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TITLE PAGE
INFLUENCE OF GUIDANCE AND COUNSELLING IN CAREER CHOICE OF SECONDARY SCHOOL STUDENTS IN EKITI LOCAL GOVERNMENT
AREA OF KWARA STATE
BY
---
EE/H2013/01430
DEPARTMENT OF PUBLIC HEALTH EDUCATION
SCHOOL OF HEALTH
INSTITUTE OF ---
DECEMBER,2018
APPROVAL PAGE
This is to certify that the research work, "influence of guidance and counselling in career choice of secondary school students in ekiti local government area of kwara state" by ---, Reg. No. EE/H2007/01430 submitted in partial fulfillment of the requirement award of a B.Sc on Public Health Education has been approved.
By
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Supervisor Head of Department.
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DEDICATION
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ACKNOWLEDGEMENT
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ABSTRACT
This study investigated the influence of Guidance and Counselling ion career choice of secondary school students in Ekiti Local Government Area of Kwara State. This research work was to assess the extent to which influence of Guidance and Counselling has influenced in career choice of secondary school students in Ekiti Local Government Area, Kwara State.
The population sample was two hundred (200) students randomly selected from each school in Ekiti Local Government Area of Kwara State. The researcher’s designed influence of Guidance and Counselling in carrier choice questionnaire (IGCCQ) was used to collect data from the respondents. Four null hypotheses were generated to guide the study.
The finding revealed that, age, gender, religious and class level of respondents has the influence of guidance and counselling in career choice of secondary school students in Ekiti Local Government, Kwara State.
It was recommended that practicing counsellors from all levels of institutions should design individual and group counselling programmes for students to cater for comprehensive and effective education for all level of institutions. Through such programmes, students will be educated to appreciate good moral and stay away from deviance behaviours in the school and outside the school. Also indecent dressing should be discouraged and students should work harder and be dedicated to their studies.
TABLE OF CONTENTS
Title Page i
Approval Page ii
Dedication iii
Acknowledgements iv
Table of Contents vi
List of Tables ix
Abstract x
CHAPTER ONE: INTRODUCTION
Background to the Study 1
Statement of the Problem 8
Research Questions 11
Research Hypotheses 12
Purpose of the Study 13
Significance of the Study 14
Operational Definition of Terms 16
Scope of the Study 17
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Introduction 19
Concept of Career and Career Development 20
Factors Influencing Career Choice 28
Factor Affecting Career Choices among the Students
in Secondary Schools 34
Role Model and Parental Factors 36
Guidance and Counselling in Nigeria 44
School Counsellor 48
Roles of Counsellors in Career Development 52
Appraisal of the Reviewed Related Literatures 59
CHAPTER THREE: METHODOLOGY
Introduction 61
Research Design 61
Sample and Sampling Procedure 62
Instrumentation 64
Psychometric Property of the Instrument 65
Validity 65
Reliability 65
Procedure for Data Collection 65
Method of Data Analysis 67
CHAPTER FOUR: RESULTS
Introduction 68
Demographic Data 68
Hypotheses Testing 73
Summary of Findings 77
CHAPTER FIVE: DISCUSSION, CONCLUSION, AND
RECOMMENDATIONS
Introduction 79
Discussion 80
Conclusion 86
Implications of the Findings 87
Recommendations 88
Suggestions for Further Studies 90
References 92
Appendix 96
LIST OF TABLES
Table 1: Distribution of Respondents by Age, Gender,
Religion and Class Level 69
Table 2: Means and Rank Order of Responses to the
Items on the influence of guidance and
counselling services on career choice of
students 71
Table 3: Mean, Standard Deviation and t-value
of Respondents on the influence of guidance
and counselling on career choice on the
basis of gender 73
Table 4: ANOVA Result on the influence of
guidance and counselling on career choice
on the basis of Religion 74
Table 5: Mean, Standard Deviation and t-value of
Respondents on the influence of guidance
and counselling on career choice on the
basis of class level 75
Table 8: ANOVA Result on the Influence of guidance
and counselling on career choice on the
basis of age 76
CHAPTER ONE
INTRODUCTION
Background to the Study
Counselling is a helping relationship in which one person endeavours to help another solve his/her adjustment problems (English and English, 1971, cited in Okebiah and Okorodudu, 2004). This helping relationship originated from the very discovery that young people need to be guided in their career decision-making process. Okobiah and Okorodudu (2004) emphasise that counselling is a person-to-person process in which one person (the counselee is helped by another person (the counsellor) to help, increase in understanding and ability to solve his/her adjustment problems. They explained further that counselling requires a wide range of activities which should start from the infant stage of the child designed to aid individuals in solving their problems, the problems referred to in counselling and mostly those of decision-making and developmental problems. One of the benefits of counselling is that it helps the individual to develop, sustain a career and be adjusted in life (Obiunu and Ebunu, 2010).
Career, according to Okobiah and Okorodudu (2004), refers to a variety of work and non-work situation which usually span through the entire life of an individual. According to them, career is generally related to a pattern of decision, transaction and adjustments which affects one’s of decision, transaction and adjustments which affects one’s role in work, education family, community development and leisure. The National Career Development Association (NCDA) (2003) stated that career is the total of work. Paid and unpaid – one does in his/her lifetime. Thus, career embraces a sequence of positions jobs or occupations which an individual holds during his/her life time (Obiunu and Ebunu, 2010).
Career counselling is a field of counselling which gives relevant information regarding different careers. It is a process of helping and enabling people in their career development. Career counselling helps the students to select their careers according to their choices and interests. Career counselling is now being increasingly stressed as an integral part of education. According to Francis (2010), career counselling involves three steps which are: self analysis, occupational analysis, and true reasoning or counselling to relate personal and occupational information.
One major variable that affects how people choose their occupations is personality traits. Holland (1987) argued that the choice of an occupation share similar personality characteristics. Career interest is a second factor that affects the choice of a career. An interest may be concerned in terms of an activity which an individual engages in for the interest of it without deserving for an external reward. The reward is in the performance of the activity the person does (Lazarus, 2011).
Personality and interest are not the only criteria for choosing a career. An individual’s aptitude and intellectual abilities are equally of great importance. An aptitude is a potential for success in an area after undergoing some training but a layman may define aptitude as a flair for something. The context in which people live, their personal aptitudes, and educational attainment are other things that do influence people’s career choice (Bandura, Barbnaranelli, Cafrara and Pastorelli, 2001).
Similarly, skill and values also affect peoples’ choices. Values are the guiding principles that are ordered in importance and serve as standards for judging and justifiying actions (Schwartz, 1992). In addition, Osakunle and Adegoroye (20080 identified factors that influence adolescents’ choice of career as: sex, location of choice maker, environment, school influence (peer and curriculum content), and religious affiliation, child rearing and family values.
In the opinion of Morris and Levinson 91995): Pierce, McDdermolt and Butkus (2003), although intelligence is associated with career maturity and the development of decision making skills, factors other than skills, abilities, and personality play a major role in career development and satisfaction for people with mental retardation. Factors such as interests, social opportunities, emotional rewards, and economic benefits influence career choices (of most adolescents, including those with cognitive limitations) (Szymanski, Hershenson, Enright and Ettinger, 1998).
In addition, Krumboltz, Mitchell and Jones (1976) opined that there are four factors that affect career choice of individuals, these are: genetic enrolment and special abilities (such as race, gender, physical appearance and characteristics), environmental conditions and events like social, cultural and political, economic forces; natural forces and natural resources), learning experiences (instrumental learning experience which consists of preceding circumnstances.sti1mulus; behavioural responses (overt and covert); consequences, associative learning experience, and task approach skills (personal standards of performance; work habits, emotional responses).
Fundamentally, the goal of guidance and counselling is to make it possible for an individual to see and explore his or her unlimited endowed options. Many scholars such as Odeck (1999), Ipaye, (1995), Makinde (1981) opined that the major service areas of guidance and counselling which assists students in their curriculum and school life choices, vocational guidance and counselling which assists the individual to choose and prepare for an occupation that is compatible with his interests and aptitudes, and personal and social guidance and counselling which assists the individual to behave appropriately in relation to other members of the society.
As part of vocational guidance and counselling programme, career development enables guidance counselors to assist individuals to identify and learn the skills by which they can be more effective in planning for and choosing jobs, in making effective transitions effectively. Career development, for most people, is a life long process of engaging the work world through choosing among employment opportunities made available to them. It is a process of getting ready to choose, choosing, and continuing to make choices (Brown, Brooks, and Associates, 1996).
The National Career Development Association (NCDA) (1993) noted, helping individuals increase self-understanding of their abilities, interests, values, and goals is a vital foundation of the career development process (p.2). The NCDA suggested that career development activities help students develop positive work habits (for example, organization, following directions, completing assignments on time), set goals, make informed decisions, identify interests and abilities and explore jobs (for example, job shadowing and apprenticeships).
From the foregoing, the factors influencing career choices include psychological, sociological, physical, economic, educational and choice factors. It should be noted that the roles of guidance and counselling on career choices of the secondary school students cannot be overemphasized.
Statement of Problem
A major turning point in adolescents’ lives involves the career choice that they make while in senior secondary school. Frequently, it is viewed by family and community as a mere start to workplace readiness; however, this decision plays a major role in establishing youth in a career path that opens as well as closes opportunities (Lazarus, 2011).
Essentially, parental influence has been influated in the career choice of children (Roe 1987, Adigwe 1981, Okeke 1996, Gesinde 1986). Okeke for example also studied the relationship between parental occupations and their children’s occupational preferences. Okeke found that 60% of the children were willing to take after their fathers’ occupations (medicine) while 23% were willing to follow their mother’s occupations (nursing). Gesinde on other hand posits that parents influence is much more intricate and more pervasive that is shown, students of secondary schools are often not aware of these influences and may accept the choice of their parents as theirs. The situation owes its origin to early childhood when the child grabs his parent’s attitude towards different vocations. A conflict therefore occurs when the child submits to his parent’s choice while at the same time deeply resenting his submissions as he becomes aware of his loss of independence and finds his area of interest (Gesinde, 1986).
Peer groups also have influence on the occupation choice of students. In his view Hinchilife (1973) observes that friends are important factor in the career choice of adolescents. Durojaiye (1970) also found that 76.6% of the pupils he studied said that their classmates would be employed in professional occupations just like them; while 24% said that their choosen jobs would be same as those of their friends.
Interest is also a significant factor in students’ vocational choice. Owie (2003) advanced the position that the most important reason why a person chooses a particular career is that the person has intrinsic interest in the field, while this may be highly influenced by prior academic achievement.
Moreover, Gesinde’s (1978) study showed that gender plays an important role in determining the career preferences of students. Other research findings which support gender differences in career preferences and choices include the works of Yuh (1980) who in her study of some correlates of vocational orientations of some Nigerian Secondary students discovered that significantly, more male students preferred realistic, investigative and enterprising careers than females.
Thus, the problem of the study is that some secondary school students are not able to make appropriate career ch1oices due to a number of factors that affect their career development process. This study investigated the influence of guidance and counselling on career choices among the secondary school student in Ekiti Local Government Area of Kwara State.
Research questions
The following research questions are generated for the study which the researcher intends to answer:
- What is the influence of guidance and counselling on career choice of secondary school students?
- Is there any significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of sex?
- Is there any significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of class level?
- Is there any significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of age?
- Is there any significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of religion?
Research Hypotheses
From the questions stated above, the following null hypotheses have been formulated:
- There is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of sex.
- There is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of class level.
- There is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of age.
- There is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of religion.
Purpose of the Study
The purpose of the study is to investigate the view of secondary school students on the influence of guidance and counselling on career choices. In the course of this research work, variables such as age, religion, sex and class levels are considered whether they have direct significant impacts on the influence of guidance and counselling on career choices as expressed by the respondents.
Significance of the Study
This study is highly imperative to the secondary school students because it will enable them to know various career choices in our contemporary world. In other words, it will enlighten and sensitize them on various career options and determinants of careers choices in our society. Therefore, the problem of wrong and ill-informed career choices will be addressed, because the students will be more informed and sensitized by this empirical study.
Moreover, this study will be highly useful to the school administrators in the area of planning and curricular development in schools. It will enlighten them on the relevance and importance of guidance and counselling on career choices among the students in secondary schools. Therefore, emphasis will be placed on guidance and counselling as an important mechanism for career guidance and development.
Subsequently, this study is fundamental because it will enlighten the parents on various career options for their children or wards ad various determinants of career choices. This will enable them to properly guide their children and wards towards making an informed career option or choice because teachers or school counsellor cannot do it alone; it is a collective responsibility.
Lastly, this study is highly imperative to the Ministry of Education in their formulation of career guidance programs for the secondary school students, such programs may include sponsoring workshops, classes, focus groups and special presentations that focus on job skills and personal development. Also, job shadowing arrangement, work placement and community based learning programs.
Operational Definition of Terms
For the purpose of clarity, the following terms are operationally defined as used in this study:
Career Choices and Options: Career options are series of jobs that are available for people to choose such as medicine, law, engineering, pharmacist, teacher. This can also mean career option. Therefore, career choices can be referred to as the picking of a job out of various career options available.
Career Guidance: Career guidance means those programs aimed to help students make more informed and better educational and career choices.
Career: Career is the series of jobs that a person in a particular area of work, usually involving more responsibility as time passes. In other words, the period of time that someone spends in his/her life working or doing a particular thing.
Counselling: Counselling can be defined, according to how it is used in the study, as the professional advice about a problem such as on career choices.
Guidance: Guidance, according to the study, means help or advice that is given to somebody, especially by somebody older or with more experience.
School Counsellor: A school counsellor is a counsellor who works in elementary, middle and secondary schools to provide academic career, college access and personal/social competencies to students.
Scope of the Study
This research work is designed to find the influence of guidance and counselling on career choices in Ekiti Local Government Area of Kwara State as express by secondary school students. All the secondary school students of the area are the target population but 100 respondents are selected to participate in the study. In the course of the research work, considered whether they have direct significant impacts on the influence of guidance and counselling on career choices as expressed by the respondents. Questionnaire technique will be used to collect the information/data from the respondents.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Guidance and counselling is highly fundamental in every school, because of its overriding influence on career choice among the secondary school students. Thus, guidance and counselling can be seen as an initiative and is aimed at providing career information and skills to impart life-skills to students. These life-skills empower people to use their functional skills and knowledge in the work place. Therefore, the goal of secondary school counselling is to help every student develop abilities of self-understanding, decision-making and life planning.
However, a number of studies have been fielded on guidance and counselling. Therefore this chapter is divided into the following sub-headings:
- Concept of career and career development
- Factors Influencing career chouse
- Factor Affecting Career Choices among the Students in Secondary Schools
- Guidance and counselling in Nigeria
- School counselling
- Roles of counselors in career development
- Summary of the reviewed literatures
Concept of Career and Career Development
Career, according to Okobiah and Okorodudu (2004) refers to a variety and non-work situations which usually span through the entire life of an individuals. According to them, career is generally related to a pattern of decision, transaction and adjustments which affects one’s role in work, education, family, community development and leisure. The National Career Development Association NCDA (2003) stated that career, is the totality of work-paid and unpaid-one does in his/her lifetime. Thus, career embraces a sequence of positions job or occupations which an individual holds during his/her life time.
Career counselling is a field of counselling which gives relevant information regarding different careers. It is a process of helping and enabling people in their career development. Career counselling helps the students to select their careers according to their choice and interests. Career counselling is selling is now being increasingly stressed as an integral part of education. According to Francis (2010), career counselling involves three steps, which are: self analysis, occupational analysis, and true reasoning or counselling to relate personal and occupational information.
Furthermore, Tuckman (1974) sees career development as a process which enhances a person’s ability to develop and become aware of concepts about himself, develop and become aware of his environment, including occupations, and make career chouse. It is noteworthy that Tuckman’s definition included self awareness, career awareness, and career decision making.
The National Career Development Association NCDA (2003) defined career development as the absolute conglomeration or constellation of psychological, sociological educational, physical, economic and chance factors which influence the nature and significance of work in the total lifespan of any given individual. It is processes which individuals choose a career path or occupation, continue to develop in it throughout their lives, and have several major career changes as personal needs and interests change.
Drawing from the above definition of career development given by National Career Development Association NCDA (2003), it is obvious that there are various factors that need to be considered in the guest for appropriate career development, which has been categorized as psychological, sociological, educational, physical, economic and chance factors. A thorough study of these factors should reveal a highway towards appropriate career development.
In career development, individuals (counselees and counselors) need to consider psychological factors such interest, prestige, personality, values, norms, self-esteem, and all other factors that could be products of the mind or mental functions of the individual. It should be understood that these factors have been impressed on the mentality of the individual from other factors but have become a part of the reasoning and mind set of the individual. For instance, an individual’s interest would either make him/her to do something or not, even if he/she has the ability to do it. These factors could be categorized as psychological factors because psychology is a person’s mentality, way of thinking or mental characteristics/features. Furthermore, a person’s way of reasoning may have been developed generally or sociologically.
Sociological factors that affect career development include peer groups, role models, mentors, social networks, socio-economic status of parents and family influences considering that sociology is the study of characteristics and behaviours of individuals in association or group. These groups affect career development to a great extent. For instance, a child could develop interest in a particular career because the parents have laid foundation for him, or rather because he has loved ones in that career and would not love to miss them or stay far from them.
Okorodudu (2006) opined that family is the first contact of the child in this world, and that interaction of the child with members of the family which include father, mother, siblings and other relations, does internalize certain values ideas, norms and develop a sense of career in the child. Thus the first course of career development starts with the child at the family level, and it is always the primary duty of the family to develop the internalize a sense of career in the child. The National Career Development Association NCDA (2003) recognized this fact hence it advocates the home as where the positive societal contributions of all honest work can and should first be communicated to children. The National Career Development Association NCDA (2003) policy advocates the family as a work place and all members of the family as workers, and that within the home and family structure, pre-school age children can first be exposed to true work experiences as family members try to so something that will be helpful to other members of the family. A solid foundation of career development at the family level is a good start-off in career development at all levels.
Economically, factors that affect career development include poverty, needs, wants, demands, and other factors that could be products of economic activities in the communities. The individual may choose a career because of the needs pf the society or his own personal needs. Here, his interest may not come into play, all he/she needs is to satisfy his needs and survive in the society. For instance, an individual that has suffered financial predicament may want to choose a career or job that pays financially at the expense of personal satisfaction which work provides.
Educationally, factors that affect career development include skills, experience, knowledge, information, and other factors that could be product of teaching and learning. This is because educational experiences that the individual has been exposed to could also act as an influential factor in career development. These educational experiences could be formal or informal. The formal education could be referred to educational experiences outside the four walls of school. Formally, at the nursery, primary and secondary school level, teachers and school staff do form partnership with parents to solidify the career development foundation that has already been inculcated in an individual at the family level (NCDA, 2003). It stated further that teachers and counselors to continue career development of the individual, some activities may be appropriate and vital, which include making the classroom a workplace; teaching reinforcing productive work habits; helping pupils understand career applications of subject matter; using community resource persons to emphasis both work and occupations; emphasizing career awareness but not specific occupational chouse, and reducing bias in career awareness.
According to Ajaero (2010), many secondary schools now offer a career week to address personal career development issues which is a continuation of the career day. One or two days of the week are dedicated to introducing seniors to career options by career counselors. The rest of the career week is dedicated to assessments much like those offered by personal career development assessments allow secondary school students to explore their interests, values, strengths and weaknesses. Once the secondary school students have complete the personal career development assessments and explored career options, each secondary school students ought to engage in a personal career development interview with a secondary school counselor. According to NCDA (2003), this interview allows the students to fully explore and discuss career options, and make a decision about the path that he/she wants his/her career to take. The counselor or personal career development coach then provides the secondary school student with several resources to help them start on their path to personal career development. (Obiunu and Ebunu, 2010).
Factor Influencing Career Choices
The major factors influencing career choice include psychological, sociological, economic, situational political and religious, making a good choice of career is a major concern of students, parents and governments since the aim of education is to keep the individual develop occupational and vocational competences. Two related theories: the Holland’s Trait-factor theory and Developmental Theories by Eli Geinzberg and Donald Super will be reviewed.
A trait-factor theorist of note, Holland (1971) has provided a highly rational explanation of the relationship between personality traits and career development. Unlike most other theorists who emphasize the matching of individuals’ abilities to particular jobs, theory model centres on to individuals with given personality characteristics are likely to react in work environments that are congruent with their characters, Holland’s major viewpoint is that a person’s choice of vocations is an expression of his personality and that interest inventories are expression of personality and their preferred work environments. According to the theory, people search for environment that will allow them to exercise their skills and abilities, express their attitudes and values and to take on agreeable problems and avoid those found to be disagreeable; again, it states that a person’s behaviour is determined by an interaction between his personality and the characteristics of his environment.
One of the most significant of Holland’s tenets is that vocational satisfaction, stability and achievement depend upon the congruence between one’s personality and the environment (composed largely of other people). However, one of the issues against Holland’s propositions is that they have failed to sufficiently explain how people come to fall in one personality continuum, rather than another. They have also failed to point to the learning of socialization or other factors, which make one person to be realistic, and another largely social (Weinrach, 1979).
The developmental theories on the other hand, according to Ekpenyong (2005), have had an overwhelming influence on career guidance. The basic tenet of developmental theorists is that career aspiration, occupations choice and job entry constitutes aspects of individual’s developmental tasks. The two key developmental theorists include Eli Ginzberg and Donald Supra. For Ginzberg, the central assumption is that occupational choice has an irreversible process and not a once-for-all event. By irreversibility, he meant that the skill and experience acquired in one career affect future decision on career choice. Simple put, a person in a person-oriented job seeking to change jobs would normally tend to go for that which is already acquired skill and experience would be in congruence.
Ginzberg sees career development as covering three major stages:
1. Fantasy stage (0 – 11years)
2. Tentative stage (early adolescent: 11 – 17years)
3. Realistic stage (adolescent and adulthood: 17years onward)
Career choice, Ginzberg claims, involves making compromise, that is choosing a career which one can make maximum use of one’s interests, and capabilities in such manner that will satisfy his goals, but in doing that, one has to weigh the environmental factors likely to either enhance or inhabit achieving a maximum degree of satisfaction in one’s life and work. Ginzberg has since modified his ideas on career decision-making process including those irreversibility. This change of position came about as a response to serious objection by this citrus. Ginzberg (1972) later view is that occupational choice is a life-long process of decision making of which an individual seeks to find the optimal fit between his career preparation of goals and the realities of the world of work.
By far the most published theory of career development is that put forward by super (1957; 1971). The significance of Super’s theory, which incidentally takes its roots from that of Ginzberg, lies partly in his 10 and later in (Super, 1981) 12 propositions is that career development. The central theme of the proposition is that career development is characterized by life stages and involves a process of compromise and adjustment as well as the implementation of one’s self-concept. Super (1971) adds that work is a way of life and adequate vocational and personal adjustments are most likely to result when both the nature of work itself and the way of life that goes with it (the kind of community, home, leisure time activities, friends etc) are congenial to the aptitudes, interest and value of the person. These theories are examined because they related to career choices. Understanding of their talents and weaknesses, the professional opportunities available to them and confidence in their decision. For some, it takes years of experience and exposure to different careers to find the best Fit (Hewitt, 2011).
Market conditions affect the opportunities available in any particular field. For example, during the gold rush of the mid-9th century, there were many opportunities for gold miners in California and those who provided services to them. After that boom ended, however, jobs for gold miners dried up rapidly, closing off that career option for all but the most committed, computer buffs had fen job opportunities in the 1970s, but by the late 1990s, the demand for programmers was insatiable (Hewitt, 2011).
Factor Affecting Career Choices among the Students in Secondary Schools
Career guidance and counselling programs aim to help students make more informed and better educational and career choices. Among other things programs offer information on high school course offerings career options, the type of academic and occupational training needed to succeed in the work place and post secondary school opportunities that are associated with their field of interest. Programs also often provide teachers, administrators and parents with functional information they can use to support student’s career exploration and post secondary educational opportunities.
Activities associated with career guidance and counselling programs typically include:
(a) Advising students and parents on high school programs and academic curriculum preparing them for college application and admission.
(b) Arranging dual/concurrent enrollment and advanced placement credits to prepare students for the rigour of post secondary education.
(c) Planning and Preparation for college admission tests, SAT and ACT.
(d) Informing students about post secondary financing that can be used to support advance education and training.
(e) Developing career post folios, which include test and grades results, examples of student work and resumes and cover letters to prospective employers
(f) Arranging job shadowing, work placements and community based learning programs to allow students to directly experience workplace situation.
(g) Sponsoring workshops, classes, focus groups and special presentations that focus on job skills and personal development.
(h) Providing specialized counselling and intervention services to provide students with individualized attention.
Role Model and Parental Factors
Role models influence adolescents, if students have a good teacher who makes an impression or a family member who is a pharmacist or a carpenter she/he looks up to, he/she may decide on the same career. Another way role models affect the lives of adolescents is by discussing career decision.
Time Orientation
According to Ferry (2000), adolescents who choose to go to college have more of a future orientation, than those who choose unskilled labour or vocational careers students who enroll in a four year program know they won’t be in the workforce until they graduate, but they will have more career choices than those without a post secondary education
Environment
The environment a person is familiar with compared to the environment a career requires plays a large roles in what people decide to pursue for example, someone who grew-up near an ocean or spent a lot of time in the water growing up is more likely to have an interest in marine biology than someone who live in the desert most of his/her live. A career that requires a lot of travel, such as an air/me pilot, could be appealing to someone without as many home attachments, while someone who just had a child or who has an ill relative may prefer a career anchored closer to home (Springer, 1997).
Salary
The initial pay and overall earning potential of a career is a huge factor for anyone considering what he wants to do with the rest of his life. Everyone has different lifestyles and a starting 525,000 per year could be lucrative for some and unthinkable for others. Some people might choose a career based solely on a high earning potential such as a doctor or lawyer, while others attempt to blend a career choice with something that might pay less but they enjoy doing, such as teaching or playing music.
Personality/Gender
A person’s personality is a huge factor in what career is pursued. Sales people generally need be naturally outgoing, so someone with a timid nature or a fear of talking to strangers would likely struggle in that profession. Likewise, someone with a gregarious personality who needs to be social would probably be miserable in a clerical position filing paperwork all day. a person’s personality also shapes her interests and attitudes, which also influences what careers are examined and pursued to achieve maximum enjoyment in life (Perry, 2000).
In an empirical study conducted in Berim, Nigeria in 2007 it showed that the factors influencing career choice include money yielding, prospects, parental influences, prestige attached to the job, knowledge of various careers subjects offered and opportunities to work with other people the majority of students indicated career choice was influenced by academic ability other findings were that mass media in the country do not provide information about careers and career choices that the students were aware of the influence of personal characteristics on career choice and that the students preferred indoor work.
In a study conducted by C.G Awujo (2007) in Benin City, Nigeria among the Secondary School Students, revealed that there is a significant relationship between parent child rearing patterns and secondary school students’ choice of career. By implication, secondary school students are placed in a better pedestal that will avail them the opportunity to appreciate parental child rearing patterns as part of the dynamics that come into play in career choice (Awujo, 2007).
Sax (1994) examines students’ initial interest in scientific careers, factors influencing career choice during college, and how these factors differ between men and women. Men who abandon career aspirations appear to be driven by financial concerns, where as women who decide not to pursue scientific career choice is influenced by many factors, including life context personal attitudes and educational attainment. He contends further that whether college-bound or work bound meeting the challenger of this developmental milestone is critical in adolescents’ lives.
Students all over the world are usually faced with the task of career decision making, the choice of careers subjects and courses of study in schools and of subsequent paths to follow is always difficult problems facing prospective undergraduates. Often choosing the right subject combination leading to the right progression can make the difference between enjoying and detesting the career in future. Dedicating oneself to career choices that are unattainable leads to frustration. Each individual undertaking the process 15 influenced by many factors, including the context in which they live their personal attitudes and educational attainment (Bandura, et al, 2001)
According to Oguwewo (2007) the choice of career was gender based and the factors that influenced the students’ choice of career were interest life ambition, challenging nature of the career, prestige attached to profession, intellectual ability high salary potential and prospects of job opportunity. This argument drew implications on the need for every secondary school to have qualified school counsellors to employ their expertise to determine the attitude and interest of students in their career choice.
Many students are heavily influenced by the professions that their parents favour others fellow the career paths that their educational choices have opened up for them, some choose to follow their passions, regardless of how much or how little money it will make them, others look to the career that pays them the highest salary (Hewitt, 2011).
Parenting and early education has an immense influence on what career an individual will ultimately choose. If parents have overwhelmingly ultimately choose. If parents have overwhelmingly favoured a particular career path or limited selection of careers, it has a powerful psychological effect on their children; parents create the initial self-esteem of their child, which in most cases lasts the rest of their life. Throughout most of history, parents chose the future professions of their children (Hewitt, 2011).
In the modern era, most students are encouraged to choose their am career paths, the economy develops to quickly that entirely new. Career paths have evolved, while others have died off or moved to other countries. The extensive education expected from modern workers also makes it nearly impossible for parents to fully manager their children and predetermine their career path. Despite this, many workers end up entering careers to satisfy the expectations of their parents, rather than to follow what they actually want to do (Hewitt, 2011).
Those that discover the best career for themselves are those who have an accurate understanding of their talents and weaknesses, the professional opportunities available to them and confidence in their decisions. For some, it takes years of experience and exposure to different careers to find the best fit (Hewitt, 2011).
Market conditions affect the opportunities available in any particular field. For example, during the golf rush of the mid-19th century, there were many opportunities for gold winners in California and those who provided services to them. After that boom ended, however, jobs for gold miners dried up rapidly, closing off that career often for all but the most committed. Computer buffs had few job opportunities in the 1970s, but by the late 1990s the demand for programmers was insatiable (Hewitt, 2011).
Guidance and Counselling in Nigeria
Although, Aluede, Egbule and Okorodud (1988, as cited in Aluede, 2000) had observe that guidance and counselling service is a relatively new educational delivery service in Nigeria’s educational system, one may today be tempted to think differently because any child born in 1959, the year guidance and counselling is known to have begun in Nigeria (Ipaye, 1983, as cited in Aluede, McEachern and Kenny, in Press), would no longer be regarded a an adolescent or a youth he/she could even be a grand parent, who would be full of all maturity and experience to be expected to play very vital role in the society.
Several events led to the institutionalization of guidance and counselling in Nigerian school system. Most prominent was the efforts of a group of Catholic nuns at the St. Theresa’s’ College, Oke-Ado Ibadan. The catholic nuns developed a career workshop for all the school’s graduating students during the 1959 academic session especially in the area of subject selection and job search (Aluede, 2000; Iwuama, 1991). A major outcome of the workshop was the distribution of the much needed career information that enabled 54 out of the 60 graduating students to gain full employment upon their graduation (Ipeye, 1983).
The workshop on guidance and counselling held at the comprehensive high school, Aiyetoro in 1963, where Mr. R.O. Rees delivered a paper titled “The role of guidance counselor in a comprehensive high school was also instrumental to the emergence of guidance and counselling in Nigeria. So, was the book written by Mr. C.I. Berepiki entitled, an approach to guidance in schools this book inspired the Federal Government of Nigeria to develop a workshop on guidance and counselling in schools. Through these efforts, the federal government was able to appreciate the role guidance and counselling needed to play in the nation’s overall development that later motivated the Federal ministry of Education to appoint Mr. C.I. Berepiki to take full charge of the co-ordination of school guidance and counselling services in Nigeria’s school system (Odedunmi, 1985).
Another force that led to the emergence of professional counselling in Nigeria has to do with the events that cropped up after the Nigerian civil war (July, 29, 1967- January 15, 1970). At the end of the civil war, there arose the dire need to rehabilitate the war victims. The post-war social, political, economic, religious and educational problems, which students, workers and the general public had to face, become enormous such that the less trained career masters/mistresses could not cope. This necessitated a very high demand for guidance counselors who were expected to provide veritable counselling interventions in the rehabilitation of the war victims (Egbule, 1997 as cited in Iwuama, 1998). One approach then was for the Federal Government of Nigeria to grant scholarship to most candidates who desired to pursue masters’ degree in guidance and counselling in any Nigerian Universities.
The introduction of the new National Policy of Education in Nigeria (commonly referred to as the 6-3-3-4 system of education) for the whole country in 1977, with major revision in 1981, which had among its features, the introduction of a new educational focus for the primary and secondary levels of education also influenced the, emergence of guidance and counselling in Nigeria. This policy was a major break away from the existing educational policy that was bequeathed to the nation by the British colonial masters at independence. Under the previous arrangement, secondary schools students were expected to spend five years in the secondary school. In addition, the curriculum tended to emphasis much of liberal type of education. But the new policy extended the number of years in secondary school from five years to six years. If further decided secondary school education (where the student was expected to spend three years) and the senior secondary school level (where the student was expected to spend the remaining three years.
School Counsellor
A school counselor is a counselor and an educator who works in elementary, middle and high schools to provide academic career, college access and personal social competencies to K-12 students. The intervention used includes developmental school counselling curriculum lessons and annual planning for ever student and group and individual counselling.
Older, dated terms for the profession were guidance counselor or educational counselor but in school counselor is preferred due to professional school counsellors’ advocating for every child’s academic, career and personally/social success m every elementary, middle and high school (ASCA, 2005). In the Americas, Africa, Asia, Europe and the Paofic, the terms school counselor, school guidance counselor, and guidance teacher are also used with the traditional emphasis career development countries vary in how a school counselling program and school counselling program services are provided based on economics finding for schools and school counselling programs social capital independent versus public schools and school counselor certification and credentialing movements in education departments, professional associations and national and local legislation.
The largest accreditation body of counselor Education/school counselling programs is the council for the accreditation of counselling and related Educational programs (CACREP). International Counsellor Education Programs are accredited through a CACREP affiliate, the International Registry of Counselor Education Programs (IRCEP).
In some countries, school counselling is provided by educational specialists (for example, Botswana, China, Finland, Israel, Malta, Nigeria, Romania, Taiwan, Turkey and United States). In other cases school counselling is provided by classroom teaches who either have such duties added to their physical or typical teaching load or teach only a limited load that also includes school counselling activities (for example India, Japan, Mexico, South Korea, Zambia). The IAEVG focuses primarily on career development with some international school counselling articles and conference presentations
Roles of Counsellors in Career Development
A survey by Modern Machine Shop (MMS) (2002) investigated the challenges facing career guidance among high school students surveyed (51 percent) could not identify someone in high school who has been a mentor especially helpful in advising them on career or job options. The vast majority (78 percent) credited their parents as their top adult influence, but the amount of time spent discussing careers was minimal (3 hours or less in the past few months) even at home. Therefore, the study concluded that high school students are making critical decisions about their career paths in a vacuum, unaware of the broad array of educational and employment opportunities available to them.
Kiran (2008) conducted a study on, guidance and counselling with regard to Vidyalaya Guidance Committee. The study aimed to focus on guidance and counselling as a process of education that starts from the birth of the child. Among the key establishments of the study were the fact that guidance is a process of dynamic interpersonal relationship designed to influence the attitude and subsequent behaviour of the person and counselling entails advice-giving and psychoanalysis procedures. Guidance and counselling were found to go hand in hand to facilitate the process of dynamic interpersonal relationship designed to influence the attitude and subsequent behaviour of the person.
A study by Gysbers et.al (2000) intended to determine the major trends, Issues and controversies in guidance and counselling. The main aspects determined were namely, professional title some professional in the field prefer to be called guidance counselor, while an increasing number prefer the term school counselor; Evaluation: A major trend in education is the demand for accountability and evaluation school counselors have not been immune to this demand; school violence school violence can range from bullying to gunfire. Counselors have training to assist teachers and students in cases of violence and to establish violence prevention programs. Terrorism: Terrorism is becoming an increasingly difficult problem in the world of the early twenty first century counselors are able to ascertain the extent to which a student or teacher may be adversely affected by terrorist acts.
Christie (2001) carried out a study on educational guidance and counselling in Alexandria Egypt. The main objective of the study, was to find out the importance of educational guidance and counselling in schools. The researcher maintained that counselling in secondary school assists students to develop socially, emotionally and intellectual growth is given correct orientation. The study also sought to find out the objectives of counselling of students should achiever self-understanding; students should be able to deal with complicated interpersonal relationships students should be able to attain appropriate academic achievement students should be able to alternate special personal or emotional problems and students should be able to make appropriate educational and vocational decisions.
Krimboltz, and Kolfin (2002) fielded a comparison of causes for Intensification of school guidance and counselling in the United States and Columbia. The study established that in the US support for school counselling was spurred specifically by the Soviet Union’s launching of sputnik and fears that other countries were out performing the United States in the fields of Mathematics and science. Hence by providing appropriate funding for education, including guidance and counselling, it was though that more students would find their way into the sciences, on the other hand, guidance and counselling in Columbia was found have been prompted by the vast array of student problems personal academic, social and career issues. Typically these areas were found to be blended together when working with a student on any one topic; hence, it was impossible to separate the duties of a counselor on the basis of a particular problem.
Eadaom (2000) carried out a study on counselling in schools in Hong Kong. The main object of the study was to find out the role of counselling in fourth grade schools. It was noted that counselling in schools help improve academic achievement since students help each other academically, socially and even psychologically. The study was on the importance of counselling in schools, the study based on its findings on the role of counselling in academic achievement.
A study by Schmidt (2003) on professional school counselling in the United State pointed out the necessity to implement a comprehensive school counselling programme that promotes and enhances student achievement through a guidance curriculum, individual planning strategies, responsive services and comprehensive school counselling programme support/advocacy. The study established that professional school counselors meet the needs of students in basis domains academic development career development and personal/social development knowledge, understanding counselling, coordination and collaboration classroom guidance lessons are designed to be preventive in nature and include self-management and self-monitoring skills.
Gilbert (1992) when comparing the school counselling profession in Kenya with other countries like The United States, counselling began as a vocational guidance movement at the beginning of the 20th century in Kenya, guidance and counselling started with the Ministry of Labour only to give vocational counselling, which is similar to the United States. The only difference is that in the US, it was a movement while in Kenya it was only a department in the ministry of education. In the United States, professional school counsellors implement a comprehensive school counselling programme that promoted and enhances student achievement through a guidance curriculum, individual planning strategies, responsive services and comprehensive school counselling programme support/advocacy.
Muriithi (2007) conducted a study on Career Guidance and Entrepreneurship Development Initiative. The study aimed at aligning career guidance in secondary schools, college and universities to emerging market needs the re-alignment was set to be attained by linking functional competence of life skills. Life skills improve employee effectiveness and information on careers to teachers/counselor to guide students in selecting marketable subjects mix and careers and impart life-skills that lead to fulfilling careers. This is because life skills provide the frame for applying knowledge to real-life situations. So far, the course has been piloted in four, workshops attended by 120 teachers in “Laikipia”. The next step is to hold a workshop for head-teachers and educational officers, to seek their support to resource the initiative. The pilot has generated overwhelming interest among students teachers and parents.
Appraisal of the Reviewed Related Literatures
A number of studies have been fielded on guidance and counselling. A survey by Modern Machine Shop (MMS) (2002) intended to examine career guidance among secondary school students in the U.S.A study on Guidance and Counselling, a case of Vidyalaya Guidance Committee by Kiran (2006) intend to focus on guidance and counselling as a process of education that starts from the birth of the child. Another study by Watanabe Muracka, Miekko; Senzaki and Herr (2000) focused on contribution of career Guidance and Counselling in schools in Israel, Japan, Turkey and Hong-Kong. Christie (2001) carried out a study on educational guidance and counselling in Alexandria, Egypt, Eadaom (2000) carried out a study by Schmidt (2003) focused on professional school counselling in the United States. Muriithi (2007) conducted a study on Career Guidance and Entrepreneurship Development Initiative. However, in all the studies conducted, there is no single one of them that has been carried out with the aim of establishing the role of guidance and counselling in students’ career choice in a particular school.
However, this empirical work is aimed at examining various career options. Also, it is aimed at examining various determinants of career choices. More fundamentally, this work or study is aimed at examining the influence of guidance and counselling on career choices among the secondary school students in Ekiti Local Government Area of Kwara State.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter concerned the procedures adopted in carrying out the study. It contains all what has been done and how it was done. It is presented in terms of Research Design, Sample and Sampling Technique, Instrumentation, Validation of the Instrument, Reliability of the Instrument, Procedure for Data Collection and Data Analysis Techniques
Research Design
The research design that was adopted for this study is descriptive survey method. The descriptive survey is the research method that enables a researcher to obtain the representative sample of target population as to make inferences about the entire population. Oniye (1997) described the descriptive survey method as the research design that examine the effort of the researcher on the collection of information from a representative sample upon which inferences are drawn about the opinion of the target population.
In view of this assertion, the descriptive survey approach is considered appropriate for this study since the researcher is interested in collecting information form a representative sample of secondary school students across the 10 secondary schools in Ekiti Local Government Area of Kwara State on various factors affecting career choices among the secondary school students. Also, information will be collected from the school counselors on the influence of Guidance and Counselling on Career Choices among the students.
Sample and Sampling Techniques
The target population for this study comprised all secondary school students in Ekiti Local Government Area of Kwara State. The desired target population consisted secondary school students in both junior and senior secondary school category. The defined target population consisted of the senior secondary school two (SS 2) and the junior secondary school three (JSS 3). This choice is guided by the assumption that majority of JSS 3 students having spent three years in school, their responses will be sufficiently reliable. While the SS 2 students have completely adjusted to the transition from the junior secondary school level to2 the senior secondary school level. So, their responses would be sufficiently reliable for a research of this nature. Five secondary schools will be randomly selected out of the ten secondary schools in the Local Government Area. The stratified random sampling will be used to select students from each of the five schools considered. A total of 100 students will be used for the study.
Instrumentation
Instrumentation/instrument, according to Hassan (1995), is the process of selecting tools which an investigator finds appropriate for the research. The main instrument for this study therefore is the questionnaire titled “The Influence of Guidance and Counselling on Career Choices Questionnaire (IGCCCQ) in Ekiti Local Government Area. It will have two sections A and B. Section A consists of the demographic information designed to reveal personal data of the respondents such as age, type of school, religion, sex, class level etc. Section B consists of questions designed to find out the various factors affecting career choices among the secondary school students and also the influence of guidance and counselling in career development among the secondary school students in Ekiti Local Government Area of Kwara State. The section B has a four point Likert type scale format of:
(a) Strongly Agree (SA)
(b) Agree (A)
(c) Disagree (D)
(d) Strongly Disagree (SD)
Psychometric Property of the Instrument
Validity
Hassan (1995) describes validity as indication of the extent to which a measuring instrument measures what it is supposed to measure. Corrections made based on their observations and suggestions were adhere to and the final draft was adjudged valid by the experts.
Reliability
Reliability is the consistency, accuracy, stability and trustworthiness of a measuring instrument or scores obtained (Raji, 2009). The reliability of the instrument is concerned with how far the same test would give the same result when used for the same students at different occasions or with different set of equivalent items under the same conditions (Oladele, 1987). To establish the reliability of the instrument for this study, the test-re-test method was adopted. The test was administered twice at an interval of two weeks. The set of scores generated were then subjected to Pearson’s Product Moment Correction Coefficient Procedure and a value of 0.61 was obtained.
Procedure for Data Collection
The data for the study was collected through the administration of the questionnaire with the assistance of the school counsellor. The questionnaires were administered to the respondents in their various schools and collected immediately by the researcher after the respondents have completely responded to all items therein.
Method of Data Analysis
The techniques of analysis of data obtained from questionnaire distributed include frequency counts, t-test statistical and analysis of variance methods. Frequency counts were to determine the respondents’ personal data, while t-test and analysis of variance were used to test the hypotheses proposed for the study.
CHAPTER FOUR
RESULTS
Introduction
This chapter presents the results of the study which were obtained from the analysis of the data collected. The study purposely investigated the influence of guidance and counselling services on career choices as expressed by students in Ekiti Local Government Area of Kwara State. The demographic data were analysed using frequency counts and percentages while the t-test and Analysis of Variance (ANOVA) statistical methods were used to test the research hypotheses.
Demographic Data
This section presents the results of the data obtained from the study in frequency counts and percentages. The presentation revealed the distribution of respondents by the variables on the questionnaire, which are age, gender, religion and class level. This is contained in table 1.
Table 1: Distribution of Respondents by Age, Gender, Religion and Class Level
Age |
Frequency |
Percentage |
10 – 13 years |
72 |
36 |
Total |
200 |
100 |
Gender |
Frequency |
Percentage |
Male |
124 |
62 |
Total |
200 |
100 |
Religion |
Frequency |
Percentage |
Christianity |
137 |
68.5 |
Total |
200 |
100 |
On the distribution of respondents by age, gender, religion and class level1, table 1 revealed that 72(38%) of the respondents are between 10 and 13 years of age; 104(525) are between 14 and 17 years of age; while 24(12%) are 18 years and aboved. This shows that the majority of the respondents are between 14 and 17 years. On gender, the result of analysis shows that 124(62%) of the respondents are male; while 78(38%) are female. This shows that the majority of the respondents are male. On religion, the analysis shows that 137(68.5%) of the respondents are Christians; 51(25.5%) are Muslims; while 12(6%) are traditionalists. This sh1ows that the majority of the respondents are Christians.
Table 2: Means and Rank Order of Responses to the Items on the influence of guidance and counselling services on career choice of students
S/N |
Influence of guidance and counselling on career choice of students |
Means |
Ranks |
1. |
choosing the appropriate career |
3.56 |
1st |
2. |
knowing the prospect of the career to be chosen |
3.28 |
7th |
3. |
understanding the world of work |
3.29 |
6th |
4. |
understanding the norms and values of work |
3.32 |
5th |
5. |
having first hand knowledge about the kind of career to be choosen |
3.41 |
4th |
6. |
acquiring skill that are needed for a chosen career |
3.49 |
2nd |
7. |
having adequate information about the particular occupation |
3.45 |
3rd |
8. |
Enable students to choose wiveling |
3.16 |
10th |
9. |
preventing trial and error in choice of occupation will be minimized |
3.09 |
13th |
10 |
helping in promoting joy of the individual |
3.07 |
14th |
11 |
helping boosting self-esteem of individual |
3.18 |
9th |
12 |
helping in educating parents on their impact on their wards’ choice of career |
3.15 |
11th |
13. |
helping to place the students appropriately in class |
3.13 |
12th |
14. |
understanding different aspect of life |
3.02 |
15th |
15. |
exposely students to as many kind of occupational activities as possible so that appropriate one can be facilitated |
2.71 |
18th |
16. |
offence opportunities to students in the area of choice |
2.69 |
19th |
17. |
making the students aware the problem of life |
2.74 |
17th |
18. |
teaching them to respect manual labour |
2.51 |
20th |
19. |
making them understand that life is not all that smooth |
2.98 |
16th |
20. |
assisting students in developing good study habit and skill. |
3.19 |
8th |
Table 2 shows that item 1 which states that guidance and counselling helps the student in choosing appropriate career is ranked 1st with a mean score of 3.56. It is followed by the item 6 which states that guidance and counselling educates the students on the skills that are needed for a chosen career. It is ranked 2nd with a mean score 3.49. Item 7 which states that guidance and counselling influences career choice by providing first-hand knowledge about the kind of career to be choosen is ranked 4th with a mean score of 3.41. Item 4 which states that guidance and counselling by educating or teaching the students the norms and values of their intended career choice is ranked 5th with a mean score of 3.32.
However, item 18 which states that guidance and counselling influences career choice through teaching the students the importance of manual labour is ranked the least (20th) with a mean score of 2.51. This is followed by item 16 which states that guidance and counselling influencing career choice by offering opportunities to students in the areas of choice. This is ranked 19th with a means score of 2.69. While item 15 which states that guidance and counselling influences career choice through making the students aware of the problem of life is ranked 17th with a mean score of 2.74.
Hypothesis Testing
The four null hypotheses formulated for this study were tested using t-test and ANOVA statistical measures. All hypotheses were tested at 0.05 alpha level of significance.
Hypothesis One: There is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of sex.
Table 3: Mean, Standard Deviation and t-value of Respondents on the influence of guidance and counselling on career choice on the basis of gender
Variables |
N |
SD |
|
df |
Calculated t-value |
Critical t-value |
Male |
124 |
3.284 |
52.1302 |
198 |
1.98 |
1.96 |
Female |
76 |
3.491 |
48.8014 |
X Table 3 shows that the calculated t-value is 1.98. While critical t-value is 1.96. Since the calculated t-value is more than the critical t-value, the null hypothesis which states that there is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of gender is rejected. This shows that there is a significance difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of gender.
Hypothesis Two: There is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of religion.
Table 4: ANOVA Result on the influence of guidance and counselling on career choice on the basis of Religion
Source |
Df |
Sum of Squares |
Means Squares |
Calculated f-value |
Critical f-value |
Between groups |
2 |
47.7264 |
36.0937 |
2.98 |
3.00 |
Within groups |
197 |
3895.3256 |
24.9809 |
||
Total |
199 |
3943.0520 |
|
Table 4 shows that the calculated f-ratio of 2.98 is more than the critical f-ratio of 3.00 at 0.05 level of significance. Therefore, the null hypothesis which state there is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choice on the basis of religion is rejected. This shows that there is a significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of religion.
Hypothesis Three: There is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of class level.
Table 5: Mean, Standard Deviation and t-value of Respondents on the influence of guidance and counselling on career choice on the basis of class level
Variables |
N |
SD |
|
df |
Calculated t-value |
Critical t-value |
JSS |
81 |
5.766 |
59.7125 |
198 |
1.42 |
1.96 |
SSS |
119 |
5.034 |
66.0513 |
X Table 5 shows that the calculated t-value of 1.42 is less than the critical t-value of 1.96 at 0.05 level of significance. Therefore, the null hypothesis which states that there is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of class level is accepted. This implies that there is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of class level.
Hypothesis Four: There is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of age.
Table 8: ANOVA Result on the Influence of guidance and counselling on career choice on the basis of age
Source |
df |
Sum of Squares |
Means Squares |
Calculated f-value |
Critical f-value |
Between groups |
2 |
58.1752 |
25.9456 |
1.94 |
3.00 |
Within groups |
197 |
4885.4196 |
19.6458 |
||
Total |
199 |
4943.5948 |
|
Table 6 shows that the calculated f-ratio of 1.94 is less than the critical f-ratio of 3.00 at 0.05 level of significance. Therefore, the null hypothesis which states that there is 1no significant difference in the expression of secondary school students on the influence of guidance and counselling on the career choices on the basis of age is accepted. This shows that there is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of age.
Summary of the Findings
The analysis of data on the study of influence of guidance and counselling on career choices as expressed by secondary school students in Ekiti Local Government Area of Kwara State revealed that counsellors influence career choices of secondary school students in Ekiti Local Government Area of Kwara State revealed that counsellors influence career choices of secondary school students by choosing the appropriate career for them. In addition, counsellors also influence career choices of secondary school students by educating the students on the skills that are needed for a choosen career through career week in school.
Equally, the results of the analysis on the hypotheses revealed that there were no significant differences in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of age and class level. However, the results of the analysis on the hypotheses revealed that there were no significant differences in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of gender and religion.
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATION
Introduction
The purpose of this study was to investigate the influence of guidance and counselling on career choice as expressed by secondary school student in Ekiti Local Government Area of Kwara State. Two hundred respondents were involved in the conduct of the study. An instrument tagged “Influencing of Guidance and Counselling on career
choice Questionnaire (IGCCCQ) was used to collect the required data for the investigation with respect to age, gender, religion and class level. Four null hypotheses were formulated and tested in the course of this study. This chapter, therefore, contains the discussion of findings, conclusions, implications of the findings, recommendations and suggestion for further studies.
Discussion of Findings
The analysis of responses to the twenty items revealed that item 1 was ranked first which stated that guidance and counselling influences career choice of secondary school students through, choosing the appropriate career for students. This is in line with the findings of Odeck (1999), Ipaye (1995), Makinde (1981) who found out that school counsellors influence the career choices of secondary school students by deciding and choosing appropriate career.
Item 6 which stated that guidance and counselling influences career choices of the students by educating them on the skills that are needed for a choosen career is ranked 2nd. This is in line with the finding of Brown, Brooks and Associates (1998) who found that educating students on the skills that are needed in their choosen career will enhance career development of secondary school students. According to them, counselling is a process of getting ready to choose, chosing and continuing to make choices (Brom, Brooks), and Associates, 1996).
Item 7 which stated that guidance and counselling influences career choice of secondary schools students by providing information to the students about the particular occupation is ranked third. This supports the finding of Holland (1987) who found that providing adequate information to the students on variety of jobs or occupations. This is equally supported by Morris and Levinson (1995); Pierce, McDermolt, and Butkus (2003).
Item 5 which stated that guidance and counselling influences career choices of secondary school students by giving firsthand knowledge about the kind of career to be choosen. This agrees with the findings of Szymanski, Herschensohn, Enright and Ettinger (1996) found out the providing firsthand information to the students about the kind of career to be chosen by school counsellors enhances students’ career development.
Item 4 which stated that guidance and counselling influences career choices by ensuring that the students understand. The norms and values of work is ranked 5th. This agrees with the finding of Spokane (1991) who found out that ensuring the students to know the norms and values of work enhances career development.
On the other hand, item 18 which stated that guidance and counselling influences career choices of secondary school students by teaching them to respect manual labour is ranked 20th. This is supported by the work of Gearheart and Gearheart (1990) who found least correlation between teaching the students to respect manual labour and career development.
Item 16 which stated that guidance and counselling influences career choice of secondary school students by offering opportunities to students in the area of choice is ranked 19th. This is not supported by the findings of Bandura, Barbaranelli, Caprara and Pastorelli (2001) who found out that the positive correlation between offering opportunities to students in the area of choice and career development.
Damboyi (2002) stated that, it is better for a researcher to discuss, his/her findings on the basis of each hypothesis. Thus, this section presents the results of each null hypothesis tested. The t-test and Analysis of Variance (ANOVA) Statistics were adopted to analyse the hypotheses.
Hypothesis one stated that there is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of sex. The result indicated that the null hypothesis was rejected. This implies that there is a significance difference the expression of secondary school students the influence of guidance and counselling on career choices on the basis of gender. This is in line with the findings of Nielson, on Hellens, Greenhi and Pringle (1999; Nielsen et.al, 1998) who found the relationship between gender and career choices among the secondary school students.
Hypothesis two stated that there is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of religion. The result indicated that the null hypothesis was accepted. This implies that there is a significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of religion. This agrees with the finding of Nielsen et.al (1998) who found a correlation between religion practices and career development.
Hypothesis three stated that there is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of class level. The result indicated that the null hypothesis was accepted. This implies that there is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basis of class level. This agrees with the finding of Okobiah and Okordudu (2004) who found no correlation between class level of students and career choices.
Hypothesis four stated that there is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choices on the basics of age. The result indicated that the null hypothesis was accepted. This implies that there is no significant difference in the expression of secondary school students on the influence of guidance and counselling on career choice on the basis of age. This is in line with the finding of Francis (2010) who found no relationship between students’ age and career choices.
Conclusion
From all that has been discussed, it has become obvious that guidance and counselling influences career choices of secondary school students. Some of these influences include choosing the appropriate career educating the students on the skills that are needed for a chosen career; providing adequate information about the particular occupation; providing firsthand knowledge about the kind of career to be choosen and ensuring that the students understanding the norms and values of work. Also, guidance counsellors should be aware of the factors affecting or influencing career choices as they provide vocational counselling for secondary school students.
Besides the above it was also observed that career counselling is very significant for career development of secondary school students. This is because the average secondary school adolescent student needs help to be able to make appropriate career choices.
Implications of the Findings
The results of this study have significant implications for school counsellors, researchers, policy-makers and school administrators. The study indicated that guidance and counselling plays vital roles in career development of secondary school students. Therefore, all these vital roles should be known and understood by career counsellors, policy makers and school administrators. Career counsellors should make maximum use of the findings of the study in their career counselling.
Career counsellors should use the findings of the study in helping the students to select their careers according to their choices and interest. The findings of the study will assist the career counsellors in doing self analysis, occupational analysis, and true reasoning or counselling to relate personal and occupation information for secondary school students.
Moreover, the findings of this study will assist the school administrators and policy-makers in formulating and implementing counselling programs in our secondary schools.
Recommendations
Based on the findings of the study, it could therefore, be recommended that:
- School counsellors should organize or offer a career week to address personal career development issues which is a continuation of the career day. One or two days of the week should be dedicated to introducing seniors to career options by seasoned professionals in the community. The rest of the career week should be dedicated to assessments much look those offered by personal career development coaches.
- There is the need for the personal career development interview with a secondary school counsellor or personal career development coach. According to NCDA (2003), this interview allows the students to fully explore and discuss career options, and make a decision about the path that he/she wants his/her career to take. The counsellor or personal career development coach then provides the secondary school student with several resources to help them start on their path to personal career development.
- Career development should be seen as inevitable to the happiness and self-actualization of the child and as such, the home, classroom and the community at large should be seen as a workplace and all members as workers (NCDA, 2003).
- Career counselling should be seen as imperative to appropriate career development and as such should be given priority in school administration.
- Considering the importance of counselling parents, teachers, friends, mentors and all capable members of the community should act as support groups, for appropriate career development.
- Professional counsellors should harness discriminately in the factors affecting career choices for counselling students with respect to appropriate career development.
Suggestions for Further Studies
This study was limited to investigating the influence of guidance and counselling on career choice among the secondary school students in Ekiti Local Government Area of Kwara State. Subsequent studies may consider the following areas:
(1) The factors influencing career choice among the secondary school students in Ekiti Local Government Area of Kwara State.
(2) The influence of guidance and counselling in career development among the tertiary school students in Ekiti Local Government Area of Kwara State.
REFERENCES
Adigwe, C.D. (1980). Career and Career Development in Nigeria. Journal of Psychology, 1, 35.
Ajaero, M.T. (2010). The Importance of Personal Career Development for Students. Retrieved 16th May, 2010 from: http://www.buzzle.com/articles/theimportance-of-personal-career-developmeent-for-students. Html.
Campbell R.E., Celtini JV (1981). A diagnostic taxonomy of adult career problems, J. Vocal Behaviour 19:175 – 190.
Durojaiye, M.O. (1970). School Education and Occupational Choice: Social Psychology Research in a Nigeria International Secondary School, West African Journal of Education. 2, 79-84.
Ekpenyong, L.E. (2005). Foundations of Technical and Vocational Education: New Direction and Approaches. Benin: Supreme Ideal Publishers Int. Ltd.
Gesinde, S.A (1986). Vocational Theories as Applied to the Nigerian Cultural Background. In T. Ipaye (Ed), Educational and Vocational Guidance: Concepts and Approaches (pp. 207 – 221) Ile-Ife: University of Ife Press.
Gesinde, S.A. (1988). Equipping a student with Career Choice Decision-making skills. Nigerian Journal of Counselling and Development 1, 50 – 58.
Ginzberg, E. (1971). Towards a theory of occupational choice: A restatement”. Vocational Guidance Quarterly 20, 2.
Ginzberg, E. (1972). Career Guidance: Who needs it? Who provides it? Who can improve it? New York: McGraw Hill Book Company.
Gysbers N.C., Moore E.J. (1975). “Beyond career development – life, career development”. Pers. Guid. J. 53: 647 – 652.
Gysbers, N. and Associates (1984). Designing Careers. San Franciscco: Jossey- Bass.
Gysbers, N.C. and Moore, E.J. (1981). “Improving career development”. Pers. Guid. J. 53:647-662.
Hinchlife, K. (1973). Manpower Planning and Occupational Choice in Nigeria. West African Journal of Education 18, 1 – 10.
Holland, J.L. (1966). The Psychology of Vocational Choice mass: Walthan Bladell.
Holland, J.LK. (1971). Theory of Vocational Types. Englewood Clifs, New Jersey, Prentice Hall.
Igbinedion, V.I. (2009). Gender enrolment pattern in secretarial studies programmes in tertiary institutions in Edo State of Nigeria. (M.Ed Project. University of Benin 2009).
National Career Development Association (NCDA) (2003). Career Development: A Policy Statement of the National Career Development Association (NCDA), adopted March 18, 1993. Retrieved 16th May, 2010 from: http://www.ncda.org/pddf/policy.pdf.
Okeke, A.C. (1996). Women and Girls Participation in Science, Technology and Maths: Educators as facilitators. A lead paper presented at the 8th conference of Nigeria Academy of Education. Enugu 19 – 21 November.
Okobiah, O.C., Okorodudu R.I (2004). Issues, Concepts, Theories and Techniques of Guidance and Counselling.Benin City: Ethiopia Publishing.
Okorodudu, R.L (2006). Education and Reorientation for Good Citizenship in Nation Building: Counselling Psychology Approach. Benin City: Ethiope Publishing Corporation.
Owie, I. (2003). Teaching, apriori or aposteriori decision: A preliminary analysis of effective impact: African Journal of Studies in Education. 1, 21, 29.
Pearsons, F. (1909). Choosing a vocation. Boston: Houghton Mifflin.
Prediger, D.J., Sawyeer, B.L. (1986). Ten years of career development: A nationwide study of high school. J. Couns. Dev. 65:45 – 49.
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Spangler, P. (2000). Identifying the “root cause” of Mukwonago High School graduates inability to make a career choice and form a career plan. Unpublished master’s thesis, University of Wisconsin – Stout, Menomonie.
Splaver, S. (1977). Your Personality and your Career. New York: Julian Messner.
Super, D. (1957). The Psychology of Careers. New York, NY; Harper and Brothers.
Super, D. and Overstreet, P. (1960). The Vocational Maturity of Ninth-grade Boys. New York, NY: Bureau of Publications, Teachers College, Columbia University.
Weinrach, S.G. (Ed) (1979). Career Counselling. New York: McGraw-Hill.
Yuh, E.N. (1980). Some correlates of vocational orientations of some selected secondary school students. (M.Ed Project, University of Ibadan, 1995).
APPENDIX
UNIVERSITY OF ILORIN
INSTITUTE OF EDUCATION
COUNSELLOR EDUCATION DEPARTMENT
INFLUENCE OF GUIDANCE AND COUNSELLING ON CAREER CHOICE QUESTIONNAIRE (IGCCcQ)
Dear Respondents,
This questionnaire is designed to investigate the influence of guidance and counselling on career choices as expressed by students in Ekiti State Local Government Area of Kwara State. You are hereby requested to respond as objective as possible. You are assured that your responses will be treated with confidentiality.
Thank you for your understanding and cooperation.
Section A: Personal Information
Instruction: Please tick (√) the appropriate box as it is applicable to you.
(1) Age: 10 – 15 ( ); 16 – 21 ( ); 18 and above ( ).
(2) Gender: Male ( ); Female ( ).
(3) Religion: Christianity ( ); Islam ( ); ATR ( ).
(4) Class Level: J.S.S ( ); SS ( ).
S/N |
In my view, guidance and counselling can influence career choice of students in the following ways: |
SA |
A |
D |
SD |
1. |
choosing the appropriate career |
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2. |
knowing the prospects of the career to be chosen |
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3. |
understanding the world of work |
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4. |
understanding the norms and values of work |
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5. |
having first hand knowledge about the kind of career to be chosen |
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6. |
acquiring skills that are needed for a choosen career |
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7. |
having adequate information about the particular occupation |
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8. |
enabling students to choose wisely |
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9. |
preventing trial and error in choice of occupation will be minimized |
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10. |
helping in promoting joy of the individual |
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11. |
helping boost self esteem of the individual |
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12. |
helping in educating parents on their impact on their wards choice of career |
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13. |
helping place the students appropriately in class |
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14. |
understanding different aspect of life |
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15. |
exposing students to as many kind of occupational activities as possible so that appropriate can be facilitated |
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16. |
providing opportunities to students in the areas of choice |
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17. |
making the students are with the problem of life |
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18. |
teaching them to respect manual labour |
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19. |
making them understand that life is not all that smooth |
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20. |
assisting students in development good study habit/skill |
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