1

ATTITUDE OF SECONDARY SCHOOL STUDENTS TOWARDS

VOCATIONAL AND EDUCATIONAL GUIDANCE IN ETHIOPE EAST

LOCAL GOVERNMENT AREA OF DELTA STATE

BY

JESSA OMOKINIOVO MORRISON

FOE/07/08/131143

A PROJECT WRITTEN IN THE DEPARTMENT OF GUIDANCE AND

COUNSELLING AND SUBMITTED TO THE FACULTY OF

EDUCATION, DELTA STATE UNIVERSITY, ABRAKA

IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD

OF BACHELOR OF EDUCATION B.ED IN GUIDANCE AND

COUNSELLING

NOVEMBER, 2011

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CERTIFICATION

We the undersigned certified that this project work was written

by JESSA OMOKINIOVO MORRISON in the Department of

Guidance and Counselling, Delta State University, Abraka.

__________________ ________________

Dr. (Mrs.) A. Onoyase Date Project Supervisor

_____________________ ________________

Dr. J. N. Odili Date Head of Department

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DEDICATION

This project work is dedicated to the memory of my late father,

Late Chief John Enokae Jessa who, though departed to the great

world beyond (at a time when I was too young to recognise his

face) still occupies a greater part of my heart

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ACKNOWLEDGMENT

I acknowledge with gratitude my God, the everlasting King of Kings in

whose light my path was made clear, free from obstacles.

I acknowledge Dr. (Mrs.) A. Onoyase, my project supervisor, who not

only constructively criticized and supervise this project, but also taught

me how to write a sound research project, because of her love and

crave for originality and her tutorship.

My gratitude also go to my mother Mrs. Mary O. Jessa who has worked

tirelessly and has made much effort to see that i complete my

academic programme. My brothers, sisters and cousins are not left

out, especially the likes of brother Godwin Jessa, Tony Jessa, Sunday

Adjako, Hallen’s Jessa, sister Lucky and Sister Rukevwe, I express my

appreciation to them for their moral and financial support all through

the course of my academic sojourn.

I wish to sincerely thank my Head of Department, Dr. J. N. Odili who

looked upon the students of Guidance and Counselling as part of his

extended family that must succeed at all cost.

I also acknowledge all the lecturers and staff of guidance and

counselling department for being a part of my success story.

I give gratitude to all my course mates and the entire students of

guidance and counselling. I could never have made it this far if not for

them, most especially Mr. Onyegbo Ejime who played the role of a

best friend and a father and made sure I am on the right tract; he was

always there to pull me back whenever I am going out of line.

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My gratitude also go to my special friend Chukwuweike Amaka

Treasure for her support all through my days in school.

I also wish to give thanks to the principals and teachers of the various

schools I used for the study for approval and assistance during the

administration of my questionnaire. Also, I thank the students from

the schools who volunteered to be used for this research work.

Lastly, I acknowledged all the authors whose work were cited in this

research.

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TABLE OF CONTENT

Title page 1

Certification 2

Dedication 3

Acknowledgment 4

Table of content 6

List of tables 10

Abstract 11

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study 12

1.2 Statement of the Problem 22

1.3 Research Questions 23

1.4 Purpose of the study 23

1.5 Significance of the Study 24

1.6 Scope and Delimitation of the study 26

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1.7 Definition of Terms 26

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Definition of Attitude 28

2.2 Meaning of vocational guidance 30

2.3 Meaning of educational guidance 41

2.4 Students’ interest in orientation exercise 43

2.5 Students’ participation in study habit induction 44

2.6 Students’ participation in career day programme 45

2.7 Students’ participation in excursion 46

2.8 Students Participation in Old Students’

Association Day 48

2.9 Summary of literature review 49

CHAPTER THREE: RESEARCH METHOD AND PROCEDURE

3.1 Research design 51

3.2 Population 52

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3.3 Sample and Sampling Techniques 52

3.4 Research instrument 53

3.5 Validity of the instrument 53

3.6 Method of data collection 53

3.7 Method of data analysis 54

CHAPTER FOUR: PRESENTATION OF RESULT

AND DISCUSSION OF FINDINGS

4.1 Research question 1 55

4.2 Research question 2 56

4.3 Research question 3 57

4.4 Research question 4 59

4.5 Research question 5 60

4.6 Research findings 61

4.7 Discussion of findings 61

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CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATION

5.1 Summary 65

5.2 Conclusion 67

5.3 Limitations of the study 67

5.4 Contribution to knowledge 68

5.5 Recommendations 68

5.6 suggestion for further studies 69

References 71

Appendix 75

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LIST OF TABLES

Table 4.1 55

Table 4.2 56

Table 4.3 58

Table 4.4 59

Table 4.5 60

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ABSTRACT

This research work investigated the Attitude of secondary

school students towards vocational and educational guidance in Ethiope east local government area of Delta state. Five

research questions were formulated to guide this study.

Relevant literature was reviewed to provide theoretical bases

for the research work. The population of the study consisted of

all secondary school students in Ethiope East local government area of Delta state. Five government secondary schools were

randomly sampled for the study. A questionnaire was used for

data collection and was administered on 100 respondents who

constituted the sample of this study. The instrument was

analysed by the researcher using simple percentage to answer the formulated research questions. The findings of the study

revealed: that many students are interested in orientation

exercise in secondary schools, that students participate in study

habit induction to a large extent in secondary schools, that

many students take part in career day, that some students visit the school counsellor and some also participate in Excursion

and that many students participate in Old Students Association

Day in secondary schools. Based on the research findings, the

following recommendations were made: guidance counsellors should organise orientation to the students on regular bases,

professionals from all works of life should be invited by the

counsellor to cater for the career needs of many more students,

seminar and enlightenment campaign should be organised by

the guidance counsellor to enlighten the students on the importance of excursion and the need to visit the counsellor

and that many students should be engaged in old students’

association day.

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CHAPTER ONE

Introduction

1.1 Background of the Study

Guidance is derived from the word “guide” which means to

direct, to lead and to facilitate a course of action. It is a

programme of services designed to assist individuals understand

their problems and also to find a lasting solution to them. It is a

professional field which has a broad range of activities,

programmes and services geared towards assisting individuals to

understand themselves, their school environment and their world

and also to develop adequate capacity for making wise choices

and decisions (Eyo and Esuong, 2010).

Guidance is a programme on which a guild is to be provided

by someone who is professionally trained to do so. These

provisions would be made in relation to the individual’s

educational, social, moral, emotional and health. According to the

UNESCO module on guidance and counselling (2000a), guidance

is a programme of services to individuals based on their needs

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and the influence of environmental factors. To Okobiah and

Okorodudu (2004), the term ‘guidance’ has been coined from the

word ‘guild’ which means to direct one on an issue or

programme, ‘enlighten’ or assist and to lead someone to know

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

demands decision making. They state further that one can only

be guided by someone who is knowledgeable or someone who is

mature and quite familiar with what to do in such given

circumstances which require assistance.

According to Egbule (2002), the conceptual development of

guidance and counselling as a professional services started in the

20th century as a result of the cultural and ideological movement

which provides enough impetus for the broadening and

secularization of guidance functions. However, prior to this time,

there was a practice of guidance and counselling in the traditional

level by a group of quasi-counsellors. These quasi-counsellors

according to Egbule (2002) are: philosophers, priests, prophets,

elders in the society and parents. The techniques these quasi-

counsellors used in rendering guidance services to individuals is

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mainly advice giving. Although, this technique yielded its

expected result (as most of the problems put before the quasi-

counsellors were resolved), it will be partial not to mention its

associated problems.

For example, Egbule in Okobiah and Okorodudu (2004)

enumerated the following as limitations of traditional (quasi

counselling) counselling practice:

I. Traditional counselling is dominated by large number of

untrained counsellors who based their practice on biased

personal experience and subjectivity.

II. The activities of traditional counsellors are often limited

to advice giving leaving behind other significant guidance

functions. This approach of advice giving by traditional

counsellors is usually directive and authoritative in

nature. This is very unethical to professional counselling.

III. Traditional counselling lacks objectivity in its assessment

and treatment procedures in traditional counselling and it

does not utilize any assessment material. This makes it

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difficult to evaluate the effectiveness of resolving

individual’s problem.

IV. It is always difficult for the client to apply the principles of

traditional counselling in resolving his problem. This is

because solutions are often sought to the client’s problem

by the traditional counsellor through mysterious method.

This makes it impossible for the client to apply any

principles to solve similar problems in the future without

counsellors.

V. The practice of traditional counselling in a modern world

is out of touch with reality. It has become impossible to

use traditional counselling approaches to resolve

educational, vocational and personal social problems

resulting from the complexities of the modern society,

economic, political, educational, and technological

changes.

In assessing the future of guidance and counselling in

Nigeria, Aluede (2011) has this to say:

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Aluede, Egbule and Okorodudu (1988, as cited in

Aluede, 2000) had observed that guidance and

counselling services are relatively new educational

delivery services in Nigeria’s educational system,

one may today be tempted to think differently

because, any child born in 1959, the year

guidance and counselling is known to have begun

in Nigeria (Ipaye, 1983, as cited in Aluede,

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 of guidance and

counselling in Nigerian school system. Most prominent was the

effort of a group of catholic nuns at the St. Theresa’s college,

Oke-Ado, Ibadan. These catholic nuns according to Aluede,

(2000) and Iwuama, (1991) developed a career workshop for all

the School’s graduating students during the 1959 academic

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session, especially in the area of subject selection and job search.

According to Ipaye (1983), a major outcome of the workshop was

the distribution of the much needed career information that

enabled 54 out of 60 graduating students to gain full employment

upon heir graduation.

Another event that was instrumental to the development of

modern guidance in Nigeria is the workshop on guidance and

counselling held at the comprehensive high school, Aiyetoro in

1963 where Mr. R. O. Rees delivered a paper titled “the role of

the guidance counsellor in a comprehensive high school”. So was

the book written by Mr. C. I. Berepiki titled “an approach to

guidance in school”. This book inspired the federal government of

Nigeria to develop a workshop on guidance and counselling in

schools. Through these efforts, the federal government was able

to appreciate the role guidance and counselling needed to play in

the nation’s overall development that later motivated the federal

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

charge of the coordination of school guidance and counselling

services in Nigeria’s school system (Odebunmi, 1985).

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There is agreement among experts that there are three

major components of guidance and counselling, these component

according to UNESCO module (2000a) are: educational,

vocational, and personal social guidance.

Educational Guidance: educational guidance can be referred to

as that part of the guidance programme given to students to

enable them do well in school. It is a service offered to the

students by the school guidance counsellor in the school system.

Through educational guidance, students are individually or as a

group provided with information and assistance to help them

function more effectively in the school system (Egbule, 2002).

Vocational Guidance: vocational guidance is simply an aspect of

the entire guidance programme given to the students or

individuals in the school system to enable them make appropriate

choices in their vocation. Egbule (2002) quoting Supper (1957)

states that vocational guidance is the process of helping a person

develop and accept an integrated and adequate picture of himself

and of his role in the world of work, to test this concept against

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reality and to convert it into reality, with satisfaction to himself,

and to benefits to the society.

Personal Social Guidance: This aspect of the guidance

programme that focuses on the individual’s socio-personal

problems. According to Egbule (2002), counselling psychologists

are not only interested in the individual’s educational and

vocational adjustment, also in their personal-social and

psychological adjustment.

Under these three major area of guidance as Denga (2001)

posited, there are several guidance and counselling services such

as appraisal, information, placement, orientation, evaluation,

referral, and follow-up.

Appraisal Service: according to Egbule, in Okobiah and

Okorodudu (2004), appraisal service is a testing programme

which involves the collection, analysis and application of a series

of objectives and subjective personal psychological data for the

purpose of understanding individuals and assisting them to

understand their abilities, interest and disabilities. Students need

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to know how to appraise themselves whether or not they are

fulfilled in their chosen course or else see a counsellor for

appraisal.

Information Services: information is not stable, there are

changes from time to time, and the students need to be updated

too. According to Bamisaye (2003), information is very vital

because it can be used to create new realities as the situation

may warrant. Information about jobs, qualifications, requirement,

remuneration, hazard, working time, training opportunities, age

factors, condition of services and the general working

environment should have been made available to salvage the

students from moving from one job to the other without

fulfilment.

Placement Services: according to Gashinde (1991), this is a

crucial function. The guidance counsellor should be involved in

the selection and placement of students in the different

subjects/classes. According to Egbule (2002), placement means

the assistance given to students in making appropriate choices of

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school subjects and in making transition from one school level to

the other, and from school to employment.

Orientation Service: orientation service according to Egbule

(1993) is techniques of educational service designed and

organized to help new students in the school system to adjust to

their new environment through group procedures. New students

need to be helped in adjusting to the school environment so as to

make the best use of the opportunities before them.

Referral Service: at time, students’ problems may prove difficult

that it will require the guidance counsellor to send him/her to the

appropriate quarters, so as not influence others with the problem.

Referral service simply implies directing clients to other

professionals who are in a position and are more competent in

resolving the client’s problem (Egbule, 2002).

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

service is very important; it can mean monitoring the “drop out of

school” so that they do not constitute social menace. Some

students that are advised to drop out of school system because of

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one reason or the other should be adequately monitored by the

counsellor in order to still be useful to themselves, their

community and the nation at large. They can still be creative and

innovative if they are properly guided.

1.2 Statement of the Problem

The three aspects of guidance; educational, vocational and

personal-social guidance is being carried out in the school system

using a number of techniques. These techniques include study

habit induction, orientation, excursion, career day, etc. during

such programmes, it is expected that the students will participate

to the fullest and benefit from such opportunities. However, while

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

among the attendants, a good number of them fail to participate

actively. This passiveness could be understood to mean that the

students may not be interested in such programme. These

phenomenon induce the researcher into choosing this topic as it

is believed that the success of any programme in school lies on

the students’ attitude towards such a programme. If this may be

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the true, what then is the attitude of secondary school students

towards vocational and educational guidance in Ethiope East Local

government area of Delta State?

1.3 Research Questions

The following research questions shall guide the study:

1. Are students interested in orientation exercise in

secondary schools?

2. To what extent do students participate in study habit

induction in secondary schools?

3. Do students take part in career day programme in

secondary schools?

4. Do students participate in excursion in secondary

schools?

5. Do students participate in Old Students Association Day

in secondary schools?

1.4 Purpose of the Study

The purpose of the study is to determine the nature of the

attitude of secondary school students towards vocational and

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educational guidance in Ethiope East local government area of

delta state.

The study will seek to investigate the following:

1. Students’ interest in orientation exercise in secondary

schools

2. The extent of students’ participation in study habit

induction in secondary schools

3. Students’ participation in career day in secondary schools

4. The students’ participation in excursion in secondary

schools

5. The students participation in Old Students Association

Day

1.5 Significance of the Study

The study will be of a great benefit to parents, teachers,

policy makers, school counsellors, educational administrators,

local communities and school principals.

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The study will provide parents with useful information about

their children in order to know how best to guild them through

their life course.

The study will also provide teachers with information about

vocational and educational guidance.

The study will equally provide vital information to policy

makers on how best to formulate guidance and counselling

policies.

This study will provide school counsellors with useful

information about the guidance programmes and on how best to

provide educational and vocational guidance in order to sustain

the interest of the students thereby enhancing their attitude

towards vocational and educational guidance.

The study will provide useful information to school

administrators about the usefulness of vocational and educational

guidance in order to make adequate fund available for the

funding of the guidance and counselling programme.

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Additionally, the study will help the local community to

appreciate the contribution of guidance and counselling towards

the development of the nation’s economy.

Lastly, the study will enable school principals to be aware of

their roles in the school guidance programmes so that they can

assist the school counsellor in realizing the goals and objectives

of the school guidance programme.

1.6 Scope/Delimitation of the Study

The scope of the study covers the attitude of secondary

school students towards vocational and educational guidance. The

study is limited to 5 out of 24 secondary schools in Ethiope east

local government area of Delta state.

1.7 Definition of Terms

Attitude: this is the thought or feeling that makes individuals to

act or behave as if they like or dislike something.

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Secondary School Students: These are individuals studying in

a school meant for young people between the ages of 11 to 16

years.

Vocational Guidance: This is the process of giving students

some information about their abilities and the needs of the labour

markets so as to enable them make appropriate decisions and

occupational choices.

Educational Guidance: This is the helping of persons to do

better in their studies and to select courses and schools that will

be fitted to their tastes and abilities.

Local Government Area: This is an administrative division of a

country that the third tier of government is responsible for.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter deals with review of existing related literature.

The chapter will focus on the following sub-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’ Association Day

2.9. Summary of literature review

2.1 Definition of Attitude

According to Ubom (2001), attitude is an individual’s

perception and reaction to a task which is expected to be carried

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out or executed in a group, institutions, school setting or an

organization. To Zana and Raphael (1988), attitude is a

disposition to respond favourably or unfavourably toward some

person, thing, event, place, idea, or situation. In other words,

attitudes are the thoughts and feelings that encourage someone

to act as if eh/she likes or dislikes something. Anastasi (1990)

gave a similar definition when he defined attitude as a tendency

to react favourably or unfavourably toward a designated class of

stimuli. Croon (1996) defined attitude as a learned disposition to

respond to people, objects or institution in a positive or negative

way. According to him, most attitudes have a belief component,

an emotional component and an action component. He went

further to explain that the belief component consists of when a

person think or believe about the object of the attitude, the

emotional component also consists of one’s feelings towards the

object of the attitude while the action component is how one tend

to act towards the object of the attitude. Coon (1996) also opined

that attitudes are learned through reaction with others holding

the same attitude.

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Vaidya (1989) explained attitude as condition of readiness

for a certain type of activity. Attitudes held by the individuals

may be simple or complex, stable or unstable, temporary or

permanent and superficial or fundamental. Judgments based

upon insufficient facts are likely to yield wrong results thereby

develop biased attitudes. To Crow & Crow (1979), a child’s

attitude towards his work affects his worthwhilenes in his activity.

To him, a child should not be permitted to do completely as he

wishes. He should be stimulated toward desirable activity through

the arousal of interest in worthwhile projects. Constructive,

objective attitudes encouraged during childhood serve well during

adolescence.

2.2 Meaning of Vocational Guidance

Vocational guidance as an aspect of the guidance

programme is concerned with the giving of information to

individuals concerning their vocations. This information could

include available job opportunities, method of application; they

should also be assisted to acquire the skills they need in order to

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cope with the different circumstances they may encounter later

on in life.

According to Egbule (2002) vocational guidance is the

process of assisting the individuals to choose or select an

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

UNESCO Module on guidance and counselling (2000) defined

vocational guidance as a process for helping individuals to choose

an occupation,

Prepare for it, enter it and develop in it. Vocational happiness

requires that a person’s interests, aptitudes and personality, be

suitable for his/her work. It plays its part by providing individuals

with an understanding of the world of work and essential human

needs, and familiarizing individuals with such terms as ‘the

dignity of labour’ and ‘work value’.

Super (1957) in Egbule (2002) sees vocational guidance as

the process of helping a person to develop and accept an

integrated and adequate picture of himself and his role in the

world of work; to test this concept against reality and to convert

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it into reality, with satisfaction to himself, and benefits to the

society. The provision of vocational guidance in our educational

institutions has been necessitated by great changes in our society

and the world at large, and has become more complex than ever

before. According to the UNESCO Module (2000), Automation and

recession, for example, have forced many people into early

retirement and retrenchment, resulting in unemployment. The

rate of technological changes and the isolation of young people

from possibilities for employment, according to them have

created problems in occupational choices.

According to Adebowale (2011), information about jobs,

qualifications, requirement, remuneration, hazards, working tie,

training, opportunities, age factors, condition of service and the

general working environment should have been made available to

salvage the students from moving from one job to the other

without fulfilment. He also said that the students’ problem in the

area of educational, vocational, personal/social can be easily

solved if only the individual students can open up, ready to be

helped and participate fully in solving the problem at hand.

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According to Crites (1969), vocational guidance is a process or

programme of assistance of assistance designed to aid the

individual in choosing and adjusting to a vocation.

According to Wikipedia (2008), vocational guidance is the

process of helping a person to develop and accept an integrated

and adequate picture of himself and of his role in the world of

work.

It has a specific goal; it assists individuals to find satisfying,

interesting and realistic roles in the environment. Vocational

guidance is the process of helping individuals to know

themselves; their interest values; and abilities and the world of

work and its needs to be able to reach a mature career decision.

Vocational guidance refers to the services that assist individuals

of any age and at any point throughout their lives, to manage

educational, training and occupational choices and to manage

their careers. It includes services provided to those who have not

entered the labour forces services to job seekers and services to

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those who are employed. It includes a wide range of activities

like:

� Activities within schools to help students clarify, career

goals, understand the world of work and develop career

management skills.

� Individual and group guidance to assist with decisions

about initial course of vocational training, further

education and training, initial job choices, job change or

work force re-entry. The organised and systematic use of

community members such as employers to provide

occupational and educational advice and information.

Vocational guidance refers to expert (science based)

assistance ad support with the aim to help individuals:

� Explore, analyse and develop the factors constituting

their self-concept (interests, personal qualities and

characteristics, values, skills, etc).

� Explore, evaluate, process and classify information and

alternative education and vocation pathways with respect

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both to their needs and choice and to labour market

requirements.

� Integrate information about education and

vocation/career with information derived from self-

observation so that they develop to decision-making

capabilities both with respect to their orientation in

education and choices in occupation(s) befitting their

particular psychosocial make up.

� Create and implement their own educational and

vocational plans.

Ultimately, the individuals will be able to make the correct

choices with respect to their future occupation/vocation and thus

be (re)included into active life.

Vocational guidance activities target individuals who are:

� About to make a choice with respect to their education

and vocation.

� In search of new fields of study/training

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� Already employed but dissatisfied with their current

occupation, hence in search of new areas of training and

professional development.

� Unemployed or have lost their jobs for whatever reason

and wish to resume employment and threatened with

social exclusion owing to personal circumstances or

misfortune.

In conclusion vocational guidance helps individuals to acquire

knowledge in the following areas: self awareness, exploration of

the world of work and mature decision making

Self awareness: this is the process of gathering information

about the interests, abilities and values. The counsellor under this

situation helps the student or client to answer such questions as:

what kind of person am I? What type of work do/would I enjoy

doing? What are my interests and abilities? What kind of skills do

I poses? How can I take a decision regarding my future career?

How can you know yourself? Identifying skills that are highly

motivated.

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World of Work Exploration: this involves gathering information

about the different careers that might fit your interests, values

and abilities. It helps you find answers to the following questions;

� What kind of education or training is required in each?

� What are the pros and cons of each job you think of?

� What are the working conditions in the different 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 exploring the

different alternatives, narrowing down the possibilities and then

choosing the right alternatives to ensure a mature career

decision.

Since the emergence of Frank Parson’s Vocational Bureau at

Boston, USA in 1908, several techniques have been devised to

provide vocational services to individuals both within and outside

the school setting. In the Nigerian secondary school system the

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following techniques are used by school counsellors in providing

vocational services to students.

Career Conference: according to Ipaye (1993), during career

conferences or career week as the case may be, representatives

of various occupations give presentation of their impressions

about their occupations. Makinde (1988) said at such meetings,

professionals deliberate on what they do, the advantages of their

occupation, requirements and qualification for entry, method of

entry, remunerations and the likes. Continuing, Makinde said that

students use the opportunity of career conferences to acquire first

hand information about various occupations and ask questions

which helps them to facilitate their decision making about jobs.

Old Students Association: According to Ipaye (1986) old

students of the school are invited to present to current students

information about their career education. Ipaye (1986) is of the

opinion that old students’ association day provides opportunities

for the present students to gain inspiration from the past

students. This consequently serves as motivation as well as

39

guidelines to the present students to prepare themselves for

worthwhile occupational and educational plans.

Parents Conference: according to Akinboye (1987) these are

conferences convened between teachers, counsellors and

parents. Such meetings provide opportunitie4s for parents and

teachers or counsellors to work together in planning suitable

educational and occupational future for the students.

The highlights of the National Policy on Education (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 many

individuals at various stages of their life. At such states,

individuals reconsider and re-diagnose their capabilities and

match them against the opportunities available. In this ways

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according to UNESCO Module (2000), vocational guidance is

aimed at helping students to make not only specific choices but

also good decisions.

The need for vocational guidance

According to Egbule (2002), vocational guidance within the

school setting is necessary for the following reasons:

I. To help students understand themselves in terms of their

abilities, aptitudes and interest

II. To provide students with a broader views about the world

of work

III. To enhance student awareness of the various options

opened to them and give them confidence that they can

make a reasonable choice between the various options

IV. To develop in the students the concept of variety of roles

in the society

V. To develop the spirit of job satisfaction and motivation as

well as self-actualization in the students after a choice of

career ahs been made.

41

2.3 The Meaning of Educational Guidance

Educational guidance is an aspect of guidance services which

focuses on helping students resolves problems relating to their

education. Quoting Isaken and Mink (1963), Olayinka (1978)

claims that educational guidance involved these experiences,

which assist each individual to understand himself, accept others

and live effectively in his society. According to him, educational

guidance is designed to help each student adjust to his

environment, develop the ability to set realistic educational goals

for him and improve his total educational opportunities. According

to Egbule (2002), educational guidance is assistance given to

pupils which enable them to function well in the school.

According to Egbochukwu (2008), educational guidance is

essential in the counselling service, guiding young people to

pursue the right type of education is necessary, while ensuring

that the right balance is kept in order to meet the human

resource needs of a nation. She further opined that secondary

school, college and university students need valid and usable

42

information that relate to their developmental and experience

levels concerning all types of present and future educational

opportunities and requirements for entrance and problems of

student’s life. According to Peters and Farewell (1967) in Egbule

(2002), educational guidance is the assistance given to pupils,

individually and through group techniques to help them function

more effectively in their school programmes.

The Need for Educational Guidance

Citing Shertzer and Stone (1976), Ipaye (1986), Iwuama

(1991), Egbule in Okobiah and Okorodudu (2004) stated that

the major purpose of educational guidance within the school

system is to provide students with relevant education

information about:

I. The school physical plant (i.e. the nature of the school

system).

II. Values of pursuing education

III. Educational opportunities opened to the students at their

level of development

43

IV. Requirement for furthering the education.

2.4 Students Interest in Orientation Exercise

According to Taiwo (1999), students are ready to engage in

orientation programme. Uban (2008) conducted a research on

the attitude of secondary school students towards guidance and

counselling services in Yakurr local government area of Cross

River State and came out with the findings that students are not

interested in orientation as a guidance service. According to him,

sex of the students and the geographical location of the school

had no significant influence on the students’ interest in

orientation programme.

According to Egbule (1993) students take part in orientation

programme which familiarise them with the goals and objectives

of the school and also to learn the process of work performance.

Moris et al (1976) stated that orientation programme is a

technique of educational service designed and organised to help

students in the school system to adjust to their new environment

through group procedure.

44

2.5 Students’ Participation in Study Habit Induction

The UNESCO Module on guidance and counselling (2000)

stated that a number of students fail their examinations, or fail to

deal with educational activities, because they lack effective study

skills and habits. They spend a considerable amount of time

playing, and only a small fraction of their time on productive or

school activities.

According to Eyo, Joshua and Esuong (2010), students in

secondary schools irrespective of sex and geographical location

participate in study habit induction organize by the guidance

counsellor. Their research shows 85% participation in study habit

induction among the students. Also Okeke (2001) noted that

students rarely ever participate in study habit induction nor visit

the counsellor concerning their academic problems.

Taiwo (1999) who noted that students engage more in

educational guidance counselling than other counselling services

provided in schools. According to him, students are ready to be

engaged in counselling activities such as orientation programme

45

and excursion/field trips more than other educational counselling

activities such as study habit induction and academic counselling.

Ipaye 91992) opined that students are interested in

educational services as it help to facilitate their adjustment to the

school environment. Egbule (2001) is of the view that students

are interested in educational guidance activities especially the

fresh entrants. According to him, educational guidance services

can be provided to students through variety of activities such as

academic counselling, organising orientation or induction, college

assembly, college day conferences and undertaking excursion to

educational institution.

2.6 Students Participation in Career Day Programme

Studies carried out by Galassi, Grace, Martin, James and

Walace (1992) Swanson (1995) have shown at different times the

extent of students’ participation in vocational guidance activities.

Swanson (1995) Swanson and Pacover (1998) in their studies

revealed that American high school students are highly involved

in vocational guidance activities to the extent that some students

46

now turn to private guidance counsellors specialized in

career/vocational activities at a cost. In their individual studies,

they revealed that students have positive attitude towards

vocational guidance activities since they are now aware of the

great importance attached to their future vocations. Walter

(1992) opined that students participate keenly in vocational

guidance activities owing to its usefulness to their disciplines.

According to Makinde (1992), students are interested in

vocational guidance activities as it helps to facilitate their

understanding in career development, help them become aware

of many occupations available for exploitation.

2.7 Student’s Participation in Excursion

Howard (1997) argued that the predisposition to take part in

excursion depend on the level of school. According to him, most

senior high school students participate in excursion as it relates

to vocational concerns, however, for junior high school students;

there was a significant decline in the frequency with which they

participate in excursion. These could be as a result of the fact

47

that those in the junior high school have no vocational aspiration

at this stage of schooling.

In a study carried out by Taiwo (1999), only few schools in

Ondo state engage their students in vocational guidance

activities. And in those schools where there are guidance

counselling activities few students are actively involved or engage

the services of the guidance counsellor. In a similar study carried

out by Okeke (2001), students in Anambra State as the findings

of the study reveals have a positive attitude towards vocational

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

of the sampled schools are actively involved in vocational

activities such as excursion or field trips to factories/companies,

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

in his study found out that students in government schools do not

actively participate in vocational guidance activities unlike their

fellow students in private schools who most of the times go on

excursions.

48

Odeck (1990) is of the view that students are interested in

vocational guidance activities because it helps them to identify

their strengths and weaknesses in relation to specific vocations,

occupations, or jobs and make appropriate choice.

Having been exposed to vocational guidance activities,

students will be able to evaluate themselves and choose

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 are

invited to present to current students information about their

career education. Ipaye (1986) is of the opinion that Old

Students’ Association Day provides opportunities for the present

students to gain inspiration from the past students. This

consequently serves as motivation as well as guidelines to the

present students to prepare themselves for worthwhile

occupational and educational plans.

According to Germeijs and Verchueren (2001), students in

secondary school express willingness to participate in old

49

students’ association day. Stookey (2004) pointed out that

majority of the students express interest in Old Students’

Association Day. According to Gare (2007), students in secondary

grammar school are reluctant when it comes to old students’

association day.

2.9 Summary of Literature Review

Many authors gave different definition of educational and

vocational guidance and all of them agreed that both are aspects

of the entire guidance programme. While educational guidance is

concerned with the process of helping students resolve their

educational problems, vocational guidance is concerned with the

process of giving information to the students on issues relating to

their career prospects.

The meaning of attitude was discussed in this chapter. Also

the students’ interest in orientation exercise and the students’

participation in study habit induction was discussed. Thereafter,

the students’ participation in career day programme, students’

50

participation in excursion as well as students’ participation in Old

Students Association Day was discussed.

51

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 of

secondary school students toward vocational and educational

guidance in Ethiope East Local Government Area of Delta State.

For the purpose of the study, a survey method was adopted.

52

3.2. Population

The population of this study comprise all the senior

secondary school students in Ethiope East Local Area of Delta

State.

3.3. Sample/Sampling Techniques

For the purpose of the study, the researcher randomly

selected five (5) out of the 24 Government secondary schools in

Ethiope East Local Government Area of Delta 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

5. Abraka Grammar School II, Abraka

Of the five schools, 20 SS II students from each school were

selected to make up 100 students for the study. The sampling

technique adopted for the study is the simple random sampling.

53

3.4. Research Instrument

A self-structured questionnaire of 10 items was used for

data collection. The instrument consist of two sections; section A

dealt with respondent’s Bio-data, while section B dealt with

respondent’s view on the items in question.

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

response rating scale, ranging from four (4) for strongly agree, to

one (1) for strongly disagree.

3.5. Validity of the Instrument

To ensure the validity of the instrument, the draft of the

instrument was submitted to the research supervisor who

criticized and made amendments for modification. The

modification was effected before the final draft was prepared.

3.6. Method of Data Collection

The instrument was administered personally by the

researcher after approval by the research supervisor. The

completed copies were retrieved from the respondents

54

immediately. One hundred (100) copies of questionnaire were

administered and one hundred (100) copies were returned

showing one hundred percent (100%) retrieval rate.

3.7. Method of Data Analysis

To analyze the data collected, the simple percentage was

used to analyze the questionnaire that has been administered.

Formula for the simple percentage is

F

N X 100%

Where % = percentage

F = frequency of response

N = total number of respondents

55

CHAPTER FOUR

PRESENTATION OF RESULTS AND DISCUSSION OF

FINDINGS

This chapter focus on the analysis, presentation and

discussion of results.

4.1 Research Question One:

Are students interested in orientation exercise in secondary

schools?

Table 4.1:

Percentage analysis of the interest of students in orientation

S/N ITEMS SA A D SD

1 In my school, new students take part in

orientation programme organized by the

guidance counsellor

24% 45% 16% 15%

2 Students who are transferred from other

schools actively participate in

orientation programme organized by the

guidance programme

18% 31% 18% 33%

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

respondents agreed that in their school, new students take part in

56

orientation programme organized by the guidance counsellor

while 31% disagreed. On item 2, 49% agreed that Students who

are transferred from other schools actively participate in

orientation programme organized by the guidance programme

while 51% disagreed with the statement.

From the above analysis, many students are interested in

orientation exercise.

4.2 Research Question Two:

To what extent do students participate in study habit induction in

secondary schools?

Table 4.2:

Percentage analysis of the extent of students participation in

study habit induction

S/N ITEMS SA A D SD

1 Many students participate in study habit induction programme

organized in my school by the

guidance counsellor

27% 44% 16% 13%

2 Many students attend the lecture

on “methods of studying and

taking notes” given by the

26% 41% 16% 17%

57

guidance counsellor

3 I visit the counsellor for academic

problems

25% 34% 14% 27%

The above table 4.2 shows that in item 1, 71% of the

respondents agreed to the statement that many students

participate in study habit induction programme organized in their

school by the guidance counsellor while 29% disagreed. On item

2, 67% agreed that many students attend the lecture on

“methods of studying and taking notes” given by the guidance

counsellor while 33% disagreed. On item 3, 59% of the students

agreed that they visit the counsellor for academic problems while

41% disagreed.

One can therefore conclude that students participate in

study habit induction to a large extent.

4.3 Research Question Three:

Do students take part in career day programme in secondary

schools?

58

Table 4.3:

Analysis of students’ participation in career day programme

S/N ITEMS SA A D SD

1 A good number of students are

interested in college day activities organized by the school counsellor

19% 47% 20% 14%

3 I take part in career day

programme organized in my school by the guidance counsellor

26% 36% 24% 14%

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

respondents agreed to the assertion that a good number of

students are interested in college day activities organized by the

school counsellor while 34% disagreed with the assertion. In

item2, 66% agreed to the statement that when the school

counsellor organized old students’ association day, many students

attend while 34% disagreed. In item 3, 62% of the respondents

agreed that they take part in career day programme organized in

their school by the guidance counsellor while 38% disagreed.

The analysis above shows that a good number of students

take part in career day.

59

4.4 Research Question Four:

Do students participate in excursion in secondary schools?

Table 4.4:

Percentage analysis of students’ visit to the counsellor and

participation in excursion

S/N ITEMS SA A D SD

1 I visit my school counsellor for

vocational counselling

16% 34% 34% 16%

2 I participate in excursion organized

in my school by the guidance

counsellor

19% 30% 24% 27%

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

respondents agreed that they visit the counsellor for vocational

counselling while 50% disagreed. In item 2, 49% agreed with the

statement that they participate in excursion organized in their

school by the guidance counsellor while 51% disagreed.

From the analysis above, some students visit the school

counsellor and some also participate in excursion exercise.

60

4.5 Research Question Five:

Do students participate in old Students Association Day in

secondary schools?

Table 4.5:

Percentage analysis of students participation in old students

association day.

S/N ITEM SA A D SD

1 When the school counsellor

organized old students’ association day, many

students attend

22% 44% 17% 17%

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

statement that when the school counsellor organized old

students’ association day, many students attend while 34%

disagreed.

Many students participate in Old Students Association Day from

the above analysis.

61

4.6 Research Findings

From the data analysed above, the following findings were

obtained:

1. That many students are interested in orientation exercise

in secondary schools.

2. That students participate in study habit induction to a

large extent in secondary schools.

3. That many students take part in career day

4. That some students visit the school counsellor and some

also participate in excursion

5. That many students participate in Old Students

Association Day in secondary schools.

4.7 Discussion of Findings

The first finding revealed that many students are interested

in orientation exercise. This finding is in agreement with Taiwo

(1999) who stated that students are ready to engage in

orientation programme. However, the study is in contrast to Uban

(2008) who conducted a research on the attitude of secondary

62

school students towards guidance and counselling services in

Yakurr local government area of Cross River State and came out

with the findings that students are not interested in orientation as

a guidance service.

The second finding revealed that students participate in

study habit induction to a large extent. This finding is in

agreement with Eyo, Joshua and Esuong (2010) assertion that

students in secondary schools irrespective of sex and

geographical location participate in study habit induction organize

by the guidance counsellor. Their research shows 85%

participation in study habit induction among the students. This

finding however disagrees with Okeke (2001) who noted that

students rarely ever participate in study habit induction nor visit

the counsellor concerning their academic problems.

The third finding shows that a good number of students take

part in career day. This finding is in agreement with studies

carried out by Swanson (1995) Swanson and Pacover (1998)

which revealed that American high school students are highly

63

involved in vocational guidance activities to the extent that some

students now turn to private guidance counsellors specialized in

career/vocational activities at a cost. In their individual studies,

they revealed that students have positive attitude towards

vocational guidance activities since they are now aware of the

great importance attached to their future vocations. The study

also confirms Walter’s (1992) opinion that students participate

keenly in vocational guidance activities owing to its usefulness to

their disciplines. It also support Makinde’s (1992) statement that

students are interested in vocational guidance activities as it

helps to facilitate their understanding in career development, help

them become aware of many occupations available for

exploitation.

The fourth finding revealed that some students visit the

school counsellor and some also participate in excursion. This

finding support Ibrahim’s (1998) findings which revealed that

students in government schools do not actively participate in

vocational guidance activities unlike their fellow students in

private schools who most of the times go on excursions.

64

However, the finding is in contrast with the study by Okeke

(2001) which revealed students in Anambra State have a positive

attitude towards vocational guidance activities. According to

Okeke (2001), students in some of the sampled schools are

actively involved in vocational activities such as excursion or field

trips to factories/companies, tertiary institution, career

conference and so on. The finding also counters Odeck’s (1990)

view that students are interested in vocational guidance activities

because it helps them to identify their strengths and weaknesses

in relation to specific vocations, occupations, or jobs and make

appropriate choice.

The fifth finding revealed that many students participate in

Old Students Association Day.

65

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

This study investigated the Attitude of secondary school

students towards vocational and educational guidance in Ethiope

East Local Government area of Delta State. The study sought to

find answers to the following research questions:

1. Are students interested in orientation exercise in

secondary schools?

2. To what extent do students participate in study habit

induction in secondary schools?

3. Do students take part in career day programme in

secondary schools?

4. Do students participate in excursion in secondary

schools?

5. Do students participate in old students association day in

secondary schools?

66

Chapter two of the study attempted a review of the related

literatures. A self-structured questionnaire was used for data

collection while the simple percentage method of data analysis

was used to analyse the administered questionnaire.

The instrument used for the study was questionnaire made up

of one hundred (100) copies administered to one hundred

respondents from five selected schools used as sample for the

study. The simple percentage method was used to analyse the

data retrieved.

The findings of the study revealed the following:

1. That many students are interested in orientation exercise in

secondary schools.

2. That students participate in study habit induction to a

large extent in secondary schools.

3. That many students take part in career day

4. That some students visit the school counsellor and some

also participate in excursion

67

5. That many students participate in Old Students

Association Day in secondary schools.

5.2 Conclusion

From the data analysed, it can be concluded that:

1. That many students are interested in orientation exercise

in secondary schools.

2. That students participate in study habit induction to a

large extent in secondary schools.

3. That many students take part in career day

4. That some students visit the school counsellor and some

also participate in excursion

5. That many students participate in Old Students

Association Day in secondary schools.

5.3 Limitations of the study

During the course of this research work, I was confronted

with some problems which militated against a thorough

investigation. Finance was a major constraint as the research

mandated my travelling from my location to the location of the

68

school, also, the procurement of materials for the study was

another constraint put forward by lack of finance.

Again as an undergraduate student, the work load do not

leave much time for a wider research. Finally, there was difficulty

in locating materials for the research.

5.4 Contribution to Knowledge

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

attitude of secondary school students towards vocational and

educational guidance, no research has actually been carried out

on the attitude of secondary school students towards Old

Students Association Day.

5.5 Recommendations

From the foregoing, the following recommendations can be

made:

1. Guidance counsellors should organise orientation to the

students on regular bases

69

2. Professionals from all works of life should be invited by

the counsellor to cater for the career needs of many more

students.

3. Seminar and enlightenment campaign should be

organised by the guidance counsellor to enlighten the

students on the importance of excursion and the need to

visit the counsellor.

4. That many students should be engaged in old students’

association day

5.6 Suggestion for Further Studies

During the process of administration of instrument, the

researcher was confronted with certain issues that is worthy of

investigation. Hence, the researcher suggests the following:

1. A study should be carried out on the attitude of school

principals towards guidance and counselling services

2. A study should be carried out on the counselling needs of

the secondary school students as perceived by the

students

70

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

country, the researcher strongly suggests that similar

studies should be carried out to find the attitude of

secondary school students towards educational and

vocational guidance in other Local Government areas in

the state and in the country generally.

71

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Adebowale, T. A.(2011). Restructuring the Nigerian state for

sustainable development: the value challenge life: Ife,

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Akpochafo, G. O. (2011). Interdisciplinary Research as a panacea

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pp. 931-934. Available online @

http://www.interesjournals.org/ese.

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 students in

Pakistan. International Journal of Academic Research.

Vol. 2 No 5. Pp. 389-395.

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

Guidance and Counselling Services to Students’

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Adjustment in Secondary Schools in Edo State of Nigeria.

Research Journal of International Studies. Issue 8 pp. 6

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

Inadequate Representation of Guidance and Counselling

in the National Policy on Education. Edo Journal of

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

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

Counselling. Owerri: Whyte and Whyte Publishers.

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

Secondary School Students towards Guidance and

Counselling Services in Cross Rivers State. Edo Journal of

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

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

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

in Career Counselling: A preliminary Studies. Journal of

Counselling Psychology. Vol.39, pp. 46-55.

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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 University. Journal

of Counselling Psychology. Vol. 24 (2). Pp. 162-164.

National Policy on Education (2004). Federal Ministry of

Education. Lagos.

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

Sector: Counselling Implication. Edo Journal of

Counselling. Vol. 3. No. 2. Pp. 229-239.

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, Concepts,

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Benin City: Ethiope Publishing Corporation.

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Okocha, M. (2009). Parental Attitude towards Vocational

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75

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 of secondary

school students towards vocational and educational guidance in

Ethiope East Local Government Area of Delta State. In this

regard, your responses to this questionnaire will go a long way

towards ensuring the success of this research work. I assure you

that your response will be kept confidential and used for this

study only.

Thanks for your anticipated co-operation.

Yours Faithfully,

JESSA OMOKINIOVO MORRISON

76

SECTION A

RESPONDENT’S BIO-DATA

School:_________________________________________

Class: SSS1 SSS 2 SSS3

Sex: Male Female

INSTRUCTION

Please read the item carefully and tick the item that is more

appropriate to your opinion.

KEYS:

SA- Strongly Agree (4)

A- Agree (3)

D- Disagree (2)

SD- Strongly Disagree (1)

√

77

SECTION B

ITEMS

S/N ITEMS SA A D SD

1 In my school, new students take part in

orientation programme organized by the

guidance counsellor

2 Students who are transferred from other schools actively participate in orientation

programme organized by the guidance

programme

3 Many students participate in study habit

induction programme organized in my school

by the guidance counsellor

4 A good number of students are interested in college day activities organized by the school

counsellor

5 Many students attend the lecture on

“methods of studying and taking notes” given

by the guidance counsellor

6 I visit the counsellor for academic problems

7 When the school counsellor organized old students’ association day, many students

attend

8 I visit my school counsellor for vocational

counselling

9 I take part in career day programme

organized in my school by the guidance counsellor

10 I participate in excursion organized in my

school by the guidance counsellor