CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Female studies are becoming more diverse all throughout the world. Female students appear to favor certain courses over others, according to the pattern. Female students participate in postgraduate courses for a variety of reasons, including a desire for higher income or better work, decision-making empowerment, and other social and cultural factors. This pattern is also prevalent in technical education institutions (Wattles, 2009). Finding feudalism and transforming it into a family affair was normal practice in the ancient days in the United States of America, Europe, and Africa, where the son of a blacksmith was meant to become a blacksmith and a feudal was born a leader. Industrialization and post-industrialization have made it feasible for the average individual to become wealthier if they have the necessary skills and knowledge (Wattles, 2009). To keep up with changing socioeconomic conditions, one must not only do proper career planning but also conduct extensive job study before making a professional decision (Wattles, 2009). According to research conducted in the United States, attitudes have a significant role in determining what students learn and their motivation to study. Lingren (1980) backed up this position by emphasizing the significance of students having positive attitudes in order for learning experiences to be successful. The term “attitude” has been defined in a variety of ways. In their early investigations in the United States and Europe, Ajzen (1975) defined an attitude as “one’s overall emotion of favor or otherwise toward particular stimulus items.” Thorndike gave a similar definition (1977). This judgment or sentiment is directed against an individual, a group, an item, an institution, or a proposition, they added. However, attention should be exercised in assessing pupils’ attitudes, as anxieties instilled in students might last for the remainder of their education (Philips, 1980). Tobias (1978) went on to say that “negative attitudes may effectively impede intelligence and curiosity, preventing us from understanding what is well within our capacity to grasp.” When comparing the two sexes in African secondary schools, Fakuede (1973) discovered that the majority of students in Nigerian secondary schools despise mathematics. Other research in East Africa, particularly in Uganda and Nigeria, have found that females had more unfavorable sentiments (Iben, 1991).
