e fo l lowing headi.ngs: Sources of
c a r e e r information a v a i l a b l e t o t h e s tuden t s ; Careers a sp i r ed t o by
~ t u d e n t s ; Fac to r s i n f luenc ing s t u d e n t s 1 c a r e e r dociaiono, and t h e
in f luence of School l o c a t i o n and s e x on s tuden t s ' c a r e e r a a p i r a t i o n s .
The educa t iona l imp l i ca t ions of t h e findings,recornmendations and sugge-
o t i o n s f o r f u r t h e r s t u d i e s a r e a l s o given. The chapter ends wi th a
summary of t h e work.
Sources of Career I n f o m a t i o n Avai lable t o t h e Students .
I n rank o rde r , t h e f a u i l y took the h i e h e s t frequency, { ~ r i n ~
33.6 $ as a source of c a r e e r information f o r the s t u d e n t s ( s ee t a b l e 1 )
This was equa l ly t he case i n t h e s t u d i e s c a r r i e d o u t by Ofoegbu (1984)
and h e m e (1977). The r e sea rche r j o ins Ofoegbu (1 984) i n h e r view
on t h i s s i t u a t i o n . According t o h e r , i t i a n o t s u p r i s i n g t h a t the
fami ly was i d e n t i f i e d as the s t u d e n t s major source of job information,
cons ider ing t h e s t r o n g family t i e s found i n Nigeria. I n t h i s type of
r e l a t i o n s h i p , the pa ren t s may use t h e i r ch i ld ren t a f u l f i l l t h e i r
cherished l i f e work which they could no t a t t a i n by in f luenc ing t h e
c a r e e r a s p i r a t i o n s of t h e i r ch i ldren .
Couing next t o f a u i l y a s a source of c a r e e r information is
'Fr iends ' with 12.6 $. 'This s i t u a t i o n is dep le rab le because i t is one
of the roo t causes of u n r e a l i s t i c ca ree r dec is ions among our youths.
Career books with 1 1.8 $, l e c t u r e with 9.4 76 and Guidance Gounsellor/
Cureer m ~ s t e r s with 8$ took the t h i r d , f o u r t h und f i f t h pos i t ions rea- '
pectively. This shows t h a t some of t h e s tudents a r e aware of the
a v a i l a b i l i t y ; of ca ree r books and a r e a s well bene f i t ing from the
l e c t u r e a del ivered a t var ious ca ree r days/work hops and o the r a c t i v i -
t i e s i n the Guidance and Counselling programme. However, t h a t only
40 s tudents represent ing 8% of the t o t a l study sawple mentioned
Guidance ~ o u n ~ e l l o r / c a r e e r mis ter is an ind ica t ion t h a t most s tuden t s
a r e y e t t o bene f i t from a l l the f a c e t s of the guidance pronamme i n
schools. ,-
Government Gaza t t e /~ub l i ca t iona accounted f o r 6.6 $ of t h e t o t a l
- responses, ranking 6 th while magazines with 4% and 8chool a c t i v i t i e s
with 3.8 $ ranked 7 t h and 8 t h respect ive ly .
Radio and teacher ranked 9th with 3 5 each. 'Otheren ranked 1 1 t h
v i t h 2 $ and Films ranked 12th with 1.4 $ while previous work experience
ranked 13th v i t h 0.6 $ and p r i n c i p a l took t h e l a s t pos i t ion with 0.2 96.
That these two came l a s t is no t supr i s ing s ince t h e bad s t a t e of the
economy no longer allows youngsters the opportunity to .under tuke p a r t
time jobs dur ing long vacat ions.
Secondly the work load on the principal makes him inaccess ib le t o
t h e etudents f o r matters not boardring on school administrat ion. In
t he work of Achebe (1 972) only 0.5 $ of the s tudents she worked with
41.
chose t h e p r i n c i p a l a s t h e i r source of job information while i n t h a t of
Ofoegbu (1984) none of t h e s t u d e n t s i d e n t i f i e d t h e p r i n c i p a l as a source
of job information.
. Sources mentioned i n t h e 'Others ' category inc lude news paper
advertisement u , i n t e r e s t s , novels and JAMB' Brochure.
S tudents Career Asnirat ions:
Table V1 ahows t h a t a t o t a l of 64 occupation covered the choice of
500 s t u d e n t s out of t h e 1,165 occupat ions l i s t e d a t present i n the
Nigerian s t m d a r d c l a o s i f i c a t i o n of occupations. This i s however
b e t t e r than t ho s i t u a t i o n i n t h e works of Ofoecbu (1984) and Uluigbo
(1 976). I n t h e f i rst work c i t e d 54 occupat ions covered t h e choice of
472 s t u d e n t s while i n t h e second 28 occupati.ons covered the cl!oice of
292 s tudents . In a l l , t he se f ind ings show t h a t t h e s tuden t s confined ' ,
themselves t o a narrow band of occupat ional choice. This may be the
r e s u l t of i tmorance concerning t h e v a r i e t y o f o c c u p ~ t i o r l s ava i l ab l e .
I n t a b l e V I i t could a l s o be seen t h a t t h e occupat ions chosen by
s tuden t s were mainly t h e s e belonging t o high p r e s t i p s t a t u s cntegory.
This i s shown c l e a r l y i n Table XIII. Here 95 $ o f t h e e n t i r e occup&-
t i o n s choscn belong t o t h e h i & p r e s t i g e s t a t u s category whereas only ,
5 $ of t h e e n t i r e occupat ions chosen belong t o low p l -es t ice s t a t u s
category of occupations. S tud ie s done by Ofoecbu ( l984) , Oluigbo
(1976) and Achebe (1972) a l s o showed the s h e tendency of s t u d e n t s
toward occupat ions with high p r e s t i g e status.
Tables I1 and I11 show t h a t whi le 28 occupat ionv coverei t h e
c h o i c c o f 125 u ~ a l e s t u d e n t s i n r u r a l a r e a 25 occupa t ions covered t h e
cho ice o f o c c u p t i o n of t h e scum number of g i r l s i n t h e m e l o c a t i o n .
Tab les I V and V show t h a t 34 occupa t ions c:ovwed t h e cho ice of
125 male s t u d e n t s i n t h e urban a r e a whereas 35 o c c u p a t i o n s covered t h e
choicu of t h o same number o f f e r m l e s t u d e n t s i n t h e s a w l o c a t i o n .
A comparison show t h a t s t u d e n t s i n urban a r e a d i d l e t t e r by
choos ing a wider range of? occupa t ions than t h e s t u d e n t s i n t h e r u r a l
a r e a . One can a t t r i b u t e t h i s i n b a l a n c e t o t h e f a c t t h a t s t u d e n t s i n
urban u r e a a r e more exposed t o t h e world of work than s t u d e n t s i n
r u r a l a r e a due t o environmental f a c t o r s .
-tors Tnfluencinf,: S t u d e n t s Career Docisi ons:
Tables X I and X I 1 show t h e sumfittry o f s t u d e n t s ( ~ u r u l and u rban)
responses i n r e u p e c t of t h e i n f l u e n c i n g factors i n their c a r e e r
d e c i s i o n s . . The s c o r e s o f each f a c t o r and these mentioned by t h e
a t u d e n t s i n t h e 'Others ' ca tegory a r e ahown i n tklcce t a b l e s .
I n rank o r d e r , ' P r e o t i ~ e ' and ' H i * Salary' took t h e f i r s t and
second p o s i t i o n s w i t h 93.6 $ and 93 $ respectively. That t h e ~ t u d e n t s
responded p o s i t i v e l y i n g r e a t number t o t h e m factors . cor+roboratea what
h a s been s a i d i n t he l i t e r a t u r e review - t h a t s t u d e n t s c h o i c e o f
occupa t ion i s more o f t e n t h a n n o t datermined by m a t e r i a l i s t i c consi -
d e r a t i o n s such as h i g h pay and p r e s t i ~ e .
Coming noxt a s a f a c t o r respons ib le f o r the career duc i s l ons o f
s t u d e n t s i s 'Parents Opinion', s co r ing 80 $ and coming t h i r d , Coming
f o u r t h and f i f t h r e s p e c t i v e l y a r e 'Service t o othuru ' with 25.6 k and
o t h e r members of t h e family with 67.8 $. This shows t h a t i n s p i t e of .
t h e s tuden t s m a t e r i a l i s t i c tendencies , they s t i l l tuna t h e i r minds t o
more noble d r i v e s l i k e s e r v i c e t o o thers . 'The Country's p resdnt
needs' ranked s i x t h wi th a pass mark of 63.4 $ . Fac to r s which d id not scorn up t o 40% and t h e r e f o r e can no t be
regarded a s major f a c t o r s respons ib le f o r t he c a r e e r dec i s ions of
s t u d e n t s a re : ' Guidance Counsellor 25.4 $ ( 7 t h ) Models 19% ( 8 t h )
P r i n c i p a l s and Teachers 7 $ (9 th ) and low c o s t of t r a i n i n g 6.8 $ (1 0 t h
. pos i t i on ) .
A s a counse l lor in t r a i n i n g , t he r e sea rche r is not happy t h a t - Guidance Counsellors a r e y e t t o be i n t h e c e n t e r of a c t i v i t y among
s t u d e n t s i n r e spec t of t h e i r c a r e e r decis ione.
The Inf luonce of School Location on the Career Aspira t ions of
Students:
The hypokhesis t h a t t h e r e is no s ign i@ican t d i f f e r e n c e between t h e
c a r e e r Asp i r a t ions .o f Secondary School S tudents i n Urban and Rural Areas
was r e j ec t ed .
This s i m i f i c a n t d i f f e r e n c e i n t he c a r e e r a s p i r a t i o n s of Rural and
Urban s t u d e n t s could be explained by t h e d i f f e r e n c e i n t h e i r environments.
The s tuden t s i n Urban Area a r e l i k e l y t o be acquainted with occupat ions
i n high p r e s t i g e s t a t u s than s tuden t s i n r u r a l a rea . Again, most of
t h e c a r e e r weeks so f o r organised i n Nsukku zonu are done i n t h e Urban
a r e a and t h e resource persons a.re u sua l ly people in occupations of High
p r e s t i g e s t a t u s . Thus i t is poss ib l e f o r t he s t u d e n t s i n Urban a r e a
t o gain a wider knowledge of t h e world of work of high p r e s t i g e while
t he s tuden t s i n r u r a l a r e a a r e l e f t a lone with t h e i r l i t t l e knowledge of
v a r i e t y of occupations.
The Inf luence of Sex on Students Career Aspirat ions:
The hypothesis t h a t t h e r e is no s i p p i f i c t m t d i f f e r e n c e between t h e
c a r e e r a s p i r a t i o n s of male and female s t u d e n t s was accepted. Emezue
(1977) and Ofobgbu (1984) repor ted s i m i l a r f ind ings .
The r e p o r t of t h i s s tudy and these of h e m e (1977) and Ofoegbu
(1984) d i f f e r from t h a t of Achebe (1972). The reeearcher a t t r i b u t e s
t h i s d i f f e r e n c e t o the time l a g between these studies. The t i u e . l a g
i s enough f o r a change t o occure i n t h e occupat ional a t t i t u d e of youths.
A comparison of t he male and fernale choice of ~ c c u p a t i o n s show a
s i m i l a r p a t t e r n i n terms of types of occupations.
This f i n d i n g shows t h a t female s tuden t s have becone more axnbitious
and aware, t h a t they can a t t a i n any academic o r occupat ional goal l i k e
t h e i r : male counterpar t s .
The Impl ica t ions o f the Study and Recommendations:
The f i n d i n i s of t h i s s tudy have imp l i ca t ions f o r Fedora1 Minis t ry
of Education, Curriculum Planners and Guidance Counsellors i n secondary
schools .
I t has been discovered t h a t s t u d e n t s have a parochia l occupat-
i o n a l horizon and t h a t t h e i r occupat ional a s p i r a t i o n s do no t de r ive from
appropr i a t e source8 of ca ree r information. To curb these problems,
t h e f e d e r a l min is t ry of educat ion should s e e t o i t t h a t a l l S t a t e
m i n i s t r i e s of education work t o ensure t h a t a l l schools have s t r o n g
Guidance Counselling u n i t . Current ly n o t a l l t he schools i n Nsukka
zone have Guidance Counsellor.
Moreso, Nat ional Curriculum Planners and makers of Nat ional Pol icy
on educat ion should make i t mandatory t h a t ~ u i d a n c e / ~ a r e e r Counselling
programme be e s t ab l i shed a t t he primary school l e v e l . This w i l l h e l p
i n c r e a t i n g e a r l y awarness among the' pup i l s about t he b e n e f i t s of
Guidance and Counselling s e r v i c e s e s p e c i a l l y i n t he a r ea of c a r e e r
dec is ions .
While t h e appointment of Guidanqe Gounsellore f o r a l l schools and
the establ ishment of Guidance s e r v i c e s a t the primary school lev& a r e
be ing recommended, the r e sea rche r i s a l s o adv i s ing t h a t a l l p r a c t i c i n g ' ,
Guidance Counsellors should s t ronghten e f f o r t s t o r e d i r e c t t h e s t u d e n t s
minds t o be t t ' e r source8 of c a r e e r information and f a c t o r s t h a t should
inform t h e i r ca ree r dec is ions . They should a l s o work t o broaden t h e
s tuden t s c a r e e r horizon,
The counse l lors can achieve these by o r e m i s i n g c a r e e r weeks more
f r equen t ly and by forming c a r e e r clubs i n schools.
The r e s u l t s show t h a t s t u d e n t s i n Rural a r e a a r e worse i n thia
problem of poor occupat ional horizon. I n view of t h i s t he fo l lowing
46.
recommendations a r e made:
The S t a t e Education Commission should ensure t h a t i n the pos t ing
of Guidance Counsellore t h e schools i n t h e r u r a l a reaa & r e no t
neglecf ed.
The same body should sponsor c a r e e r workshops i n t h e r u r a l a r e a aa
t h i s w i l l he lp widen t h e i r c a r e e r horizon.
Guidance Counsellors posted t o r u r a l schools should organise out-
s i d e excursions with the s tuden t s t o d i f f e r e n t p l aces where they
can s e e p ro f f e s s iona l s a t work. They should a l s o ensure t h a t
enough occupat ional information a r e co l l ec t ed f o r d i sp l ay on
b u l l e t i n boards.
Su FOP Fur the r Research:
Two v a r i a b l e s namely s e x and school l o c a t i o n were i n v e s t i g a t e d i n
t h i s study. Fu r the r s t u d i e s on c a r e e r a s p i r a t i o n s could be c a r r i e d
out u s ing another v a r i a b l e l i k e e t h n i c background of s tudents .
Another a r e a t h a t f u r t h e r research could be done on i e t h e p l ace
of c a r e e r masters and the e f f e c t i v e n e s s of career counse l l i ng among
secondary school s tudents .
This s tudy was done i n Nsukka Educational Zone of Anambra S t a t e ,
i t w i l l be i n t e r e s t i n g t o c a r r y out t he s tudy i n o t h e r zones t o know
whether t he r e a ~ l t s w i l l co r r e l a t e .
S u ~ n m ~ r y of i;- Study:
The s t u d y s e t o u t t o i n v e s t i p t e t h e isme of cclrccr r iup i ru t ion
amon(; s t u d e n t s i n urban and r u r a l a r e a s . The o b j o c t j vc; of t h i s s t u d y
were t o f i n d ou t t h e c a r e e r a s p i r a t i o n s o f secondury s c h o o l s t u d e n t s i n
Nsukka Educa t iona l Zone; To i d e n t i f y t h e f a c t o r s r e s p o n s i b l e f o r
s t u d e n t s c h o i c e s of c n r o e r ; To d i ~ ~ c o v e r t h e s t u d o n t s sources . o f c a r e e r
in fo rmat ion ; and To i n v e s t i g a t e t h e e f f e c t of s c h o o l l o c n t i o n and s e x
on t h e c o r e o r a s p i r a t i o n s o f s t u d e n t s .
To gu ide t h e s t u d y , t h r e e r e s e a r c h q u e s t i o n s unti two r e s e a r c h
h y p o t h e s f s were forniulated.
A t o t a l o f 500 SS 1x1 s t u d e n t s from Nsukkcr E J u e a t i o n a l Xoue were
used f o r the s tudy. T h i s sample was s t r a t i f i e d i n t o Urban und Hural
s c h o o l s and a l s o i n t o male and female schaola.
Q u e s t i o n n a i r e was t h e i n s t r u m e n t used for t h e s tudy. P e r c e n t a g e s
Chi S q u a r e test o f s i g n i f i c a n c e were ueed i n t h e a n a l y s i s o f d a t a .
The f i n d i n g s showed t h a t :
The f a m i l y was t h e major s o u r c e o f c a r e e r i n f o r m a t i o n used by t h e
I s t u d e n t s . F r i e n d s ' and c a r e e r books came second and t h i . r d , i n rank
o r d e r . I
The s t u d e n t s ' o c c u p a t i o n a l hor izon is poor nnd t h e oocuputi.ons I
chosen were mainly h i g h s t a t u s occupa t ions .
Mate r i . a l i s t i . c c o n s i d e r a t i o n s were t h e major f a c t o r s t h a t i n f l u e -
nced t h e s t u d e n t s c a r e e r d e c i s i o n s . I n rank o r d e r ' P r e s t i g e ' and
'High Salaryt t o o k t h e first and t h e second p o s i t i o n s r e s p e c t i v e l y .
P a r e n t s op in ion came t h i r d .
( d ) School l o c a t i o n i n f l u e n c e d s t u d e n t s c a r e e r a s p i r a t i o n s .
( e ) The o c c u p a t i o n s chosen by s t u d e n t s were n o t dependent on sex.
F i n a l l y t h e i n ~ p l i c a t i o n s of t h i s s t u d y and Recorn~mendations were
put fprward. Areas f o r f u r t h e r r e s e a r c h were e q u a l l y suty;ested.
A P P E N D I X ONE
QUKSTIONNAIHE
Department of Education Ur i i ve ro i ty of Nigcrla NsukJza.
.................. ear Student , Date
This research is on the c a r e e r a sp i r t l t i ons tl~norig s tuden t s i n
Urban and Rural Areas i n Nsukka Educational Zone of hambra S ta t e .
The ques t ions t h a t fol low a r e t o h e l p me obta in the necessary
information. Please k indly answer them t o the bes t of your knowledge.
The answers w i l l be t r e a t e d with abso lu t e confidence.
Thank you.
Yours f a i t h f u l l y ,
GENERAL I N S T R U C T I O N
Except where you a r e requi red to f i l l i n the answer, revpond t o
the ques t ions 'by marking ( v ) i n t he space provided.
General Information
1. Name of School
2. Sex: Male Female
3. Age:
4. L i t e r acy l e v e l of parents :
( a ) Father: L i t e r a t e I l l i t e r a t e
( b ) Mother: L i t e r a t e I l l i t e r a t e
SECTION B
Occup~ t ionn l Information
1 . What type of occupation would you l i k e t o e n t e r when you f i n i s h
.school ?
2. From what one source d i d you f i r s t l e a r n about t h e occupation you
have chosen ?
Please t i c k ( d ) only one of t he fo l lowing thut a p p l i e s t o you.
(a ) Teacher ( )
( b ) P r i n c i p a l ( )
( c ) Family - Father ( ) Mother ( ) Brother ( ) S i s t e r ( )
( d ) Magazines ( )
(e ) Career books ( )
( f ) Radio ( )
(g) Films ( )
( h ) Frienda ( )
(i) School midance counse l lor /career master ( )
( j ) Previous work experience ( )
(k) Government ~ a z z e t e / ~ u b l i c a t i o n s ( )
(1) Lecture (
(n) School A c t i v i t i e s ( )
51
(n ) Others
( ~ l e u s e k indly spec i fy ) .
SECTION C
Inf luences
My c a r e e r a s p i r a t i o n i s based on:
My pa ren t s opinion Yes ( ) No ( )
The advice of a member of my fami ly Yes ( ) No ( )
I have chouun my c a r e e r because somebody I admire is i n the some
c a r e e r Yes ( ) No ( )
(a) Is the re a c a r e e r guidance/counselling s e r v i c e i n your school? .
Yes ( ) NO ( )
I f yes d id i t he lp you i n muking up your ca ree r choice 7
Yes ( 1 No ( 1
(a) Did you seek the advise of your P r inc ipa l o r t eacher before
choosing your ca ree r ? Yes ( ) ho ( )
Is your p re sen t choice o f c a r e e r based on the a d ~ i s e of your
p r i n c i p a l o r t eache r ? Yes ( ) No ( )
Is your p re sen t choice of c a r e e r guided by the count ry ' s p resent
needs ? Yes ( ) No ( )
I am in ' te res ted in my choice o f c a r e e r because:
I want t o be of s e r v i c e t o o t h e r s Yes ( ) No ( )
The cos t of t r a i n i n g is low: Yes ( ) No ( )
The job c a r r i e s a l o t of p re s t ige : Yes ( ) No ( )
I t a t t r a c t s good high s a l a r y : Yes ( ) No ( )
Sate any o t h e r f a c t o r ( s ) t h a t has inf luenced your present ca ree r choice.
APPENDIX TWO
HALL J. AND JONES C. SOCIAL GRADING OF OCCUPATIONS
This c l a s s i f i c a t i o n aims a t d i s t ingu i sh ing between occupations
according t o t h e i r s o c i a l p res t ige . I n t h i s c l a s s i f i c a t i o n , the
d i f f e r e n t occupations a r e categoriaed under 7 c lasses .
CLASS I: Profess ional ly q u a l i f i e d and high Administrative:
Under t h i s c l a s s f a l l s a l l occupations c a l l i n g f o r high spec ia l i zed
experience and f r equen t ly the possession of a degree o r comparable
professional q u a l i f i c a t i o n which impl ies a long period of education o r
t r a in ing . Eg Archi tec t , Surgeon e t c . . 3
CLASS 11: Managerial and Executive: Includes persons respons ib le
f o r i n i t i a t i n g and/or implementing policy. Eg: Secre tary of small
bueiness employing 10 - 99 hands, head master (elementary school) ,
Personnel Manager e tc .
CLASS 111: The people i n t h i s clase have no such r e s p o n s i b i l i t y
a s these i n c l a s s I1 above but they may have aome degree of a u t h o r i t y
over o the r s ; eg. Form b a i l i f f , po l i ce inspec to r , a s s i s t a n t teacher
(elementary school) .
CLASS I V : Inspect ional , Supervisory and o t h e r Non -manual, lower
grade: I n t h i s c l a s s a r e insurance sgenta, uos t ing c l e rks e t c .
CLASS V: Sk i l l ed Manual and routine grades of Non - Manual: I n
t h i s c l a s s a r e capenters shop a s s i s t a n t 6 etu. Y
CLASS VI: Manual Semi-Skilled: In t h i s c l a s s a r e an a s s i s t a n t i n '
a butchers shop.
CLASS V I I : Manual Routine: In t h i s c l a s s a r e bui lders labourer ,
a por ter , motor park tou t s e tc .
The d i s t i n c t i o n between s k i l l e d and semi-skilled o r unski l led
manual work is not always easy t o draw. If a t rade has no spec ia l name
i t is a s a r u l e s a f e not t o c l a s s i t a s sk i l l ed . Ski l led work requires
specia l t r a in ing , adap tab i l i ty and respons ib i l i ty f o r the process and
material on which a man is engaged. Persons who a r e doing manual work
which needs no great degree of s k i l l o r t r a in ing , i f they a r e doing it
hab i tua l ly and i f the work is associated with a p a r t i c u l a r indust ry , . .
should be classed a s semi-skilled; eg an Agricultural worker a s d i sk inc t
from a "general labourer". Manual work t h a t is general r a t h e r than
associated with a p a r t i c u l a r indust ry , and which can be done with very .
l i t t l e p rac t i ce by one who has had no spec ia l o r vocational t r a i n i n g
ranks aB unskil led; eg Counter hand, Machine minder, railway porter .
Persons occupying a con t ro l l ing posi t ion i n a bueinesa firm o r
indust ry whether as owner, d i r e c t o r o r manager of the business o r fac to ry
a r e graded accordting t o the s i z e of the firm; eg. a person i n cen t ro l
of a business &nploying 100 o r more people i e placed i n class I; If
the number of employees is 10 t o 99, he is placed i n class 2; i f 3 t o
9 i n c l a s s 3, and i f it is only a 1 - o r 2 - man business such as t h a t
of a window cleaner o r sweep, he is placed i n c l a e s 5, :: S i n i l a r l y
farmers a r e c l a s s i f i e d according t o s i z e of holding. a
54.
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