ABSTRACT
This study examined the influence of cultural factors on students’ choice of career in Ikot Ekpene Local Government Area. Three research hypotheses were formulated for study. Expost facto research design was in the study; simple random sampling technique was used to select 50 respondents from Lutheran High school, state college and community secondary school Ikot Abia Idem all in IkotEkpene Local Government Area. An Instrument titled “The influence of cultural factors on students’ choice of career questionnaire (ICFSCCQ)” was used for data collection. The validity of ascertainment by two experts in evaluation and measurement; Data from 50completed questionnaire forms were used for the analysis. The hypotheses were tested with Chi-square statistics. Findings of the study revealed that family status, peer group and environmental factors significantly influence students’ choice of career. The researcher recommended that government should train counsellors in primary and secondary schools who will take up the role of career guidance. Also no governmental organization should put in their resources in academics advancement or the students, the ministry of education should change from information and education only to information, education and exposure. And that there should be Interaction of children with people pursing diverse careers will influence them positively.
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the Study
Education according to the federal Republic of Nigeria (2004) is an instrument “par excellence” for effecting national development of the human resources of a nation, rather than materials (natural) resources. It ultimately determines the pace of economic and social development. In supporting this view Gatto (2013) clearly articulated the importance of human resources development as constituting the ultimate foundation for the wealth of a nation. In spite of the importance of education in Nigeria, it has been observed over the years that government budgetary allocations to this sector have been low. This low budgetary allocation to education by the various levels of government has affected the sector negatively. In order for the schools to survive these poor allocations, all manner of charges with various names have been introduced into the school system. These charges have escalated the cost of acquiring formal education in both public and private schools, thus resulting to low level of educational development. It was on the recognition of the role of the education in the making of a total and productive man that the late Chief Obafemi Awolowo, the then premier of the then Western Region of Nigeria in his maiden speech in 1951, to the Western House of Assembly, stated that his government would give top priority to education (Obafemi, 1955). By January 1955, the free Universal and compulsory primary Education (UPE) scheme was launched in that region. This was a wonderful foresight to enhance the progress of the people. Undaunted by the difficulties faced by previous administrations, the past Nigeria President, Chief OLusegun Obasanjo, on September 29, 1999, launched yet another educational programme known as the Universal Basic Education (UBE). That means changing from 6-3-3-4 system of education to the 9-3-4 system. The 6-3-3-4 system means six years in primary school, three year in junior and senior secondary school respectively and four years in the university. While the 9-3-4 system means nine years in the primary and junior secondary school, three years in the senior secondary school and four years In the university. In this system, the primary and junior secondary schools are supposed to be in the same place in compliance with the national policy on education in Nigeria, the former Akwa Ibom State Governor, Obong Godswill Obot Akpabio, during the 21 anniversary celebration of the state, announced, during his visit to the United state of America,, his decision to provide “free and st compulsory Education scheme” (Umanah, 2008). This scheme, according to Umanah was to be implemented from primary to secondary level to all children in Akwa Ibom State. In addition, the Governor promised free boarding in the sixty two (62) public secondary schools. Free medical care as well as payment of additional three hundred naira and one hundred naira subvention per child, per term in secondary and primary schools respectively. Precisely on the 5 of December 2008, the child Right act was signed into law by the then Akwa Ibom State Governor, Chief Godwill Obot Akpabio (umanah, 2008). Even though the concept of free and compulsory education is laudable one, it does not go without challenges. Some skeptics have expressed concerned in the government’s preparedness to make the scheme succeed in terms of provision of teaching and learning facilities, formulation of policies that would favour the teachers and students as well as determining the direction and objectives of the programme. The Akwa Ibom children, who are generally known to have formed the highest labour force in and outside Akwa Ibom State, are by this policy now compelled to go to school. They are therefore in the positions to appraise the school facilities as to whether or not they are adequate to enhance the success or otherwise of this policy. According to Ette (2009) most students argue that without appropriate school facilities like classrooms , table, seat, chalkboards, adequate ventilation and lighting, teaching aids, sport equipments, cupboards, offices, common rooms and storage room and boarding facilities the programme may be wasted effort. The study, therefore intends to investigate critically the programme of free and compulsory education in Akwa Ibom State with regards to students’ perception of the adequacy or otherwise of school facilities.
1.2 Statement of the Study
Although improvement in our educational system in primary and secondary schools has been described by many stakeholders as nothing to write home about, many people including parents, teachers, and counselors have expressed the view that the free and compulsory educations should be supported, bearing in mind the good intensions of the state government (Akaninyene, 2009). The major problem is that most schools in the study area are quite lacking in terms of availability of material and human resources. For instance moat schools operate in dilapidated school buildings with inadequate number of teaching and non-teaching personnel, poorly equipped laboratories and technology workshops and libraries amongst others. Under this condition the successful implementation of this laudable programme may be negatively affected. As key players in the educational system, students’ view on the adequacy or otherwise of school facilities should not be taken for granted. Their view can indicate whether or not the programme will accomplish its goal. This study is therefore aimed at determining students’ view of adequacy of school facilities, infrastructure and school personnel on the ground for the successful implementation of free and compulsory education in Akwa Ibom State.
1.3 Purpose Of The Study
The major purpose of the study was to find out student’ perception towards the implementation of free and compulsory education in Akwa Ibom State, this study sought to:
1. To determine how students’ perception of school facilities influences the implementation of free and compulsory education.
2. To determine how students’ perception of availability of school infrastructure influences the implementation of free and compulsory education.
3. To determine whether students’ perception of school personnel influence the implementation of free and compulsory education.
1.4 Significance of the Study
The result of this study will provide government, school authorities, parents, communities, counselors and teachers with the necessary information on the adequacy of school facilities, infrastructure and human resources for the successful implementation of free and compulsory education policy in Akwa Ibom State. Government, through the findings of this study will see the need for providing adequate facilities and human resources in school to boost the successful implementation of the free and compulsory education. The findings of this study will help to address students’ yearnings for adequate facilities and justify the need to the attached importance to their views as the main beneficiaries of the policy. The result of this work will also provide government and educational stakeholders the data on which to base their educational planning in the future.
1.5 Research Questions
In order to take the set problems effectively and to obtain the desired objectives, the following research questions were formulated. How does students’ perception of school facilities influence implementation of free and compulsory education? How does students’ perception of availability of school infrastructure influence implementation of free and compulsory education? How does students’ perception of school personnel enhance implementation of free and compulsory education?
1.6 Research Hypothesis
The following research hypotheses were formulated to guide the study. HO Students’ perception of school facilities does not significantly influence the implementation of free and compulsory education. HO Students’ perception of availability of school infrastructure does not significantly enhance the implementation of free and compulsory education. HO Students’ perception of school personnel does not significantly enhance the implementation of free and compulsory education.
Although improvement in our educational system in primary and secondary schools has been described by many stakeholders as nothing to write home about, many people including parents, teachers, and counselors have expressed the view that the free and compulsory educations should be supported, bearing in mind the good intensions of the state government (Akaninyene, 2009). The major problem is that most schools in the study area are quite lacking in terms of availability of material and human resources. For instance moat schools operate in dilapidated school buildings with inadequate number of teaching and non-teaching personnel, poorly equipped laboratories and technology workshops and libraries amongst others. Under this condition the successful implementation of this laudable programme may be negatively affected. As key players in the educational system, students’ view on the adequacy or otherwise of school facilities should not be taken for granted. Their view can indicate whether or not the programme will accomplish its goal. This study is therefore aimed at determining students’ view of adequacy of school facilities, infrastructure and school personnel on the ground for the successful implementation of free and compulsory education in Akwa Ibom State.
1.3 Purpose Of The Study
The major purpose of the study was to find out student’ perception towards the implementation of free and compulsory education in Akwa Ibom State, this study sought to:
1. To determine how students’ perception of school facilities influences the implementation of free and compulsory education.
2. To determine how students’ perception of availability of school infrastructure influences the implementation of free and compulsory education.
3. To determine whether students’ perception of school personnel influence the implementation of free and compulsory education.
1.4 Significance of the Study The result of this study will provide government, school authorities, parents, communities, counselors and teachers with the necessary information on the adequacy of school facilities, infrastructure and human resources for the successful implementation of free and compulsory education policy in Akwa Ibom State. Government, through the findings of this study will see the need for providing adequate facilities and human resources in school to boost the successful implementation of the free and compulsory education. The findings of this study will help to address students’ yearnings for adequate facilities and justify the need to the attached importance to their views as the main beneficiaries of the policy. The result of this work will also provide government and educational stakeholders the data on which to base their educational planning in the future.
1.5 Research Questions
In order to take the set problems effectively and to obtain the desired objectives, the following research questions were formulated. How does students’ perception of school facilities influence implementation of free and compulsory education? How does students’ perception of availability of school infrastructure influence implementation of free and compulsory education? How does students’ perception of school personnel enhance implementation of free and compulsory education?
1.6 Research Hypothesis
The following research hypotheses were formulated to guide the study. HO Students’ perception of school facilities does not significantly influence the implementation of free and compulsory education. HO Students’ perception of availability of school infrastructure does not significantly enhance the implementation of free and compulsory education. HO Students’ perception of school personnel does not significantly enhance the implementation of free and compulsory education.