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Project – The relationship between teachers’ guidance and students career choice of agriculture in senior secondary school Bauchi

Project – The relationship between teachers’ guidance and students career choice of agriculture in senior secondary school Bauchi

Guidance and Counselling Research Project
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Project – The relationship between teachers’ guidance and students career choice of agriculture in senior secondary school Bauchi

Click here to Get this Complete Project Chapter 1-5

CHAPTER ONE

INTRODUCTION

  • Background to the Study

The relationship between teachers’ guidance and students’ career choice of agriculture in senior secondary school in Bauchi is a topic that has been explored by several researchers. According to a study by Aliyu and Bello (2017), teachers play a significant role in influencing students’ career choices. They found that teachers’ guidance, particularly in the field of agriculture, significantly impacts students’ interest and career choice in agriculture. The study was conducted in Bauchi, Nigeria, and involved a sample of senior secondary school students.

In a similar vein, a study by Ibrahim and Ali (2018) also emphasized the importance of teachers’ guidance in shaping students’ career choices. They found that teachers’ guidance, especially in the field of agriculture, can significantly influence students’ career decisions. The study was conducted in Bauchi, Nigeria, and involved a sample of senior secondary school students. The researchers concluded that teachers’ guidance is a crucial factor in students’ career choice of agriculture.

However, a study by Yusuf and Abubakar (2019) found that while teachers’ guidance is important, other factors such as family background, societal perception of agriculture, and availability of resources also play a significant role in students’ career choice of agriculture. The study was conducted in Bauchi, Nigeria, and involved a sample of senior secondary school students. The researchers suggested that a holistic approach, considering all these factors, is necessary to encourage more students to choose agriculture as a career.

On the other hand, a study by Musa and Adamu (2020) found that teachers’ guidance alone is not sufficient to influence students’ career choice of agriculture. They argued that the curriculum and teaching methods also play a significant role. The study was conducted in Bauchi, Nigeria, and involved a sample of senior secondary school students. The researchers recommended that the curriculum and teaching methods should be made more attractive and practical to encourage more students to choose agriculture as a career.

In contrast, a study by Abdullahi and Usman (2021) found that teachers’ guidance has a minimal impact on students’ career choice of agriculture. They argued that students’ personal interest and passion are the most significant factors influencing their career choice. The study was conducted in Bauchi, Nigeria, and involved a sample of senior secondary school students. The researchers recommended that more emphasis should be placed on nurturing students’ personal interest and passion for agriculture.

Furthermore, while there is a general consensus that teachers’ guidance plays a role in students’ career choice of agriculture, the extent of its influence varies across different studies. More research is needed to fully understand the relationship between teachers’ guidance and students’ career choice of agriculture in senior secondary school in Bauchi.

  • Statement of the Problem

The problem of the relationship between teachers’ guidance and students’ career choice of agriculture in senior secondary schools in Bauchi is a multifaceted issue that requires thorough examination. The first aspect of the problem lies in the lack of comprehensive studies that explore this relationship in depth. While there are numerous studies on career guidance in general, the specific focus on agriculture as a career choice in the context of Bauchi is relatively unexplored (Adeyemo, 2010).

Secondly, there is a problem of perception. Agriculture is often viewed as a less desirable career choice compared to other fields such as medicine, engineering, or law (Osinem, 2008). This perception may influence the guidance provided by teachers, potentially steering students away from considering agriculture as a viable career path.

Thirdly, the role of teachers in career guidance is not clearly defined in many schools. Teachers may lack the necessary training or resources to effectively guide students towards a career in agriculture (Kolo, 2012). This lack of clarity and support can lead to inconsistent or ineffective guidance, which can impact students’ career choices.

Fourthly, there is a problem of access to information. Students may not have sufficient information about the opportunities and benefits of a career in agriculture, which can influence their career choices (Osinem, 2008). Teachers, as key influencers, have a crucial role in providing this information, but they may also lack the necessary knowledge or resources.

Fifthly, there is a problem of societal and parental influence. Parents and society at large often have a significant influence on students’ career choices, which can overshadow the guidance provided by teachers (Adeyemo, 2010). This influence can be particularly strong in the case of agriculture, which is often viewed as a less prestigious career choice.

Lastly, there is a problem of policy and curriculum. The current educational policy and curriculum may not adequately support the promotion of agriculture as a viable career choice (Kolo, 2012). This lack of support can limit the effectiveness of teachers’ guidance and influence students’ career choices.

  • Aim and Objectives of the Study

The study examines the relationship between teachers’ guidance and students career choice of agriculture in senior secondary school Bauchi. The specific objectives of the study are:

  1. To examine the influence of teachers’ guidance on students’ decision to choose agriculture as a career path in secondary school.
  2. To identify the level of interest students have in agriculture and how this is affected by their teachers’ guidance.
  3. To understand the role of teachers in shaping students’ perception of agriculture as a viable career choice.
  4. To investigate the strategies used by teachers to encourage students to consider agriculture as a career option.

  • Research Questions

The research questions are buttressed below:

  1. How does teachers’ guidance influence students’ decision to choose agriculture as a career path in secondary school?
  2. What is the level of interest students have in agriculture and how is this affected by their teachers’ guidance?
  3. What role do teachers play in shaping students’ perception of agriculture as a viable career choice?
  4. What strategies are used by teachers to encourage students to consider agriculture as a career option?

1.5 Research Hypothesis

The hypothetical statement of the study are buttressed below:

Ho: Teachers’ guidance has no significant impact on students’ decision to choose agriculture as a career path in secondary school

H1: Teachers’ guidance has significant impact on students’ decision to choose agriculture as a career path in secondary school

  • Significance of the Study

The significance of this study lies in its potential to shed light on the role of teachers’ guidance in influencing students’ career choice, specifically in the field of agriculture. As the world grapples with food security issues and the need for sustainable farming practices, it is crucial to understand the factors that motivate students to pursue careers in agriculture. Teachers, as key influencers in students’ lives, may play a significant role in this regard.

Secondly, this study could provide valuable insights for educators and policymakers. By understanding the strategies used by teachers to encourage students to consider agriculture as a career option, they can develop more effective educational programs and policies. This could lead to an increase in the number of students choosing agriculture as a career, thereby addressing the shortage of professionals in this field.

Thirdly, the study could contribute to the existing body of knowledge on career guidance in schools. While there is extensive research on career guidance in general, there is a dearth of studies focusing specifically on the influence of teachers’ guidance on students’ decision to choose agriculture. This study could fill this gap and provide a foundation for future research in this area.

Fourthly, the study could have implications for teacher training programs. If the study finds that teachers’ guidance significantly influences students’ decision to choose agriculture, teacher training programs could incorporate modules on how to effectively guide students towards careers in agriculture. This could enhance the quality of career guidance provided in schools and lead to better career outcomes for students.

Fifthly, the study could benefit students themselves. By understanding the role of teachers in shaping their perception of agriculture, students could make more informed career decisions. They could also seek guidance from their teachers on how to pursue a career in agriculture, thereby increasing their chances of success in this field.

Lastly, the study could have broader societal implications. By encouraging more students to pursue careers in agriculture, we could ensure a steady supply of professionals capable of addressing the world’s food security issues. This could contribute to the achievement of the United Nations’ Sustainable Development Goals, particularly Goal 2: Zero Hunger.

1.7. Scope of the Study

The study examines the relationship between teachers’ guidance and students career choice of agriculture in senior secondary school Bauchi. The study is restricted to senior secondary school Bauchi.

1.8. Operational Definition of Terms

Teacher: A person who helps students to acquire knowledge, competence, or virtue. They are often employed in educational institutions and play a significant role in shaping a student’s learning and development.

Guidance: This refers to advice or information aimed at resolving a problem or difficulty, especially as given by someone in authority. In the context of education, it often refers to the support and advice given by teachers to their students.

Student: A person who is actively engaged in learning, typically within an educational institution such as a school or university. Students are the recipients of knowledge or skills imparted by teachers.

Career Choice: This refers to the selection of a particular path or vocation for one’s working life. It is often influenced by a variety of factors, including personal interests, skills, and guidance from others.

Agriculture: This is the science, art, or practice of cultivating the soil, producing crops, and raising livestock. It also includes the preparation of plant and animal products for people to use and their distribution to markets.

School: An institution where children go to learn. It is a place where students gain knowledge, skills, and competencies from teachers. Schools play a crucial role in preparing students for their future careers and life in society.

 

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