Abstract
The purpose of this study was to investigate the extent by which parental factors influence career aspiration among SS3 students in Kano State. The study also sought to establish the relationship and significance of this parental factors and the student’ career aspiration. The population of the study was all the 27,614 SS3 students who had enrolled for the National Examinations Council (NECO) examinations for the year 2020. A total of 400 students were sampled for the study out of which 383 responded giving a response rate of 95.75%. The survey used purposive sampling technique to sample 10 schools from Kano State to carry out the survey while simple random sampling technique was used to sample the students.
Questionnaires were used as the instruments for data collection. Statistical Package for Social Sciences (SPSS) software was used to analyse the data. Descriptive statistics such as frequencies and percentages were used to analyse the data. The results were presented in the form of tables and graphs.
Results from the study showed that parental factors influence the career aspiration of students in Kano State. These factors included parental highest education level, parents’ occupation, parental values and expectations, and parent-child relationships. However, established that 92.4% of the parents of Kano State students were middle class economic income and above. As such the socio-economic status of the family was found not to influence the career aspiration of the students.
The study recommended that teachers, parents, and career guidance counsellors should take into cognizance the influence of parental factors as they guide students through the process of career selection. This will enable the students to make sound career aspirations depending on their educational achievement and career aspirations.
CHAPTER ONE
INTRODUCTION
This study focused primarily at investigating and examining the influence of parents’ scientific background on students’ achievement and career aspiration in Basic science. This chapter is however presented under the following sub-headings:
1.1 Background To The Study
Education has been described as the key that opens the door of civilization and development. The assertion here is that no social product trains man socially, technologically, economically, politically and even culturally than education (Adepoju, 2004). Education is recognized as the only indispensable tool that liberates from ignorance, regression, doldrums and total obscurity, hence any society or nation that desire to progress must make the provision of qualitative education for its citizenry a topmost priority.
Education is known to play a pivotal role in the development, progress and advancement of all other sectors of the social, political and economic enclave of a nation. The benefits that education offers is in exhaustive, hence and government of every nation jostle to enjoy or benefit from such endless array of benefits, and this adequately explain why government of every country invest in the provision of adequate and qualitative education for people. For instance, education in Nigeria is an instrument per excellence for effecting national development (FGN, 2004).
Education therefore, plays a pivotal and catalytic role in enhancing national development. This is the reason that a government invests heavily in the education of her citizens. Secondary education, a sub-set of the education level, is very necessary in human capital formation. It is the supply base from which tertiary institutions draw their major clientele (students) for admission into their different programmes. It, therefore, presupposes that the provision of qualitative education is the sine qua non for the attainment of the goals of secondary education.
Basic Science formerly known as integrated science which stresses the fundamental unity of science was introduced into the Nigerian educational system in 1971, as a form of science to be taught to students at the junior secondary school level (NOUN, 2006). According to NOUN (2006), the objectives of Basic Science in Nigeria are based on relevant portions of the National Policy on Education (N.P.E) as they relate to science education in general and, to Basic Science in particular. It is clear from the National Policy that secondary education (N.P.E) is expected to be:
Preparation for useful living within the society; and
Preparation for higher education.
It is however pertinent to note that government plans that secondary education should be of 6-year duration and be given in two stages, a junior secondary stage and a senior secondary school stage; each being of three years duration. The junior secondary school will be both pre-vocational and academic, it will be free as soon as possible and will teach all the basic subjects which will enable pupils to acquire further knowledge and develop skills. Students who leave school at the junior high school stage may then go on to an apprenticeship system or some other scheme for out-of-school vocational training (NOUN, 2006).
In view of the foregoing, Udoukpong, Emah and Umoren (2012) stated that in Nigeria, junior secondary school curriculum provides both the academic and pre-vocational subjects. Essentially, the focus of secondary education at the junior level targets the realization of the following broad goals:
to offer diversified curriculum to cater for the differences in talents, opportunities and future roles;
to provide trained manpower in the applied sciences, technology and commerce at sub-professional grades;
to inspire students with a desire for self-employment and achievement of excellence;
and to provide technical knowledge and vocational skills necessary for agricultural, industrial, commercial and economic development (FRN 2004:18- 19).
However, academic achievement of students especially at the secondary school level is not only a pointer to the effectiveness of schools but a major determinant of the future of youths in particular and the nation in general. The medium through which the attainment of individuals and the nation’s educational goals can be achieved is learning (Ewumi, 2012). It is pertinent to note that, in our society, academic achievement is considered as a key criterion to judge one’s total potentials and capacities; hence, academic achievement occupies a very important place in education as well as in the learning process (Ademuyiwa, 2013).
Moreover, educators are incessantly concerned about the need to improve academic achievement especially in the sciences. The plethora of researches on students’ academic achievement in the sciences is a testimony to this concern (Okonkwo, 2000; Nwagbo, 2001, and Okoro, 2005 cited in Okoye, 2009). This is as it should be because the consequences of success or failure in science subjects in schools are far reaching particularly in developing countries like Nigeria. This is not only because a higher achievement especially in the sciences is the foundation for technical skills which are in short supply, but also because higher achievement is particularly valued in a society which sets high premium on academic success as the stepping stone for entrance into more prestigious occupations (Ukeje, 2000 cited in Okoye, 2009).
In view of the above assertion, learning outcomes have become a phenomenon of interest to all and this account for the reason why scholars have been working hard to unravel factors that militate against good academic performance (Aremu and Sokan, 2002 cited in Ewumi, 2012). Also, Abubakar and Oguguo (2011) noted that researches have revealed that academic achievement has numerous determinants ranging from socio-economic status, learning disabilities, students interest, attitude, guidance and counselling, teaching methods and school entry modalities. In a similar view, Saritas and Akdemir (2009) noted that a growing body of research provides factors which could have an impact on students’ achievement such as gender, family structure, parents’ educational background in science, socio-economic status, parent and student attitudes toward school, and parents’ involvement (Fluty, 1997). On the other hand, the issue of career choice and aspirations is aptly expressed in curriculum scholarship concerned with school subjects (Jansen 2003 cited in Mutekwe, Modiba and Maphosa, 2011), which focuses on their nature, design, and organization, effects on learning and teaching, and attitudes among various categories of learners (Momsen 2000; and Gordon 1995; cited in Mutekwe, et al, 2011).
Notwithstanding, parents are a huge influence but it was found that many parents in deprived areas had strong educational and vocational aspirations for their children. Parents’ aspirations and efficacy were shown to influence their children’s academic self-efficacy (Taylor, Harris and Tailor, 2004). This in turn affects the child’s educational aspirations (Taylor, Harris and Tailor, 2004). There is a relatively strong relationship between parents’ and children’s expectations and aspirations (Knowles, 1998). Interpersonal relationships have been found to affect individual educational aspirations (Felsman and Blustein, 1999). Parents and peers emerge as the strongest shapers of students’ aspirations but teachers are also important (Paa and McWhirter, 2000). Parents are also associated with the development of career aspirations (Paa and McWhirter, 2000). Research has shown that parental academic involvement is associated with achievement and achievement is linked to career and educational aspirations (Otto, 2000). So in turn, parental academic involvement is thought to affect aspirations. Hence, the reason for embarking on this research work.
1.2 Statement of problem
Igwesi (2003) noted that over the years, many educational authorities have sought to find out the reasons for the downward trend in the academic achievement of secondary school students. Obemeata (1971) and Daramola (1994) cited in Igwesi (2003) attributed low academic achievement to the students’ background i.e., the type of home environment where the child is raised. They stressed that the environmental condition and the nature of social interaction that goes on in the family may have some positive or negative influence on the academic achievement of a child. Daramola (1994) cited in Igwesi (2003) stated further that the factors affecting a child’s educational achievement include the occupational status of the parents, the attitude of parents to their children’s education, and the values transmitted by the parents.
In view of the above, Igwesi (2003) stated that considering the powerful influence of the family (particularly parents) on the child and its importance as a primary agent of socialization, there is no doubt that the academic achievement of the child can be enhanced or hindered depending on the social climate in the family. She stated further that it appears that many people have not yet recognized that their family type has a great impact on their children’s academic achievement. Obviously, a number of factors affect the academic achievement of students and thus may positively or negatively influence students’ learning and career aspiration in Basic Science.
Nonetheless, achievement in Basic Science is a function of many causal indices coupled with the fact that there are very few studies in Nigeria presently on factors associated with students’ achievement and career aspiration in Basic Science, as most of studies done on the subject are largely on instructional methods or strategies and resources for teaching. And since much of the researches done are targeted at ensuring effectiveness and efficiency in the teaching and learning of the subject, hence, it is pertinent to consolidate efforts towards enhancing students’ achievement in Basic Science. Therefore, it is against this background that this study is set to investigate the influence of parents’ scientific background on students’ achievement and career aspiration in Basic Science.
1.3 Objectives of the study
This study sought to address the following objectives;
i) To establish the extent to which the parents’ level of education in science influences career aspiration of students in Kano State.
ii) To establish the extent to which the parents’ level of education in science influences the academic achievement of students in Kano State
iii)To assess the extent of how the parent-child relationship influences the career aspirations of students in Kano State
1.4 Research questions
1. Is there a significant relationship between parents’ occupations and the career aspiration of students in Kano State?
2.Is there a significant relationship between the parents’ level of education in science and career aspiration of students in Kano State?
3.Is there a significant relationship between the parent-child relationships and the career aspiration of students in Kano State?
1.5 Significance Of Study
It can be assumed that grasping the impact of the identified variable (parents’ scientific background) on the students’ academic achievement and career aspiration in Basic Science could lead to a deeper insight into how such variable can be explored to improve the academic achievement in schools.
The findings of the study would be useful to teachers as they work toward providing learning experiences that are motivating to students towards realizing their career aspirations.
The findings would be of immense value to the school counselors as they offer career counseling, vocational guidance and occupational information to students.
1.6 Scope of study
This study focuses mainly on the influence of parents’ scientific background on students’ achievement and career aspiration in Basic Science. The independent variable that will be selected for the study is parents’ scientific background while the dependent variables are academic achievement and career aspiration. However, the study will be confined to junior secondary schools in Mainland Local Government Area (accessible) of Kano State (target).
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