MOTIVATIONAL FACTORS AND VOCATIONAL PREFERENCES

OF SECONDARY SCHOOL ADOLESCENTS IN ONITSHA

EDUCATIONAL ZONE OF ANAMBRA STATE

BY
EZENIBE OBIAGELI JOSEPHINE
PG/M.ED/08/48729

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

UNIVERSITY OF NIGERIA, NSUKKA.

JULY, 2011

i
 TITLE PAGE

MOTIVATIONAL FACTORS AND VOCATIONAL PREFERENCES

OF SECONDARY SCHOOL ADOLESCENTS IN ONITSHA
EDUCATIONAL ZONE OF ANAMBRA STATE

BY

EZENIBE, OBIAGELI JOSEPHINE

PG/M.ED/08/48729

A PROJECT REPORT SUBMITTED TO THE DEPARTMENT OF

EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA,
NSUKKA IN PARTIAL FULFILLMENT OF THE REQUIREMENT
FOR THE AWARD OF MASTERS DEGREE IN GUIDANCE AND
COUNSELLING.

SUPERVISOR
DR. PAUL N. ONWUASOANYA

JULY , 2011.

ii
 APPROVAL PAGE

THIS PROJECT HAS BEEN APPROVED FOR THE DEPARTMENT

OF EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA,
NSUKKA.

BY

……………………………… ……………………………….

DR. PAUL N. ONWUASONAYA DR. J. C. OMEJE

SUPERVISOR INTERNAL EXAMINER

……………………………. ………………………..

PROF. G. C. UNACHUKWU PROF. C.S.I. IFELUNNI

EXTERNAL EXAMINER HEAD OF DEPARTMENT

…………………………

PROF. S.A. EZEUDU

DEAN FACULTY OF EDUCATION

iii
 CERTIFICATION

Ezenibe, Obiageil Josephine a Postgraduate student of the department of

Educational foundations, University of Nigeria, Nsukka with registration

number PG/M.Ed/08/48729 has satisfactorily completed the requirements

for research work for the award of the degree of masters in guidance and

counselling. The work embodied in this project has not been submitted in

part or in full for any other degree or diploma of this or any other University.

……………………… ……………………..

Dr. Paul Onwuasoanya Ezenibe, Obiageli. J.

Supervisor Candidate

iv
 DEDICATION

This research work is dedicated to my beloved parents Chief James

Ezenibe and Lolo Anna Ezenibe of the blessed memory.

v
 ACKNOWLEDGEMENTS

The researcher deepest gratitude goes to the Almighty God who has

given the ability and good health to do this work. She acknowledge with

immense appreciation the efforts of her supervisor Dr. Paul Onwuasoanya

whose guidance, assistance and encouragement helped help to successfully

complete this work. Her sincere gratitude goes to Prof. Anthony Ali, Dr. A.

U. Okere, Dr. E. N. Nwosu, Dr. J. Anyanwu and Dr. C. O. Onwubolu who

nurtured this work through their advice, guidance and encouragement.

Her special thanks go to the lecturers and staff of the department of

Education foundations (G &C) unit, University of Nigeria Nsukka for their

ceaseless assistance in actualizing her dream. She is also grateful to her

friends and classmates for their diverse encouragement and support towards

the completion of this work.

The researcher wish to also acknowledge her siblings Nkeiru, Uju,

Fidelia, Cordelia, Ogochukwu, Nkoli and Ikechukwu and her entire family

for their understanding. Finally, she thank her inlaws, Mr. John Ezeike, Sir

Festus Okeke, Mr. Elochukwu Anadi, Mrs. Ogochukwu Ezenibe and Mr.

Anayo Agbata for your great contributions to the success of this work.

vi
 TABLE OF CONTENTS
Title Page…………………………………………………………. I

Approval Page……………………………………………………..ii

Certification Page………………………………………………….iii

Dedication………………………………………………………….iv

Acknowledgement………………………………………………....v

Table of Contents………………………………………………….vi

List of Tables………………………………………………………ix

Abstract……………………………………………………………..x

CHAPTER ONE: INTRODUCTION ..........................................1

Background of the Study.................................................................1

Statement of the Problem ................................................................7

Purpose of the Study .......................................................................8

Significance of the Study ................................................................8

Scope of the Study ..........................................................................11

Research Questions .........................................................................11

Hypotheses .....................................................................................12

CHAPTER TWO: REVIEW OF LITERATURE.......................13

Conceptual Framework ................................................................14

Concept of Adolescence..................................................................14

Concept of Vocation .......................................................................17

vii
Vocational Preferences ...................................................................18

Concept of Motivation ....................................................................19

Motivational Factors that Influence Vocational Preference of Secondary

School Adolescent ..........................................................................20

Theoretical Framework ................................................................36

Development Theory ......................................................................37

Personality Type Theory .................................................................40

Need Theory ...................................................................................43

Theory of Motivation ......................................................................44

Review of Empirical Studies.........................................................45

Studies Related to Vocational Preferences ......................................46

Studies Related to Motivational Factors in the Choice of a

Vocation .........................................................................................48

Summary of Literature Review....................................................52

CHAPTER THREE: RESEARCH METHOD ...........................55

Research Design .............................................................................55

Area of the Study ............................................................................55

Population of the Study ...................................................................56

Sample and Sampling Technique ....................................................56

Instrument for Data Collection ........................................................57

viii
Validation of the Instrument ...........................................................58

Reliability of the Instrument ...........................................................59

Method of Data Collection ..............................................................59

Method of Data Analysis ................................................................60

CHAPTER FOUR: RESULTS.....................................................61

Summary of Major Findings ...........................................................70

CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSION,

RECOMMENDATIONS AND SUMMARY ...............................72

Discussion of Result .......................................................................79

Conclusion ......................................................................................77

Educational Implication ..................................................................78

Recommendations ...........................................................................79

Limitation of the Study ...................................................................81

Suggestion of Further Research ......................................................81

Summary of the Study ....................................................................82

References .....................................................................................85

Appendices ....................................................................................90

ix
 LIST OF TABLES

TABLES TITLE Page

1. The proportion of the male and female students who showed

preference to various vocational areas.................................61

2. Chi-square analysis of male and female students vocational

preferences. .........................................................................63

3. The proportion of the urban and rural students who showed

preference to various vocational areas.................................65

4. Chi-square analysis of urban and rural students vocational

preferences ..........................................................................67

5. Means and standard deviations of the motivational factors of male and

female students. ..................................................................68

6. Means and standard deviations of the motivational factors of urban

and rural students. ...............................................................69

x
 ABSTRACT

This study sought to examine the motivational factors and vocational

preference of secondary school adolescents. Four research questions and two
null hypotheses were generated to guide the study. The design of the study
was a descriptive survey design. The sample consisted of 349 Senior
Secondary School (SSS) III students in the secondary school in Onitsha
Education Zone of Anambra State. The instrument used for the study was
vocational interest and motivational factor questionnaire (VIMFQ). Means,
standard deviation, chi-square test were used to analyze the data. Major
findings of the study showed that there was a significant difference between
male and female students who showed preferences to various vocational
areas; there was a significant difference between urban and rural students
who showed preferences to various vocational areas; the male and female
students are motivated by external influences to a low extent,
rewards/benefits, self expression values and people oriented motivated them
in their choice of a vocation to a great extent, the urban students are
motivated by external influence to a low extent while rural students are
influenced to a great extent; rewards/benefits, self-expression values and
people oriented values motivated both urban and rural students to a great
extent. Based on these findings, conclusions were drawn and the educational
implications were extensively discussed. Among the recommendations
made were that more professional guidance counsellors should be posted to
schools to perform functions like providing students with vocational
information, helping students to identify their interest, capabilities and
abilities in relation to their vocational choices. counsellors should guide the
students in selection of school subjects which are related to their area of
aspiration than allowing non-professionals to remain in that Post. Teachers
should emphasis during their lesson, the career implications of subjects so
that students will see how individual subjects relate to existing careers thus
increasing their knowledge of occupations.

xi
 CHAPTER ONE

INTRODUCTION

Background of the Study

In a developing country like Nigeria which is at the verge of changing

from a traditionally agricultural country to an industrial one, the choice of a

vocation is a complex task. The longer years of apprenticeship to the family

trade such as weaving, carving and fishing are being replaced by years of

formal education in primary and secondary school with resultant effect that

the children may not take up their parents’ trade.

Vocation is an activity, trade or occupation and others constituting a

life style expressed in time, energy and activity (Oladele, 2002). It simply

refers to a type work or way of life that an individual believes he or she is

specially suited for. Vocation can be said to reflect one’s calling to a

particular business or profession. It is an occupation to which an individual’s

life is committed to and has inherent liking and feeling for the work (Eze,

2010). For the purpose of this study vocation is a profession, occupation,

employment by which one earns his living especially one for which he has a

period of training in an institution or through apprenticeship.

Occupation was classified into different categories. Classification of

occupation is very important to every nation especially a developing nation

1
like Nigeria (Omeje, 2007). He added that people need to have the

knowledge and information on national manpower resources, requirements,

analysis, trends in employment and unemployment. The occupational

category according to Ochiagha (1995) include the following areas,

professional occupations (medicine, law, clergy, teaching, counselling,

psychology, pharmacy, nursing, engineering), managerial occupation (heads

of state, state governors, federal ministers, directors, managers, proprietors)

business occupations (accounting, insurance, salesmanship, banking

marketing) clerical occupations (cashiers, typists, book keepers, tax

collectors, receptionists) agricultural occupations (farmers, farm managers,

agricultural extension officers, palm wine tapers and palm harvesters)

technological occupations (agriculture and food technicians, engineering and

science technicians, air plane technicians) skilled/semiskilled occupations

(photography, plumbing works, printing, hair dressing/barking, computer

operator). Apprenticeship occupations (welders, electricians, cabinet

makers, vulcanizers, fashion designers, goldsmiths) service occupations

(waiters/waitresses, cooks in hotels, security men, firemen, army, naval

force, police force, air force) unskilled labourers (farm labourers, cleaners.

The choice of a vocation therefore is one of the most important decisions

one makes in life.

2
 The issue of vocational preference has attracted the interest of many

individuals and government. Vocational preference or choice is a

developmental process and spans almost through person’s life time

(Ohiwerei and Nwosu, 2009). The choice determines satisfaction one

expects to get from his work and the opportunities he has for promotion and

advancement. Individual social status, income, life style, choice of friends,

mental and physical health is influenced by the type of work he or she does.

In other words a person’s vocational choice or preference plays an important

role in his entire life. It has been observed by (Kemjika, 1995) that most

student have insufficient information about different jobs, courses of study

and other activities. They are thus unable to judge whether their choices are

reasonable. Without detailed and adequate information about occupations,

students many jump blindly into jobs to become frustrated and unhappy later

in life and perhaps at such times when a retreat would no longer be easy or

possible (Omeje, 2007).

There are so many sources from which individuals could get

vocational information. They could be sourced from staff or ministries,

government organization at various level of government, journals, bulletins,

through radio, television and other media source. The locations of the school

in urban or rural areas have influence on vocational preferences of

3
individuals. Schools in the rural areas has limited source of information. The

level of exposure of students in the urban area is higher and more in number

than that of students in the rural area, therefore, the experience they gather in

their different areas or societies will influence their vocational interest

especially after secondary education (Kemjika, 1995).

The Federal Government of Nigeria (FGN, 2004:18) documented in

her National Policy on Education that secondary education is the education

children receive after primary school and before the tertiary stage. The broad

goals of secondary education shall be to prepare the individual for

 Useful living within the society and

 Higher education

In Nigeria and beyond, boys and girls choose their vocation when they are in

secondary school. This is mostly in the adolescence stage of their

development. The adolescence period is characterized by both physiological

and psychological changes in the body. It begins when an individual attains

sexual maturity and stops when independence from adult authority is legally

assured.

Adolescence is a period of life during which the growing individual

makes a transition from childhood to adulthood (Izundu, 1991). The length

of this period varies with differing culture. In Nigeria, this stage could be

4
taken to cover ten (10) to nineteen (19) years of age. Adolescence is the

period in which individuals identify with some significant others in his

environment. Adolescents have a number of desires like the desire of

economic independence, selecting and preparation for an occupation and

developing intellectual skills and concepts necessary for good living

(Shertzer and Stone, 1981). The attainment of physical maturity by the

adolescent and his increasing self-consciousness are likely to result in his

given more thought to his future roles and status in the community. He is

therefore likely at this stage to exhibit greater awareness of his desires and

aspiration for the future most especially in area of vocational preference.

Choosing a vocation is not an immediate event but is arrived at

through a series of development process of interest (Sokan, 1996). Interest

plays a very prominent role in vocational preference and competencies.

Definitely, we select a job because we are motivated by the interest we have

in such a job. Motivation according to (Okonkwo, 1998) is defined as a

psycho-physiological or internal process, initiated by some need, which

leads to an activity to satisfy that need. Motivation sustains one’s interest

and rest in the pursuance of set goals. It stimulates students to pursue desired

career. Okonkwo further stated that there are two categories of motivation

intrinsic and extrinsic motivation. Intrinsic motives are those that arise from

5
with the individual. Action elicited by ulterior purpose. Extrinsic motive

arise from source outside the individual. Action elicited by obvious external

factor. Motivational factors include both intrinsic and extrinsic factors that

influence the vocational preference of the secondary school adolescents.

There are many motivational factors that influence vocational

preference of secondary school adolescents, among them are intellectual

abilities, attitudes, family, schooling, personality, sex differences, interest

(Nwamuo, 2001). Furthermore, Kemjika (1995) observed that in Nigeria a

large proportion of students make unrealistic vocational preferences and

appear to fail in their jobs fields after school, since knowledge of their

individual characteristics like interest, aptitude, intellectual ability and

values were not considered before vocational choice was made.

Motivational factors affecting vocational preference was classified

into four broad categories by Bakare in Kemjika (1995). Bakare in his

“motivation” for occupation preference scale (MOPS), classified

motivations or factors and choice into four broad categories namely, external

influence, extrinsic reward-oriented values, self expression values and

people oriented values. According to him, external influence refers to the

source of motivation which are external to the individual such as that of

significant persons, mass media, socio-economic background, school,

6
cultural background, whereas, extrinsic reward-oriented values deals with

reasons associated with economic or material benefits (Prestige and working

conditions) also, self-expression values consist of reasons connected with

individuals desire to express one’s special skills or aptitudes and creative

potentialities. People oriented values deals with reasons associated with the

opportunities which they preferred occupation offers for social, interpersonal

relations and interactions. He further stated that what could motivate

students vocational preference are, what would satisfy basic psychological

needs, what an individual hopes to derive from the vocation and what he

holds very dear.

The consequences of wrong vocational choice were summarized as

adverse effect on physical health, bad life-style, job insecurity and

vocational maladjustment (Gesinde, 1986). These views provide suitable

guidelines for this study which intends to find out the vocational preferences

of the secondary school adolescents and what motivates them to make these

choices.

Statement of the Problem

The current mass unemployment in Nigeria is threatening the career

preference of school leavers. Secondary school students are expected to

choose their careers in the senior secondary school. More often than not they

7
rush to their parents for guidance as to which subject and career to choose.

In some other cases, they resort to careers that they heard of even when they

do not have the potentials for such careers. This seems to be the case in

secondary schools in Onitsha Education Zone. In these schools, it is not

clear what motivates the students in their preferred vocations. This is the

problem which this study seeks to investigate.

Purpose of the Study

The main purpose of the study is to investigate the vocational

preferences of secondary school adolescents and the motivating factors

behind their interests. Specifically, the study seeks to:

1. Identify the proportion of the male and female students who show

preference for various vocational areas.

2. Identify the proportion of the students in the urban and rural areas

who show preferences for various vocational areas.

3. Identify motivational factors that influence vocational preference

of the male and female students

4. Identify motivational factors that influence vocational preference

of the students in the urban and rural areas.

Significance of the Study

8
 The findings of the study will be useful to students, teachers, parents,

government and guidance counselors.

Theoretically, vocational theorists like Ginzburg, Axelrade and Herma

(1951) and Super (1953) believed that occupational choices take place at

different points in an individual’s life and is a continuous process which

starts at childhood and ends in early adulthood. These periods are

characterized with series of compromise which the individual makes

between his wishes and potentials. They posit that one’s vocational choice is

influenced by factors such as environmental pressures, educational

attainments, emotional responses and value attachments to vocations. The

theorist, demands an individual to make a rational choice of occupation by

choosing an occupation which fits with his image and abilities. Therefore,

since students are influenced by the motivational factors in their choice of a

vocation the findings of the study when implemented will significantly help

them to make a wise vocational choice.

This study will specifically be of importance to students in making

adequate choice of a life career. The knowledge of motivational factors that

influence their vocational preference provides awareness about fringe

benefits, advancement/improvement opportunities which the adolescents

required for effective and realistic career decision.

9
 Findings of this study will help the teachers create class projects that

require students to research a selected occupation and apply the course

content to that particular occupation. This will enable the teachers to sort and

place students according to their subject inclinations and occupational class.

This will provide better orientation, facilitate learning and growth, and

enhance career decision than multiple interest groups.

Moreover, the findings of this study will be of immense benefit to

parents. It will help to guide and counsel parents on matters relating to the

choice of vocation for their children and wards.

Making a good choice of vocation is a major concern of the

government since the aim of education is to help the individual develop his

intellectual, occupational and vocational competencies. The finding of this

study will help the government during the planning of secondary school

curriculum to consider the needs of the students and the socio-economic

needs of the society.

The findings of the study will help the guidance counsellor in the

process of imparting suitable vocational guidance. The knowledge of

motivational factors that influence vocational preference of secondary

school adolescents will help the counselor to provide students with

vocational information and thus help students to obtain information about

10
themselves, their particular abilities, aptitudes and interest and identify

vocations for which they are best suited.

Scope of the Study

This study was delimited to the vocational preferences of secondary

school adolescents and the factors that motivated their interest. There are

motivational factors which can influence students vocational interest. Such

factors include external factors, (family, socio-economic background,

school, urban and rural influence. Religious orientation, cultural

background), rewards/benefits derivable from the job (Prestige and working

conditions) self expression/people oriented values (gender, interest,

intellectual ability, personality, aptitudes, values, self concept). The study

will use only the following vocational areas professional, managerial,

agricultural, technological, business, clerical, skilled and semiskilled,

apprenticeship, service and unskilled labourers. There are six education

zones in Anambra state but this study will be limited to Onitsha education

zone

Research Questions

The following research questions were answered to meet the

objectives of the study.

11
 (1) What proportion of male and female students showed preference

for various vocational areas?

(2) What proportion of the students in urban and rural areas showed

preference for various vocational areas?

(3) To what extent are male and female students influenced by

motivational factors in their choice of a vocation?

(4) To what extent are urban and rural students influenced by

motivational factors in their choice of a vocational?

Hypotheses

The following null hypotheses were formulated and tested at 0.05

levels of significance.

1. There is no significant difference between male and female

students who showed preference for each of the various vocational

areas.

2. There is no significant difference between students in urban and

rural areas who showed preference for various vocational areas.

12
 CHAPTER TWO

REVIEW OF LITERATURE

This chapter examines related literature to the vocational preference

and motivational factors of secondary school adolescents. Conceptual
framework of the main concepts of the study and the theoretical framework
will be reviewed. Empirical studies related to the variables in the study will
also be reviewed.
The review is organized as follows:
Conceptual Framework
Concept of adolescence
Concept of vocation
Vocational preference
Concept of motivation
Motivational factors that influence vocational Preference of secondary
school adolescents
Theoretical Framework
Developmental theories of vocational choice and development by Ginzberg
and associates (1951), Super (1957).
Personality type theory by Holland (1959)
Need theory by Anne Roe (1957)
Theory of motivation by J. W. Atkinson’s (1957)
Review of Empirical Studies
Studies related to vocational preferences
Studies related to motivational factors in the choice of a vocation.
Summary of Literature Review

13

13
Conceptual Framework
Concept of Adolescence
The word adolescence is derived from a Latin word adolecere

meaning “to grow up”, “to grow to maturity.” Adolescence is a transition

period. It can be likened to a bridge used in crossing from childhood to

adulthood, from immaturity to maturity. During this period, the child

matures mentally, emotionally, socially and physically. It is the spring of life

of human beings and an important era in the total life span. Globally

speaking, adolescence is the period in ones life covering between about 12

and 21 years. It varies from one socio-economic level to another and from

culture to culture. It may be long or short depending upon the practices

employed by families and larger social groups (Denga, 2001). According to

Adedayo (2001) the adolescent stage is the period of transition from

dependence upon adult direction and protection to self-dependence and self

determination. The length of this period varies with differing culture. In

Nigeria, this stage could be taken to cover ten (10) to nineteen (19) years of

age. In addition Izundu (1991) percieved adolescence as a period of life

during which the growing individual makes a transition from childhood to

adulthood. It is characterized by stress.

However, other writers on adolescence, including Siaan and Ugwegbu

(1988) perceived the adolescent period differently. In their view,

14
adolescence could be a period in life when the brightest and best of every

individuals abilities and talents become manifest and could be discovered

and most gainfully utilized for achievement of life goals. However this is

feasible only where the home and the society provide sufficient growth

factors to enable the adolescents’ transit relatively smoothly into adulthood,

where this situation prevails, the adolescents become a potential source of

dynamic labour force and future leaders of the society. Adolescence is a

period of child development that is of great interest to psychologists,

guidance counselors, educators and parents. Secondary education normally

covers most of this second major stage of life.

According to Hornby (2005), an adolescent is defined as a young

person who is developing from child into an adult. The operational

definition of adolescent in this study is a young person who has undergone

puberty but who has not reached full maturity, a teenager who is still

undergoing secondary education.

The adolescent as explained by Shertzer and Stone (1981) is

preoccupied with a lot of fundamental beliefs evident in his deep concern

about what is right and what is wrong, and actively challenging adults when

their (the adolescents) idealistic views do not agree with the reality of adult

behaviour. Though the adolescent adheres rigidly to accepted code of

15
behaviour of his peers, yet the family remains one of the primary groups that

greatly influence his behaviour. Adolescents have a number of desires like

the desire of economic independence, selecting and preparing for an

occupation and developing intellectual skills and concepts necessary for

good living.

The physical maturity and the increasing self-awareness of adolescent

are likely to give them much concern about their future roles and status in

the society. It can be suggested that self-awareness and ambition to attain a

recognized status in the society in future are reflected in their aspiration

most especially in the area of vocational preferences. Harvigust in Njoku

(2000) identified some developmental tasks that are very significant for the

adolescents and one of them is selecting and preparing for meaningful

vocation. Others are ambition to achieve assurance of economic

independence and preparing for marriage and family life. Accepting one’s

physique and using the body effectively. The individual has to accept as

good whatever sex he or she is born of, and assume the role as well as accept

his/her personality. This will enable him to develop positive self concepts,

achieving new and more matured relationship with age mates of both sexes,

achieving independence from family, adjusting to sexual maturation and the

development of good self image.

16
 Being a period of transition, the adolescent is usually faced with a

number of problems and challenges. One of these problems of the

adolescents is that of vocational preferences. While in school, he hopes to

secure employment after graduation.

Concept of Vocation

Initially, vocation was referred to as spiritual calling. Presently, it

refers to individuals committed to their work and possess great autonomy in

implementing their work and derive a feeling of importance from the work

(Nwamuo, 2001). They also find work intrinsically rewarding.

Vocation is having or acquiring skills and competencies for specific

occupations. It is also work. According to Ohiwerei and Nwosu (2009)

vocation could also be defined as a sequence of positions, jobs or

occupation, which a person engages in during his working life. For the

purpose of this study vocation is a profession, occupation, employment by

which one earns his living especially one for which he has a period of

training in an institution or through apprenticeship.

Vocation according to Omeje (2007) means activities, traits or

occupation consisting a life style of an individual, which is expressed in

terms of energy or ability. Achebe (1983) in Omeje (2007) noted that

vocation is synonymous with an occupation.

17
Vocational Preferences

Vocational preference or choice is a developmental process and spans

almost through person’s life time. Vocational choices development leads to

choice, which processes start from primary school (Ohiwerei and Nwosu,

2009). Vocational choice preparation focuses specifically on issues related

to the world of work. Experience gained in a variety of work place situations

will help you to prepare for transition to a work environment, or to post

secondary education or training.

Individual social status, income, life style, choice of friends, mental

and physical health is influenced by the type of work he or she does. In other

words a person’s vocational choice or preference plays an important role in

his entire life. The choice of work is one of the most important decisions one

makes. Ohiwere and Nwosu (2009) noted that vocational choice decision-

making is not an easy task, yet at one time or the other, individuals are faced

with task of making choice in career, preparing for it, starting it and making

progress in it. The choice point is undoubtedly the most critical stage. This is

because making a wrong career decision can mar one’s happiness in life as

18
this could result to vocational maladjustment. Inappropriate career-decision

made may spell doom not only for the individual but also the entire society.

Concept of Motivation

Historically, the word “motivation” comes from the Latin root

“movere” which means to move into action. Thus, we can say that

motivation is the process of arousing movement into action in the organism.

Affirming this, Ngwoke (2010) stated that motivation has to do with

the internal or mental and psychological set in an individual which compels,

energizes, sustains and directs the individual activity towards a goal.

Motivation is a psychological construct which explains purposive or goal-

direct behaviour in human beings. Motivation explains why some person

who can afford the luxury of doing no work choose not just to stay alive, eat,

sleep and grow like vegetables but rather to work for self competence.

Motivation is defined by Okonkwo (1998) as a psycho-physiological

or internal process, initiated by some need, which leads to an activity to

satisfy that need. We also have incentives which are triggered off by external

cause, and which often determine the nature and direction of human activity.

He further stated that there are two categories of motivation. Intrinsic and

extrinsic motivation

19
 Intrinsic motives are those that arise from within the individual. We

are motivated intrinsically when we do something because we experience

internal compelling force to do it. We enjoy the activity as an end in itself or

we are sufficiently interested in doing it so that external inducements are

unnecessary.

Extrinsic motives arise from source outside the individual. We are

said to be motivated extrinsically when we do something because someone

else wants us to do it, or when we simply want to please or impress

someone.

The concern for motivation is not only the problem or issue of

psychology but that of education as well. Motivational factors include both

intrinsic and extrinsic factors that influence the vocational preferences of

secondary school adolescents.

Motivational Factors That Influence Vocational Preference of

Secondary School Adolescent

The point must be made that the issue of choosing an occupation in

which one is to spend his working years is of paramount importance in the

life of the individual. If he chooses wisely, he will enjoy the personal

satisfaction and security that can come only to the person who is successful

20
in his chosen vocation. If he makes a wrong choice, the consequences may

not be favourable from a personal and social point of view.

Many motivational factors that influenced vocational preference and

development have been indicate by researchers like Hayes and Hopson

(1987), Kemjika (1995), Oladele (2000), Ezeji (2001) and Omeje (2007).

The factors that influence choice of occupation or vocation can be broadly

classified into external factors (family, socio economic background, school,

urban and rural influence, religious, orientation, cultural background),

rewards/benefits from the job (prestige and working conditions), self

expression and people oriented values (Gender, interest, intellectual ability,

personality, aptitudes, values, self concept).

External Factors

Family: The child first environment is his home which comprise of his

family and sometimes extended family members. Naturally, the child first

learns about occupation from the occupations of his parents and other adults

in the home. This starts his development in occupational interests, and as he

grows he is exposed to other occupations until he makes a decision on one.

Crites in Nwamuo (2001) stressed that since the family is the basic social

and psychological unit in enculturation and personality development, it

21
influence almost every decision the individual makes in early stages of life,

adolescence and even into adulthood.

Most parents plan vocation for their children and work towards the

realization of their plan. A father who did not achieve what he perceives

himself to be would see this image in his son. This results to his insisting on

his son choosing a particular career. According to Nwamuo (2001)

researches have been carried out to show that certain occupations like

physical sciences, social sciences, law, medicine and accountancy are

inherited, for instance the Rotimi Williams’ family of lawyers, Akintola

William’s family of accountants, etc. However, it should be noted that this

does not always follow rigidity in most situations. There have been cases

where a doctors or engineer’s son have rejected these occupations and

followed other occupations against the family’s wish. These unrealistic

demands by parents have some times led to students or children making

unrealistic educational and vocational choices.

Social-Economic Background: Some students have outstanding abilities and

aptitudes for some occupations but may be restricted from choosing such

occupations by reasons of their socio-economic background. For example,

many students who come from poor homes tend to choose occupations,

which do not require long periods of training and expense. On the other hand

22
students whose parents are rich tend to choose occupations regardless of the

expense and length of time involved. The influence of socio-economic

background of parents cannot be over emphasized. In Kemjika (1995), super

pointed out in one of his propositions of developmental theories that “the

occupational level attained and the sequence, frequency and duration of trial

and stable job is determined by the individuals parental socio-economic

level”….. in this same view, Kemjika (1995) explained that children from

high-income families go to the best schools leading to better exposure and

high aspirations while children from low income or poor families attend

public schools characterized with strikes and dilapidated infrastructures and

so may not aspire for even higher education. According to Omeje (2007)

unless an individual is financially buoyant or have strong financial backing

from the family and relatives, it will be difficult to take course in some

disciplines such as medicine, pharmacy, law, engineering, education etc.

even with a good academic background. Some of these courses take more

years and very expensive books and requirement.

The School: The school is aimed at human development. Schooling makes a

difference on individuals who go through it. It helps to determine behavour

and is a big agent of socialization. At the secondary level, it aimed at

preparing the students for useful living within the society and for higher

23
education (N.P.E. 2004). Therefore, the students are to undergo training

which influence their vocational interest after school. Well established

schools with laboratories help to diversify the students choice of career in

both arts or science careers (Nwamuo, 2001). The teachers also in the

schools help to influence occupational preferences, particularly where the

teachers are well qualified and teach well. Subjects taught in a school can

also influence occupational preference for instance, schools without

laboratory will not be able to teach science subjects to its students. The

students will then become arts inclined. The philosophy of a school the

quality of the school curriculum, teacher, peer group and facilities provided

and attitude of staff towards students go a long way influencing occupational

choices and preferences of adolescents.

Urban and Rural Influence: The location of the school in urban or rural areas

has influence on occupational preferences of individuals. The level of

exposure of students in the urban area is higher and more in number than

that of students in the rural area, therefore, the experiences they gather in

their different areas or societies will influence their vocational interests

(Kemjika 1995). He added that the schools in the urban cities are better

staffed than those in the rural areas, also urban students choose professional

and prestigious occupations whereas their rural counterparts go by the

24
popular occupations that cut across urban and rural localities. Schools in the

urban areas are provided with computers and internet facilities but in the

rural areas even though the computers might be there, there is no steady

power supply. These have influence on the vocational preference of the

adolescents.

Religions Orientation: Religion has been found to have great influence in

vocational interest and development. According to Ipaye (1986), religion is

powerful in conditioning one’s life, influences one’s choice of friends,

spouse, jobs and values. Discussing further on the issues of religious

orientation, Ezeji (2001) noted that certain religious beliefs and practices

affect student’s choice of occupations. For example, some religious groups

do not allow women to work, while others prevent their members from

doing certain kinds of work. The effect of religion on its members is that it

restricts the range of occupational choice of such members. However, with

the occupations acceptable to a religious group its members should be

encouraged to choose those in which their personal characteristics are best

capitalized.

Cultural Background: Culture is a particular system of art, thought and

customs of a society at a particular time. When a child is born into a culture

the art, thought and customs of the society is imbibed by the child. Nigeria is

25
a multi-cultural nation. Within each big cultural group, you still have

subcultures and occupations associated with them. For instance Gesinde

(1986) observed that in Yoruba cultural set up, “the Ijebus are generally

interested in business occupations, the Ekitis in agriculture, the Iseyins in

weaving, the Iwos as butchers, the Ilas as palm wine tappers, the lagosians

as merchants and the Oyos as farmers.” He also identified the occupations

prevalent among the Hausa-Fulani ethnic groups. He noted that the Hausas

go into administration and trade, the Fulanis rear animal, the Kanuris go into

the army, farming and trading. The Ibos are mainly interested in business,

farming and technical activities. The Ijaws in Rives and Delta States are

fishermen, other in this state are farmers. There are also some occupations

that run in a family, like traditional medicine, weaving, carving,

blacksmithing, pottery and soon. The adolescents are also found in these

different cultures and so can learn informally this cultural occupation and

can influence their vocational interests.

Rewards/benefits derivable from the job.

Prestige: Work has different meanings for different people (Omeje, 2007).

To some it may be a source of prestige and social recognition, a basis for

self-respect and a sense of worth, and opportunity for social recognition and

participation. In this sense therefore, prestige may imply what other people

26
think of the job, the way the people in the job behave, the way the individual

sees himself. In the job, the remunerations the job offers, the status of the

individual in the job, the kind of people the individual associated with and

the respect others give to an individual as a result of the job. Thus, some jobs

are not highly regarded while others are regarded as very important. Ezeji

(2001) stated that the prestige of an occupation usually reflects the type of

work performed or the length of training required of workers in that

occupation. For example, medicine, law and engineering are usually viewed

as being very prestigious. Prestige is a recognized factor in choice of

occupation or career, so it affects individual career preferences. Social status

determine to a considerable extent vocational preference of adolescents in

Nigeria.

Working Conditions: There are different conditions under which people

work. Some work in open fields, in hot or cold weather, others work under

the ground (like miners), or in the air in the case of pilots, while some work

on the sea like sailors and fishermen. Also occupations involve different

activities which may require interaction with objects or with human beings.

Onwubolu (2001) also noted that the working conditions of a job is the time

it takes, shift duties, working on land or water, working on Sundays and

public holidays, traveling while on duty and so on. Some workers like jobs,

27
which allow them to travel from one place to another, while other workers

abhor jobs that involve traveling from place to place. The effect of working

conditions on an individual can encourage or discourage him from choosing

the vocation or from continuing with the job (Kemjika, 1995).

Self Expression and People Oriented Values.

Gender or Sex: Children are naturally born with different sexes. According

to Kemjika (1995) certain occupations are designated for either males or

females in various cultures. In some cultures, right from birth the roles

expected of males and females become clearly defined, that in later adult life

these contribute to influence career preference and development.

By age 13 to 14, adolescents have developed two cognitive

competencies related to career development, self concepts and perceptions

about occupations (Gottfredson, 2005). During adolescence, students also

have achieved an adult level understanding of sex type and prestige level of

common occupations. Gottfredson argued that adolescents start to eliminate

occupational choices based on sex types and prestige levels. For example,

female students might avoid choosing occupations that are generally

perceived as too masculine (e.g. a career as a miner) and also might consider

28
eliminating choices that are perceived as low social prestige (e.g. a career as

a housemaid).

Creed and Patton (2003) reported that, among adolescents, females

matured earlier than boys in their career attitudes. They also found females

reaction to early working experiences was more mature than that of males.

In addition, with girls according to Spitze and Logan (1990), career

preference and choice can be influenced by many aspects of family life,

often involving caring responsibilities, which do not impact so much on

boys. Wilgosh (2002) reported on the impact of gender stereotyping on

academic attainment in certain subjects and how popular images in the

media influenced career choice. Adolescent girls, for example, become

focused on appearance and popularity, and tended to avoid science related

careers. Miller, Lietz and Kotte (2002) found female were far less likely to

enter science-based occupations than males, and emphasized the need for

teachers to direct their attention towards changing the attitudes of girls.

Heckert Droste, Adams, Friffin, Roberts and Wallis (2002) noted that female

college students, more than males in their criterion for choice of career put

more emphasis on factors such as working conditions, facilities for child

rearing, career certainty and working hours. Small and McClean (2002) also

noted a gender difference in career preference with males more likely to

29
want to run their own business than females. Further, Noon and Blyton

(1997) argue, females, more than males, desire in intrinsic rather than

extrinsic rewards from their employment.

Interest: Interest implies the kind of the things we enjoy and like. Definitely,

we will select a job because we have interest in such a job. According to

Super (1953) in Ezeji (2001) people differ in their interests. Hence people

like different makes of cars, build different houses, buy different shirts or

choose different subjects in school.

Interest plays a very prominent role in occupational preference and

competencies. No individual can perform in any choice career without

having an element of interest whether in expressed form, or manifested in

action (Nwamuo, 2001). A person’s interest is regarded as his likes and

dislikes. Super (1957) in Nwamuo (2001) categorized interests into four

levels.

i. Expressed interest means the verbally stated preference. They are

statements of hope, expectations and even fantasies.

ii. Manifest interests are shown in deeds or actions that the individual

can be objectively noted, but the interpretation of what the action

stands for subjective.

30
 iii. Inventoried interests are measures of interest obtained from responses

to a form of questionnaire. It asks questions on likes and dislikes and

preferences for certain types of actions.

iv. Tested interest this is the use of test results of acquired knowledge in

certain areas in the school work. For instance, results got from subject

areas such as science or arts subjects are used as attainment or

measure of interest. If a person is genuinely interested in a particular

work he should learn about the demands and peculiarities of the work.

Nwamuo (2001) stressed that one way to determine an individual’s

level of interest in a particular occupation is by measuring his

knowledge of information with regard to the work.

In conclusion, occupational interest of an individual is affected by his

needs and values attached to such occupations, and it is often difficult to find

an occupation which can meet one’s needs at all times of one’s occupational

life. This is because needs and values often change and these changes affect

individual’s personality as well as job satisfaction.

Intellectual Ability: Intellectual ability is an important internal factor that

influences vocational choice and development. Some works require a

considerable educational preparation. For instance, one cannot be a lawyer

without passing the university examinations and without qualifying through

31
the law school. Apart from the above, all profession are classified as skilled,

semi-skilled etc. each profession requires a level of intellectual ability for

the individual to enter into and perform efficiently well in such a job.

Kemjika (1995) indicated that in Nigeria for example, admissions into the

universities to pursue certain course like medicine, architecture, law,

pharmacy, accountancy and some other professional courses require

differential cut-of points in the JAMB examination scores. Usually the more

restricted the range of the ability scores for a given vocation the more

important is the part ability plays.

Nwamuo (2001) noted that some higher level occupation require high

ability and lower ability would mean failure in the occupation. Thus,

individuals who enter an occupation in which majority of the workers are

highly intelligent than they possess will find themselves at a competitive

disadvantage. On the other hand, if highly intelligent persons enter

occupations in which most of the workers have intelligent quotient ratings

actually lower than theirs, they may find that neither the work nor their

colleagues are satisfying.

Intellectual ability is an important consideration in treating factors

influencing occupational preferences. This is because individuals may be

barred from entering occupations that need considerable educational

32
preparation. Thus, JAMB Examinations is used to determine the intellectual

ability for those entering the Nigerian universities.

Personality: Personality is the totality of a person’s characteristics- feelings,

body behaviour mind set and so on. Personality factors help in determining

whether a person is suited for a job or not. A specific occupation may

demand of its worker personality traits quite different from those demanded

by another occupation. Arguments exist on whether a job demands a specific

personality or the personality is formed while on the job. However, it is

assumed that differences in personality structure lead individuals to develop

a number of needs which they seek to satisfy through choice of occupations

(Nwamuo, 2001).

Many researches have been focused on the relationship between

personality and occupational choice. Holland (1985), for example, identified

personal characteristic which could be linked with career choice, arguing

that people, knowing their own interests and abilities, would actively search

out an appropriate career. He promoted his idea, describing six main

orientations, which were not intended to be mutually exclusive. These were

realistic, linked with preference for outdoor and physical work, with few

interpersonal demand, investigative, linked with thought and creativity, with

minimum social demands, artistic, prefers unsystematized free and

33
ambiguous activities to create artistic product such as panting, drama and

writing, social, linked with communication and helping others, enterprising,

linked with power and needing management behaviours and finally

conventional, linked with high structure self control and low interpersonal

demands. Holland’s model provides a means for students to express career

preferences without a great deal of knowledge about individual jobs

(Kniveton, 2004).

Aptitudes: Aptitude is defined as a present condition which is indication of

an individuals potentialities for the future (Onwubolu, 2001). Different

combinations of aptitudes or special abilities influence performance on any

given field of life. Some occupations demand that the entrants have some

specific aptitude. A person’s aptitude exerts influence on the vocation level

he is likely to attain, the training he is likely to be admitted to or succeed in

and the quality of work he is likely able to perform. Aptitude implies that an

individual can develop through training, the ability to perform a certain act.

It is important that students should choose occupations in which they have

some hopes of success. Aptitudes can be discovered through interest in, and

ability to perform mental or physical tasks related to an occupation.

Different careers tend to demand different aptitudes, and aptitudes differ

according to individual’s differences.

34
Values: People attach different levels of importance or value to different

things. Thus, some value money, others value prestige, while some attach

importance to being able to serve other people (Ezeji, 2001). In terms of

work, people value such things as economic security (Salary and Fringe

benefits), opportunities for advancement and promotions, prestige and

creativity (Hayes and Hopson, 1987). In Nigeria, for example, people who

value job security usually choose occupation in the civil service where job

tenure is fairly stable. Those who value economic rewards, or income choose

occupations, which offer very high wages like in the banks, other financial

institutions, big manufacturing companies and construction firms. Regarding

prestige, some students choose occupations because of their glamour. Hence

many people choose medicine, law or engineering because these are

considered prestigious in the society. Underhill (1966) in Oladele (2000)

suggests that values influence those who seek careers in humanities

education and law while career choices in business influence the person’s

values.

Self Concept: The choice of a given occupation is determined by the degree

of compatibility between self concepts and the chosen occupation.

According to Hornby (2005) self is the type of person you are, especially the

way you normally behave, look or feel. Self is the sum total of a person’s

35
abilities, attitudes, interests, values, intelligence, aptitude and so on which

when put together give the whole picture of the person.

Super (1953) in Ime (2005), pointed out the relationship between self

concept and occupational preference by stating that, in expressing a

vocational preference, a person puts into occupational terminology his idea

of the kind of person he is. In getting established in an occupation, he seeks

to implement a concept of himself and in getting established in an

occupation he achieves self-actualization. Super in his self concept theory

further pointed out that the choice of an occupation is one of the points in

life at which a young person is called upon to start clearly concept of

himself. That is the point when he says, “I am this kind of person.” To super,

the choice of an occupation is a way of life

Similarly, Onyejiaku (1987) defined self concept as an individual’s

awareness of his potentialities and limitations and evaluation of them. He

further explained that self concept is the picture that an individual has of

himself. Once an individual has mapped out an image for him, the type of

people he would want to meet in his working life, all these influence his

vocational choice.

36
Theoretical Framework

Development Theory

Development theory holds that occupational choices take place at

different points in an individual’s life and as a continuous process which

starts at childhood and ends in early adulthood. According Oladele (2000).

Ginzberg, Ginzburg, Axelrad and Herman in 1951 propounded a

developmental theory based on well researched studies. They found that:

a. Occupational choice is a long-term process

b. The process becomes increasingly irreversible

c. The eventual choice represents a compromise between what the

individuals would ideally prefer and the available realistic possibilities

and

d. Occupational choice and eventual entry is a process consisting of a

series of stages that the individual will go through. The three stages of

the process have been entitled fantasy (childhood), tentative (early

adolescence), realistic (middle adolescence) stages.

Fantasy Stage (Childhood): The period coincides with the latency period

between the ages of 6 to 11. The chief feature of this stage is the arbitrary

nature of the child’s choice and the lack of reality orientation reflected in the

fact that children ignore reality, their own potentials and abilities or the time

37
perspective of three of the very important ingredients in the vocational

choice process, according to the Ginzberg group.

Tentative Stage (Early Adolescence): This occurs between the ages of

approximately 11 and 18 subdivided into four stages which differ in their

developmental tasks. These include interest stage, capacity stage, value stage

and transition stage.

Realistic Stage (Middle Adolescence): Take place from approximately 18 to

22 years. In the realistic stage, the individual explores, crystallizes a general

occupational choice, and specifics in the actual occupational choice within

the psychological frame work of realistic thinking. The period of realistic

choices can be divided into three main stages: Exploration stage,

Crystallization stage and Specification stage.

Using developmental approach, Ginzberg and his associates

postulated that the actual vocational choice, that is, the implementation of a

vocational preference, occurs as a result of the adolescents.

a. Increasing age (b) Increasing awareness of hindrances on his way to the

prepared occupation, and (c) The recreating awareness of his need to shift

his expectations in adjustment to the reality facing him. The degree of

readiness to make the reality shift or compromise determines the amount of

difficulty a young person experiences in making an occupation.

38
 Thus, the theory is suitable for this study. Adolescents has specific

vocational task to be accomplished. The process of task accomplishment,

according to Ginzberg is characterized by a series of compromises the

individual makes, between his wishes and his possibilities culminating in a

crystallization of an occupational specification in early twenties.

Super in 1957 propounded another developmental theory on

occupational choice. His notion is that the selection of an occupation which

constitutes an implementation of the self-concept formation requires a

person to recognize himself as a distinctive individual, yet at the same time

to be aware of the similarities between himself and others. Knowledge of

oneself is therefore crucial in making an adequate and wise choice. He

therefore suggested that career choice is developmental in nature, rather than

being an event which occurs at a particular point in time. He summed up

career development process in a series of life-stage characteristics as those

of.

Growth Stage (Birth – 14 Years): This is the stage at which the child

develops self concept through identification with significant others.

Exploration Stage (15-24 Years): This stage is characterized by self

examination role tryout and occupational exploration

39
Establishment Stage (25-44 Years): At this stage the individual has found a

self matching work field

Maintenance Stage (45-64 Years): At this stage the individual maintain

himself or herself on the job, make name on the job and keep it secured till

retirement.

Decline Stage (65 Years and Above): At this stage, the individual is les

productive due to decline in physical and mental powers. It calls for

retirement

The development theory on occupational choice by Super seems

suitable and appropriate in the study of vocational preference of secondary

school adolescents. Supers general position shows that an occupation

constitutes an implementation of the self-concept. Since vocational decision

requires a person to state explicitly his concept of himself, people with self-

knowledge and accurate information about themselves and the world are

most likely to make sound vocational decisions.

Personality Type Theory

This theory was propounded by Holland in 1959. It is also known as

typology theory. It emphasizes that personality and the environment of the

individual determine has career choice. This means that the individual

expresses his personality through the choice of his occupation.

40
 Holland indicated that each individual holds a stereotype of various

vocations that have psychological and sociological relevance for him or her.

The choice of vocation is a reflection of individual’s needs, abilities, values

and motivation. Consequently, Holland’s theory cut across the other

vocational theories formulated, according to Nwamuo in Unachukwu and

Igborgbor (1991).

Holland used vocational preference inventory (V.P.I) to identify six

personality types. The development of personality types is the result of

interactions between heredity and environment were adopted. The types

include. The realistic (motoric) type, the investigative (intellectual) type, the

social (supportive) type, the conventional (conforming) type, the

enterprising (persuasive) type and the artistic (aesthetic) type.

Realistic Personality: The realistic person prefers activities that require

motor skills. He avoids occupations that demand subjectivity and intellectual

abilities, and tires to avoid this either consciously or unconsciously.

Investigative Personality: The investigative person prefers activities that

require intellectual abilities and scientific skills. He avoids activities that are

social, persuasive and stereotype in nature. He used intellectual in other to

solve problems.

41
Social Personality: The social person prefers activities that involve others,

which emphasis is on helping, teaching and assisting the needy, like

occupation that involves social interactions. He is co-operative, friendly,

persuasive and make a good leader.

Conventional Personality: The conventional persons prefer activities that

involve orderly, systematic, precise and prescribed use of data for

contributing to the organizations goals. Possesses clerical and numerical

skills and develops competencies in clerical computational, accounting,

finance and other business- system areas.

Enterprising Personality: The enterprising persons prefer adventurous

activities and activities that involve manipulations of others for economic

gain or organizational goals. He avoids scientific abstract and systematic

activities, but develops persuasive, supervisory and leadership competencies.

Artistic Personality: The artistic persons prefer unsystematized, free and

ambiguous activities to create artistic products such as painting, drama, and

writing. He like self-expression occupations that offer him the opportunity to

express his artistic and creative potentials (Okeke, 2003).

Some of the personality types are more closely related than others and

no individual is one pure type but has some amount of each, that is, has a

42
profile that constitutes his or her personality pattern which leads to an

occupational preferences.

Need Theory

This theory was propounded by Anne Roe in 1957. It proposes that

every individual has an inherited tendency to expend psychic energies in

some particular ways and that this tendency coupled with childhood

experiences influence an individual’s general manner of developing and

satisfying of needs throughout life. This proposition implies therefore that

ones inherited traits coupled with childhood rearing experiences influences

one’s personality, social life and occupational choice in life. According to

Roe three child rearing practices exist which influence results in personality

differences and career choice in life. These were described as emotional

concentration on the child, avoidance of the child, the accepting of the child

rearing practices.

Emotional Concentration on the Child

This is done through over-protection and over-demanding emphasis

from parents on the child. Everything is conditioned and controlled. The

child lacks independence and initiatives. Such children often end up making

43
unrealistic vocational choices in a bid to satisfy their parents’ unrealistic set

goals and wishes.

Avoidance of the Child

Parents do this through emotional rejection and through neglect on

their children thus influencing them into choosing, mechanical and non-

person orientated occupations where they can gratify their needs.

Accepting of the Child

This class of child rearing has parents who exhibit either casual

acceptance of their children or are loving, warm and accepting to them.

People found under this category of child-rearing practice tend to be

balanced between the people oriented and thing-oriented occupations.

The need theory on occupational choice by Anne Roe seems suitable

and appropriate in the study of vocational preference of secondary school

adolescents. The influence of need on occupational choice is very basic. The

intensity of the need can be meaningfully related to the amount of

deprivation experienced in early life of an individual. This can act as a

motivating factor to one’s choice of occupation and desire level of

attainment.

Theory of Motivation

J. W. Atkinson’s Achievement Need Explanation.

44
 According to Atkinson when an individual is actively involved in a

task, he set himself a standard to conquer. This standard is called the level of

aspiration. Level of aspirations is a longing for what is above one, with

advancement as its goal. Thus aspiration has to do with the desires to

improve or to rise above one’s present status (Ngwoke, 2010). Aspiration

varies not only in strength but also in kind. It may be positive or negative.

Positive aspiration has to do with winning success or doing better than one

has done before. Negative aspiration has to do with avoiding failure.

There are two sets of factors, which interact to determine the level of

aspiration. They are the personal factors and cultural and environmental

factors (Ngwoke, 2010). Personal factors related to such personality traits as

intelligence, interest, gender, self-concepts, activity level, socio-economic

status and previous training experiences. Cultural and environmental factors

include parental ambition, social values and social reinforcement.

Motivation is important in vocational preference some motivational

factors encourage the right choice of occupation. Some motivates the

adolescent to be realist and others, unrealistic in their vocational preferences.

Review of Empirical Studies

45
 A number of research studies have been conducted (though some of

them are foreign) which are related to motivational factors affecting

vocational preference of secondary school adolescents.

Studies Related to Vocational Preferences

In a study, Onwubolu (2001) investigated the vocational preference of
the hearing impaired students and the motivational factors behind their
choice. The purpose of the study was to identify the vocational preferences
of the hearing impaired students and the motivating factors behind their
interest. The study was a survey and size used in the study was 137 hearing
impaired students (48 males and 89 females) that constituted the accessible
population in the special school for the Handicapped Port Harcourt and Imo
State secondary school for the Deaf Orodo. The instrument for data
collection was a questionnaire named, “vocational interest and motivational
factors questionnaire (VIMFQ)”. The results of the study are that the hearing
impaired students have interest in all areas of vocations and greater
preference for vocations in the area of social service and that the hearing
impaired students vocational preference are highly motivated by self-
expression values and lastly by people-oriented values.
In another study, Nworah (1997) researched on the factors that

influenced career choice among secondary schools students in Onitsha zone.

The aim of the study was to find out the factors that students considered

before picking careers. The study which was a survey had a population of

46
4,729 S.S II students from which a sample of 400 students was selected.

Three null hypotheses were generated for the study. The motivation for

occupational

preference scale (MOPS) was the questionnaire used to collect data.

The data was subjected to statistical treatment using mean and t-test

analysis. The result showed: that 76% of the boys preferred professional

course like law, medicine and geology. 98% of the girls preferred people-

oriented courses such as banking, broadcasting and teaching. Those students

chose career without considering the factors that influenced career choice

such as interest, intellectual ability, personality of the individual and

aptitudes.

Researching further on the subject, Egwuchukwu (1997) carried out a

study on the correlates of job aspirations of the senior secondary school

students in Anambra State. The main aim of the study was to ascertain the

jobs that appealed most to senior secondary school students in the state and

also find out the factors that influence their job aspiration. The results

indicate that: (a) Students aspired most to medicine, accounting, law,

47
pharmacy and engineering in descending order of preference (b) the students

aspire to these top five jobs mainly because of their high economic rewards,

social value and high prestige, (c) the students aspired least to artistry,

architecture and soldering in descending other of preference, (d) the students

aspired least to those jobs for religious, psychosocial and counseling because

of peer group influence.

Studies Related to Motivational Factors in the Choice of a Vocation

In an effort to identify motivational factors that affect vocational

preference of adolescents Bellamy (1997) carried out a study on the career

beliefs of African-American white and Hispanic male adolescents with

Holland social personality types. Participants were 22 African – Americans,

38 white and 28 Hispanic males, ninth graders from a suburban high school.

The results of the investigation showed that (a) there was no, differences in

career aspirations and expectations either by race or by Holland social

personality type. (b) the only difference in career beliefs by race was that

Africans – Americans scored higher than whites and Hispanics in their

beliefs that approval of others was not important in choosing a career.

Onoyase 1 and Onoyase 2 (2009) carried out another research to

investigate the relationship between personality types and career choice of

48
secondary school students in the federal government colleges in Nigeria. The

aim of the study was to find out the relationship between personality types

and career choice of secondary school students in the federal government

colleges in Nigeria. The study was an ex-post factor. The researchers

employed random sampling method to draw a sample size of six hundred

and sixteen (616) senior secondary two students. The two instruments used

for the study were Students’ Personality Questionnaire (SPQ) and Students’

Career Choice Questionnaire (SCCQ). The result showed that there were

significant relationships between the artistic, social, enterprising and

investigative personality types on one hand and career choice on the other.

However, no significant relationships were found between the realistic and

conventional personality types and career choice.

Another study by Peng (1996) investigated the impact of career

education on career beliefs and decision making of students in Taiwan. The

aim of the study was to assess the impact of career education on career

beliefs and decision making of students. A total of 495 students comprising

of 417 females and 79 males were administered the career decision (CDS),

the check list (CBC) and a demographic sheet. This study provided a partial

support for the assumption that taking a career education course influence

student’s career belief and career decision making. The results also

49
underscore the relevance of planning career education course content that

reflects how the influence of gender and college years status affect career

decision making.

In another study, Issa and Nwalo (2008) carried out research to

investigative the factors affecting the career choice of undergraduates in

Nigerian library and information science schools. The objective of this

study, therefore, was to investigate the low preference for library and

information science as a first-choice course of study by the undergraduates

of Nigerian schools. The survey research design was adopted, with career

choice influence questionnaire, as the main data collection instrument. In all

1,228 students from eight Nigerian university library school participated in

the study. The study revealed that majority of the students did not make

library and information service their first choice, but ended up in he library

school as a last resort. However, 38.4% who chose the course were mostly

influenced by previous library work experience. Available sources of

information on the course include parents/relations (29.9%) and peers

(9.20%). There are slightly more male library and information service

students than females (49.7%), indicating its equal popularity among both

sexes. The study concludes that despite the evidence of improved popularity

of the programme among respondents, it remains largely unpopular among

50
prospective undergraduates in Nigeria, when compared with such other

courses as accountancy, medicine and law.

Another study by Mei, Wei and Mark (2008) explores the factors

influencing high school students career aspirations. 15 high school students

from a Midwest Suburban pubic school voluntarily participated in the study.

Eighty-one female and sixty male students participated in the study. These

students were freshmen and sophomores in a high school located in a

middle-income to upper-middle-income neighbourhood. The majority of the

participants self-identified as Caucasian Americans (91.3%), with African

Americans (4.3%), Asian Americans (2.2%) and biracial/multiracial

individuals (2.2%) making up the rest of the participant. The demographic

questionnaire was used for the study. The result revealed that high school

girls, compared with their male counterparts, were more interested in and

had higher self efficacy on occupations that involve working with people

and ideas (i.e. the artistic and social types in Holland’s theory). The high

school girls also were found to more likely choose occupations that involve

helping others and expressing oneself. In contract, boys were more

interested in, had higher self efficacy for, and were more likely to choose

occupations involving data and things (or Realistic, Investigative,

Enterprising an Conventional in Holland’s code) another gender difference

51
was on the outcome expectations, with girls showing more desire for internal

rewards, male high school students appear to place a greater value on

prestige and external rewards.

In addition, Kniveto (2004) investigated the influences and

motivations on which students base their choice of career. The aim of the

study was to provide a current profile of the influences and motives related

to student career choices. The sample of 384 young people comprised 174

last-born. The age range was 14-18 years. The questionnaire and interview

schedule were designed to cover a number of aspects of the background to

career choice. The results showed that parents have a greater influence than

teachers. With birth order, the eldest child is more influenced by the father,

the youngest by the mother. Males more than females want to get a job, but

females more than males want to get married in addition to having a job or

further education. The primary ‘motivations to work are instant gratification

such as money and liking for the job, then altruistic rewards, then the use of

a job to provide ‘status’ and finally, longer-term goals, including pension

provision.

The factors reported in these studies are to be seen as a view which

may be upheld or refuted by the present study.

Summary of Literature Review

52
 The review of literature was done under three main sections namely

the conceptual frame work, theoretical framework and empirical studies. In

the review of conceptual framework, it was discovered that though different

definitions of adolescents were given there is a consensus that it is a period

of transition from childhood to adulthood. The adolescent is usually faced

with a number of problems and challenges.

Vocation is perceived to mean a profession, occupation employment

by which one earns his living especially one for which he has a period of

training in an institution or through apprenticeship. Motivation is the process

of arousing movement into action in the organisms. Motivational factors that

influence vocational preference of secondary school adolescent are

identified as gender or sex, interest, intellectual ability, personality,

aptitudes, values, self concept, family socio-economic background, school,

urban and rural influence, religious orientation, cultural background prestige

and working conditions.

Some of the theories of vocational choices and development were

reviewed. They included, developmental theory of vocational choice and

development of Ginzberg and associates (1951), Super (1957), personality

type theory of Holland (1959), Anne Roe need theory (1957) and theory of

motivation.

53
 Most of the studies focused on the identification of secondary school

adolescent vocational preference or interest areas and the factors that

motivate them which is also the purpose of this study. All the studies

reviewed used samples different from that which the present study intends to

use for instance the hearing impaired students was used. Generally, all the

reviewed studies show that there are elements of similarities and

dissimilarities between them and the present study, however, the areas of

differences are more than areas of similarities the nature of sample presently

used and types of variables.

To the best knowledge of the researcher location has not been used as

a variable in conducting research work on the motivational factors affecting

the vocational preference of secondary school adolescents in Onitsha

Educational Zone of Anambra State. Consequently, the researcher is

carrying out this study with the view of the finding out the correct and

current position in the question of what motivational factors influence the

vocational preference of secondary school adolescents in the zone. This is

what this study hopes to achieve.

54
 CHAPTER THREE

RESEARCH METHOD

This chapter describes the research design and the procedure used to

conduct the study. They include the research design, area of the study,

population of the study, sample and sampling technique; instrument for data

collection, validation of the instrument, reliability of the instrument, method

of data collection and method of data analysis.

Research Design

The design that was used in this study is survey design. This design

will enable the researcher to determine the vocational preference of the

secondary school adolescents as well as the factors that motivated them.

Nworgu (2006) opined that survey research is one in which a group of

people or item is studied by collecting and analyzing data from only a few

people or items considered to be representative of the entire group.

Areas of the Study

The study was carried out in Onitsha Education Zone. Onitsha

Education Zone is one of the six educational zones in Anambra state.

Onitsha is situated on the western flank of Anambra state, sharing borders

with Nkwelle Ezunaka, Nkpor, Ogbaru, Obosi, and Asaba in Delta State.

Onitsha Educational Zone was chosen from the zones because the area was

55 55
noted for its commercial activities. The biggest market in West Africa is

located in the area of this study. The inhabitants are therefore mainly traders,

few civil and public servants.

The zone is made up of three local government areas namely: Onitsha

North, Onitsha South and Ogbaru Local Government Areas. There are thirty

one secondary schools in the zone. For the purpose of easy coverage and

true representation, the areas will be divided into two that is urban and rural

centres. The urban centre comprises Onitsha North and Onitsha South local

government areas while the rural center is made up of Ogbaru local

government area.

Population of the Study

The population of the study consisted of all the senior secondary

school three students (SSS 3) in Onitsha Education zone of Anambra State.

They were 3,492 students from 31 secondary schools in the zone. (Anambra

State Post Primary Schools Service Commission. ANSPPSSC Onitsha

2010/2011). Senior secondary school three are chosen because they are

about leaving school and will soon be faced with the choice of future

occupation.

Sample and Sampling Technique

56
 The sample for the study was made up of 349 students irrespective of

gender. This figure represents 10% of the total population. To draw this

sample proportionate stratified random sampling technique was used to

ensure representation from each stratum for the study. The education zone

was stratified into local government area as Onitsha North, Onitsha South

and Ogbaru. In each of the stratum, 10% proportions of students were

randomly selected. Intact classes from the streams of SS 3 will be randomly

selected from each sampling school.

The rationale for selecting 10% of the population is in line with

Nwana (1982:72) which states that: if the population of a study is in a few

hundreds, a 40% or more samples will do, if many hundreds, a 20% sample

will do, if a few thousands, a 10% sample will do and if several thousands, a

5% or less will do. Since the population of the study run into few thousands,

10% sample was considered appropriate for the study. Appendix I

Instrument for Data Collection

A questionnaire named “vocational interests and motivational factors

questionnaire (VIMFQ)” was developed by the researcher. VIMFQ was used

in collecting the data for the study. The VIMFQ comprise three sections.

Section A elicits personal data of the students; section B elicits the

vocational preferences of the students. It was adapted from the occupational

57
classification by Ochiagha (1995) while section C elicits the factors that

motivated the students to choose the vocations in section B and is an

adaptation from motivation for occupational preference scale (MOPS) by

Bakare (1977). Section C is a 5-point Likert type scale. It was divided into

clusters external influence, extrinsic–reward oriented values, self expression

and people oriented values. Section C also has twenty items for choice of

vocation arranged in clusters. Scoring was carried out as follows:

Very Great Extent (VGE) 5 points = 4.50 – 5.00

Great Extent (GE) 4 points = 3.50 – 4.49

Low Extent (LE) 3 points = 2.50 – 3.49

Very Low Extent (VLE) 2 points = 1.50 – 2.49

Not Important (NI) 1 point = 0.50 – 1.49.

A copy of the VIMFQ was shown in Appendix III.

Validation of the Instrument

Copies of the VIMFQ were sent to two experts in Guidance and

Counselling and one in Measurement and Evaluation for face validation, all

from the Faculty of Education University Nigeria, Nsukka. These experts

were requested to vet items of the instrument in terms of clarity of words,

appropriateness and relevance of the items to the work. All their

recommendations were strictly adhered to.

58
Reliability of the Instrument

The Cronbach alpha technique was used in determining the internal

consistency reliability coefficient of the vocational interest and motivation

factor questionnaire (VIMFQ). The trial testing was conducted using twenty

(20) students at Awka Education Zone of Anambra State The data generated

through trial testing of instruments were used to compute the coefficient of

internal consistency for each of the sub-section C of the VIMFQ. Thus, the

alpha Coefficient obtained for external influence = 0.64, extrinsic-reward

oriented values = 0.75, self expression values = 0.59, and people oriented

values = 0.62, the overall Alpha Coefficient was 0.80.

Method of Data Collection.

The researcher visited the ten selected secondary schools personally to

administer copies of the VIMFQ to the students. The researcher did this with

the help of school guidance counsellors. The questionnaires were distributed

to the students, with thorough explanation and questions asked by the

students about the responses were clarified too. The researcher collected the

instrument immediately after completion.

59
Method of Data Analysis

The data collected were analyzed in line with each research question

and hypothesis. Research questions one and two were answered by

percentages. Research questions three and four were answered by mean and

standard deviation. Hypotheses one and two were tested at 0.05 alpha level

using chi-square.

60
 CHAPTER FOUR
RESULTS
The results of the study were analyzed and presented in line with
the research questions and hypotheses that guided the study. Cluster by
cluster presentation was adopted for convenience.
Research Question I
What proportion of male and female students showed preference
for various vocational areas? Data answering this research question are
contained in table I
Table I: The proportion of the male and female students who
showed preference to various vocational areas.
Group Vocational areas Gender of N Percentage %
students
00 Professional occupations Male 69 45
female 101 52
01 Managerial occupations Male 26 17
female 1 0.5
02 Agricultural occupations Male 2 1
female 7 4
03 Technological Male 4 2.5
occupations female 6 3
04 Business occupations Male 41 27
female 45 23
05 Clerical occupations Male Nil Nil
female 22 11
06 Skilled/semiskilled Male 4 2.5
occupations Female 5 2.5
07 Apprenticeship Male 2 1
occupations Female 8 4
08 Service Male 6 4
Occupations Female Nil Nil
09 Unskilled labourers Male Nil Nil
Female Nil Nil
Total Male 154 100
Female 195 100
Total 349

61

61
 Data on table 1 above shows the proportion of the male and

female students who showed preferences for various vocations. The

result revealed that in group 00 (professional), males had 45% while

female had 52%. In group 01 (managerial), males had 17% while

female had 0.5%. In group 02 (agricultural), males had 1% while

females had 4%. In group 03 (technological), males had 2.5% while

females had 3%. In group 04 (business), males had 27% while females

had 23%. In group 05 (clerical), males had 0% while females had 11%.

In group 06 (skilled/semiskilled), males had 2.5% while females had

2.5%. In group 07 (apprenticeship), males had 1% while females had

4%. In group 08 (service), males had 4% while females had 0%. In

group 09 (unskilled labourers), males had 0% while females had 0%.

This indicates that male and female students prefers vocation in the

areas of professional and business occupational and none showed

interest in unskilled labourers.

Hypothesis I

Ho1: There is no significant difference between male and female

students who showed preference for various vocational areas.

62
Table 2: Chi-Square Analysis of male and female students’
vocational preferences.
Group Vocational areas Male Students Female Students
O E O E
00 Professional 69 19.2 101 24.4
occupations
01 Managerial 26 19.2 1 24.4
occupations
02 Agricultural 2 19.2 7 24.4
occupations
03 Technological 4 19.2 6 24.4
occupations
04 Business 41 19.2 45 24.4
occupations
05 Clerical Nil Nil 22 24.4
occupations
06 Skilled/semiskill 4 19.2 5 24.4
ed occupations
07 Apprenticeship 2 19.2 8 24.4
occupations
08 Service 6 19.2 Nil Nil
Occupations
09 Unskilled Nil Nil Nil Nil
labourers
Total 154 154 195 195

O = observed frequencies; E = Expected frequencies,  2 = chi-square.

df = 7; Calculated  2 = 219.7

Asymp significant = .000

63
 Results in table 2 indicate that there is a significant difference

between the male and female students who showed preference to

various vocational areas. This is because the  2 value of 219.7 is

shown to be significant at .000 level. This therefore shows that at 0.05

level, the  2 value of 219.7 was significant. Hence, the null hypothesis

of no significant difference in the number of male and female students

who showed preference to various vocational areas is therefore,

rejected.

Research Question 2

What proportion of the students in urban and rural areas showed

preference for various vocational areas. Data answering this research

question are contained in table 3.

64
Table 3: The Proportion of the urban and rural students who
showed preference to various vocational areas.
Group Vocational areas Location of N Percentage %
students
00 Professional Urban 119 47
occupations Rural 51 53
01 Managerial Urban 26 20
occupations Rural 1 1
02 Agricultural Urban 4 2
occupations Rural 5 5
03 Technological Urban 10 4
occupations Rural Nil Nil
04 Business occupations Urban 59 23
Rural 27 28
05 Clerical occupations Urban 18 7
Rural 4 4
06 Skilled/semiskilled Urban 9 4
occupations Rural Nil Nil

07 Apprenticeship Urban 3 1
occupations Rural 7 7
08 Service Urban 5 2
Occupations Rural 1 1
09 Unskilled labourers Urban Nil
Rural Nil
Data on table 3 above shows the proportion of the urban and rural

students who showed preference for various vocations. The result

revealed that in group 00, urban students had 47% while rural students

had 53%. In group 01, urban students had 10% while rural students had

1%. In group 02, urban students had 2% while rural student had 5%. In

group 03, urban students had 4% while rural student had 0%. In group

04, urban students had 23% while rural students had 28%. In group 05,

65
urban students had 7% while rural students had 4%. In group 06, urban

students had 4% while rural students had 0%. In group 07, urban

students had 1% while rural had students had 7%. In group 08, urban

students had 2% while rural students had 1%. In group 09, urban

students had 0% while rural students had 0%.

This indicate that urban and rural students prefers vocations in

the area of professional and business occupations and none showed

interest in unskilled labourers.

Hypothesis 2

Ho2: There is no significant difference between urban and rural

students who showed preference for various vocational areas.

66
Table 4: chi-square Analysis of urban and rural students’

vocational preference.

Group Vocational areas Urban Students Rural Students

O E O E
00 Professional 119 28.1 51 13.7
occupations
01 Managerial 26 28.1 1 13.7
occupations
02 Agricultural 4 28.1 5 13.7
occupations
03 Technological 10 28.1 Nil Nil
occupations
04 Business 59 28.1 27 13.7
occupations
05 Clerical 18 28.1 4 13.7
occupations
06 Skilled/semiskill 9 28.1 Nil Nil
ed occupations
07 Apprenticeship 3 28.1 7 13.7
occupations
08 Service 5 28.1 1 13.7
Occupations
09 Unskilled Nil Nil Nil Nil
labourers
Total 253 253 96 96

O = Observed frequencies, E = Expected frequencies.

df = 8

chi-square = 418.4

Asymp. Sig .000

67
 Result in table 4 indicates that there is a significant difference

between the urban and rural students who showed preference to various

vocational areas. This is because the  2 value of 418.4 is shown to be

significant at .000 level. This therefore shows that at 0.05 level, the  2

value of 418.4 was significant. Hence, the null hypothesis of no

significant difference in the number of urban and rural students who

showed preferences to various vocational areas is therefore, rejected.

Research Question 3.

To what extent are male and female students influenced by

motivational factors in their choice of a vocation.

Table 5: Mean and standard deviation of the motivational factors

of male and female students.
Motivational factors N Gender of Mean Standard Decision
student deviation
External influence 154 Male 3.40 .40 L. E
195 Female 3.40 .32 L. E
Rewards/Benefits 154 Male 4.13 .35 G.E
195 Female 4.11 .25 G.E
Self expression values 154 Male 4.30 .32 G.E
195 Female 4.30 .26 G.E
People oriented value 154 Male 4.10 .26 G.E
195 Female 4.30 .19 G.E

68
 Result in table 5 above indicates that factors such as external

influenced with a mean of 3.40 for male and a mean of 3.40 for female

students, rewards/benefits with means of 4.13 and 4.11 respectively,

self expression values with means of 4.30 and 4.30 respectively and

people oriented values with means of 4.10 and 4.30 respectively

motivated the vocational preferences of male and female students. Male

and female students are influenced to a low extent by external factors

while other factors influence them to a great extent.

Research Question 4

To what extent are urban and rural students influenced by motivational

factors in their choice of a vocation.

Table 6: Means and standard deviation of the motivational factors

for urban and rural students.
Motivational factors N Location Mean Standard Decision
of student deviation
External influence 153 Urban 3.00 .56 L.E
96 Rural 3.53 .28 G.E
Rewards/Benefits 153 Urban 4.23 .23 G.E
G.E
96 Rural 3.83 .55
Self expression 153 Urban 4.40 .45 G.E
G.E
values 96 Rural 4.10 .22
People oriented value 153 Urban 4.13 .23 G.E
G.E
96 Rural 4.23 .21

69
 Result in table 6 above indicates that factors, external influence

with a mean of 3.0 for urban and a mean of 3.53 for rural student,

rewards/benefits with means of 4.23 and 3.83 respectively, self-

expression values with mans of 4.40 and 4.10 respectively and people

oriented values with means of 4.13 and 4.23 respectively are factors

that motivated the vocational preference of the urban and rural students.

Urban students are influenced to a low extent by external factors while

rural students are influenced to a great extent.

Summary of Major Findings

The following are the major findings after data analysis.

1. There was a significant difference between male and female

students who showed preferences to various vocational areas as

indicated by the  2 value of 219.7 which is significant at 0.05

level of significance as shown in table 2.

2. There was a significant difference between urban and rural

students who showed preferences to various vocational areas as

indicated by the  2 value of 418.4 which is significant at 0.05

level of significance as shown in table 4.

70
3. The male and female students are motivated by external

influences to a low extent. Rewards/benefits, self-expression

values and people oriented values motivated them in their choice

of a vocation to great extent as shown in table 5.

4. The urban students are motivated by external influence to a low

extent while rural students are influenced to a great extent.

Rewards/benefits, self-expression values and people oriented

values motivated both urban and rural students to a great extent

in their choice of a vocation as shown in table 6.

71
 CHAPTER FIVE

DISCUSSION OF RESULTS, CONCLUSION,

RECOMMENDATIONS AND SUMMARY
This chapter focuses on the discussion of major findings of the

study, their educational implications and recommendations. Included in

this chapter also are conclusions, limitations of the study suggestion for

further study and summary of the study.

Discussion of Result

The findings of the study were discussed in line with the research

questions and hypotheses that were formulated to guide the study.

Basically, the study was discussed along the following headings:

 There was a significant difference between male and female

students who showed preferences to various vocational areas.

 There was a significant difference between urban and rural

students who showed preferences to various vocational areas.

 The male and female students are motivated by external factors to

a low extent. Rewards/ benefits, self expression values and

people oriented values motivated them to a great extent.

72 72
  The urban students are motivated by external factors to a low

extent while rural students are influenced to a great extent.

Rewards and benefits, self- expression values and people oriented

values motivated both urban and rural students to a great extent.

There was a significant difference between male and female

students who showed preferences to various vocational areas.

The result of the study as shown in table I revealed that male and

female students vocational preference is more in the area of

professional and business occupations. This indicates that male and

female students prefer vocations in the area of professional and

business occupation. The result is in agreement with some earlier

research findings on the factors that influenced vocational preference of

secondary school students. The study conducted by Nworah (1997)

confirmed that male and female students preferred professional courses

like law, medicine, banking and teaching.

This is also in line with the work of Egwuchukwu (1997) whose

study showed that student aspired most to medicine, accounting, law,

pharmacy and engineering. With the trend of events in Nigeria today,

73
students aspire to these professional courses because of their high

economic rewards, social value and high prestige. None of the students

showed interest in unskilled labourers. This is the reason for the

difference in their choice of a vocation when chi-square was applied at

degree of freedom of 8 and 0.05 level of significance as shown in table

2.

There was a significant difference between urban and rural

students who showed preferences to various vocational areas.

The result of the study as shown in table 3 indicates that urban

and rural students expressed more interest in vocations in professional

and business areas. While urban students showed least interest in

apprenticeship occupation, the rural students showed no interest in

technological and skilled/semiskilled occupation. None of them showed

interest in unskilled labourers. Results in table 4 showed that urban and

rural students differ significantly in their choice of a vocation.

Evidence from the literature shows that the level of exposure of

students in urban area is higher and more in number than that of

students in the rural area, therefore, the experiences they gather in their

different areas or societies will influence their vocational interest

74
(Kemjika, 1995). He added that the schools in the urban cities are better

staffed than those in the rural areas also urban students choose

professional and prestigious occupations whereas their rural

counterparts go by the popular occupations that cut across urban and

rural localities.

The male and female students are motivated by external factors to

a low extent. Rewards/ benefits, self expression values and people

oriented values motivated them to a great extent.

The result in table 5 indicated that both male and female students

are influenced by external factors in their choice of a vocation to a low

extent. All the other motivational factors used in this study influenced

the students to a great extent. This result means that the motivating

factors influenced the male and female students in their choice of a

vocation. The finding is in agreement with the study conducted by

Kniveto (2004) which showed that the primary motivations to work are

instant gratification such as money and liking for the job, then altruistic

rewards, then the use of a job to provide ‘status’ and finally, longer-

term goals, including pension provision. In addition to these Mei, Wei

and Mark (2008) found that girls show more desire for internal rewards

75
and male appear to place a greater value on prestige and external

rewards.

The urban students are motivated by external factors to a low

extent while rural students are influenced to a great extent.

Rewards and benefits, self- expression values and people oriented

values motivated both urban and rural students to a great extent.

The result of the study as shown in table 6 revealed that the urban

students are influenced by the external factors to a low great while the

rural students are influenced to a great extent by the external factors.

Rewards/benefits self expression values and people oriented values

influenced both urban and rural students to a great extent. The result

mean that all the factors used in this study motivated the urban and

rural students in their choice of a vocation. But there is a slight

difference in the mean scores. This is not surprising because the urban

and students must have been influenced by their environment. They are

exposed to city life where they can admire people on different

vocations and get to know about different professions more than there

rural students. Kemjika (1995) found that the level of exposure of

students in urban area is higher and more in number than that of

76
students in the rural area, therefore the experiences they gather in their

different areas or societies will influence their vocational interest.

Conclusion

Based on the findings and discussions of the study, the following

conclusions are made:

Male and female students’ vocational preference is more in the

area of professional and business occupations. None of the students

showed interest in unskilled labourers but there was a significant

difference in the number of male and female students who showed

preferences to various vocational areas. None of the students showed

interest in unskilled labourers.

Both urban and rural students expressed more interest in

vocations in professional and business but there was a significant

different in the number of urban and rural students who showed

preferences to various vocational areas.

Male and female students are influenced by the motivational

factors such as external influence to a low extent. Rewards/benefits

derivable from the job, self expression and people oriented values

influenced them in their choice of a vocation to a great extent.

77
 Urban students are influenced by the external factors to a low

extent while rural students are influenced to a great extent.

Reward/benefits, self expression values and people oriented values

influenced both urban and rural students to a great extent.

Educational Implication

From the findings of this study one can deduce some important

educational implication for teachers, counselors, students and

government.

The results showed that male and female students vocational

preference is more in the area of professional and business occupations.

For this reason more efforts should be geared on the part of teachers

and counselors to disseminate adequate educational and occupational

information to all students in our schools.

Furthermore, the result of the study showed that urban and rural

students expressed more interest in vocations in professional and

business areas. When taken into account the important role of guidance

services in schools, teachers, guidance counselors and all necessary

agents of education should play more positive role in the extension of

guidance services into all students. The government should make it an

78
educational policy to ensure that guidance and counseling periods are

fixed into the secondary school time table.

Result have further shown that male and female students are

motivated by factors like external influence, rewards/benefits, self

expression and people oriented values in their choice of a vocation. The

counselor’s role therefore, is to emphasize the importance of choosing a

vocation that would benefit the larger society as regards meeting the

manpower need of the country rather than satisfying their selfish

motive of financial benefit.

The study provides an empirical evidence of the motivational

factors of urban and rural students in their choice of vocation. Since it

is a known fact that the preparation for successful working career

should be a key objective of all education, teachers in their subject

areas should emphasis the relevance of this assertion and the

contribution that each subject can make towards good vocational

choice.

Recommendations

Based on the findings of the study the following

recommendations were made:

79
 Though majority of the students benefit from guidance services, a

good number of them are not gaining from it. So the researcher

recommend that more professional guidance counselors should be

posted to schools to perform functions like providing students with

vocational information, helping students to identify their interest,

capabilities and abilities in relation to their vocational choices.

Counselors should guide the students in selection of school subjects

which are related to their area of aspiration than allowing non-

professionals to remain in that post.

Education planners should introduce vocational education in

secondary schools. This is worthwhile because vocational education

extends the academic world to the world of work.

Teachers should emphasis during their lesson, the career

implications of subjects so that student will see how individual subjects

relate to existing careers thus increasing their knowledge of

occupations.

Such service as career day/week should be organized regularly in

order to familiarize students with different careers as that will enable

80
then gather first hand information from people who are directly

involved in such careers.

Schools should provide more facilities like counseling room, well

ventilated and lighted and free from outside distractions where students

can feel free and more comfortable to discuss their aspired careers and

other problems with their school counselor.

Limitations of the Study

The following were the limitations inherent in this study. The

senior secondary III students were examination class. The students said

that answering questionnaire is wasting their time for study; therefore

they were reluctant to answer the questionnaire. Most of the counsellors

met on ground especially in rural areas were not qualified counsellors,

this situation made it difficult to administer the questionnaires on the

subject.

Suggestion for Further Research

In the light of the findings of this study, the following

suggestions for further research are made.

81
 The present study used only SSS III students in Onitsha

Education Zone of Anambra State. Future studies can improve on this

by using different class levels.

The present study was carried out in Onitsha Education Zone of

Anambra State. But since we assume that adolescents were the same

anywhere, it is therefore recommend that this study should be carried

out in other education zone of Anambra State.

This study is not claiming that it has investigated into all factors

of vocational choice among the adolescents; it is further recommended

that further studies are necessary in order to identify other related

factors of vocational choice among the students in Onitsha education

zone of Anambra State.

Summary of the Study

In view of the numerous problems emanating from the wrong

choice of a vocation by students, the need arose for the identification of

the factors that influence vocational preference of secondary school

adolescent in Onitsha Education Zone of Anambra State.

To guide this study the following research questions were posed.

82
 1. What proportion of male and female students showed preference

for various vocational areas?

2. What proportion of the students in urban and rural areas showed

preference for various vocational areas?

3. To what extent are male and female students influenced by

motivational factors in their choice of a vocation?

4. To what extent are urban and rural students influenced by

motivational factors in their choice of a vocation?

The following hypotheses were formulated and tested at 0.05

level of significance.
1. There is no significant difference between male and female
students who showed preference for each of the various
vocational areas.
2. There is no significant difference between students in urban and

rural areas who showed preference for various vocational areas.

However, the review of literature revealed that motivational

factors influence the vocational preference of the secondary school

adolescents. The design used in this study was a survey design. A

sample of 349 students was used for the study.

83
 The instrument used of the study was adapted by the researcher

and named vocational interests and motivational factors questionnaire-

VIMFQ. An internal consistency reliability coefficient was determined

for VIMFQ using cronbach alpha for each motivational factor in the

questionnaire. Thus, the alpha coefficient obtained for external

influence = 0.64, rewards/benefits = 0.75, self expression values = 0.59

and people oriented value = 0.62, the overall alpha coefficient was

0.80. The research question was answered by mean and standard

deviation while hypothesis was tested at 0.05 alpha level with chi

square.

The result of the study showed that:

1. There was a significant difference between male and female

students who showed preferences to various vocational areas.

2. There was a significant difference between urban and rural

students who showed preferences to various vocational areas.

3. Male and female students are influenced by the motivational

factors such as external influence to a low extent.

Rewards/benefits, self expression and people oriented values,

influenced them to a great extent.

84
 4. Urban students are influenced by the external factors to a low

extent while rural students are influenced to a great extent.

Reward/benefits, self expression values and people oriented

values influenced both urban and rural students to a great extent.

The findings of the study were extensively discussed and their

educational implications and recommendations were highlighted.

Suggestion for further research and limitations of the study were also

made.

REFERENCES

Adedayo, O. (2001). Review of Child Rearing Practices for Reducing Drug Abuse
among Adolescents. In Okonkwo R. U. N and Okoye Rummy O. (eds) The
Nigerian adolescent in Perspective. Ekwulobia. Theo Onwuka and Sons
Publishers.

Bellamy, D. E. (1997). Career Aspirations, Expectations, and beliefs of African-

American, White and Hispanic Male Adolescents with Holland Social
Personality, Types. Dissertation Abstract International, 57 (9): 681-A.
Computers, Alhed Services.

Creed, P. A. and Patton, W. (2003). Difference in Career Attitude and Career

Knowledge for High School Students with and without paid Work
Experience, International Journal for Educational and Vocational
Guidance 3, 21-33.

Denga, D. L. (2001). The Nigerian Adolescents in the new Millennium:

Challenges and Roles. In Okonkwo R. U. N and Okoye Rummy O. (eds)
The Nigerian adolescent in Perspective. Ekwulobia: Theo Onwuka and
sons Publishers

85
Egwuchukwu, I. (1997). Correlates of Job Aspirations of Senior Secondary School
Students in Anambra State. Unpublished M.Ed Project, Nnamdi Azikiwe
University Awka, Awka.

Eze. J. U. (2010). Vocational Development and Job Opportunities for

Contemporary Nigerian Youths. In M. A. Obidoa and I. C. S. Ifelunni (Eds)
Counselling Youths in Contemporary Nigeria. Nsukka: Chuka Educational
Publishers.

Ezeji, S. C. O. A. (2001). Guidance and Counseling in Education, Nsukka:

Chulbson International Press.

Federal Republic of Nigeria. (2004). The National Policy on Education,

fourth Edition. Lagos: NERDC.

Gesinde, S. A. (1986). Equipping Students with Career Choice and Decision

making Skills. Nigerian, Journal of Counseling and Development, 1, (2),
41-47.

Gottfredson, L. S. (2005). Applying Gotfredson’s Theory of Circumscription and

Compromise in Career Guidance and Counseling. In S. D. Brown and R.
W. Lent (Eds), Career Development and Counseling: Putting Theory and
Research to Work. Hoboken, N. J. John Wiley and Sons.

Hayes, J. and Hopson, B. (1987). Career Guidance: the Role of the School in
Vocational Development. Ibandan: Heinemann Educational Books Ltd

Heckert, T. M., Droste, H. E., Adams, P. J., Friffin, C. M., Roberts, L. L., and
Wallis, H. A. (2002). Gender Differences in Anticipated Salary: Role of
Salary Estimates for other’s Job Characteristics, Career paths and job in
puts, Sex Roles 47 (3-4), 39-51.

Hornby, A. S. (2005) Oxford Advanced Learners Dictionary 7th Edition

New York: Oxford University Press.

Ime, N. G. (2005). Towards a Realistic Occupational Choice. In Udo, I. Anwana

(ed). Guidance and Counseling an Information Handbook, Enugu:
Academic Publishing Company.

Ipaye, T. (1986). Educational and Vocational Guidance Concepts and

Approaches. Ile-Ife University of Ife Press Ltd.

86
Issa, A. O. and Nwalo K. I. N. (2008). Factors Affecting the Career Choice of
Undergraduates in Nigerian Library and Information Science Schools
African Journal of Library, Archives and Information Science.
http://findarticles.com/p/articles/mi 7002/is 1 18/ai. 28539226/Retrieved
July 8, 2010.

Iwuama, B. C (2000) Definition and theories of Adolescence. In H.C Okafor

and C.N Ugwuegbluam (eds) Adolescent psychology. Owerri: Joe
Mankpas publishers.

Izundu , N. T. A. (1991). Contemporary Issues in National Development:

Implications for the Nigerian Counselor. In Unachukwu, G. C. and
Igborgbor, G. C. (eds) Guidance and Counseling. A Realistic Approach.
Owerri; International Universities Press.

Kemjika, O. G. (1995). Theories and Practice of Career Development in

Nigerian Education. Onitsha: Fabson Printing and Publishing Co. Ltd.

Kniveton, B. H. (2004). Influence and Motivations on which Students Base their

Choice of Career, Research in Education.
http://findaricles.com/p/articles/mi qa3765/is 200411/ai n 9468960/? tag =
rbxcra. 2.9. 33 Retrieved July 8, 2010.

Mei Tang, Wei Pan, and Mark D. Newmeyer (2008). Factors Influencing High
School Students’ Career Aspirations. Professional School Counseling.
http://findarticles.com/p/articles/mi mokoc/is 5 11/ai n 27889687/? tag =
rbxcra. 2.9.11 Retrieved July 9, 2010.

Miller, L. Lietz, P. and Kotte, D. (2002). On Decreasing Gender Differences and

Attitudinal Changes: Factors Influencing Australian and English Pupils
Choice of a Career in Science, Psychology, Evolution and Gender 4 (1), 69-
92.

Ngwoke, D. U. (2010). School Learning Theories and Application, Enugu

Immaculate Publication.

Njoku, L. N. (2000). Adolescent Developmental Tasks and their Accomplishment

in the Traditional and Modern Nigerian Setting. In Okafor, H. C. and
Ugwuegbula, C. W. (eds) Adolescents Psychology. Owerri: Joe Mankpa’s
Publishers.

Noon, M. and Blyton, P. (1997). The Realities of Work, Basingstoke: Palgrave.

87
Nwamuo, P. A. (1991). Theories of Vocational Development and Adjustment. In
G. C. Unachukwu and G. C. Igborgbor (Eds) Guidance and Counseling: A
Realistic Approach. Owerri: International Universities Press.

Nwamuo, P. A. (2001). Vocational Guidance: Concepts, Goals and Assumptions.

In Developing Nations. Owerri: Reliable Publishers

Nwana, O. C. (1982). Introduction to Educational Research. Ibadan: Heinemann

Educational Books Ltd.

Nworah, F. N. (1997). Theories of Vocational Development and Adjustment. In G.

C. Unachukwu and G. C. Igborgbor (Eds) Guidance and Counseling: A
Realistic Approach, Owerri: International Universities Press.

Nworgu, B. G. (2006). Educational Research Basic Issues and Methodology.

Nsukka: University Trust Publishers.

Ochiagha, C. C. (1995). Theory and Practice of Career Development. Enugu:

Snaap Press Ltd.

Ohiwerei, F. O. and Nwosu, B. O. (2009). Vocational Choices Among

Secondary Schools; Issues and Strategies in Nigeria, Asian Journal of
Business Management 1 (1); 1-5,

Okeke, B. A. (2003). Principle of Guidance and Counselling: An Outline for

Beginners, Enugu: SNAPP Press Ltd.

Okonkwo, J. O. (1998). Motivation. In Okoye N. N. (ed) Essentials of Human

Learning Awka. Erudition Publishers.

Oladele, J. O. (2000). Guidance and Counseling. A Functional Approach Third

Edition, Focus on the 6-3-3-4 Educational System. Lagos: Johnslad
Publishers Ltd.

Omeje. J. C. (2007) Educational and Occupational Information in

Counseling: A Fundamental Approach, Nsukka: Chuka Educational
Publishers.

Onoyase, D. and Onoyase. A. (2009). The Relationship between Personality Types

and Career, Kamla-Rajo 2009 Anthropologist, 11 (2): 109-115.

88
Onwubolu, C. O. (2001). Vocational Preference and Motivational Factors of
Hearing Impaired Students. Unpublished Master’s Thesis. University of
Port Harcourt, Port Harcourt.

Onyejiaku, F. (1987). Career Guidance and Counseling Services in Schools.

Calabar: Wusen Press Ltd.

Peng, A. (1996). The Impact of Career Education Course on Career Beliefs and
Career Decision making Among Business College Students in Taiwan.
Dissertation Abstract International, 58(8): 33405-A.

Shertzer, B. and Stone, S. C (1981) Fundamentals of Guidance Boston:

Houghton Miffin Company.

Siaan, G. and Ugwuegbu, D. (1988). Educational Psychology in a Changing

World. 2nd Edition London: Unwin

Small, J. and McClean, M. (2002). Factors Impacting on the Choice of

Entrepreneurship as a Career by Barbadian Youth: a Preliminary
Assessment, Journal of Eastem Caribbean Studies 27 (4), 30-54.
Sokan, B. D. (1996). The Vocational Interest of Visually Handicapped
Students in some Nigerian Universities. In I. A. Nwazuoke and Is. A.
Kolo (Eds), Exceptional Persons in the Community. National Council
for Exceptional Children.

Spitze, C. and Logan, J. R. (1990). Helping as a Component of Parent-Adult Child

Relations, Research on Ageing 14, 291-312.

Wilgosh, L. (2002). Examining Gender Image Expectations and Competence

as Perceived Impediments to Personal, Academic and Career
Development, International Journal for the Advancement of
Counseling 24 (4), 239-60.

89
 APPENDIX I

Table I: Number of Schools and Students that will be involved in the Study.

S/N Name of school

1 Eastern Academy Onitsha

2 Comprehensive Secondary School Onitsha

3 Urban Girls Secondary School Onitsha

4 Urban Boys Secondary School Onitsha

5 Unity Girls High School Okpoko

6 Boy’s Secondary School Iyiowa Odekpe

7 Community Girls Secondary School Okopko

8 Community Boys Secondary School Okpoko

9 New Era Girls Secondary School Onitsha

10 Ogbaru High School Ogbakuba

Sample selection

1846
Onitsha North L.G.A = 10100 x  184.6  185
1

682
Onitsha South L.G.A = 10100 x  68.2  68
1

964
Ogbaru L.G.A = 10100 x  96.4  96
1

Total sample = 349

90
 APPENDIX II

LETTER TO THE RESPONDENTS

Faculty of Education,
Department of Educational Foundations,
University of Nigeria,
Nsukka.
Enugu State.
Dear Respondents,

The researcher wishes to elicit information on your vocational

preference and motivating factors. Please be honest in supplying the

information. The information collected shall be treated with utmost

confidentiality.

The researcher is a postgraduate student of the above school. Your co-

operation, sincerity and honesty are solicited for

Thank you

Yours sincerely,

Ezenibe Obiageli .J.

91
 APPENDIX III

VOCATIONAL INTERESTS AND MOTIVATIONAL FACTORS

QUESTIONNAIRE (VIMFQ)
Section A
Personal Data of Respondents
Name of the School:……………………………………………………
Class:…………………………………………………………………...
Gender: Male Female
Location: Urban Rural
Section B
Vocational Areas
Use of tick (√) to indicate the vocation you will like most to engage in after
your education. Write any other vocation that is not here which you will like.
Vocational Areas
Group 00- Professional Occupations
1. Medicine,
2. Law
3. Clergy
4. Teaching
5. Counselling
6. Psychology
7. Pharmacy
8. Nursing
9. Engineering
Group 01 – Managerial Occupations
10. Heads of state
11. State governors
12. Federal ministers
13. Directors
14. Managers
15. Proprietors
Group 02 – Agricultural Occupations
16. Farmers
17. Farm managers
18. agricultural extension officers
19. Palm wine tapers
20. Palm harvesters
Group 03 – Technological Occupations
21. Agriculture and food technicians
22. Engineering and science technicians
23. Air plane technicians

92
Group 04 – Business Occupations
24. Accounting
25. Salesmanship
26. Banking
27. Marketing
Group 05 – Clerical Occupations
28. Cashier
29. Typists
30. Book keepers
31. Tax collectors
32. Receptionists
Group 06 – Skilled/Semi Skilled Occupations
33. Photography
34. Plumbing works
35. Printing
36. Hair dressing /Barbing
37. Computer Operators
Group 07 – Apprenticeship Occupations
38. Welders
39. Electricians
40. Carbinet makers
41. Vulcanizers
42. Fashion designers
43. Goldsmiths
Group 08 – Service Occupations
44. Waiters/waitresses
45. Cooks in hotels
46. Security men
47. Firemen
48. Army
49. Naval force
50. Police forces
Group 09 – Unskilled Labourers
51. Farm labourers
52. Cleaners.

93
 Section C

Motivational Factors

Indicate the extent to which you agree or disagree with the under stated

items. Note that Very Great Extent = VGE, Great Extent = GE, Low Extent = LE,

Very Low Extent = VLE and Not Important = NI.

S/N ITEMS VGE GE LE VLE NI

EXTERNAL INFLUENCE

1 I am influenced by the advice from the school cousellor.

2 I am influenced by the advice from my parents

3 I am influenced by the advice from my friends.

4 I am influenced by the advice from my teachers

5 I am influenced by the information from mass media (e.g. Radio,

Television, Newspapers, Magazine, Career guides)

6 I am influenced by the career talks organized in the school

7 I am influenced by the job opportunities available

REWARDS/BENEFITS DERIVABLE FROM THE JOB

8 I am attracted to job with high salary

9 Job with attractive working condition (short-working hours,

periodic holidays etc)

10 It is stable and has a secured future

11 It is respectable, prestigious and give an improved social status.

94
12 Career that provides other benefits like house allowances free

medical service, car loan, transport allowance.

SELF EXPRESSION VALUES

13 A career that is related to the subjects I am offering in school.

14 A career that permits me to be original and creative (to work with

ideas)

15 A career that permits the use of special ability or aptitude.

16 A career that permits me to use my hands extensively (to work

things).

PEOPLE-ORIENTED VALUES

17 A career that gives me a chance to exercise leadership

18 A career that gives me the opportunity to work with people

19 A career that gives me the opportunity to serve

20 A career that gives me to help those less fortunate than I

95
 APPENDIX VI

PERCENTAGE OF THE MALE AND FEMALE STUDENTS WHO

SHOWED PREFERENCE TO VARIOUS VOCATIONAL AREAS

Vocational Areas Male Female

00 Professional occupations 69 100 101 100

x  44.8 x  51.79
154 1 195 1

01. Managerial occupations 26 100 1 100

x  16.9 x  0. 5
154 1 195 1

02. Agricultural occupations 2 100 7 100

x  1. 3 x  3.58
154 1 195 1

03. Technological occupations 4 100 6 100

x  2.59 x  3.07
154 1 195 1

04. Business occupations 41 100 45 100

x  26.6 x  23.07
154 1 195 1

05. Clerical occupations - 22 100

x  11.28
195 1

06. Skilled/Semiskilled occupations 4 100 5 100

x  2.59 x  2.56
154 1 195 1

07. Apprenticeship occupations 2 100 8 100

x  1.29 x  4.10
154 1 195 1

08. Service occupations 6 100 -

x  3.89
154 1

09. Unskilled labourers - -

96
 109

APPENDIX VII

PERCENTAGE OF THE URBAN AND RURAL STUDENTS WHO

SHOWED PREFERENCE TO VARIOUS VOCATIONAL AREAS

Vocational Areas URBAN RURAL

00 Professional occupations 119 100 51 100

x  47 x  53
253 1 96 1

01. Managerial occupations 26 100 1 100

x  10 x 1
253 1 96 1

02. Agricultural occupations 4 100 5 100

x  1.58 x 5
253 1 96 1

03. Technological occupations 10 100 -

x  3.95
253 1

04. Business occupations 59 100 27 100

x  23 x  28
253 1 96 1

05. Clerical occupations 18 100 4 100

x 7 x 4
253 1 96 1

06. Skilled/Semiskilled occupations 9 100 -

x  3.55
253 1

07. Apprenticeship occupations 3 100 7 100

x 1 x 7
253 1 96 1

08. Service occupations 5 100 1 100

x  1.97 x 1
253 1 96 1

09. Unskilled labourers - -

97