The Atitude of Secondary School Students towards Educational and Vocational Guidance in Ethiope East Local Government Area of Delta State

8/11/2019 The Atitude of Secondary School Students towards Educational and Vocational Guidance in Ethiope East Local Gov

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CHAPTER ONE

Introduction

1.1 Background of the Study

Guidance is derived from the word guide wh

means to direct, to lead and to facilitate a course of actio

It is a programme of services designed to assist individua

understand their problems and also to find a lasting soluti

to them. It is a professional field which has a broad range

activities, programmes and services geared towar

assisting individuals to understand themselves, their scho

environment and their world and also to develop adequa

capacity for making wise choices and decisions (Eyo a

Esuong, 2010).

Guidance is a programme on which a guild is to

provided by someone who is professionally trained to do s

These provisions would be made in relation to t


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individuals educational, social, moral, emotional and healt

According to the UNESCO module on guidance a

counselling (2000a), guidance is a programme of services

individuals based on their needs and the influence

environmental factors. To Okobiah and Okorodudu (2004

the term guidance has been coined from the word gui

which means to direct one on an issue or programm

enlighten or assist and to lead someone to kno

alternatives of what to do in relation to a given situation th

demands decision making. They state further that one c

only be guided by someone who is knowledgeable

someone who is mature and quite familiar with what to do

such given circumstances which require assistance.

According to Egbule (2002), the conceptu

development of guidance and counselling as a profession

services started in the 20thcentury as a result of the cultu

and ideological movement which provides enough impet


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for the broadening and secularization of guidance function

However, prior to this time, there was a practice of guidan

and counselling in the traditional level by a group of qua

counsellors. These quasi-counsellors according to Egbu

(2002) are: philosophers, priests, prophets, elders in t

society and parents. The techniques these quasi-counsello

used in rendering guidance services to individuals is main

advice giving. Although, this technique yielded its expect

result (as most of the problems put before the qua

counsellors were resolved), it will be partial not to menti

its associated problems.

For example, Egbule in Okobiah and Okorodudu (200

enumerated the following as limitations of traditional (qua

counselling) counselling practice:


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I. Traditional counselling is dominated by large numb

of untrained counsellors who based their practice

biased personal experience and subjectivity.

II. The activities of traditional counsellors are oft

limited to advice giving leaving behind oth

significant guidance functions. This approach

advice giving by traditional counsellors is usua

directive and authoritative in nature. This is ve

unethical to professional counselling.

III. Traditional counselling lacks objectivity in

assessment and treatment procedures in tradition

counselling and it does not utilize any assessme

material. This makes it difficult to evaluate t

effectiveness of resolving individuals problem.

IV. It is always difficult for the client to apply t

principles of traditional counselling in resolving h

problem. This is because solutions are often soug


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to the clients problem by the traditional counsel

through mysterious method. This makes

impossible for the client to apply any principles

solve similar problems in the future witho

counsellors.

V. The practice of traditional counselling in a mode

world is out of touch with reality. It has becom

impossible to use traditional counselling approach

to resolve educational, vocational and person

social problems resulting from the complexities

the modern society, economic, political, education

and technological changes.

In assessing the future of guidance and counselling

Nigeria, Aluede (2011) has this to say:

Aluede, Egbule and Okorodudu (1988, as

cited in Aluede, 2000) had observed that


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guidance and counselling services are

relatively new educational delivery services in

Nigerias 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, McEachem

and Kenny, in press), would no longer be

regarded as an adolescent or a youth. He/she

could even be a grandparent, who would be

full of all maturity and experience to be

expected to play a very vital role in the

society.

Several events led to the institutionalization

guidance and counselling in Nigerian school system. Mo

prominent was the effort of a group of catholic nuns at t

St. Theresas college, Oke-Ado, Ibadan. These catholic nu


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according to Aluede, (2000) and Iwuama, (1991) develop

a career workshop for all the Schoolsgraduating studen

during the 1959 academic session, especially in the area

subject selection and job search. According to Ipaye (1983

a major outcome of the workshop was the distribution of t

much needed career information that enabled 54 out of

graduating students to gain full employment upon h

graduation.

Another event that was instrumental to t

development of modern guidance in Nigeria is the worksh

on guidance and counselling held at the comprehensive hi

school, Aiyetoro in 1963 where Mr. R. O. Rees delivered

paper titled the role of the guidance counsellor in

comprehensive high school. So was the bookwritten by M

C. I. Berepiki titled an approach to guidance inschool. T

book inspired the federal government of Nigeria to develop

workshop on guidance and counselling in schools. Throu


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these efforts, the federal government was able to apprecia

the role guidance and counselling needed to play in t

nations overall development that later motivated the fede

ministry of education to appoint Mr. C. I. Berepiki to take f

charge of the coordination of school guidance a

counselling services in Nigerias school system (Odebunm

1985).

There is agreement among experts that there are thr

major components of guidance and counselling, the

component according to UNESCO module (2000a) ar

educational, vocational, and personal social guidance.

Educational Guidance: educational guidance can

referred to as that part of the guidance programme given

students to enable them do well in school. It is a serv

offered to the students by the school guidance counsellor

the school system. Through educational guidance, studen


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are individually or as a group provided with information a

assistance to help them function more effectively in t

school system (Egbule, 2002).

Vocational Guidance: vocational guidance is simply

aspect of the entire guidance programme given to t

students or individuals in the school system to enable the

make appropriate choices in their vocation. Egbule (200

quoting Supper (1957) states that vocational guidance is t

process of helping a person develop and accept

integrated and adequate picture of himself and of his role

the world of work, to test this concept against reality and

convert it into reality, with satisfaction to himself, and

benefits to the society.

Personal Social Guidance: This aspect of the guidan

programme that focuses on the individuals socio-person

problems. According to Egbule (2002), counselli


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psychologists are not only interested in the individua

educational and vocational adjustment, also in th

personal-social and psychological adjustment.

Under these three major area of guidance as Den

(2001) posited, there are several guidance and counselli

services such as appraisal, information, placemen

orientation, evaluation, referral, and follow-up.

Appraisal Service: according to Egbule, in Okobiah a

Okorodudu (2004), appraisal service is a testing programm

which involves the collection, analysis and application of

series of objectives and subjective personal psychologic

data for the purpose of understanding individuals a

assisting them to understand their abilities, interest a

disabilities. Students need to know how to appra

themselves whether or not they are fulfilled in their chos

course or else see a counsellor for appraisal.


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Information Services:information is not stable, there a

changes from time to time, and the students need to

updated too. According to Bamisaye (2003), information

very vital because it can be used to create new realities

the situation may warrant. Information about job

qualifications, requirement, remuneration, hazard, worki

time, training opportunities, age factors, condition

services and the general working environment should ha

been made available to salvage the students from movi

from one job to the other without fulfilment.

Placement Services:according to Gashinde (1991), this

a crucial function. The guidance counsellor should

involved in the selection and placement of students in t

different subjects/classes. According to Egbule (2002

placement means the assistance given to students in maki

appropriate choices of school subjects and in maki


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transition from one school level to the other, and fro

school to employment.

Orientation Service: orientation service according

Egbule (1993) is techniques of educational service design

and organized to help new students in the school system

adjust to their new environment through group procedure

New students need to be helped in adjusting to the scho

environment so as to make the best use of the opportunit

before them.

Referral Service: at time, students problems may pro

difficult that it will require the guidance counsellor to se

him/her to the appropriate quarters, so as not influen

others with the problem. Referral service simply impl

directing clients to other professionals who are in a positi

and are more competent in resolving the clients proble

(Egbule, 2002).


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Follow-Up Service:according to Aluede (2011), follow-

service is very important; it can mean monitoring the dr

out of school so that they do not constitutesocial menac

Some students that are advised to drop out of school syste

because of one reason or the other should be adequate

monitored by the counsellor in order to still be useful

themselves, their community and the nation at large. Th

can still be creative and innovative if they are prope

guided.

1.2 Statement of the Problem

The three aspects of guidance; educational, vocation

and personal-social guidance is being carried out in t

school system using a number of techniques. The

techniques include study habit induction, orientatio

excursion, career day, etc. during such programmes, it

expected that the students will participate to the fullest a


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benefit from such opportunities. However, while som

attends, a good number of the students fail to attend. Ev

among the attendants, a good number of them fail

participate actively. This passiveness could be understood

mean that the students may not be interested in su

programme. These phenomenon induce the researcher in

choosing this topic as it is believed that the success of a

programme in school lies on the students attitude towar

such a programme. If this may be the true, what then is t

attitude of secondary school students towards vocation

and educational guidance in Ethiope East Local governme

area of Delta State?

1.3 Research Questions

The following research questions shall guide the study

1. Are students interested in orientation exercise

secondary schools?


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2. To what extent do students participate in study ha

induction in secondary schools?

3.

Do students take part in career day programme

secondary schools?

4. Do students participate in excursion in seconda

schools?

5.

Do students participate in Old Students Associati

Day in secondary schools?

1.4 Purpose of the Study

The purpose of the study is to determine the nature

the attitude of secondary school students towards vocation

and educational guidance in Ethiope East local governme

area of delta state.

The study will seek to investigate the following:

1. Students interest in orientation exercise

secondary schools


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2. The extent of students participation in study ha

induction in secondary schools

3.

Students participation in career day in seconda

schools

4. The studentsparticipation in excursion in seconda

schools

5.

The students participation in Old Studen

Association Day

1.5 Significance of the Study

The study will be of a great benefit to paren

teachers, policy makers, school counsellors, education

administrators, local communities and school principals.

The study will provide parents with useful informati

about their children in order to know how best to guild the

through their life course.


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The study will also provide teachers with informati

about vocational and educational guidance.

The study will equally provide vital information to pol

makers on how best to formulate guidance and counselli

policies.

This study will provide school counsellors with use

information about the guidance programmes and on ho

best to provide educational and vocational guidance in ord

to sustain the interest of the students thereby enhanci

their attitude towards vocational and educational guidance

The study will provide useful information to scho

administrators about the usefulness of vocational a

educational guidance in order to make adequate fu

available for the funding of the guidance and counselli

programme.


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Additionally, the study will help the local community

appreciate the contribution of guidance and counselli

towards the development of the nations economy.

Lastly, the study will enable school principals to

aware of their roles in the school guidance programmes

that they can assist the school counsellor in realizing t

goals and objectives of the school guidance programme.

1.6 Scope/Delimitation of the Study

The scope of the study covers the attitude of seconda

school students towards vocational and education

guidance. The study is limited to 5 out of 24 seconda

schools in Ethiope east local government area of Delta stat


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1.7 Definition of Terms

Attitude: this is the thought or feeling that mak

individuals to act or behave as if they like or disli

something.

Secondary School Students: These are individua

studying in a school meant for young people between t

ages of 11 to 16 years.

Vocational Guidance: This is the process of givi

students some information about their abilities and t

needs of the labour markets so as to enable them ma

appropriate decisions and occupational choices.

Educational Guidance:This is the helping of persons to

better in their studies and to select courses and schools th

will be fitted to their tastes and abilities.


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Local Government Area: This is an administrative divisi

of a country that the third tier of government is responsib

for.


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CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter deals with review of existing relat

literature. The chapter will focus on the following su

headings:

2.1.

Definition of Attitude

2.2. Meaning of vocational guidance

2.3. Meaning of educational guidance

2.4. Students interest in orientation

2.5.

Students participation in study habit induction

2.6. Students participation in career day

2.7. Students participation in excursion

2.8. Students Participation in Old Students Associati

Day

2.9. Summary of literature review


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2.1 Definition of Attitude

According to Ubom (2001), attitude is an individua

perception and reaction to a task which is expected to

carried out or executed in a group, institutions, scho

setting or an organization. To Zana and Raphael (1988

attitude is a disposition to respond favourably

unfavourably toward some person, thing, event, place, ide

or situation. In other words, attitudes are the thoughts a

feelings that encourage someone to act as if eh/she likes

dislikes something. Anastasi (1990) gave a similar definiti

when he defined attitude as a tendency to react favourab

or unfavourably toward a designated class of stimuli. Cro

(1996) defined attitude as a learned disposition to respo

to people, objects or institution in a positive or negati

way. According to him, most attitudes have a bel

component, an emotional component and an acti

component. He went further to explain that the bel


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component consists of when a person think or believe abo

the object of the attitude, the emotional component a

consists of ones feelings towards the object of the attitu

while the action component is how one tend to act towar

the object of the attitude. Coon (1996) also opined th

attitudes are learned through reaction with others holdi

the same attitude.

Vaidya (1989) explained attitude as condition

readiness for a certain type of activity. Attitudes held by t

individuals may be simple or complex, stable or unstab

temporary or permanent and superficial or fundament

Judgments based upon insufficient facts are likely to yie

wrong results thereby develop biased attitudes. To Crow

Crow (1979), a childs attitude towards his work affects

worthwhilenes in his activity. To him, a child should not

permitted to do completely as he wishes. He should

stimulated toward desirable activity through the arousal


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interest in worthwhile projects. Constructive, objecti

attitudes encouraged during childhood serve well duri

adolescence.

2.2 Meaning of Vocational Guidance

Vocational guidance as an aspect of the guidan

programme is concerned with the giving of information

individuals concerning their vocations. This information cou

include available job opportunities, method of applicatio

they should also be assisted to acquire the skills they ne

in order to cope with the different circumstances they m

encounter later on in life.

According to Egbule (2002) vocational guidance is t

process of assisting the individuals to choose or select

occupation, prepare for it, enter into it and progress in

The UNESCO Module on guidance and counselling (200


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defined vocational guidance as a process for helpi

individuals to choose an occupation,

Prepare for it, enter it and develop in it. Vocation

happiness requires that a persons interests, aptitudes a

personality, be suitable for his/her work. It plays its part

providing individuals with an understanding of the world

work and essential human needs, and familiarizi

individuals with such terms as the dignity of labour a

work value.

Super (1957) in Egbule (2002) sees vocation

guidance as the process of helping a person to develop a

accept an integrated and adequate picture of himself and h

role in the world of work; to test this concept against real

and to convert it into reality, with satisfaction to himse

and benefits to the society. The provision of vocation

guidance in our educational institutions has be


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necessitated by great changes in our society and the wo

at large, and has become more complex than ever befo

According to the UNESCO Module (2000), Automation a

recession, for example, have forced many people into ea

retirement and retrenchment, resulting in unemployme

The rate of technological changes and the isolation of you

people from possibilities for employment, according to the

have created problems in occupational choices.

According to Adebowale (2011), information abo

jobs, qualifications, requirement, remuneration, hazard

working tie, training, opportunities, age factors, condition

service and the general working environment should ha

been made available to salvage the students from movi

from one job to the other without fulfilment. He also sa

that the students problem in the area of education

vocational, personal/social can be easily solved if only t

individual students can open up, ready to be helped a


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participate fully in solving the problem at hand. According

Crites (1969), vocational guidance is a process

programme of assistance of assistance designed to aid t

individual in choosing and adjusting to a vocation.

According to Wikipedia (2008), vocational guidance

the process of helping a person to develop and accept

integrated and adequate picture of himself and of his role

the world of work.

It has a specific goal; it assists individuals to fi

satisfying, interesting and realistic roles in the environmen

Vocational guidance is the process of helping individuals

know themselves; their interest values; and abilities and t

world of work and its needs to be able to reach a matu

career decision. Vocational guidance refers to the servic

that assist individuals of any age and at any po

throughout their lives, to manage educational, training a


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occupational choices and to manage their careers.

includes services provided to those who have not enter

the labour forces services to job seekers and services

those who are employed. It includes a wide range

activities like:

Activities within schools to help students clari

career goals, understand the world of work a

develop career management skills.

Individual and group guidance to assist w

decisions about initial course of vocational trainin

further education and training, initial job choices, j

change or work force re-entry. The organised a

systematic use of community members such

employers to provide occupational and education

advice and information.


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Vocational guidance refers to expert (science base

assistance ad support with the aim to help individuals:

Explore, analyse and develop the factors constituti

their self-concept (interests, personal qualities a

characteristics, values, skills, etc).

Explore, evaluate, process and classify informati

and alternative education and vocation pathwa

with respect both to their needs and choice and

labour market requirements.

Integrate information about education a

vocation/career with information derived from se

observation so that they develop to decision-maki

capabilities both with respect to their orientation

education and choices in occupation(s) befitting th

particular psychosocial make up.

Create and implement their own educational a

vocational plans.


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Ultimately, the individuals will be able to make t

correct choices with respect to their futu

occupation/vocation and thus be (re)included into active lif

Vocational guidance activities target individuals who are:

About to make a choice with respect to th

education and vocation.

In search of new fields of study/training

Already employed but dissatisfied with their curre

occupation, hence in search of new areas of traini

and professional development.

Unemployed or have lost their jobs for whatev

reason and wish to resume employment a

threatened with social exclusion owing to person

circumstances or misfortune.


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In conclusion vocational guidance helps individuals

acquire knowledge in the following areas: self awarenes

exploration of the world of work and mature decision maki

Self awareness: this is the process of gathering informati

about the interests, abilities and values. The counsel

under this situation helps the student or client to answ

such questions as: what kind of person am I? What type

work do/would I enjoy doing? What are my interests a

abilities? What kind of skills do I poses? How can I take

decision regarding my future career? How can you kno

yourself? Identifying skills that are highly motivated.

World of Work Exploration: this involves gatheri

information about the different careers that might fit yo

interests, values and abilities. It helps you find answers

the following questions;


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What kind of education or training is required

each?

What are the pros and cons of each job you think o

What are the working conditions in the differe

types of careers?

How does a certain career look like?

What are the job requirements?

What is the financial output?

Mature Decision Making: this is the process of explori

the different alternatives, narrowing down the possibilit

and then choosing the right alternatives to ensure a matu

career decision.

Since the emergence of Frank Parsons Vocation

Bureau at Boston, USA in 1908, several techniques ha

been devised to provide vocational services to individua

both within and outside the school setting. In the Nigeri


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secondary school system the following techniques are us

by school counsellors in providing vocational services

students.

Career Conference: according to Ipaye (1993), duri

career conferences or career week as the case may b

representatives of various occupations give presentation

their impressions about their occupations. Makinde (198

said at such meetings, professionals deliberate on what th

do, the advantages of their occupation, requirements a

qualification for entry, method of entry, remunerations a

the likes. Continuing, Makinde said that students use t

opportunity of career conferences to acquire first ha

information about various occupations and ask questio

which helps them to facilitate their decision making abo

jobs.


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Old Students Association:According to Ipaye (1986) o

students of the school are invited to present to curre

students information about their career education. Ipa

(1986) is of the opinion that old students association d

provides opportunities for the present students to ga

inspiration from the past students. This consequently serv

as motivation as well as guidelines to the present studen

to prepare themselves for worthwhile occupational a

educational plans.

Parents Conference: according to Akinboye (1987) the

are conferences convened between teachers, counsello

and parents. Such meetings provide opportunitie4s f

parents and teachers or counsellors to work together

planning suitable educational and occupational future for t

students.


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The highlights of the National Policy on Educati

(2004) states

In view of the apparent ignorance of many

young people about career prospects and in

view of personality adjustments among

school children, career officers and

counsellors will be appointed in post-primary

institutions and tertiary levels.

Vocational guidance is a life long process for ma

individuals at various stages of their life. At such state

individuals reconsider and re-diagnose their capabilities a

match them against the opportunities available. In this wa

according to UNESCO Module (2000), vocational guidance

aimed at helping students to make not only specific choic

but also good decisions.


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The need for vocational guidance

According to Egbule (2002), vocational guidance with

the school setting is necessary for the following reasons:

I. To help students understand themselves in terms

their abilities, aptitudes and interest

II. To provide students with a broader views about t

world of work

III. To enhance student awareness of the vario

options opened to them and give them confiden

that they can make a reasonable choice between t

various options

IV. To develop in the students the concept of variety

roles in the society

V. To develop the spirit of job satisfaction a

motivation as well as self-actualization in t

students after a choice of career ahs been made.


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2.3 The Meaning of Educational Guidance

Educational guidance is an aspect of guidance servic

which focuses on helping students resolves problem

relating to their education. Quoting Isaken and Mink (1963

Olayinka (1978) claims that educational guidance involv

these experiences, which assist each individual

understand himself, accept others and live effectively in h

society. According to him, educational guidance is design

to help each student adjust to his environment, develop t

ability to set realistic educational goals for him and impro

his total educational opportunities. According to Egbu

(2002), educational guidance is assistance given to pup

which enable them to function well in the school.

According to Egbochukwu (2008), educational guidan

is essential in the counselling service, guiding young peop

to pursue the right type of education is necessary, wh


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ensuring that the right balance is kept in order to meet t

human resource needs of a nation. She further opined th

secondary school, college and university students need va

and usable information that relate to their developmen

and experience levels concerning all types of present a

future educational opportunities and requirements f

entrance and problems of students life. According to Pete

and Farewell (1967) in Egbule (2002), educational guidan

is the assistance given to pupils, individually and throu

group techniques to help them function more effectively

their school programmes.

The Need for Educational Guidance

Citing Shertzer and Stone (1976), Ipaye (1986

Iwuama (1991), Egbule in Okobiah and Okorodudu (200

stated that the major purpose of educational guidan


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the geographical location of the school had no significa

influence on the students interest in orientation programm

According to Egbule (1993) students take part

orientation programme which familiarise them with the goa

and objectives of the school and also to learn the process

work performance. Moris et al (1976) stated that orientati

programme is a technique of educational service design

and organised to help students in the school system

adjust to their new environment through group procedure.

2.5 Students Participation in Study Habit Induction

The UNESCO Module on guidance and counselli

(2000) stated that a number of students fail th

examinations, or fail to deal with educational activitie

because they lack effective study skills and habits. Th

spend a considerable amount of time playing, and only

small fraction of their time on productive or school activitie


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According to Eyo, Joshua and Esuong (2010), studen

in secondary schools irrespective of sex and geographic

location participate in study habit induction organize by t

guidance counsellor. Their research shows 85% participati

in study habit induction among the students. Also Oke

(2001) noted that students rarely ever participate in stu

habit induction nor visit the counsellor concerning th

academic problems.

Taiwo (1999) who noted that students engage more

educational guidance counselling than other counselli

services provided in schools. According to him, students a

ready to be engaged in counselling activities such

orientation programme and excursion/field trips more th

other educational counselling activities such as study ha

induction and academic counselling.


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Ipaye 91992) opined that students are interested

educational services as it help to facilitate their adjustme

to the school environment. Egbule (2001) is of the view th

students are interested in educational guidance activit

especially the fresh entrants. According to him, education

guidance services can be provided to students throu

variety of activities such as academic counselling, organisi

orientation or induction, college assembly, college d

conferences and undertaking excursion to education

institution.

2.6 Students Participation in Career Day Programme

Studies carried out by Galassi, Grace, Martin, Jam

and Walace (1992) Swanson (1995) have shown at differe

times the extent of students participation in vocation

guidance activities. Swanson (1995) Swanson and Pacov

(1998) in their studies revealed that American high scho


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students are highly involved in vocational guidance activiti

to the extent that some students now turn to priva

guidance counsellors specialized in career/vocation

activities at a cost. In their individual studies, they reveal

that students have positive attitude towards vocation

guidance activities since they are now aware of the gre

importance attached to their future vocations. Walter (199

opined that students participate keenly in vocation

guidance activities owing to its usefulness to th

disciplines.

According to Makinde (1992), students are interested

vocational guidance activities as it helps to facilitate th

understanding in career development, help them becom

aware of many occupations available for exploitation.


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2.7 Students Participation in Excursion

Howard (1997) argued that the predisposition to ta

part in excursion depend on the level of school. According

him, most senior high school students participate

excursion as it relates to vocational concerns, however, f

junior high school students; there was a significant decli

in the frequency with which they participate in excursio

These could be as a result of the fact that those in the jun

high school have no vocational aspiration at this stage

schooling.

In a study carried out by Taiwo (1999), only fe

schools in Ondo state engage their students in vocation

guidance activities. And in those schools where there a

guidance counselling activities few students are active

involved or engage the services of the guidance counsello

In a similar study carried out by Okeke (2001), students


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Anambra State as the findings of the study reveals have

positive attitude towards vocational guidance activitie

According to Okeke (2001), students in some of the sampl

schools are actively involved in vocational activities such

excursion or field trips to factories/companies, tertia

institution, career conference and so on. Ibrahim (1998)

his study found out that students in government schools

not actively participate in vocational guidance activit

unlike their fellow students in private schools who most

the times go on excursions.

Odeck (1990) is of the view that students a

interested in vocational guidance activities because it hel

them to identify their strengths and weaknesses in relati

to specific vocations, occupations, or jobs and ma

appropriate choice.


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Having been exposed to vocational guidance activitie

students will be able to evaluate themselves and choo

vocations that match their interests, abilities and aptitude.

2.8 Students Participation in Old Students

Association Day

According to Ipaye (1986) old students of the school a

invited to present to current students information abo

their career education. Ipaye (1986) is of the opinion th

Old Students Association Day provides opportunities for t

present students to gain inspiration from the past studen

This consequently serves as motivation as well as guidelin

to the present students to prepare themselves f

worthwhile occupational and educational plans.

According to Germeijs and Verchueren (2001), studen

in secondary school express willingness to participate in o

students association day. Stookey (2004) pointed out th


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majority of the students express interest in Old Studen

Association Day. According to Gare (2007), students

secondary grammar school are reluctant when it comes

old students association day.

2.9 Summary of Literature Review

Many authors gave different definition of education

and vocational guidance and all of them agreed that bo

are aspects of the entire guidance programme. Wh

educational guidance is concerned with the process

helping students resolve their educational problem

vocational guidance is concerned with the process of givi

information to the students on issues relating to their care

prospects.

The meaning of attitude was discussed in this chapte

Also the students interest in orientation exercise and t

students participation in study habit induction w


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CHAPTER THREE

RESEARCH METHOD AND PROCEDURE

This chapter deals with the following sub-topics:

3.1. Research design

3.2. Population

3.3. Sample and sampling techniques

3.4. Research instrument

3.5. Validity of the instrument

3.6. Method of Data collection

3.7. Method of Data analysis

3.1. RESEARCH DESIGN

This study is designed to investigate the attitude

secondary school students toward vocational a

educational guidance in Ethiope East Local Government Ar


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of Delta State. For the purpose of the study, a surv

method was adopted.

3.2. Population

The population of this study comprise all the sen

secondary school students in Ethiope East Local Area

Delta State.

3.3. Sample/Sampling Techniques

For the purpose of the study, the researcher random

selected five (5) out of the 24 Government seconda

schools in Ethiope East Local Government Area of De

State. The schools used comprised the following:

1. Baptist High School II, Eku

2. Erho Secondary School II, Erho

3.

Ovu Grammar School Ovu

4. Uruoka Secondary School II, Uruoka


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5. Abraka Grammar School II, Abraka

Of the five schools, 20 SS II students from each scho

were selected to make up 100 students for the study. T

sampling technique adopted for the study is the simp

random sampling.

3.4. Research Instrument

A self-structured questionnaire of 10 items was us

for data collection. The instrument consist of two section

section A dealt with respondents Bio-data, while section

dealt with respondents view on the items in question.

In section B, items were structured using the four-po

response rating scale, ranging from four (4) for strong

agree, to one (1) for strongly disagree.


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3.5. Validity of the Instrument

To ensure the validity of the instrument, the draft

the instrument was submitted to the research supervis

who criticized and made amendments for modification. T

modification was effected before the final draft w

prepared.

3.6. Method of Data Collection

The instrument was administered personally by t

researcher after approval by the research supervisor. T

completed copies were retrieved from the responden

immediately. One hundred (100) copies of questionna

were administered and one hundred (100) copies we

returned showing one hundred percent (100%) retriev

rate.


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3.7. Method of Data Analysis

To analyze the data collected, the simple percenta

was used to analyze the questionnaire that has be

administered. Formula for the simple percentage is

FN X 100%

Where % = percentage

F = frequency of response

N = total number of respondents


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CHAPTER FOUR

PRESENTATION OF RESULTS AND DISCUSSION O

FINDINGS

This chapter focus on the analysis, presentation a

discussion of results.

4.1 Research Question One:

Are students interested in orientation exercise in seconda

schools?

Table 4.1:

Percentage analysis of the interest of students in orientatio

S/N ITEMS SA A D SD

1 In my school, new students takepart in orientation programme

organized by the guidance

counsellor

24% 45% 16% 15

2 Students who are transferred fromother schools actively participate

in orientation programmeorganized by the guidance

programme

18% 31% 18% 33


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The table 4.1 above shows that in item 1, 69% of t

respondents agreed that in their school, new students ta

part in orientation programme organized by the guidan

counsellor while 31% disagreed. On item 2, 49% agre

that Students who are transferred from other schoo

actively participate in orientation programme organized

the guidance programme while 51% disagreed with t

statement.

From the above analysis, many students a

interested in orientation exercise.

4.2 Research Question Two:

To what extent do students participate in study ha



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attend the lecture on methods of studying and taki

notes given by the guidance counsellor while 33

disagreed. On item 3, 59% of the students agreed that th

visit the counsellor for academic problems while 41

disagreed.

One can therefore conclude that students participa

in study habit induction to a large extent.

4.3 Research Question Three:

Do students take part in career day programme in seconda

schools?

Table 4.3:

Analysis of students participation in career day programm

S/N ITEMS SA A D S

1 A good number of students are

interested in college day activitiesorganized by the school counsellor

19% 47% 20% 14

3 I take part in career dayprogramme organized in my schoolby the guidance counsellor

26% 36% 24% 14


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The table 4.3 above revealed that in item 1, 66%

the respondents agreed to the assertion that a good numb

of students are interested in college day activities organiz

by the school counsellor while 34% disagreed with t

assertion. In item2, 66% agreed to the statement that wh

the school counsellor organized old students associati

day, many students attend while 34% disagreed. In item

62% of the respondents agreed that they take part in care

day programme organized in their school by the guidan

counsellor while 38% disagreed.

The analysis above shows that a good number

students take part in career day.

4.4 Research Question Four:

Do students participate in excursion in secondary schools?


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Table 4.4:

Percentage analysis of students visit to the counsellor a

participation in excursion

S/N ITEMS SA A D S

1 I visit my school counsellorfor vocational counselling

16% 34% 34% 16

2 I participate in excursionorganized in my school by the

guidance counsellor

19% 30% 24% 27

The above table 4.4 revealed that in item 1, 50% of t

respondents agreed that they visit the counsellor f

vocational counselling while 50% disagreed. In item 2, 49

agreed with the statement that they participate in excursi

organized in their school by the guidance counsellor wh

51% disagreed.

From the analysis above, some students visit the scho

counsellor and some also participate in excursion exercise.


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4.5 Research Question Five:

Do students participate in old Students Association Day

secondary schools?

Table 4.5:

Percentage analysis of students participation in old studen

association day.

S/N ITEM SA A D S

1 When the school counsellororganized old studentsassociation day, manystudents attend

22% 44% 17% 17

Table 4.5 shows that 66% of the respondents agreed to t

statement that when the school counsellor organized o

students association day, many students attend while 34

disagreed.

Many students participate in Old Students Association D

from the above analysis.


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4.6 Research Findings

From the data analysed above, the following findin

were obtained:

1. That many students are interested in orientati

exercise in secondary schools.

2. That students participate in study habit induction

a large extent in secondary schools.

3. That many students take part in career day

4. That some students visit the school counsellor a

some also participate in excursion

5. That many students participate in Old Studen

Association Day in secondary schools.

4.7 Discussion of Findings

The first finding revealed that many students a

interested in orientation exercise. This finding is

agreement with Taiwo (1999) who stated that students a


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ready to engage in orientation programme. However, t

study is in contrast to Uban (2008) who conducted

research on the attitude of secondary school studen

towards guidance and counselling services in Yakurr loc

government area of Cross River State and came out with t

findings that students are not interested in orientation as

guidance service.

The second finding revealed that students participate

study habit induction to a large extent. This finding is

agreement with Eyo, Joshua and Esuong (2010) asserti

that students in secondary schools irrespective of sex a

geographical location participate in study habit inducti

organize by the guidance counsellor. Their research sho

85% participation in study habit induction among t

students. This finding however disagrees with Okeke (200

who noted that students rarely ever participate in stu


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habit induction nor visit the counsellor concerning th

academic problems.

The third finding shows that a good number of studen

take part in career day. This finding is in agreement w

studies carried out by Swanson (1995) Swanson a

Pacover (1998) which revealed that American high scho

students are highly involved in vocational guidance activiti

to the extent that some students now turn to priva

guidance counsellors specialized in career/vocation

activities at a cost. In their individual studies, they reveal

that students have positive attitude towards vocation

guidance activities since they are now aware of the gre

importance attached to their future vocations. The stu

also confirms Walters (1992) opinion that studen

participate keenly in vocational guidance activities owing

its usefulness to their disciplines. It also support Makinde

(1992) statement that students are interested in vocation


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guidance activities as it helps to facilitate th

understanding in career development, help them becom

aware of many occupations available for exploitation.

The fourth finding revealed that some students visit t

school counsellor and some also participate in excursio

This finding support Ibrahims (1998) findings whi

revealed that students in government schools do not active

participate in vocational guidance activities unlike th

fellow students in private schools who most of the times

on excursions. However, the finding is in contrast with t

study by Okeke (2001) which revealed students in Anamb

State have a positive attitude towards vocational guidan

activities. According to Okeke (2001), students in some

the sampled schools are actively involved in vocation

activities such as excursion or field trips

factories/companies, tertiary institution, career conferen

and so on. The finding also counters Odecks (1990) vie


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that students are interested in vocational guidance activit

because it helps them to identify their strengths a

weaknesses in relation to specific vocations, occupations,

jobs and make appropriate choice.

The fifth finding revealed that many studen

participate in Old Students Association Day.


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CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary

This study investigated the Attitude of secondary scho

students towards vocational and educational guidance

Ethiope East Local Government area of Delta State. T

study sought to find answers to the following resear

questions:

1. Are students interested in orientation exercise

secondary schools?

2. To what extent do students participate in study ha


3. Do students take part in career day programme

secondary schools?

4. Do students participate in excursion in seconda

schools?


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5. Do students participate in old students associati

day in secondary schools?

Chapter two of the study attempted a review of t

related literatures. A self-structured questionnaire was us

for data collection while the simple percentage method

data analysis was used to analyse the administer

questionnaire.

The instrument used for the study was questionna

made up of one hundred (100) copies administered to o

hundred respondents from five selected schools used

sample for the study. The simple percentage method w

used to analyse the data retrieved.

The findings of the study revealed the following:

1.That many students are interested in orientati



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3.

That many students take part in career day





5.2 Conclusion

From the data analysed, it can be concluded that:

1.

That many students are interested in orientati




3. That many students take part in career day




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5.3

Limitations of the study

During the course of this research work, I w

confronted with some problems which militated against

thorough investigation. Finance was a major constraint

the research mandated my travelling from my location to t

location of the school, also, the procurement of materials f

the study was another constraint put forward by lack

finance.

Again as an undergraduate student, the work load

not leave much time for a wider research. Finally, there w

difficulty in locating materials for the research.

5.4 Contribution to Knowledge

In as much as a lot of research has been done on t

attitude of secondary school students towards vocation


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and educational guidance, no research has actually be

carried out on the attitude of secondary school studen

towards Old Students Association Day.

5.5 Recommendations

From the foregoing, the following recommendations c

be made:

1. Guidance counsellors should organise orientation

the students on regular bases

2. Professionals from all works of life should be invit

by the counsellor to cater for the career needs

many more students.

3. Seminar and enlightenment campaign should

organised by the guidance counsellor to enlight

the students on the importance of excursion and t

need to visit the counsellor.


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4. That many students should be engaged in o

students association day

5.6 Suggestion for Further Studies

During the process of administration of instrument, t

researcher was confronted with certain issues that is wort

of investigation. Hence, the researcher suggests t

following:

1. A study should be carried out on the attitude

school principals towards guidance and counselli

services

2. A study should be carried out on the counselli

needs of the secondary school students as perceiv

by the students

3. Also, since this study was carried out in a section

the country, the researcher strongly suggests th

similar studies should be carried out to find t


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attitude of secondary school students towar

educational and vocational guidance in other Loc

Government areas in the state and in the count

generally.


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Andrew, E. F. (2004). Promoting Positive Attitude Change.

International Journal of Scholarly Academic

Intellectual Diversity. Vol. 8 No. 1 pp. 1-15.

Asaf, N., Athar, H., Muhammad, A. & Airr, Z. (2010). An

Analysis of Guidance services for secondary school

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Egbochukwu, E. O. (2008). Assessment of the Quality of

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Issue 8 pp. 6 (49).

Egbochukwu, E. O., Alika, I. H. (2010). Remedy to the

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Journal of counselling. Vol. 3 No 1. Pp. 16-27.

Egbule, J. F. (2002). Principles and Practice of Guidance an

Counselling. Owerri: Whyte and Whyte Publishers.

Eyo, M. B,m Joshua, A. M. & Essuong, A. E. (2010). Attitud

of Secondary School Students towards Guidance a

Counselling Services in Cross Rivers State. Edo

Journal of Counselling. Vol. 3. No 1. Pp. 87-99.


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Galassi, J. P., Crace, R. K., Martins, G. A., James, R. M. &

Wallace, R. L. (1992). Client Preferences and

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Iwuama, B. C. (1991). Foundations of Guidance and

Counsellin. Benin City: Supreme Ideas Publishers

Int. Ltd.

Johnson, H. N. (1977). A Survey of Students attitude

towards Counselling at a Predominantly Black

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National Policy on Education (2004). Federal Ministry of

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Ogbodo, R. O. (2010). Effective Study Habit in Educational

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Okeke, M. C. (2001). Perception of Students towards

Guidance and Counselling Activities in Secondary

Schools in Anambra State. Unpublished Masters

Degree dissertation, University of Nigeria, Nsukka.

Okobiah, O. C. & Okorodudu, R. I. (2002). Issues, Concept

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APPENDIX

DEPARTMENT OF GUIDANCE AND

COUNSELING,DELTA STATE UNIVERSITY,

P.M.B. 1,

ABRAKA,

DELTA STATE.

26TH

October, 2011

Dear Respondent,

QUESTIONNAIRE

INTRODUCTION

The research work investigates the attitude

secondary school students towards vocational a

educational guidance in Ethiope East Local Government Ar

of Delta State. In this regard, your responses to th

questionnaire will go a long way towards ensuring t

success of this research work. I assure you that yo

response will be kept confidential and used for this stu

only.

Thanks for your anticipated co-operation.

Yours Faithfully,

JESSA OMOKINIOVO MORRISON


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SECTION A

RESPONDENTS BIO-DATA

School:________________________________________

Class: SSS1 SSS 2 SSS3

Sex: Male Female

INSTRUCTION

Please read the item carefully and tick the item that

more appropriate to your opinion.

KEYS:

SA- Strongly Agree (4)

A- Agree (3)

D- Disagree (2)

SD- Strongly Disagree (1)


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Documents

The Atitude of Secondary School Students towards Educational and Vocational Guidance in Ethiope East Local Government Area of Delta State