University of Nigeria Research Publications

EVBOUMWAN, Omorowa Sylvester

Aut

hor

PG/M.Ed/SD/00/32127

Title

The Influence of School Subjects as a Predictor of Career Choice of Secondary School Students in

Oredo Local Government Area of Edo State.

Facu

lty

Education

Dep

artm

ent Education

Dat

e December, 2003

Sign

atur

e

THE INFLUENCE OF SCHOOL SUBJECTS AS A

PREDICTOR OF CAREER CHOICE OF

LOCAL GOVERNMENT AREA

OF ED0 STATE

A THESIS

PRESENTED TO

THE DEPARTMENT OF EDUCATION > -

UNIVERSITY OF NIGERIA

NSUKKA

I N PARTIAL FULFILLMENT OF THE

REQUIREMENTS

FOR THE MASTER DEGREE OF EDUCATION

I N GUIDANCE AND COUNSELING

(MR.) EVBUOMWAN OMOROWA SYLVESTER

REG. NO. PG/MED/SD/ 0 0 / 3 2 1 2 7

DECEMBER, 2003

TITLE PAGE

THE INITLUENCE OF SCHOOL SUBJECT AS A

PREDICTOR OF CAREER CHOICE OF SECONDARY

SCHOOL STUDENTS IN OREDO LOCAL GOVERNMENT

AREA OF E D 0 STATE

01: I':I>UCATLON L1NIVERSITY 01; NIGERIA, NSUKK.4.

ACKNOWIXDGEMENTS

I am very grateful to many pcoplc who contributed i n onc way or the other

to thc s~~ccessful completion of this work.

My profound gratitride goes to Dr. B. A. Okeke; my Project Supervisor for

her I-elcntlcss cfforts to reading through the scrips, making necessary con-ections

a n d offering irselirl odvicc.

I also wish to extend similar gratitude to Dr. Iyke Ifelunni for his positive

contributions ;\lid assislance to the successful completion of this ~roject.

Lastly, my sincere thanks go to the Alniiglity God lor Itis guidance and

sustenance i n d d course ol' the study.

To all the others I canJlot mention here, I remain grateful.

DEDICATION

'10 GOD,

k1 Y PA II E M "

AND

FAMILY.

CERTIFYCATION

I . Evbuornwn, On~orowa Sylvcsbx. a p 0 < 1 g r 3 d i ~ k studcul in tl~c

rlcp;~rtrnctll of Educarionnl Foundati~ns n,i!h Reg. No, PG/MED/S D!W/X! 127 ,

has s:i t k Trrutrvi Iy completed the rcquircmer~~s lor coursc and rsscnrch work for h c

dcgrcc of M.ET1 i n Guidmcc m d Coilr~sclli~~g. The work eirihdicd in this prvjccli

i s original and has not bcen suhmilkcl in pall or Full Tor any c d ~ e r Diploma or

I3cp-c~ nf this or any ollier University.

H02: Tim-c is no signiricant. ~*cIalionship bc[wcen pccr gronp pressure o n

scl~ool suhiccts sclccrcd arid carecr clioicc.

IIO,: There is no significant I-elniionship hetwecr~ 111~1 IWCI of intcmt if1

scllool suhjccts rind sludents sclcction of subjec~s and r:nrmeer choice.

1-10,: 'I'hcre is no significunt relationship bcl\sccil cxltrcational a d

vc)caliorial i n l i ) r r n a h ~ reccivccl hy shdents and clloicc d'caretir,

T,4Ill,E OF CONTENTS

Arr3 of the Study ---

Validation of' Instru~ncnl ---

occ~~pation provided them with oppor run ih ro observe roles rhan rhose

sri~trrs of- thc family discovcrcd t h r h e socio-economic status of parents

cliilclrcn. Howcvcr. ~wrcn(s withorrt corisidcring the intc~~i~st and nbili~ics of

inherit wh;itcvcr csrul~lislimcnt ~Rcy already I ~ v c whicli coulcl he a hospital, or

OILl~i t lk i \ (1973'1 in hi< study revenled ~ l l u r most yaulhs nlerc

u t d ~ u b r ~ d l y nmtiur~tctl lo clioose jobs simply of 11igli sate of' puyncnt. PC

C;II-F~CL! rml ;I ximipie of fornls for adolesccnrs in six secondary scllmls in

poi11tcc1 out rhat irrcspc,crivc of parental cducnlioral background [hat children

nsrirc to jnhs tl~;\! ; ~ l ~ r n c ~ e d high p t y . I n !he sfucly carried out by Achcbe

k y their tlcsisc !'or snmc inlr-inxic I-cwirrd oriented values likc gtxjtl salary.

Howcvcr, it couId bc sin that thc dcsirc Tor t11c.sc cx~rinsic rcwarrl

oricn t d I alucs has arkc tc i l thc cxecr prcfmncc of s ~ u d c ~ m [ t has made a lot

of stu~fcnls to, without consideralinns prcrcr carcrrs and subLjms that tio no1

~ i ~ c x u ~ c 1113 will1 111cir inlcllcct~ral nbilitics : ~ n d sincc [hi.; wlccling v!- sul?jcc~ i s

a Imwcs iu casccr dloicc. I t could bc irifcrscd that his same facror can :IS wcll

p u r s m m or the course of study like in cngincering, a stuckcnf should s h d y

physics mr l ni;\rhrnmtics in secondary sclwol, i r he i~ id iv ic lun l r l r x s not, then b

I . I low srlbjcct selection can influence ?hc career prcierence of the

r ;mrr pre fcrcncr .

I n aclditio~~. the sllldy w i l l crii~t~fc rlw g w c r n n i c ~ i [ cl~le}~n~inc tfic

irnpnrtnncc of' suhjeci nn cnrecr pclkrenc-c IIILIS enabling therrr to k r m ~ tlic

i i ~ c d to cniphasise i~ in rllc counsNing programme. acid policy rbrmularion for

xcniidury sclmols.

influcncc, how masicring of school subjccrs i~iflucncc cat ccr choicc, ancl thc

Icvr l of' or.cupi~rio~~al i~nd crluci~rional irlformatinn rcccivcil hy S ~ L I ~ ~ S

influence l l ~ c i r w e c l prckscncc. Only S L L I ( I C I I ~ ~ OI'SC~~OI. S C C C I I I ~ B ~ ~ scllilots in

Orcdo Local G'love~n~ncnt Arc2 of Eclo Slnrc were involvrd in ahc study

Peer-group inllucncc, on stucicn~s' selection n I school sul?jcc~s and

choicc o f any given colrrse of sludp.

4. 'T lwc is n o sigriilic:~nt rclatiuuship bc(wccn

cd ~ci~lionaI/occuy~:t~ior~al information rcccivcd by stuclcnrs and carcer

pr:.tcr:ncc.

Vocational development rcfess to a devclopmcntal process, cxtc~iding oves

wosk a id engaged in wosk as past of their total life style

Some of the many varinblcs both internal and cxter~ial tliat :~fI'ccl individual's

casccs cliolce have becn iclcntifiecl and discussed below.

Caplow opined, "en-or and accitlent oftcn play a larger past than the sullject

itsell' is willing to concur". He h~rlher sta~ccl, "occupational choice arc madc at

a t in~c wlic~i thc slutlcnls arc still remote fsom [he wosld of yosk. Tlicy arc

? - made in tcsms of school rcquisement

abilities, and tasrc fsom those which

conti~iuing. . . . Occupatior~al choice is

inlpcsson;lI prcssusc ol' the cul-I-iculum

workir~g sit~~ations.

which may call fos quite clirfcrent

will be relatecl to tlic cvcntual job

inatle in the scl~oolroom under the

and remote Srom thc scalitics of thc

Accostling to Stcwal-L ( I947), lie statccl that vasious conlbinn~ions ol' aptitudes

or special abilitics influence pcrforn~mx in a givcn licld of e~itleavous. I t has

Occn establ~sl~cci thal occupa~ions dil'lcs cluantitalively f'ro~n onc anollics in

cpccif'ic aptitutlcs, tllescfore, tlc~nandccl, they requise clilfcsi~ig aniounts of

specinlizcd abilitics. 'Thescfore the quantita~ivc differences in compctencies.

L~c~na~itlecl I>y occupation arc as i~rlp~essivc as thc quantitative cliSfcscnccs.

Jiboku (1'973) statcd that sclwoli~ig is bclicvcd to exert a powesl'ul inlluence on

ally inclivitluul cxccr clioicc and dcvclop~ncnr. The abilily scqui~-cd to a t h i 1 1

I l o p p c ~ k ( 190.1), maintained thnr the selecrion o f a vmatio11 like r l ~ ~ exp-cssion

of other irltel-csts i s l ike a plersonnl process and a culminnlion uf the

individual ' s unique psyc~l~ologicnl clevelopmcnt.

c1' I1i.s nw-king lifc by pursuing ;.I carccr i n which hc can makc as mwli use as

possihlc or his intercsr and capxitics in a siruation wliich will satisfy as many

of his values and goals as possible.

lr.. s~ckirig 311 ~pproprhtc choicc he must wigh the act11i1I opportunilies

and lin~iinrions and h e extcnt to which h e y will conrribuk to or distract from

~ ~ ~ i ~ x i r n u n - r work sarisfaclion.

Occnpatiund choice arc rt ixlc 10 satisfy tlme personalitv nrcds as wcll as

h y porhcsized about vocational bellaviour brtscd on diffc~.ences in personality

Ij'pcs

I S

Ilollnnd's occuparional c.nvi~onments and environmentnl mod&

inclr~d:<.

;L. The R ~ n l i d i c (rnoloric). In h is group pcoplc arc pli ysicall y

I;I nmg. IIIISQC'~;IIIIC, ;~ggrcssivc, good motor ordinalion :mcl skill, lack vcrbnl :mi

inter-ycrsond skills. People in this el-oi~p prcfcr occupaliorw such as ai~.plalic

~nccllanic, cons(ri~clior~ inspeclor, loconlotivc cnpineer, etc.

17 . Inv~sl igat ive (i~rtellectool). The v~catinrid prcferencc o i

pcople i n (his group includc dcsign enginccr Piologisr, writer of tecl~nicaI

c. Socid (supportive). 'The vocatio~inl preference of pcople in

t h i s g x p incluclcs tcacliitig, cotrnselling and speech ~Ilcrapisls,

e. Frrterprising (ptrrsussive). This pcoplc Ilizvc verbal skills for

~clling, dorninnthg and ~nanipulating ohcr peopk. Vorntional ~ ~ c r c m c e s

inclirdc I~usincss, hotcl innnngcr, politics, sports, clc.

f . Artistic- Artistic pcople ~narlifesl srrorrg self cxprcssion and

relalions will1 olllers. The vocational preferences includc autlior, composer,

Annc Rrw's Prrsonalily Thcory nT Career Choice

I-lc suggested the following order.

YrmI for belonging :~nd low

Nucd for irnporrance, rcspec!. sclr-cs[ccrn and independcnce

Yccrl for information

Nccrl for uuclerslanding

NccrI for bcaul y

Nee11 for self-ac~ualisation

Using (his nccds [x~lfcrn. shc clcvclop serics OT hyp)thcsis : h ~ l Ihc

I cl;~tinnsliip 01' cat lo life cxper ic~ice a n d crwcr choice. Shc felt r l ~ a l ~rat tcrn uf

20

dcvclopmcn t (IS uliili tics is rleksmincd by (lic expenclilusc 01' psychic cncrgy i n

yvcif ic clircctions I f Irwcr orclcr basic nccds arc not mct, thc i~~rlividunl will bc

fosccd lo attend to ways to saM' tllcsc nceds. Roc further hypothesized that

rmwr~sficcl needs bccomcs rnoti\ator for furut-e lxhaviuor.

Roc developed il model tliar established n variety of w a y in which

p;ucnts rclalc to h i r cl~ilclrc~i aging from over proleding to ovcr demanding

i t~~r l fiorn avoidance lo acceptance. Ovcr protection implics encouraging

cuplorxrory bcliaviour. Ovcr dcn~nnding bchaviour inlplics heavy dcmands in

trrrrls of ptrfectinn :mrl succcss nrld avoiclmx m y eitllcr hc sc.jection or x rua l

r he child is sccn as n nicmbcr of the

ed upon nor over looked.

Within this ucccplnncc cnregory, howevcr, Roe indicated (hat k r c might

I n coriclusion, .Totin 1 . P. (1980) in he i r book "Guiclance, an inrrrxluctiort'

qratccl [hat Roc hypo~hcsir.ccl h a t vocational choice was rclalcd 10 personalily

dcvclopnicr~l and this devclcrpn~cnl resulted from early pnrent cl~ild i~l~ernclions,

A H indiv idud rose in a wann and accepting fanlily climate is attlactcd Icwalds

c , cc ' r~p~~ iona l I'iclds i n nhich conract wilh pcople is frcqucnl S ~ I I C C tl~c need Tor

2 I

l'nrental I n f l u ~ n t c in the Selection of SchmI Suhiects nnd Career

P r d ~ r r n r c nT thpir Childry

Pmnts as dirily ~nocleIs provide c u l ~ m l standards, arritudcs and expxhr ions

and in Inany ways, detcrtninc ~ h c cwnlurll ndcquacy of sdf-xccptansc m d

childrcn ;1bout world of work, parcnts can inlluencc the employability skills and

values that children subsec~ucntly adopt.

Clotugno (1975) opined that adolescents tend to reflect [he vaIucs of their

parents. Those who have high educational expectations tcnd to have parents

who encourage edr~cational achievements. Infact this has explained the fact of

some children who lack ambition in education. This applies to a Luge number of

illitcratc parents who do not sce any nced in urging their children to go to school.

This has created a stampede in the campaign for creation of lirerate society.

~ a ~ e s ' ind Hopson (1971) sssertcd that the faillily exerted inore or less subtle I - '

p m s u r e s and influence on thc youth to make certain types of choices in the 'L' process of thcir carecr development. 'This has greatly accounted for situations in

which students choose careers and sub.jecrs without due confrontalion of ~ h e k

ow11 intellectilal ability. Itifact thcy want to be Iike thcir parcnrs.

IIoppock (1976) considers parcntal influence 011 occupnrional choice as a

conflict betwee11 parents who insists that a child prepares for a carcer on one

hand and on the other hand the child and the scl~ool counsel lo^^ who may see

such an occupation as inappropriate. This conflict is infact very common and it

has bccn responsible for rhc sesics of confilsion the srudcnts encounter in

selccting scllool subjccts and choosing a career. 'I'his rolc conflict bctween

reachers, parents and the students is most devastating as it shatters the

cqi~ilibriun~ of the student who is not always guided whcn tlicre is co~lfirsion.

This 1.3s inll~rcnccd thc sul~jecta' choice of studen~s. as most family warits to

kcvp u p ;~nd niainlain ~ h c stnlus quo.

c n ~ t i n w u s l y cncourage [heir children to do their wnrk, who make u e r k h h a t

nlc,tivr\tirig their cl~ilrl~.e~i hy example imd direction lo fnsm a proper atlitude

tw.v;t~-:ls scliool work". Studcr~rs having rnrmed thc nltitirde should bc able to

krow arcns which rhcir polenlid ability is Iacking and cmId rcmcdy such by

cxcr~ing rri~rc time for sIudy and this coilld help them devclop a proper altitude

S i m (1973) in his study of attiludc o f parents towards vocational and non-

vocuiional cclucation observcd r l iat Inany pascnls haw to dccide h c type of

cduc;~tion their children hrtvc to nnderlake. ?hey scck a n d ccpnlly hope that

thcir children tvill cnter 111c profession wd h a 1 rtquire high level a[ skills. As a

rcc;ull of [his. m n y parrnls & s i c that llieir chifdrm shc~aId hecome solnerhing

11!;1\ ~Iicy do not have abiliry for. I n so~nc cases, ~PliIdrc~r disobey llicir parcnls lo

satisry their own dcsirc but h s e set of children ;ro ~nostIy wffwirh.l with

;~(:tions iikc willdrawing nr~d cut righl nagging. In thc end wlicn rllcy

co~niwomise with thcir pnrcnts they crld trp being failures.

Pecr Crou p i n fluerice nn St ~detits ' Selection UP School Sul?jecls and Choice

According to Slwrtzer m d Stone IIi170) they suggcq!cd illat as fllc adolesccnl

strive to maturity, hc needs to form ill1 aIli:mcc to altacfi himself more closely

with hi< nr Ilcr ~n:~fes 'T'hcy form union. Thc union rhnt is fonned is [hc peer

group. Grinrlcr (1978) opined rha~ pccr ii~tciaction wo~11iI Icad artolcsccn[s to

1.,111gc thcir irnagcs nf n~citibcl-s as compcrcnf ncndcmically, cvcn though they

1:ickcd ~lic rcclr~isik skills to j w i r y ~ l ~ c i r sclf-cvalnat ion. Ful-thermorc, shari

d c a ~ with ullicr high st;~trls, your11 \voulrl develop a srrnng carcer aspiration.

Schrnwk (1909) positcd [hat in classroo~n rhe stiidenls peer. group

prcscnts scmc uf the salieiit mc:~ningful rewards ----. ?hey cxel-r strong

inllucucc nil clnc imorher's vahrc arid atrituclc about scllnol. r1cveIoping assertions

ca~ed that slurlenfs acadcnlic performances where highly

uorrclaL,, ..,.., .,,... ~ g s abo~rl hetnscI \~s cspecinlly heir self-appraisals as 26

Onc of lhc tizost imporlant extcnlal [actors influencing studcn[x' choice ol'

suhjccts was rlie pccr group that Adnrnson forlnd out in his study of sc.cond vcar

sr~~dcn[s i n sewn secondary schools, I-fc asked why studenrs prefcucd

class "A'' rathci- 111nr1 class "B". The srudcm replicd "I cannot chin1 to have

understood :: topic imril I O ~ S C ~ I S S C ~ i t w i h my closest friencls". This goes 10

i n f u tIi:;t.st~~dc~~(s wifli sudi allit~~dc 01- hcl~:lviour would likely bc influcnccd by

their liicricls in the sclccricrri nf sut~iccrs for ciu-ccr prcicrence.

I n cc~nclu~inn, nric sl~oulcl nor deny thc I;Ic[ tliar pees g r w p influrnce on

sclcc.rion of school sul?jecrs nncl cnrcc.1- choicc niny he positive and negati rfe. Ir is

poqitivc when rhc fiieurls can hclp him [o make wisc scarcer decisions, ncgativc

i f ' Ilicy n-risIc;~ri cnch nthcs is11 career chnicc.

xruCicd i n cchools. Many sclnAars have shir~ed artention from h i s very cnicial

IniYr:~. t~~nsfcsing of the wb,jec!s slndi~tl i n sclmds hwt: their wriorrs I~iascs

kii o r 1 1 irnnc dcsircs to s l ~ ~ d y some courses for cxamplc p l y i c s i n Engineering.

According to U ~ L I C C Sllcrlz,er (1081) in his book "Cnseci plunrting". He

opi ~ c d [hat c m c r planni?ig i~xludcs gathering ir~forma\icm ;thou! 11s ;md almul

o c c u p u h n . The suhjccls nccdccl in p~r-suing tl~csc professions arc edxxklecl i n

rllc1.c : I K Arts, Scicncc, Social Scienccs and Technical l . ~ i a s d subjcurs Iic.iicc they

11 i s linwcvor :dvisnblc to sclec~ sul!jects that arc combinable and apply to

ccrt;~in c;ll-ccr as h i s i s ;I stepping-stonc to propcr chnicc oT carccr.

Mnlhcma f ics

Physics

C'hem isrry

Tical[h Scicncc

English Larigrrngc

f-Iavirlg wen h e rate of juvcnilc indecision and colifusiora for 3luckrnts'

selection of school subj,jcc!s. for r ~ ~ I u r e carcct' in mosl of the secondary

scllools in Ordo I,ocal Government Area nl' Edo Slate. I[ is ~lmefore

important for srudcurs ro have n L I I W U L F ~ I I k~iowleclgc of sclecicd

vrrcarional cntirsc-s i ~ i n sa i ior S C C O I I C ~ ~ I I ~ S C ~ I W ~ S ~IIK! ( 1 1 ~ ~ C ~ C V ~ I I I wniw

t c c o t l d ~ y school sul~jccls a t crcdir lcvcl as show~i Ixlon;:

SKLKC'I'ED VOCATIONAL COUIISES FOR SENIOR

SECONDARY

ENGINEERING

Mechanical, Civil,

Elec~sical. Prodi~c(ion

Electronics, Pc~roleilln

Chclnical

FORESTRY

TIMBER AND WOOD

TECHNOLOGY - AGRICULTURE

Animal Science, Soil

Scic,nce. Plant Scicnce

I~IWEL

Ma~hc~natics, Additional Matllcmatics, Physi

Chemistry, Technical Drawing, English Lan

;i Mathematics, Physics, Chemistry, Biology,

Geography

Physics, Chtmistry, Biology or Agric. Scien i - clo - - clo -

Mathematics, Economics, English Language

- do -

- do -

SURVEY

URBAN A N D REGIONAL

PLANNING

Mathematics, Geography, English Language, Physics --

ESrrArru MANAGI~,;IENT ---

Matl~eii~atics Physics, Geography, Econo~nics, Fine Arts, English Language

MEDICINE English Lang.. Physics, Chemistry, Biology Ma[he~natics

l- 1 M:ahs. English Lang.. Physics. Chcrnis~ry

I-'or he pir-pose o f this study, wc shal l discuss rhc relevance of

srrlcknrs in rhc sclcction of' school nuhjects for a successhl: career choice.

1.

i ~ .

... 111.

i if.

v .

vi.

vii.

... \ ' I l l .

IX .

cri~r~nclxtccl x c a c sir~cc the nbsence r>C rhcsc n m y result in c d ~ r s i m and

i i .

... CII.

iv .

V .

vi ,

v i i ,

v i i i .

ix.

X .

X I .

sii.

Classilicntiou or nccupat ion .

lheir children choicc nf career

- .- I'IX&l 13F5SCR1P'f ION "1 Mean X

M y p;ircr~t.q ;~ssislcd nlc in my s~lcction of' school

~ \ ~ l > j e c ts 3.80

I ctioose my future cwccr hccause i~ rclaced to rny

parcnis' proFcssinn 3-80

w11;lt c;trerr is k t for tnc 1 3.80

-- Total Mean ( X ) = 18.60

inflwr~cc. Ilnvc 11c.c~ rir~crl ~ w s i ~ i v c :IS Ilavii?g inlluc~icc on ~ h c choice or children

*l'nllk 2: Me;m Rcsponscs o n lhc cxlcnt pccr group influences the sclcctiori of

1 c l i o ~ ~ s r my career h a s d on iny friends' choice 3.42

- 9. I C \ I O I ~ . W m): cx-ccr so Lhal I can bc ill lhc same carcc

-- w i [ l ~ r y friends In. I I illcwsc my ' a m r so lhat 1 c m rev1 rile s a n e coury

3'80-1

I_--. Glond Mean ( X ) ] 3.68

I--- Total Mean (XI 14.28

I. 2.86

Grand N I c a l ~ ( X )

1 - -- I '1lxlr:l- nor rnl511cu1:cd 111

T,tl!l>K !Y

110,; I ' h c ~ r 1.1 no signif?canl rcla~icwsliip b c ~ w c c ~ ~ h c sti~cler~~s lcvel vf'

r c l u c r ~ ~ i c ~ i i ~ I and \w ;~~ io t in l iill'n~~marion rccciwtl i n tlic srleclio~l ol' sclmol

.~r~hjccts and cill-rcv choice i n niixcrl ~ ' ~ u o l s and singlc scx rd schna1s for boys

md cii-17,

T:fl$l,TT I\'

C'nmputiltion of the Vnluc of chi square (x2) for l ' :d~~c~tional and

lirdotn i~ k ~ r w b x I ~ N I 5.901 Sail? ~ I I h r r c i r c ~ i o ~ ~ rcgim, 'I hc c;tIci~I:ikd WIIIC

of' 1' = 78 4 i s gr r ;~ lc r 111iln l l l c c r i h r i t~aluc n.hich is 5.991, Thus wc sc,jcct Ihc

hylx~tl~ecis. 111 cnnclmiorl. the s!iidy sliuws thal Lherc is a signillcant rcln~ionship

l ~ ~ r ~ r r t l ctltrcn~inn;d ;ml voca!ional inibrninlion rccciired hy sruclculs a d carccr

r h~ricr.

'rlicrc i s nn siyr~ilic:~nr relnrionship I~c.lt\!ccn pcer grorlp inllucr~cc nn subjxr

s~l r l : tctl ; n ~ l c.-;lrcri- c11i:ic.c.

r~l ic l inr l ing r \ l ' ~ l l i . : study i l l T i h l c T I ~-cvcals IhilI 111crc is u signilici~nr rcln~ionsliip

t ~ c r n ~ c c n pet" y m p inllwncc i t1 srudcnts' selcctim of schud sul$xrs :\nil cai-cer choice.

I,cl~~kin,g 1.117 111~. ci-i~ic;d vnl~tc i,f'cl~i-sq~iarc as sliown in 'Table 11 ilncler 2 degree of

I1-11c~lr!m ; r i t l tu n.UY Icvch of s i , y i l i c : ~ ~ u x , wJe Illid rhat thc chi-squarc 01- 5.90 I is. rquired

i i i - I Sincc rmr r~li~aii~crl chi-squasc vztluc oI' 74.4 cxcceds Ulis cri~ica! chi-

s(llri(1.c va l r~c t~ I-cjcct thr n r ~ l l hypoll~esis nntl concl~~clc I h i i r 1hcr.e is a significanl

rc'l;~~ ir~ils,lli 11 J W I \ ? ~ C C I ~ ~ C C I . p r ~ i ~ p i~ i r l~~cnce and carccr cl~oiuc.

'1'i1:11 i~ ~it'rv 21-iiup ~ I I ~ ~ L I C I I C C signif ' ic:u~~lj ;~l'fi:~['i s~t~clcnts ' sc[cclirsn of scllnoI

s i ~ l l i ~ : ~ ~ ~ .-;111d m - e e l - ~ h i c ~ .

1i:liri (107Sj. sr~llporlirrg the :~buvc I'intlings ~~oinlcil oil! Ihnt p c ~ r g r o u p in l lwxcc is

;I 8ilrt?n;! l ~ ~ ~ ~ i ( ~ ! . i n s~u(Icnk- r x c r r choice.

5 2

t ; ~ C C I I t i s ncgativc ~ v l ~ c n the pccr groq:~p can help a student lo makc a wise clecision

Rc.c.nml~lcncl;~iinii.s -

1'3asrrl ui; the fincling:; and i1iy111calicr1-i~ 01' rl~c slndy. the. Yi~llowing

rc~o~lin~ci~rl :~t lnns Iiavc bccii ~nndc:

7711. ;nvcr-nrncnt should cnsurc tha! Cit i i r lmx Counsallors are poslcil to c w y

sr.l~ool, sincc Cou~isrllitip 11;ls n lot of cducat.onal iniplicalioil for cnlwicitip parentd

;~ l l i t~~~ . l c ~owa~.cls ~lrcir cililcl~-cn fulure cm-ecr.

S c h c r l principals .cl~uuld ct1cour;lge r.tmnsctlors i n their w-imis schnols tcl assist

.smlcil~s In r n l l k ~ yr~cltl .c;dijccis cornOi11alion t'nr their' li11o1-e career prct'cwnct..

C m r r ivcwkslwp slm~ltl Iw ir~corporatcd 2nd intemaliscd in r l ~ c schcml guidimce

~ I - o , ~ : I - J I ~ I ~ I ~ ~ II. \ c r . : ; ~ ! ~ 1 II: . I [ ; I 1 a 1 y nt1r110cl- or p i - c ~ ~ l s arc niiide mwrc of lhc i ~ ~ q ~ l i c ~ ~ t i o t ~ s of

itill~~cnc-in? 11irir chilc!~~i-'n*s citrccr chc!irc ;t11(.1 10 cnril~le I h c n ~ dlrvclop a posilive inm-cs! in their

c l~i ld .wi '~: C;II-CCT ~.h( i iw and also Lo give [Ilcir cl-ildl-cn SOIIK tneasurc of frccclom t i l k ~ n &cision

011 (h r I ~ C nf r:irs)cr ~hcy wan[ to pui-srre in linc wirh rl-~eir ability, inrercst irnd cnpabili~y.

5 5

I n i i ~ i - ~ ~ i i ~ l i o j i w v i c r s!~ould lx I I M ~ C ~ J I mc[iti:d ; I S ~ C C [ (3f [hc scl~ool guicimcc

pro,yrumrnc ;is i l cquips xtudc~its will-I knowlcclp of' rjpporluni~ics on etlucalioil, vocation and

~ ~ ~ ~ ~ m ; 1 1 snci:ll iss~lcs c n d ~ l c stucl~'r~[s makc : ~ u r h c . ~ ~ r i c ml salist,\cto~,y c a m [ dccisinn.

Sr~g~c..;lirml; h r l i ~ ~ r l h e r Rcxarch

A 111ucdr In rw c ~ ~ r n ~ ~ r e l ~ e r l s i v e stl~tl!, 01 school subjccls. :IS ;I [mclic~ol- or cal-ccr choice

nT wcur~ll;[rv sclrnnl studcrils in Orcdo Lucal Gcwcrnrnent /-\~.e;i i n I 3 o Slare o r \vorkiiig on the

~ - ~ ] . i r ! l ~ .sr;llc ~Iintiltl Ilc c;wriccl 1.51.lr.

1 . ~ 1 1 1 i l y rvle i n career rlc,vclopmcnt in pul!lic secondary scl~ools i n Ol-cdo Local

.- ~ ~ b ~ m m i I ~ I ,41-r.;1 oj: E h Ski~t. S I I O I I I ~ also l)c c . ; ~ i ~ . i d ~ H I ! ,

Sll1llrt~i11" of f l1qSt U ~ V

T l ~ r st~lrlv IVX cn~icluclcd i n Orcrlo Loc;il C;ovc~.n~ncn[ / '\ma of' Lclo S m c lo

inl,rcr;lip;~tc 111c it~flticncc OF srlroul sul)icc~s ;IS ;I prciliclot of' c a m 1 choicc 01' s11rdcnrs in

4 .sc.lcc~ion schnol suhjccts and studeii~s' choice 01'~:1r-~cr. ' 'J*",

/LC. $5 ... i

- lh ; i ! i l~erc is s i p n i l i ~ . ; ~ ~ ~ ~ rclslionsllip h c i n ~ e n s ~ o d c n ~ ' lrvcl nl. inlcrcsl i n -.- , .A u ' -L

- I 71 a dm\

.;c.ii: ml s ~ . i l ~ j c c ~ l s :it~sl wlcction ot'srtb,jccts Srrr :t co~r~-sc ~I 's~ucly. - \, q!.

Ori, (1070i. - 1 ' 1 1 ~ S~;~ri~!nrd of Filtl~dion in Nigeria, Stal-, March 3. P. 14.

LIST 0 1 7 SCHOOLS USED FOR THE STUDY

- Eclokpolo G~xnrnar School. Bcnin Ciry.

- Etlo Cloilcgc. lknin (I!ty.

- Eghos~i Gra~iiriiar School, Beni~i Cily.

- \Vcstc~-n Boys High School, Gcnin City.

- Oredo Girls Sccontlxy Sciiool, Benin City.

- Iclia College, Benin City

- Elnotan Collcgc, Benin Ci ly .

- Ilioglsc College, ljcnin City.

- h p i s t 1-iigh School, f3eni1i City

- A k p w a , SeconiI;~ry School, L3cniii Ci ty .

MIXED SECONDARY SCH001, - I9 sfuden15 from Ihogbc CoIlcpe. Bcnin City

- 20 " " Alte~im: Scc. Scli. Benin City

- 10 -' " kiptist I-ligli School, Bc~iin City.