Professional Documents
Culture Documents
BY
EZENIBE OBIAGELI JOSEPHINE
PG/M.ED/08/48729
JULY, 2011
i
TITLE PAGE
BY
SUPERVISOR
DR. PAUL N. ONWUASOANYA
JULY , 2011.
ii
APPROVAL PAGE
BY
……………………………… ……………………………….
……………………………. ………………………..
…………………………
iii
CERTIFICATION
for research work for the award of the degree of masters in guidance and
counselling. The work embodied in this project has not been submitted in
part or in full for any other degree or diploma of this or any other University.
……………………… ……………………..
Supervisor Candidate
iv
DEDICATION
v
ACKNOWLEDGEMENTS
The researcher deepest gratitude goes to the Almighty God who has
given the ability and good health to do this work. She acknowledge with
complete this work. Her sincere gratitude goes to Prof. Anthony Ali, Dr. A.
friends and classmates for their diverse encouragement and support towards
Fidelia, Cordelia, Ogochukwu, Nkoli and Ikechukwu and her entire family
for their understanding. Finally, she thank her inlaws, Mr. John Ezeike, Sir
Festus Okeke, Mr. Elochukwu Anadi, Mrs. Ogochukwu Ezenibe and Mr.
Anayo Agbata for your great contributions to the success of this work.
vi
TABLE OF CONTENTS
Title Page…………………………………………………………. I
Approval Page……………………………………………………..ii
Certification Page………………………………………………….iii
Dedication………………………………………………………….iv
Acknowledgement………………………………………………....v
Table of Contents………………………………………………….vi
List of Tables………………………………………………………ix
Abstract……………………………………………………………..x
Hypotheses .....................................................................................12
Concept of Adolescence..................................................................14
vii
Vocational Preferences ...................................................................18
Vocation .........................................................................................48
viii
Validation of the Instrument ...........................................................58
Conclusion ......................................................................................77
Recommendations ...........................................................................79
References .....................................................................................85
Appendices ....................................................................................90
ix
LIST OF TABLES
preferences. .........................................................................63
preferences ..........................................................................67
x
ABSTRACT
xi
CHAPTER ONE
INTRODUCTION
trade such as weaving, carving and fishing are being replaced by years of
formal education in primary and secondary school with resultant effect that
life style expressed in time, energy and activity (Oladele, 2002). It simply
life is committed to and has inherent liking and feeling for the work (Eze,
employment by which one earns his living especially one for which he has a
1
like Nigeria (Omeje, 2007). He added that people need to have the
force, police force, air force) unskilled labourers (farm labourers, cleaners.
2
The issue of vocational preference has attracted the interest of many
expects to get from his work and the opportunities he has for promotion and
mental and physical health is influenced by the type of work he or she does.
role in his entire life. It has been observed by (Kemjika, 1995) that most
and other activities. They are thus unable to judge whether their choices are
students many jump blindly into jobs to become frustrated and unhappy later
in life and perhaps at such times when a retreat would no longer be easy or
through radio, television and other media source. The locations of the school
3
individuals. Schools in the rural areas has limited source of information. The
level of exposure of students in the urban area is higher and more in number
than that of students in the rural area, therefore, the experience they gather in
children receive after primary school and before the tertiary stage. The broad
Higher education
In Nigeria and beyond, boys and girls choose their vocation when they are in
sexual maturity and stops when independence from adult authority is legally
assured.
of this period varies with differing culture. In Nigeria, this stage could be
4
taken to cover ten (10) to nineteen (19) years of age. Adolescence is the
given more thought to his future roles and status in the community. He is
therefore likely at this stage to exhibit greater awareness of his desires and
and rest in the pursuance of set goals. It stimulates students to pursue desired
career. Okonkwo further stated that there are two categories of motivation
intrinsic and extrinsic motivation. Intrinsic motives are those that arise from
5
with the individual. Action elicited by ulterior purpose. Extrinsic motive
arise from source outside the individual. Action elicited by obvious external
factor. Motivational factors include both intrinsic and extrinsic factors that
appear to fail in their jobs fields after school, since knowledge of their
motivations or factors and choice into four broad categories namely, external
6
cultural background, whereas, extrinsic reward-oriented values deals with
potentialities. People oriented values deals with reasons associated with the
needs, what an individual hopes to derive from the vocation and what he
guidelines for this study which intends to find out the vocational preferences
of the secondary school adolescents and what motivates them to make these
choices.
choose their careers in the senior secondary school. More often than not they
7
rush to their parents for guidance as to which subject and career to choose.
In some other cases, they resort to careers that they heard of even when they
do not have the potentials for such careers. This seems to be the case in
clear what motivates the students in their preferred vocations. This is the
1. Identify the proportion of the male and female students who show
2. Identify the proportion of the students in the urban and rural areas
8
The findings of the study will be useful to students, teachers, parents,
(1951) and Super (1953) believed that occupational choices take place at
between his wishes and potentials. They posit that one’s vocational choice is
choosing an occupation which fits with his image and abilities. Therefore,
vocation the findings of the study when implemented will significantly help
9
Findings of this study will help the teachers create class projects that
content to that particular occupation. This will enable the teachers to sort and
This will provide better orientation, facilitate learning and growth, and
parents. It will help to guide and counsel parents on matters relating to the
government since the aim of education is to help the individual develop his
study will help the government during the planning of secondary school
The findings of the study will help the guidance counsellor in the
10
themselves, their particular abilities, aptitudes and interest and identify
school adolescents and the factors that motivated their interest. There are
zones in Anambra state but this study will be limited to Onitsha education
zone
Research Questions
11
(1) What proportion of male and female students showed preference
(2) What proportion of the students in urban and rural areas showed
Hypotheses
levels of significance.
areas.
12
CHAPTER TWO
REVIEW OF LITERATURE
13
13
Conceptual Framework
Concept of Adolescence
The word adolescence is derived from a Latin word adolecere
of human beings and an important era in the total life span. Globally
and 21 years. It varies from one socio-economic level to another and from
Nigeria, this stage could be taken to cover ten (10) to nineteen (19) years of
14
adolescence could be a period in life when the brightest and best of every
and most gainfully utilized for achievement of life goals. However this is
feasible only where the home and the society provide sufficient growth
puberty but who has not reached full maturity, a teenager who is still
about what is right and what is wrong, and actively challenging adults when
their (the adolescents) idealistic views do not agree with the reality of adult
15
behaviour of his peers, yet the family remains one of the primary groups that
good living.
are likely to give them much concern about their future roles and status in
(2000) identified some developmental tasks that are very significant for the
independence and preparing for marriage and family life. Accepting one’s
physique and using the body effectively. The individual has to accept as
good whatever sex he or she is born of, and assume the role as well as accept
his/her personality. This will enable him to develop positive self concepts,
achieving new and more matured relationship with age mates of both sexes,
16
Being a period of transition, the adolescent is usually faced with a
Concept of Vocation
implementing their work and derive a feeling of importance from the work
occupation, which a person engages in during his working life. For the
which one earns his living especially one for which he has a period of
17
Vocational Preferences
choice, which processes start from primary school (Ohiwerei and Nwosu,
and physical health is influenced by the type of work he or she does. In other
his entire life. The choice of work is one of the most important decisions one
makes. Ohiwere and Nwosu (2009) noted that vocational choice decision-
making is not an easy task, yet at one time or the other, individuals are faced
with task of making choice in career, preparing for it, starting it and making
progress in it. The choice point is undoubtedly the most critical stage. This is
because making a wrong career decision can mar one’s happiness in life as
18
this could result to vocational maladjustment. Inappropriate career-decision
made may spell doom not only for the individual but also the entire society.
Concept of Motivation
“movere” which means to move into action. Thus, we can say that
who can afford the luxury of doing no work choose not just to stay alive, eat,
sleep and grow like vegetables but rather to work for self competence.
satisfy that need. We also have incentives which are triggered off by external
cause, and which often determine the nature and direction of human activity.
He further stated that there are two categories of motivation. Intrinsic and
extrinsic motivation
19
Intrinsic motives are those that arise from within the individual. We
unnecessary.
someone.
satisfaction and security that can come only to the person who is successful
20
in his chosen vocation. If he makes a wrong choice, the consequences may
(1987), Kemjika (1995), Oladele (2000), Ezeji (2001) and Omeje (2007).
External Factors
Family: The child first environment is his home which comprise of his
family and sometimes extended family members. Naturally, the child first
learns about occupation from the occupations of his parents and other adults
Crites in Nwamuo (2001) stressed that since the family is the basic social
21
influence almost every decision the individual makes in early stages of life,
Most parents plan vocation for their children and work towards the
realization of their plan. A father who did not achieve what he perceives
himself to be would see this image in his son. This results to his insisting on
researches have been carried out to show that certain occupations like
does not always follow rigidity in most situations. There have been cases
aptitudes for some occupations but may be restricted from choosing such
many students who come from poor homes tend to choose occupations,
which do not require long periods of training and expense. On the other hand
22
students whose parents are rich tend to choose occupations regardless of the
occupational level attained and the sequence, frequency and duration of trial
level”….. in this same view, Kemjika (1995) explained that children from
high aspirations while children from low income or poor families attend
so may not aspire for even higher education. According to Omeje (2007)
from the family and relatives, it will be difficult to take course in some
even with a good academic background. Some of these courses take more
preparing the students for useful living within the society and for higher
23
education (N.P.E. 2004). Therefore, the students are to undergo training
both arts or science careers (Nwamuo, 2001). The teachers also in the
teachers are well qualified and teach well. Subjects taught in a school can
laboratory will not be able to teach science subjects to its students. The
students will then become arts inclined. The philosophy of a school the
quality of the school curriculum, teacher, peer group and facilities provided
Urban and Rural Influence: The location of the school in urban or rural areas
exposure of students in the urban area is higher and more in number than
that of students in the rural area, therefore, the experiences they gather in
(Kemjika 1995). He added that the schools in the urban cities are better
staffed than those in the rural areas, also urban students choose professional
24
popular occupations that cut across urban and rural localities. Schools in the
urban areas are provided with computers and internet facilities but in the
rural areas even though the computers might be there, there is no steady
adolescents.
orientation, Ezeji (2001) noted that certain religious beliefs and practices
do not allow women to work, while others prevent their members from
doing certain kinds of work. The effect of religion on its members is that it
capitalized.
the art, thought and customs of the society is imbibed by the child. Nigeria is
25
a multi-cultural nation. Within each big cultural group, you still have
(1986) observed that in Yoruba cultural set up, “the Ijebus are generally
weaving, the Iwos as butchers, the Ilas as palm wine tappers, the lagosians
prevalent among the Hausa-Fulani ethnic groups. He noted that the Hausas
go into administration and trade, the Fulanis rear animal, the Kanuris go into
the army, farming and trading. The Ibos are mainly interested in business,
farming and technical activities. The Ijaws in Rives and Delta States are
fishermen, other in this state are farmers. There are also some occupations
blacksmithing, pottery and soon. The adolescents are also found in these
different cultures and so can learn informally this cultural occupation and
Prestige: Work has different meanings for different people (Omeje, 2007).
self-respect and a sense of worth, and opportunity for social recognition and
participation. In this sense therefore, prestige may imply what other people
26
think of the job, the way the people in the job behave, the way the individual
sees himself. In the job, the remunerations the job offers, the status of the
individual in the job, the kind of people the individual associated with and
the respect others give to an individual as a result of the job. Thus, some jobs
are not highly regarded while others are regarded as very important. Ezeji
(2001) stated that the prestige of an occupation usually reflects the type of
occupation. For example, medicine, law and engineering are usually viewed
Nigeria.
work. Some work in open fields, in hot or cold weather, others work under
the ground (like miners), or in the air in the case of pilots, while some work
on the sea like sailors and fishermen. Also occupations involve different
activities which may require interaction with objects or with human beings.
Onwubolu (2001) also noted that the working conditions of a job is the time
public holidays, traveling while on duty and so on. Some workers like jobs,
27
which allow them to travel from one place to another, while other workers
abhor jobs that involve traveling from place to place. The effect of working
Gender or Sex: Children are naturally born with different sexes. According
females in various cultures. In some cultures, right from birth the roles
expected of males and females become clearly defined, that in later adult life
have achieved an adult level understanding of sex type and prestige level of
occupational choices based on sex types and prestige levels. For example,
perceived as too masculine (e.g. a career as a miner) and also might consider
28
eliminating choices that are perceived as low social prestige (e.g. a career as
a housemaid).
matured earlier than boys in their career attitudes. They also found females
reaction to early working experiences was more mature than that of males.
careers. Miller, Lietz and Kotte (2002) found female were far less likely to
enter science-based occupations than males, and emphasized the need for
Heckert Droste, Adams, Friffin, Roberts and Wallis (2002) noted that female
college students, more than males in their criterion for choice of career put
rearing, career certainty and working hours. Small and McClean (2002) also
29
want to run their own business than females. Further, Noon and Blyton
(1997) argue, females, more than males, desire in intrinsic rather than
Interest: Interest implies the kind of the things we enjoy and like. Definitely,
Super (1953) in Ezeji (2001) people differ in their interests. Hence people
like different makes of cars, build different houses, buy different shirts or
levels.
ii. Manifest interests are shown in deeds or actions that the individual
30
iii. Inventoried interests are measures of interest obtained from responses
iv. Tested interest this is the use of test results of acquired knowledge in
certain areas in the school work. For instance, results got from subject
work he should learn about the demands and peculiarities of the work.
needs and values attached to such occupations, and it is often difficult to find
an occupation which can meet one’s needs at all times of one’s occupational
life. This is because needs and values often change and these changes affect
31
the law school. Apart from the above, all profession are classified as skilled,
the individual to enter into and perform efficiently well in such a job.
Kemjika (1995) indicated that in Nigeria for example, admissions into the
differential cut-of points in the JAMB examination scores. Usually the more
restricted the range of the ability scores for a given vocation the more
Nwamuo (2001) noted that some higher level occupation require high
ability and lower ability would mean failure in the occupation. Thus,
actually lower than theirs, they may find that neither the work nor their
32
preparation. Thus, JAMB Examinations is used to determine the intellectual
body behaviour mind set and so on. Personality factors help in determining
demand of its worker personality traits quite different from those demanded
(Nwamuo, 2001).
that people, knowing their own interests and abilities, would actively search
realistic, linked with preference for outdoor and physical work, with few
33
ambiguous activities to create artistic product such as panting, drama and
conventional, linked with high structure self control and low interpersonal
(Kniveton, 2004).
given field of life. Some occupations demand that the entrants have some
and the quality of work he is likely able to perform. Aptitude implies that an
individual can develop through training, the ability to perform a certain act.
some hopes of success. Aptitudes can be discovered through interest in, and
34
Values: People attach different levels of importance or value to different
things. Thus, some value money, others value prestige, while some attach
work, people value such things as economic security (Salary and Fringe
creativity (Hayes and Hopson, 1987). In Nigeria, for example, people who
value job security usually choose occupation in the civil service where job
tenure is fairly stable. Those who value economic rewards, or income choose
occupations, which offer very high wages like in the banks, other financial
education and law while career choices in business influence the person’s
values.
According to Hornby (2005) self is the type of person you are, especially the
way you normally behave, look or feel. Self is the sum total of a person’s
35
abilities, attitudes, interests, values, intelligence, aptitude and so on which
Super (1953) in Ime (2005), pointed out the relationship between self
further pointed out that the choice of an occupation is one of the points in
himself. That is the point when he says, “I am this kind of person.” To super,
further explained that self concept is the picture that an individual has of
himself. Once an individual has mapped out an image for him, the type of
people he would want to meet in his working life, all these influence his
vocational choice.
36
Theoretical Framework
Development Theory
and
series of stages that the individual will go through. The three stages of
Fantasy Stage (Childhood): The period coincides with the latency period
between the ages of 6 to 11. The chief feature of this stage is the arbitrary
nature of the child’s choice and the lack of reality orientation reflected in the
fact that children ignore reality, their own potentials and abilities or the time
37
perspective of three of the very important ingredients in the vocational
developmental tasks. These include interest stage, capacity stage, value stage
postulated that the actual vocational choice, that is, the implementation of a
prepared occupation, and (c) The recreating awareness of his need to shift
38
Thus, the theory is suitable for this study. Adolescents has specific
of.
Growth Stage (Birth – 14 Years): This is the stage at which the child
39
Establishment Stage (25-44 Years): At this stage the individual has found a
himself or herself on the job, make name on the job and keep it secured till
retirement.
Decline Stage (65 Years and Above): At this stage, the individual is les
retirement
requires a person to state explicitly his concept of himself, people with self-
knowledge and accurate information about themselves and the world are
individual determine has career choice. This means that the individual
40
Holland indicated that each individual holds a stereotype of various
vocations that have psychological and sociological relevance for him or her.
Igborgbor (1991).
include. The realistic (motoric) type, the investigative (intellectual) type, the
require intellectual abilities and scientific skills. He avoids activities that are
solve problems.
41
Social Personality: The social person prefers activities that involve others,
Some of the personality types are more closely related than others and
no individual is one pure type but has some amount of each, that is, has a
42
profile that constitutes his or her personality pattern which leads to an
occupational preferences.
Need Theory
some particular ways and that this tendency coupled with childhood
Roe three child rearing practices exist which influence results in personality
concentration on the child, avoidance of the child, the accepting of the child
rearing practices.
child lacks independence and initiatives. Such children often end up making
43
unrealistic vocational choices in a bid to satisfy their parents’ unrealistic set
their children thus influencing them into choosing, mechanical and non-
This class of child rearing has parents who exhibit either casual
attainment.
Theory of Motivation
44
According to Atkinson when an individual is actively involved in a
task, he set himself a standard to conquer. This standard is called the level of
varies not only in strength but also in kind. It may be positive or negative.
Positive aspiration has to do with winning success or doing better than one
There are two sets of factors, which interact to determine the level of
aspiration. They are the personal factors and cultural and environmental
45
A number of research studies have been conducted (though some of
The aim of the study was to find out the factors that students considered
before picking careers. The study which was a survey had a population of
46
4,729 S.S II students from which a sample of 400 students was selected.
Three null hypotheses were generated for the study. The motivation for
occupational
The data was subjected to statistical treatment using mean and t-test
analysis. The result showed: that 76% of the boys preferred professional
course like law, medicine and geology. 98% of the girls preferred people-
chose career without considering the factors that influenced career choice
aptitudes.
students in Anambra State. The main aim of the study was to ascertain the
jobs that appealed most to senior secondary school students in the state and
also find out the factors that influence their job aspiration. The results
47
pharmacy and engineering in descending order of preference (b) the students
aspire to these top five jobs mainly because of their high economic rewards,
social value and high prestige, (c) the students aspired least to artistry,
aspired least to those jobs for religious, psychosocial and counseling because
38 white and 28 Hispanic males, ninth graders from a suburban high school.
The results of the investigation showed that (a) there was no, differences in
personality type. (b) the only difference in career beliefs by race was that
48
secondary school students in the federal government colleges in Nigeria. The
aim of the study was to find out the relationship between personality types
and sixteen (616) senior secondary two students. The two instruments used
for the study were Students’ Personality Questionnaire (SPQ) and Students’
Career Choice Questionnaire (SCCQ). The result showed that there were
investigative personality types on one hand and career choice on the other.
aim of the study was to assess the impact of career education on career
of 417 females and 79 males were administered the career decision (CDS),
the check list (CBC) and a demographic sheet. This study provided a partial
support for the assumption that taking a career education course influence
student’s career belief and career decision making. The results also
49
underscore the relevance of planning career education course content that
reflects how the influence of gender and college years status affect career
decision making.
study, therefore, was to investigate the low preference for library and
of Nigerian schools. The survey research design was adopted, with career
the study. The study revealed that majority of the students did not make
library and information service their first choice, but ended up in he library
school as a last resort. However, 38.4% who chose the course were mostly
(9.20%). There are slightly more male library and information service
students than females (49.7%), indicating its equal popularity among both
sexes. The study concludes that despite the evidence of improved popularity
50
prospective undergraduates in Nigeria, when compared with such other
Another study by Mei, Wei and Mark (2008) explores the factors
Eighty-one female and sixty male students participated in the study. These
questionnaire was used for the study. The result revealed that high school
girls, compared with their male counterparts, were more interested in and
had higher self efficacy on occupations that involve working with people
and ideas (i.e. the artistic and social types in Holland’s theory). The high
school girls also were found to more likely choose occupations that involve
interested in, had higher self efficacy for, and were more likely to choose
51
was on the outcome expectations, with girls showing more desire for internal
motivations on which students base their choice of career. The aim of the
study was to provide a current profile of the influences and motives related
to student career choices. The sample of 384 young people comprised 174
last-born. The age range was 14-18 years. The questionnaire and interview
career choice. The results showed that parents have a greater influence than
teachers. With birth order, the eldest child is more influenced by the father,
the youngest by the mother. Males more than females want to get a job, but
females more than males want to get married in addition to having a job or
such as money and liking for the job, then altruistic rewards, then the use of
provision.
52
The review of literature was done under three main sections namely
by which one earns his living especially one for which he has a period of
type theory of Holland (1959), Anne Roe need theory (1957) and theory of
motivation.
53
Most of the studies focused on the identification of secondary school
motivate them which is also the purpose of this study. All the studies
reviewed used samples different from that which the present study intends to
use for instance the hearing impaired students was used. Generally, all the
dissimilarities between them and the present study, however, the areas of
differences are more than areas of similarities the nature of sample presently
To the best knowledge of the researcher location has not been used as
carrying out this study with the view of the finding out the correct and
54
CHAPTER THREE
RESEARCH METHOD
This chapter describes the research design and the procedure used to
conduct the study. They include the research design, area of the study,
population of the study, sample and sampling technique; instrument for data
Research Design
The design that was used in this study is survey design. This design
people or item is studied by collecting and analyzing data from only a few
with Nkwelle Ezunaka, Nkpor, Ogbaru, Obosi, and Asaba in Delta State.
Onitsha Educational Zone was chosen from the zones because the area was
55 55
noted for its commercial activities. The biggest market in West Africa is
located in the area of this study. The inhabitants are therefore mainly traders,
North, Onitsha South and Ogbaru Local Government Areas. There are thirty
one secondary schools in the zone. For the purpose of easy coverage and
true representation, the areas will be divided into two that is urban and rural
centres. The urban centre comprises Onitsha North and Onitsha South local
government area.
They were 3,492 students from 31 secondary schools in the zone. (Anambra
2010/2011). Senior secondary school three are chosen because they are
about leaving school and will soon be faced with the choice of future
occupation.
56
The sample for the study was made up of 349 students irrespective of
gender. This figure represents 10% of the total population. To draw this
ensure representation from each stratum for the study. The education zone
was stratified into local government area as Onitsha North, Onitsha South
hundreds, a 40% or more samples will do, if many hundreds, a 20% sample
will do, if a few thousands, a 10% sample will do and if several thousands, a
5% or less will do. Since the population of the study run into few thousands,
in collecting the data for the study. The VIMFQ comprise three sections.
57
classification by Ochiagha (1995) while section C elicits the factors that
Bakare (1977). Section C is a 5-point Likert type scale. It was divided into
and people oriented values. Section C also has twenty items for choice of
Counselling and one in Measurement and Evaluation for face validation, all
58
Reliability of the Instrument
factor questionnaire (VIMFQ). The trial testing was conducted using twenty
(20) students at Awka Education Zone of Anambra State The data generated
internal consistency for each of the sub-section C of the VIMFQ. Thus, the
oriented values = 0.75, self expression values = 0.59, and people oriented
administer copies of the VIMFQ to the students. The researcher did this with
students about the responses were clarified too. The researcher collected the
59
Method of Data Analysis
The data collected were analyzed in line with each research question
percentages. Research questions three and four were answered by mean and
standard deviation. Hypotheses one and two were tested at 0.05 alpha level
using chi-square.
60
CHAPTER FOUR
RESULTS
The results of the study were analyzed and presented in line with
the research questions and hypotheses that guided the study. Cluster by
cluster presentation was adopted for convenience.
Research Question I
What proportion of male and female students showed preference
for various vocational areas? Data answering this research question are
contained in table I
Table I: The proportion of the male and female students who
showed preference to various vocational areas.
Group Vocational areas Gender of N Percentage %
students
00 Professional occupations Male 69 45
female 101 52
01 Managerial occupations Male 26 17
female 1 0.5
02 Agricultural occupations Male 2 1
female 7 4
03 Technological Male 4 2.5
occupations female 6 3
04 Business occupations Male 41 27
female 45 23
05 Clerical occupations Male Nil Nil
female 22 11
06 Skilled/semiskilled Male 4 2.5
occupations Female 5 2.5
07 Apprenticeship Male 2 1
occupations Female 8 4
08 Service Male 6 4
Occupations Female Nil Nil
09 Unskilled labourers Male Nil Nil
Female Nil Nil
Total Male 154 100
Female 195 100
Total 349
61
61
Data on table 1 above shows the proportion of the male and
females had 3%. In group 04 (business), males had 27% while females
had 23%. In group 05 (clerical), males had 0% while females had 11%.
This indicates that male and female students prefers vocation in the
Hypothesis I
62
Table 2: Chi-Square Analysis of male and female students’
vocational preferences.
Group Vocational areas Male Students Female Students
O E O E
00 Professional 69 19.2 101 24.4
occupations
01 Managerial 26 19.2 1 24.4
occupations
02 Agricultural 2 19.2 7 24.4
occupations
03 Technological 4 19.2 6 24.4
occupations
04 Business 41 19.2 45 24.4
occupations
05 Clerical Nil Nil 22 24.4
occupations
06 Skilled/semiskill 4 19.2 5 24.4
ed occupations
07 Apprenticeship 2 19.2 8 24.4
occupations
08 Service 6 19.2 Nil Nil
Occupations
09 Unskilled Nil Nil Nil Nil
labourers
Total 154 154 195 195
df = 7; Calculated 2 = 219.7
63
Results in table 2 indicate that there is a significant difference
level, the 2 value of 219.7 was significant. Hence, the null hypothesis
rejected.
Research Question 2
64
Table 3: The Proportion of the urban and rural students who
showed preference to various vocational areas.
Group Vocational areas Location of N Percentage %
students
00 Professional Urban 119 47
occupations Rural 51 53
01 Managerial Urban 26 20
occupations Rural 1 1
02 Agricultural Urban 4 2
occupations Rural 5 5
03 Technological Urban 10 4
occupations Rural Nil Nil
04 Business occupations Urban 59 23
Rural 27 28
05 Clerical occupations Urban 18 7
Rural 4 4
06 Skilled/semiskilled Urban 9 4
occupations Rural Nil Nil
07 Apprenticeship Urban 3 1
occupations Rural 7 7
08 Service Urban 5 2
Occupations Rural 1 1
09 Unskilled labourers Urban Nil
Rural Nil
Data on table 3 above shows the proportion of the urban and rural
revealed that in group 00, urban students had 47% while rural students
had 53%. In group 01, urban students had 10% while rural students had
1%. In group 02, urban students had 2% while rural student had 5%. In
group 03, urban students had 4% while rural student had 0%. In group
04, urban students had 23% while rural students had 28%. In group 05,
65
urban students had 7% while rural students had 4%. In group 06, urban
students had 4% while rural students had 0%. In group 07, urban
students had 1% while rural had students had 7%. In group 08, urban
students had 2% while rural students had 1%. In group 09, urban
Hypothesis 2
66
Table 4: chi-square Analysis of urban and rural students’
vocational preference.
df = 8
chi-square = 418.4
67
Result in table 4 indicates that there is a significant difference
between the urban and rural students who showed preference to various
significant at .000 level. This therefore shows that at 0.05 level, the 2
Research Question 3.
68
Result in table 5 above indicates that factors such as external
influenced with a mean of 3.40 for male and a mean of 3.40 for female
self expression values with means of 4.30 and 4.30 respectively and
Research Question 4
69
Result in table 6 above indicates that factors, external influence
with a mean of 3.0 for urban and a mean of 3.53 for rural student,
expression values with mans of 4.40 and 4.10 respectively and people
oriented values with means of 4.13 and 4.23 respectively are factors
that motivated the vocational preference of the urban and rural students.
70
3. The male and female students are motivated by external
71
CHAPTER FIVE
this chapter also are conclusions, limitations of the study suggestion for
Discussion of Result
The findings of the study were discussed in line with the research
72 72
The urban students are motivated by external factors to a low
The result of the study as shown in table I revealed that male and
73
students aspire to these professional courses because of their high
economic rewards, social value and high prestige. None of the students
2.
students in the rural area, therefore, the experiences they gather in their
74
(Kemjika, 1995). He added that the schools in the urban cities are better
staffed than those in the rural areas also urban students choose
rural localities.
The result in table 5 indicated that both male and female students
extent. All the other motivational factors used in this study influenced
the students to a great extent. This result means that the motivating
Kniveto (2004) which showed that the primary motivations to work are
instant gratification such as money and liking for the job, then altruistic
rewards, then the use of a job to provide ‘status’ and finally, longer-
and Mark (2008) found that girls show more desire for internal rewards
75
and male appear to place a greater value on prestige and external
rewards.
The result of the study as shown in table 6 revealed that the urban
students are influenced by the external factors to a low great while the
influenced both urban and rural students to a great extent. The result
mean that all the factors used in this study motivated the urban and
difference in the mean scores. This is not surprising because the urban
and students must have been influenced by their environment. They are
vocations and get to know about different professions more than there
76
students in the rural area, therefore the experiences they gather in their
Conclusion
derivable from the job, self expression and people oriented values
77
Urban students are influenced by the external factors to a low
Educational Implication
From the findings of this study one can deduce some important
government.
For this reason more efforts should be geared on the part of teachers
Furthermore, the result of the study showed that urban and rural
business areas. When taken into account the important role of guidance
78
educational policy to ensure that guidance and counseling periods are
Result have further shown that male and female students are
vocation that would benefit the larger society as regards meeting the
choice.
Recommendations
79
Though majority of the students benefit from guidance services, a
good number of them are not gaining from it. So the researcher
occupations.
80
then gather first hand information from people who are directly
ventilated and lighted and free from outside distractions where students
can feel free and more comfortable to discuss their aspired careers and
senior secondary III students were examination class. The students said
subject.
81
The present study used only SSS III students in Onitsha
Anambra State. But since we assume that adolescents were the same
This study is not claiming that it has investigated into all factors
82
1. What proportion of male and female students showed preference
83
The instrument used of the study was adapted by the researcher
for VIMFQ using cronbach alpha for each motivational factor in the
and people oriented value = 0.62, the overall alpha coefficient was
deviation while hypothesis was tested at 0.05 alpha level with chi
square.
84
4. Urban students are influenced by the external factors to a low
Suggestion for further research and limitations of the study were also
made.
REFERENCES
Adedayo, O. (2001). Review of Child Rearing Practices for Reducing Drug Abuse
among Adolescents. In Okonkwo R. U. N and Okoye Rummy O. (eds) The
Nigerian adolescent in Perspective. Ekwulobia. Theo Onwuka and Sons
Publishers.
85
Egwuchukwu, I. (1997). Correlates of Job Aspirations of Senior Secondary School
Students in Anambra State. Unpublished M.Ed Project, Nnamdi Azikiwe
University Awka, Awka.
Hayes, J. and Hopson, B. (1987). Career Guidance: the Role of the School in
Vocational Development. Ibandan: Heinemann Educational Books Ltd
Heckert, T. M., Droste, H. E., Adams, P. J., Friffin, C. M., Roberts, L. L., and
Wallis, H. A. (2002). Gender Differences in Anticipated Salary: Role of
Salary Estimates for other’s Job Characteristics, Career paths and job in
puts, Sex Roles 47 (3-4), 39-51.
86
Issa, A. O. and Nwalo K. I. N. (2008). Factors Affecting the Career Choice of
Undergraduates in Nigerian Library and Information Science Schools
African Journal of Library, Archives and Information Science.
http://findarticles.com/p/articles/mi 7002/is 1 18/ai. 28539226/Retrieved
July 8, 2010.
Mei Tang, Wei Pan, and Mark D. Newmeyer (2008). Factors Influencing High
School Students’ Career Aspirations. Professional School Counseling.
http://findarticles.com/p/articles/mi mokoc/is 5 11/ai n 27889687/? tag =
rbxcra. 2.9.11 Retrieved July 9, 2010.
87
Nwamuo, P. A. (1991). Theories of Vocational Development and Adjustment. In
G. C. Unachukwu and G. C. Igborgbor (Eds) Guidance and Counseling: A
Realistic Approach. Owerri: International Universities Press.
88
Onwubolu, C. O. (2001). Vocational Preference and Motivational Factors of
Hearing Impaired Students. Unpublished Master’s Thesis. University of
Port Harcourt, Port Harcourt.
Peng, A. (1996). The Impact of Career Education Course on Career Beliefs and
Career Decision making Among Business College Students in Taiwan.
Dissertation Abstract International, 58(8): 33405-A.
89
APPENDIX I
Table I: Number of Schools and Students that will be involved in the Study.
Sample selection
1846
Onitsha North L.G.A = 10100 x 184.6 185
1
682
Onitsha South L.G.A = 10100 x 68.2 68
1
964
Ogbaru L.G.A = 10100 x 96.4 96
1
90
APPENDIX II
Faculty of Education,
Department of Educational Foundations,
University of Nigeria,
Nsukka.
Enugu State.
Dear Respondents,
confidentiality.
Thank you
Yours sincerely,
91
APPENDIX III
92
Group 04 – Business Occupations
24. Accounting
25. Salesmanship
26. Banking
27. Marketing
Group 05 – Clerical Occupations
28. Cashier
29. Typists
30. Book keepers
31. Tax collectors
32. Receptionists
Group 06 – Skilled/Semi Skilled Occupations
33. Photography
34. Plumbing works
35. Printing
36. Hair dressing /Barbing
37. Computer Operators
Group 07 – Apprenticeship Occupations
38. Welders
39. Electricians
40. Carbinet makers
41. Vulcanizers
42. Fashion designers
43. Goldsmiths
Group 08 – Service Occupations
44. Waiters/waitresses
45. Cooks in hotels
46. Security men
47. Firemen
48. Army
49. Naval force
50. Police forces
Group 09 – Unskilled Labourers
51. Farm labourers
52. Cleaners.
93
Section C
Motivational Factors
Indicate the extent to which you agree or disagree with the under stated
items. Note that Very Great Extent = VGE, Great Extent = GE, Low Extent = LE,
EXTERNAL INFLUENCE
94
12 Career that provides other benefits like house allowances free
ideas)
things).
PEOPLE-ORIENTED VALUES
95
APPENDIX VI
96
109
APPENDIX VII
97