AN INVESTIGATION OF FACTORS THAT DETERMINE SCIENCE RELATED CAREER CHOICES AMONG SENIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Professional development for both men and women is divided into two categories: job selection and career adjustment (Betz, Muiz, 1994). Career choice refers to the subjective context of an individual’s preferences, aspirations, images, and intentions. Career adjustment, on the other hand, refers to the objective context of societal and economic conditions, as well as sociological factors such as family and education. Both subjective and objective factors influence a person’s career choice (Schreunder and Theron, 1997). This means that a person’s career decision is influenced by a number of factors, both personal and societal. The context in which an individual makes a career decision influences their decision, according to Bandura et al. (2001). This implies that one’s career choice is a good one. It is both a social and an individual phenomenon. Thus, a female student’s interest in science, technology, engineering, and mathematics is shaped by her aptitude, but it can also be influenced by instructors who can act as counselors and monitor her progress in scientific-related topics, eventually leading her to science vocations. Men were traditionally expected to work, whereas women were expected to stay at home and raise their children. Work was regarded as a career, whereas homemaking was not, and thus a career for women was not discussed. However, as society evolved, women became more important players in the workplace, and the issue of career choice among them became more important, even if it had to be developed from a male perspective.
who had previously been identified as workers and career holders (Brown, Brook and Associates, 1990).
In school, students learn about their interests, abilities, values, and aspirations, which is where their career development usually begins. Subjects and fields of study assist in the development of these interests and abilities. Secondary school students, in particular, investigate subjects and career options, as well as create an educational and career plan that outlines the occupational preparation required to pursue their chosen career (Perry and VanZandt, 2006). Male students’ career development has been focused on mathematics and science related subjects such as basic and advanced mathematics, biology, chemistry, physics, and technology, which sometimes lead to clerical careers, whereas female students’ career development has been focused on art subjects such as language, history, and literature, which sometimes lead to clerical careers.
Female students’ career development has been focused on mathematics and science related subjects such as basic and advanced mathematics, biology, chemistry, physics, and technology, which sometimes lead to management positions. engineering This vocational divide has sparked female students’ interest in other subjects, such as science and mathematics (Osborne et al., 2003), as well as men’s interest in arts and humanities professions. For a long time, the study of female students’ attitudes toward science has been an important component of the work of the scientific education research community (Osborne et al., 2003).
Mathematics is a critical science for the future because of its fundamental evolution as well as its enabling function for science, engineering, and technology. Communication breakthroughs that are dramatic,
This is demonstrated by bioinformatics, recognizing uncertainty, and dealing with massive data sets (Lemaire Manila, 2003). Prof. Philippe Tondeur, former Director of the Division of Mathematical Sciences at the National Science Foundation in the United States, believes that the mathematical sciences will have a brighter future in the twenty-first century. Mathematical cognition and ideas will become critical navigational tools in a data-driven future (Lemaire Manila, 2003). As a result of technological innovation in today’s cultures, mathematical knowledge has become critical for individual achievement as well as the prosperity and security of countries.
A solid secondary school mathematics foundation is required for success in postsecondary education and beyond (Cappellari, Lucifora, & Pozzoli, 2008; Steinberg, Varua, & Yong, 2010). Despite the importance of mathematics in daily life and
The number of students enrolled in tertiary mathematics courses in India and Western nations has decreased in comparison to other sciences (Mishra, Zaiab, 2011, Smith Agwu, 2011). When gifted students fail to study mathematics, their career opportunities are limited, and the nation’s scientific and technological resource base suffers (Hembree, 1990).
1.2 Problem Identification
The topic of secondary school students’ career choices has sparked a flurry of inquiries and responses from academics. The issue has always been delicate and must be handled with caution. Secondary school students did not follow a set procedure for deciding on a career path. Secondary school students should have the opportunity to research all of their options in order to make an informed professional decision.
According According to existing research (Office of Science and Technology Policy, 2013; Hamilton at el (2010); and Ogutu Ahmed, 2012), experts only present a negative image of women in science. Many secondary school students have been observed struggling to choose a good career path. Low academic performance, a lack of enthusiasm for studying, and a history of academic dropouts, among other things, demonstrate this. The lack of professional information provided by such upbringing social contexts is supposed to aid the student’s conscientious career selection, which is required for survival in the world. As a result, students have few options for professional paths that are compatible with their natural abilities, and they must rely on uneducated professionals.
friends and family to make the critical decision of choosing appropriate career paths.
1.3 The Study’s Objectives
The study’s overarching goal is to look into the factors that influence senior secondary school students’ career choices in science. However, the study’s specific objectives are as follows:
I To assess the influence of parental factors on secondary school students’ choice of science-related careers.
ii) To investigate the influence of peer groups on the selection of science-related careers among secondary school students?
iii) To assess the impact of the school environment on secondary school students’ career choices.
iv) Determine the impact of school counselors on secondary students’ career choices in science.
school students.
1.4 Research Concerns
The following study questions have been prepared:
i. Does the influence of parents influence secondary school students’ choice of science-related careers?
ii. Do peer groups influence secondary school students’ decisions about science-related careers?
iii. Does the school environment influence secondary school students’ career choices?
iv. Does the school counselor influence secondary school students’ career choices in science?
1.5 Importance of the Research
This study is significant to school administration because it will expose them to the need for counsellors who will help guide senior secondary school students in the path of choosing a career, whether mathematically related or not.
This research will also be published.
Significant in guiding academia and acting as an incentive for additional research in the field.
1.6 The Study’s Scope
This study will look at the impact of parental factors on secondary school students’ choice of science-related careers. The study will also look at how peer groups influence secondary school students’ choices of science-related careers. The study will look into the impact of the school environment on secondary school students’ career choices. Finally, the study will investigate the impact of school counselors on secondary school students’ career choices in science. As a result, this study will be restricted to Ika North East, Delta state.
1.7 Limitations of the research
in the same way that
The researcher encountered constraints in the cause of this study, including the lack of needed accurate materials on the topic under study and the inability to obtain data. The researcher faced financial constraints in obtaining relevant materials as well as printing and collating questionnaires. Furthermore, time is a constraint because the researcher must shuttle between writing the research and engaging in other academic work, which makes the researcher uncomfortable.
1.8 Terminology Definitions
During the course of this research, the following terms were used:
Career options: The numerous options for lifelong vocations. These vocations are outlined in a framework of strategies aimed at achieving personal objectives.
It refers to students in this study. to individuals who have been officially admitted and registered as full-time candidates in the secondary and non-secondary school systems.
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