GUIDANCE COUNSELLORS’ CAREER AWARENESS CREATION ROLES AND ACCEPTABILITY OF ENTREPRENEURSHIP EDUCATION AMONG SECONDARY SCHOOL STUDENTS
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GUIDANCE
COUNSELLORS’ CAREER AWARENESS CREATION ROLES AND ACCEPTABILITY OF
ENTREPRENEURSHIP EDUCATION AMONG SECONDARY SCHOOL STUDENTS
ABSTRACT
This
descriptive survey study sought to determine the Guidance Counsellors’ career
awareness
creation role and acceptability of entrepreneurship education of secondary
school
students in
Okpokwu Education Zone of Benue State, Nigeria. Four research questions and
two null
hypotheses guided the study. A total of 6,256 students from 31 public and 37
private
secondary
schools constituted the population from which a sample of 480 students was
randomly
selected using multi-stage sampling technique. Two instruments designed by the
researcher
and titled: Counsellors’ Career Awareness Creation and Entrepreneurship
Education
Questionnaire (CCACEEQ) and Entrepreneurship Education Acceptability Level
Questionnaire
(EEALQ) were used for data collection. This instrument were face validated
by three
experts, trial tested on thirty students outside the study area and internal
consistency
ascertained
using Cronbach Alpha statistical method. The analysis gave the overall alpha
coefficient
values of 0.85 and 0.88 respectively which indicated the reliability of the
instruments.
Mean and Standard deviation analysis were used to answer research questions
while t-test
tested at 0.05 probability level was used to test the postulated null
hypothesis.
Findings
revealed that Guidance Counsellors’ career awareness creation roles were
obtainable
in Okpokwu education zone public and private secondary schools and the students
have
positive perception of entrepreneurship education. However, the students
indicated that
entrepreneurship
education was rarely acceptable to them. In addition, the results showed no
significant
difference between the mean scores of students in public and private secondary
schools on
Guidance Counsellors’ career awareness creation roles and perceptions of
entrepreneurship
education. Base on these findings, some counselling implications were
highlighted
and recommendations made.
1
CHAPTER ONE
INTRODUCTION
Background
of the Study
In recent
times, the problem of global economic recession and its
negative
impacts on the well-being of citizens of nations, Nigeria inclusive
has been
drawing the attention of researchers scholars and policy makers. In
Nigeria,
this situation has posed a lot of challenges such as increased youths
unemployment,
violence attacks, stealing and kidnapping activities by
youths to
list but some (Amazue & Okoli, 2004). According to Dike (2009)
about 80% of
Nigerian youths are unemployed while about 10% of the
employed are
underemployed. Amazue and Okoli (2004) remarked that
youths’
unemployment tends to account for their involvement in social
crimes and
over dependence on government for employment. Implicitly, it
could
adduced that curbing these problems calls for proper guidance and
counseling
of school students and retooling of Nigeria educational policy to
incorporate
entrepreneurship education. No doubt, Obunadike (2013)
remarked
that when youths are properly guided and counselled, as well as
equipped
with entrepreneurial skills their over dependency on government
for
employment will reduce and they would become more of employers of
labour than
seekers of jobs.
Guidance and
counselling are two separate terms though the former
precedes the
later. Guidance is a range of organized activities designed in
2
schools to
students learn and make appropriate choices in schools (Ezeji,
2011).
Similarly, Owuamanam (2003) defines guidance as involving
activities
which are designed to help students acquire information, plan and
implement
programmes and enhance their decision making process in
educational
or vocational and personal social matters. Contextually,
guidance is
a helping service given to individuals to enable them achieve
their
potentials and be useful to themselves and the world in general.
Guidance is
preventive in nature in the sense that it aimed at preventing
students
from groping in darkness with regards to educational and
occupational
challenges. When an individual is properly guided and
counselled,
the individual would be able to evade or overcome unnecessary
problems
when faced with such in life (Igwe, 2013).
Counselling
is an integral element of guidance. Nwoje (2001) views it
as an
integral part of guidance which provides the forum for interaction
between a
counsellor and counsellee. According to Uzoeshi (2004)
counselling
is a process of assisting a client to overcome problems and
become
happier and more effective individual in the environment.
Operationally,
counselling is defined as a helping relationship between
counsellor
and counsellees through which the counsellor helps counsellees
(students)
to maximize their potencials by providing career information, and
awareness
creation of job opportunities in the millennium world of work.
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