JSCH (June-August'18)

RESEARCH PAPERS

issue put them in the state of dilemma with the choice of

career, the one that can give satisfaction to one's

character, determine one's social status, income, style of

life, in fact, the one that can make full totality of a person.

Olayinka in Ipaye (1983) maintained that unguided

students are prone to make subjects combination error

without considering their interest, abilities and aptitudes,

and without thinking of their future chosen careers. Some

students still make wrong subjects combination, hence, it

becomes difficult for them to further their studies (Olayinka,

1983; Ipaye, 1983). Super (1973) also stated that in

expressing a vocational preference, a person should

necessarily put into consideration his idea of the kind of

person he understands himself to be and also the kind of

occupation that would not run counter to his real self. It is

believed that if one's occupation is at variance with the

individual's self, the actualization of his potentials would be

very difficult. Unfortunately, most students are neither well

informed about occupations nor do they attempt to

understand themselves, their interests and abilities properly.

The chasm between self understanding and career

understanding supports the need for guidance and

counseling service in the educational setting. Based on the

INTRODUCTION

Our ancestors tried their possible best to help others

succeed in diverse ways, but they were unable to achieve

the much needed maximum self-development and self-

fulfilment as entrenched in the National Policy on

Education (2004). This needed goal of education cannot

be achieved without Guidance and Counselling in the

school system. However, George (2004) opined that the

main purpose of Guidance and Counselling is firmly rooted

in the assumption that individuals left alone on their own

may not be able to understand themselves and their world

to facilitate meaningful and realistic decision-making.

It is also assumed that through Guidance and Counselling

Services, an individual achieves greater awareness not

only of who he is, but of who he can become. Guidance

and Counselling therefore involves a conscious concern

for the present and future life of an individual. This is why

counselling is needed in schools to assist students to

explore and understand themselves so that they can

become self-directing individuals.

In the past, career choices were less complex. However,

the problems faced by both parents and students in this

ABSTRACT

The concept of Counselling, Career Choice, Occupational Information, Appraisal Service, Vocational Guidance,

Educational Guidance, and Career Day/Week were reviewed. A random sampling of 490 students selected from ten

secondary schools was used. Statistics used were Pearson's Product Moment Correlation (PPMC) and Multiple

Regression. It was found out that Occupational Information, Appraisal Service, Vocation Guidance, Educational

Guidance, and Career Day/Week have significant relationship with Career Choice of Senior Secondary School Students.

Keywords: Education, Guidance and Counselling, Career Choice, Vocational Guidance, Career Day/Week.

OFFIONG JAMES BASSEY *

* Secretary, Office of the Deputy Vice-Chancellor, Akwa Ibom State, Nigeria.

** Counsellor, Secondary Education Board, Nigeria.

COUNSELLING SERVICES AND CAREER CHOICE AMONG

SENIOR SECONDARY SCHOOL STUDENTS IN UYO

EDUCATION ZONE IN AKWA IBOM STATE

Date Received: 21/06/2018

Date Revised: 26/07/2018 Date Accepted: 28/10/2018

JESSIE IME EDET **

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Career Choice among students?

Is there a relationship between Vocational Guidance

and Career Choice among students?

Is there a relationship between Educational Guidance

and Career Choice among students?

Is there a relationship between Career Day/Week and

Career Choice among students?

Is there a relationship among Joint Effect of

Occupational Information, Appraisal Service, and

Career Choice among students?

3.2 Research Hypotheses

The following hypotheses were formulated in the null form

to guide the study.

Hypothesis One:

Occupational Information is not significantly related to

Career Choice of Students.

Hypothesis Two:

There is no significant relationship between Appraisal

Service and Career Choice among Students.

Hypothesis Three:

Vocational Guidance has no significant relationship with

Career Choice among Students.

Hypothesis Four:

There is no significant relationship between Education

Guidance in School subjects and Career Choice among

Students.

Hypothesis Five:

There is no significant relationship between Career

Day/Week and Career Choice among Students.

Hypothesis Six:

There is no significant joint effect of occupational

Information, Appraisal Service, Vocational Guidance,

Educational Service, and Career Day/Week on Career

Choice among Students.

3.3 Sample and Sampling Technique

The study population was stratified into Uyo Urban, part of

Itu, Ibesikpo Asutan, and Uruan Local Government Areas,

Nigeria. The total number of public secondary schools in

the study area was twenty, out of the number, ten schools

foregoing, research questions and research hypotheses

were formulated on the relationship between counseling

services and career choice to guide this study.

1. Statement of the Study

There is great need for counseling in Nigerian Schools today

than ever before. The result of this study will help to shape

the future of our youths in the society. Career counseling

could be an intervening variable that impact self

actualization and job satisfaction.

2. Statement of the Problem

Students often make career choice based on outside

influences not matched to their aptitudes or analysis of self

actualization. Sometimes, parents and peer impact career

choice. In addition, unrealistic financial goals can guide

their career choices. Often graduates find themselves in

job they were not properly prepared for. In such cases, job

satisfaction and self-fulfilment are rarely achieved.

According to Ekpo (2007) in a situation where an

adolescent belongs to a group that does not attaché due

importance to high academic achievement, this can

contribute to low motivation to achieve in school. Every

attempt should be made to widen the clients' knowledge

about occupation. Unless this is done the individual's

occupational choice could be seriously restricted by

his/her ignorance of existing job opportunities.

The purpose of this study is to determine if there is a

relationship between counseling services and career

choice among senior secondary school students in Uyo

Education Zone, in Akwa Ibom State.

3. Research Design

Ex-post facto survey design was used for the study. The

design involves the use of questionnaire to determine the

opinions, attitudes preferences, and perceptions of

persons of interest to the research.

3.1 Research Questions

The following research questions were formulated to guide

the study:

Is there a relationship between Occupational

Information and Career Choice among students?

Is there a relationship between Appraisal Service and

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positive relationship between Vocational Guidance and

Career Choice.

The relationship between Educational Guidance and Career

Choice among students, correlation coefficient was used in

answering the question and it is shown in Table 4.

The value of r (0.820) revealed that there is a high positive

relationship between Educational Guidance and Career

Choice among students.

The relationship between Career day/week and Career

Choice among students. is illustrated in Table 5.

The value of r (0.7105) revealed that there is a high positive

relationship between career day/week and career choice

among students.

4.1 Hypothesis Analysis of Data

4.1.1 Hypothesis One

Occupational information does not significantly relate to

career choice among students.

Pearson's Product Moment Correlation (PPMC) was used in

were used in the study.

To select fifteen percent of the estimated population,

simple random sampling technique known as “hat and

drawn” was used. Numbers were written on pieces of paper

and rolled into balls. The balls were put in a basket and

shaken to mix thoroughly so that each has an equal

chance of being selected. A ball was picked at a time;

after the remaining balls were mixed again before the next

sample was drawn. In each school, boys were selected first

before girls. The selected students formed the subject of

the study. The selection yielded a total sample size of 490

subjects made up of 245 boys and 245 girls.

3.4 Instruments

The researcher developed an instrument called

Counselling and Service and Career Choice Questionnaire

(CSCCQ). The instrument has three sections: Section A

sought for personal/demographic data from the

respondents, Section B sought for information on

counseling services in Secondary School while Section C

measured Career Choice among Students. There were

thirty-five items altogether in the instrument.

4. Data Analysis

The relationship between Occupational Information and

Career Choice among Students is shown in Table 1.

The value of the correlation coefficient (0.5726) showed

that there exists an average positive relationship between

Occupational Information and Career choice among

students.

The relationship between Appraisal Service and Career

Choice among students is illustrated in Table 2.

The value of r (0.7466) indicated that there is a high positive

relationship between Appraisal Service and Career Choice.

The relationship between Vocational Guidance and

Career Choice among students is illustrated in Table 3.

The value of r (0.6656) showed that there was an average

Variable

Occupational Information

Career Choice

11.22

5.21

29.46 4.98

0.5726

N (Total Number of Students)=490

Table 1. Mean X, Standard Deviation SD, and Correlation Coefficient

( r) for Occupational Information and Career Choice

Table 2. Mean X, Standard Deviation SD, and Correlation

Coefficient ( r) for Appraisal Service and Career Choice

Variable

Appraisal Service

Career Choice

11.19

4.67

29.46 4.98

0.7466

N (Total Number of Students)=490

Table 3. Mean X, Standard Deviation SD, and Correlation

Coefficient for Vocational Guidance and Career Choice

Table 4. Mean X, Standard Deviation SD, and Correlation

Coefficient for Educational Guidance and Career Choice

Table 5. Mean X, Standard Deviation SD, and Correlation

Coefficient for Career day/week and Career Choice

Variable

Vocational Guidance

Career Choice

11.27

5.01

29.46 4.98

0.6656

N (Total Number of Students)=490

Variable

Educational Guidance

Career Choice

9.41

4.36

29.46 4.98

0.820

N (Total Number of Students)=490

Variable

Career Day/Week

Career Choice

11.02

4.64

29.46 4.98

0.7105

N (Total Number of Students)=490

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Variable

åXY

Educational Guidance (X)

Career Choice (Y)

155784 488 0.820

N (Total Number of Students)=490; *significant P< 0.05

åX

59007

462350

åX

4612

14434

åYåY

Variable

åXY

Career Day/Week (X)

Career Choice (Y)

169188 488 0.7105

N (Total Number of Students)=490; *significant P< 0.05

åX

64978

462350

åX

5399

14434

åYåY

Variable

åXY

Occupational Information (X)

Career Choice (Y)

168287 488 0.5726

N (Total Number of Students)=490; *significant P< 0.05

åX

64988

462350

åX

5497

14434

åY

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PPMC was used in testing the hypothesis and summary

data a shown in Table 9.

The null hypothesis was rejected since the computed r

(0.820) was greater than the critical r (0.088) df of 488 and

0.05 level of significance. Thus Educational Guidance is

significantly related to career choice.

4.1.5 Hypothesis Five

There is no significant relationship between Career

Day/Week and Career Choice among senior secondary

school students.

PPMC was used in testing the hypothesis and the summary

data are shown in Table 10.

The null hypothesis was rejected since the computed r

(0.7105) was greater than the critical r (0.088) at df of 488

and 0.05 level of significance. The Career day/Week is

significantly related to Career Choice.

4.1.6 Hypothesis Six

There is no significant joint influence of Occupational

Information, Appraisal Service, Vocational Guidance,

Educational Guidance, and Career Day/Week on Career

Choice.

testing the hypothesis and summary data as shown in Table

The null hypothesis was rejected since the computed r

(0.5726) was greater than the critical r (0.088) at df of 488

and 0.05 level of significance. Therefore, occupational

information significantly relates to career choice.

4.1.2 Hypothesis Two

There is no significant relationship between appraisal

service and career choice among students.

PPMC was used to test the hypothesis and the summary

data are shown in Table 7.

Since the computed r (0.7466) is greater than the critical r

(0.088) at df of 488 and 0.05 level of significant; the null

hypothesis is rejected. Thus, appraisal service is significantly

related to career choice.

4.1.3 Hypothesis Three

Vocational Guidance has no significant relationship with

career choice among students.

PPMC was used to test the hypothesis and the summary

data are shown in Table 8.

The null hypothesis was rejected since the computed r

(0.6656) was greater than the critical r (0.088) at df of 488

and 0.05 level of significance. Therefore, vocational

guidance is significantly related to career choice.

4.1.4 Hypothesis Four

There is no significant relationship between Educational

Guidance and Career Choice among senior secondary

school students.

Variable

åXY

Appraisal Service (X)

Career Choice (Y)

169838 488 0.7466

N (Total Number of Students)=490; *significant P< 0.05

åX

64698

462350

åX

5484

14434

åY

Table 6. PPMC Analysis of Relationship between Occupational

Information and Career Choice

Table 7. PPMC Analysis of Relationship between

Appraisal Service and Career Choice

Variable

åXY

Vocational Guidance (X)

Career Choice (Y)

171036 488 0.6656

N (Total Number of Students)=490; *significant P< 0.05

åX

66266

462350

åX

5523

14434

åYåY

Table 8. PPMC Analysis of Relationship between

Vocational Guidance and Career Choice

Table 9. PPMC Analysis of Relationship between Educational

Guidance Career Choice

Table 10. PPMC Analysis of Relationship between

Career Day/Week and Career Choice

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*Significant P< 0.05

Source of Variable

Due to regression

Residual

159.64 12.00

484

798.22

6438.8113.30

Total

498 218315.35

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based on the quality of information they has obtained

about that occupation. Hoppock (1967) asserted

occupational information as any and all kinds of

information regarding any position, job or occupation

provided only that the information is potentially useful to a

person who is choosing the occupation. Enhancing this

observation, Oladele (1978) advised Counsellors to

provide the students with accurate, reliable, and

comprehensive facts about occupation or career so that

they can make wise decisions and choices.

5.2 Appraisal Service and Career Choice

From the Analysis in Table 7, the result is significant due to

the fact that the calculated (r) value 0.7466 was greater

than the critical (r) value 0.088 at 0.05 level of significance

with 488 degrees of freedom. The null hypothesis was

rejected in favour of the alternative. The result shows that

appraisal service has relationship with career choice

among students.

This result is in consonance with the confirmation made by

Okafor (1991) when he said, Appraisal is not just for

formality, but for general purpose, such as prediction,

selection, classification, evaluation, and guidance and

counselling. This really shows that appraisal service, if done

properly in school, can give students wider understanding

about their interest, abilities, and aptitudes and therefore

help them choose their career accordingly.

5.3 Vocational Guidance and Career Choice

From the data analysis in Table 8, the result is significant

since the obtained (r) value 0.6656 is greater than the

critical (r) value 0.088 at 0.05 level of significance with 488

degrees of freedom. The null hypothesis was dropped in

favour of the alternative. The significance of this result is that

students who receive vocational guidance have the

benefit of making wise Career Choice.

Ekanem and Eneh (2005) wrote that vocational guidance

assists students to make realistic and appropriate

vocational decisions based on their abilities and interests.

Also Vaughan (1970) in support of this finding stated that

Vocational Guidance is helping people to choose work in

which they will be reasonably contented and successful

within the limits of their abilities.

Multiple Regression was used in testing the hypothesis and

the summary data are shown in Table 11.

Since the computed F (12.00) was greater than the critical

F (2.21) at df of 5.484 and 0.05 level of significance, the null

hypothesis was rejected. Therefore, there exists a joint

effect of the independent variables upon the dependent

variables. The value of R- square of 0.4173 indicated that

the independent variables jointly accounted for 41.52% of

variation of Career Choice among students.

Degree of freedom (df) is the number of values in the final

calculation of a statistic that are free to vary.

Sum of Square (SS) is used to find the function which best fits

from the data.

Mean Squares (MS) are estimates of variance across group.

They are used in analysis of variance and are calculated as

a sum of square divided by appropriate df.

F value is the statistics used to decide whether the model as

a whole has statistically significant predictive capability,

that is, whether, the regression SS is big enough, considering

the number of variables needed to achieve it.

5. Discussion of Findings

5.1 Occupational Information and Career Choice

From the data analysis in Table 6, the result is significant

since the calculated (r) value (0.5726) is greater than the

critical (r) value 0.088 at 0.05 level of significance with 488

degrees of freedom. The null hypothesis was rejected in

favour of the alternative. The significance of the result

means that occupational information has relationship with

the Career Choice among Senior Secondary School

students. This points to the fact that the level of

understanding an individual has about any occupation is

Table 11. PPMC Analysis of Joint Effect of Occupational

Information, Appraisal Service, Vocational Guidance,

Educational Service, and Career Day/Week on Career Choice

Multiple R = .6460

R = .4173

Adjusted R = .4152

Standard error of Estimate = 4.96

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availed with enough occupational information. With

adequate information at their disposal, they can make

wise decisions and choice.

School counselors should conduct appraisal service

on students to gain wider understanding about their

interests, abilities and aptitudes and also guide them

on their choice of career accordingly.

Counsellors should render vocational guidance to the

students by helping them to make a choice of career

in which they will be reasonably contented and

successful within the limits of their abilities, for it is only a

guided student than can make a wise career choice.

Counsellors must offer educational guidance to

students on subject combinations to lay a good

foundation for their future career taking into

consideration the students interests and aptitudes. This

information should be incorporated during their

orientation programme for the students.

Counsellors should organize a career day/week in their

respective schools to create awareness and

understanding on hidden facts about career and there

the students are exposed to varieties of choice to

make.

Government should train more counsellors and send

them to schools to guide and help the students make

realistic career choice.

School Administrators should create conducive

atmosphere and support counsellors to discharge their

duties effectively.

Conclusion

Based on the findings in the study, the researchers wish to

draw the following conclusions:

Career Choice of students is remarkably related to

Counselling. That is, good Guidance and Counselling

in schools help the students to make realistic career

choice.

Occupational information contributes immensely to

career choice of students. That is, the level of

understanding an individual has about any

occupation is determined by the quality of information

he has obtained about that occupation.

5.4 Educational Guidance and Career Choice

From the analysis of data in Table 9, the result is significant

since the calculated (r) value 0.820 is greater than the

critical (r) value 0.088 at 0.05 level of significance with 488

degrees of freedom. The hull hypothesis was rejected in

favour of the alternative. This result shows that educational

guidance has relationship with career choice among

students.

Anwana (2005) noted that a combination of secondary

school subjects must be offered to students to lay a good

foundation for a particular occupation later in life. In

essence, educational guidance helps students choose

subjects based on their interest and aptitude, and that will

aid them in their future career choice.

5.5 Career Day/Week and Career Choice

Table 10 shows that the result is significant since the

calculated (r) value 0.7105 is greater than the critical (r)

value 0.088 at 0.05 level of significance with 488 degrees

of freedom. The null hypothesis was dropped in favour of

the alternative. The result shows that career day/week has

relationship with career choice among students.

This fact is supported by Ipaye (1983) by saying that career

day/week creates awareness and understanding on

hidden facts about career and therefore exposes

individuals to varieties of choice to make.

5.6 Joint Effect of Independent Variables and Career

Choice

From the analysis of data in Table 11, the computed F

(12.00) is greater than critical F (2.21) at degrees of

freedom of 484 and at 0.05 level of significance. The result

was significant and so the null hypothesis was rejected in

favour of the alternative. The result shows that independent

variables in this study have relationship with career choice

among students.

6. Recommendations

Since counselling is a helping profession, counsellors

should help students individually and in groups to be aware

of work related skills and to understand themselves in terms

of ability, interest and aptitude.

The following recommendations are made:

School counsellors should ensure that students are ·

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[4]. Ekanem, I. B., & Eneh, G. A. (2005). Introduction to

Theory and Practice of Guidance and Counselling. Uyo:

Inela Ventures and Publishers Ltd.

[5]. Ekpo, S. S. (2007). Essential of Guidance & Counselling.

A Fundamental Approach Lagos : John Lad Publishers Ltd.

[6]. Federal Republic of Nigeria. (2004). National Policy on

Education (4 Ed.) Lagos NERDC Press.

[7]. George, I. N. (2004). Guidance and Counselling for

Teachers: An Electric Approach. University of Uyo, Published

Text.

[8]. Hoppock, R. (1967). Occupational Information (3

Edition). New York, Mcgraw Hill Bool Company.

[9]. Ipaye, T. (1983). Guidance and Counselling Practices.

Ile-Ife University Press.

[10]. Johnson, L. S. (2000). The relevance of school to

career: A study in student awareness. Journal of Career

Development, 26(94), 263-276.

[11]. Nwachukwu, D. N. (2000). Guidance and Counselling

fracticum in Pre-Primary, Primary and Secondary Schools. A

Guide to School Guidance and Counsellors: Methods,

Skills, Techniques and Competencies. Enugu, Fourth

Dimension Publishers.

[12]. Okafor, A. O. (1991). Appraisal in Guidance and

Counselling in Guidance and Counselling: A Realistic

Approach. In Unachukwu, G. C., & Igborgbor, G. C. (Ed),

Owerri, International University Press.

[13]. Oladele, J. O (1978). Guidance and Counselling: A

Fundamental Approach. Lagos. John Lad Publishers Ltd.

[14]. Olayinka, M. S. (1983). Job aspirations of the youth

and the educational provision in Lagos. West African

Journal of Education. 28(3), 41-49.

[15]. Super, D. (1973). Vocational Choice: Background

Factors (Vol. 9). Encyclopedia of Education.

[16]. Vaughan, T. O. (1970). Educational and Vocational

Guidance Today. London, Routledge and Kegan Paul Ltd.

Through appraisal data, the counsellor can predict

students’ future and guide them towards that direction.

Vocational Guidance in school assists students to

make realistic/ appropriate career choice and also

realize their potentials.

It is imperative to say that occupation and choice of

subjects complement each other, such that without

one the other cannot develop itself.

Students should be exposed to Guidance and Counselling

services including reliable and accurate information about

career early in school so that they can use it in career

planning.

Field trips, career week, career day, film show, conference

and workshop should be organized to students both in and

outside the school to help them have a fair knowledge

about different types of work available in the world of work.

Counsellors should understand that students who lack

inspiration for work related activities should be encouraged

for effective development.

Suggestion for Further Research

For further research, the following topics are suggested:

Factors that affect career choice of girls in Akwa Ibom

State.

Family influence on career choice of adolescent in

Secondary Schools in Akwa Ibom State.

References

[1]. Afudo, A. M. O. (1991). The Role of the Counsellor in

Selecting School Subjects, Owerri. International Universities

Press.

[2]. Anwana, U. I. (2005). Guidance and Counselling: An

Information Handbook for Students, Teachers, Parents and

Professional Helpers, Enugu. Academic Publishing

Company.

[3]. Denga, D. I. (1990). Educational and Vocational

Guidance in Nigerian Secondary Schools. Calabar: Rapid

Educational Publishers Ltd.

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n School Educational Technology 14 June - August 2018

ABOUT THE AUTHORS

Offiong James Bassey is currently working as a Secretary in the Office of the Deputy Vice-Chancellor and had served in several

other sensitive Departments in the University of Uyo, AkwaIbom State, Nigeria. She is a renowned Counsellor and had taught in a

Private School for some years. She is also a member of Counselling Association of Nigerian (CASSON) and Teachers Registration

Council of Nigeria (TRCN). She had her M.A. (Ed.) in Guidance and Counselling. She specializes in Educational Counselling.

Jessie Ime Edet is currently working as a Counsellor in Secondary Education Board, Nigeria. She is a Counsellor and an Educator.

She had taught in several Schools in Akwa Ibom State, Nigeria. She had her Master's Degree in Guidance and Counselling from

University of Uyo, Akwa Ibom State, Nigeria. She is a member of Counselling Association of Nigerian (CASSON) and Teachers

Registration Council of Nigeria (TRCN). She specializes in Vocational Counselling.

RESEARCH PAPERS

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n School Educational Technology 14 June - August 2018