The Perception of Secondary School Students on Career Choice in Christian Religions Studies; A Case Study of Akoko North West, Arigidi
Abstract
This study employed a quantitative survey research design to investigate the perceptions of secondary school students in Akoko North West Arigidi regarding Christian Religious Studies (CRS) and its impact on their academic performance and career choices. A structured questionnaire was designed to collect data from 120 respondents, and the Statistical Package for the Social Sciences (SPSS) version 27 was utilized for data presentation and analysis. Hypotheses were tested using the one-sample t-test. The findings of the study indicated that the majority of the respondents held positive perceptions of CRS as an academic subject, finding it relevant to their lives and valuable for understanding moral and ethical values. Moreover, the socio-cultural environment of Akoko North West Arigidi was found to significantly influence the career choices of secondary school students, particularly about CRS. Students also acknowledged the potential impact of their perception of CRS on their career aspirations and decisions, particularly in fields related to ethical leadership. In conclusion, the study provided valuable insights into the perceptions of secondary school students regarding CRS in a specific cultural and religious context. These findings underscore the importance of integrating CRS into the curriculum and providing culturally sensitive career guidance to align students’ career aspirations with their values. Recommendations include enhancing the integration of CRS in the curriculum, cultural sensitivity in career guidance, and the inclusion of diverse religious perspectives in future research.
Â
Â
CHAPTER ONE
INTRODUCTION
Background to the Study
The perception of secondary school students regarding career choices in the field of Christian Religious Studies (CRS) is a topic of increasing significance in the educational context, particularly in regions with strong religious influences like Akoko North West Arigidi (Le Surf & Leech, 2019). CRS, as a subject, holds a unique place in the curriculum, offering students the opportunity to explore their faith, values, and spirituality while also providing a comprehensive understanding of the Christian faith, its history, and its societal implications (Mapfumo & Nkoma, 2021). In a region deeply rooted in religious traditions, such as Akoko North West Arigidi, CRS can be a pivotal subject in students’ academic and vocational journeys (McLaughlin, 2019).
Christian Religious Studies plays a multifaceted role in the academic and moral development of secondary school students. It equips them with a strong foundation in ethical principles, instilling values that can influence both their personal and professional lives (Menon, 2020). The subject not only fosters an understanding of Christian beliefs but also encourages critical thinking, moral reasoning, and the exploration of religious and philosophical concepts. Thus, students’ perceptions of career opportunities associated with CRS can have a profound impact on their future educational and vocational paths (Mittendorff et al., 2022).
Akoko North West Arigidi, situated in a region with a significant religious presence, presents a unique setting for this study (Mushaandja & Frank, 2019). The community’s rich religious and cultural context shapes the daily lives of its residents, including the educational experiences of its students (Ocansey, 2021). In such an environment, understanding how secondary school students perceive career prospects within the realm of CRS becomes essential (Oertle & O’Leary, 2017). The religious and cultural fabric of the community can significantly influence students’ career aspirations and choices.
Secondary school students in Akoko North West Arigidi, as in any other region, face crucial decisions regarding their future careers. These decisions are often influenced by a myriad of factors, including their academic experiences, personal interests, and perceptions of the viability of careers linked to CRS (Offor, 2018). It is, therefore, imperative to investigate these perceptions comprehensively to gain insights into the factors that mould students’ career choices in this specific region. This understanding can guide educators, counsellors, and policymakers in tailoring educational and career guidance programs to meet the unique needs and expectations of students (Ogunlade & Akeredolu, 2022).
In addition to the religious and cultural context, guidance and counselling services within secondary schools play a pivotal role in students’ career development (Ojirah, 2020). Effective counselling can assist students in making informed career choices that align with their interests, abilities, and aspirations (Setiawan, 2020). However, the effectiveness of counselling services is closely intertwined with students’ perceptions of the subjects and careers they are exploring (Stefaniak & Tracey, 2015). Therefore, understanding how students in Akoko North West Arigidi view the potential careers associated with CRS is fundamental to the development of targeted and impactful counselling programs (Todd McKee & Caldarella, 2016).
Consequently, this background to the study underscores the critical importance of exploring the perceptions of secondary school students in Akoko North West Arigidi regarding career choices within the field of Christian Religious Studies (Yesilyaprak, 2020). It emphasizes the unique role of CRS in students’ education, the influence of the local religious and cultural environment (Zaichenko & Vinokurov, 2018), and the indispensable role of guidance and counselling services (Seidu, 2018). This study aims to illuminate the intricate relationship between faith, education, and career choices among secondary school students in this distinctive region, offering valuable insights into how their perceptions shape their academic and vocational pursuits.
Statement of Problem
The perception of secondary school students on career choices within the field of Christian Religious Studies (CRS) is an area of educational research that demands attention, particularly in the context of Akoko North West Arigidi. CRS, as a subject, is deeply embedded in the academic curriculum of secondary schools, and it holds substantial significance for students’ personal and career development (Le Surf & Leech, 2019). However, despite its importance, little is known about how secondary school students in this region perceive the career opportunities associated with CRS.
One of the primary challenges is the lack of comprehensive research on this specific aspect of career development within the context of CRS (Mapfumo & Nkoma, 2021). This gap in the literature raises concerns about whether students in Akoko North West Arigidi have adequate information, guidance, and awareness regarding potential career pathways within CRS (McLaughlin, 2019). This lack of awareness can hinder informed decision-making and limit students’ opportunities for academic and career growth (Menon, 2020).
Furthermore, the unique religious and cultural environment of Akoko North West Arigidi may introduce specific dynamics that influence students’ perceptions of CRS-related careers (Mittendorff et al., 2022). It is unclear whether religious and cultural factors play a significant role in shaping students’ career aspirations in this subject (Mushaandja & Frank, 2019). Understanding these dynamics is crucial for educational stakeholders, including teachers, counsellors, and policymakers, to provide effective guidance and support (Ocansey, 2021).
Additionally, while guidance and counselling services are fundamental in aiding students’ career choices, their effectiveness may be compromised if students’ perceptions of CRS-related careers are not adequately considered (Oertle & O’Leary, 2017). This study seeks to address the gap in knowledge by investigating the specific challenges, opportunities, and perceptions that secondary school students in Akoko North West Arigidi hold regarding career choices within the field of Christian Religious Studies.
 Objectives of the Study
The specific objectives of this study are as follows:
- To examine the perception of secondary school students in Akoko North West Arigidi regarding Christian Religious Studies (CRS) as an academic subject.
- To investigate how the socio-cultural environment of Akoko North West Arigidi influences the career choices of secondary school students, particularly about CRS.
- To analyze the potential impact of students’ perception of CRS on their career aspirations and decisions.
Research Questions
This study seeks to answer the following research questions:
- How do secondary school students in Akoko North West Arigidi perceive Christian Religious Studies (CRS) as an academic subject?
- To what extent does the socio-cultural environment of Akoko North West Arigidi influence the career choices of secondary school students, especially about CRS?
- What is the potential impact of students’ perception of CRS on their career aspirations and decisions?
Research Hypotheses
To guide this study, the following hypotheses were tested:
Null Hypotheses(H0):
- There is no significant relationship between the perception of secondary school students regarding Christian Religious Studies (CRS) and their academic performance in the subject.
- The socio-cultural environment of Akoko North West Arigidi does not significantly influence the career choices of secondary school students, particularly about CRS.
- Students’ perception of CRS has no significant impact on their career aspirations and decisions.
Alternative Hypotheses(H1):
- There is a significant relationship between the perception of secondary school students regarding Christian Religious Studies (CRS) and their academic performance in the subject.
- The socio-cultural environment of Akoko North West Arigidi significantly influences the career choices of secondary school students, particularly about CRS.
- Students’ perception of CRS has a significant impact on their career aspirations and decisions.
Significance of the Study
This study holds considerable importance for students, scholars, and the Nigerian education system.
For students, particularly those within Akoko North West Arigidi, this research provides valuable insights into career options within the field of Christian Religious Studies (CRS). Understanding these opportunities empowers students to make more informed decisions about their academic pursuits and future career paths, potentially leading to greater success and fulfilment.
Scholars and researchers benefit from this study by gaining access to fresh data and perspectives on career development within the context of religious and cultural environments. It contributes to the existing body of knowledge on CRS and its influence on students’ lives, particularly in regions with strong religious ties.
Furthermore, this study offers the Nigerian education system practical insights that can inform policy decisions and educational practices. Understanding students’ perceptions of career possibilities within CRS can aid in the development of more effective career guidance programs, enhancing the alignment of educational curricula with students’ needs and expectations.
Scope of the Study
The scope of this study on the perception of secondary school students regarding career choices in Christian Religious Studies (CRS) within Akoko North West Arigidi is defined by several key parameters.
Geographically, the study focuses specifically on Akoko North West Arigidi, a region known for its strong religious and cultural influences. It aims to understand the career perceptions of secondary school students within this specific locale, considering the unique context of the region.
Demographically, the study targets secondary school students as the primary research participants. The research encompasses students from various age groups and grade levels within secondary schools in Akoko North West Arigidi, providing a comprehensive view of how these perceptions may evolve as students progress through their academic journeys.
Thematically, the study centres on exploring students’ perceptions of career opportunities related to CRS. It investigates factors influencing these perceptions, including religious, cultural, and educational aspects. Additionally, the study examines any challenges and opportunities students associate with CRS-related careers.
Operational Definition of Terms
To ensure clarity and precision in this study, the following key terms are defined operationally:
Perception: In this context, perception refers to the way secondary school students in Akoko North West Arigidi understand and interpret Christian Religious Studies (CRS) as an academic subject and its relevance to their lives.
Christian Religious Studies (CRS):Â This term refers to the academic subject taught in secondary schools that focuses on the study of Christianity, its beliefs, practices, and values.
Socio-Cultural Environment: This refers to the social and cultural context in which secondary school students in Akoko North West Arigidi live, including their religious beliefs, traditions, and customs.
Career Choices: Career choices denote the decisions made by secondary school students regarding their future professions or areas of study beyond secondary education.
Influence: In this study, influence refers to the impact or effect that perception of CRS and the sociocultural environment have on the career choices and aspirations of secondary school students.
Academic Performance: This term refers to the grades or achievements of students in their study of Christian Religious Studies (CRS) in secondary school.
Educational Policies and Planning: Educational policies and planning include decisions and actions taken by educational authorities to structure the curriculum, teaching methods, and resources available for students in Akoko North West Arigidi.
Career Guidance Counsellors: Career guidance counsellors are professionals who provide advice and guidance to students regarding their academic and career choices.
References
- Patterson, J.& Levy, G. (2017). How counselling changed my life. Community Living, 20(4), 24-25.
- Rafeffebsperger, M.K. (2020). Facilitating positive counselling outcomes for clients with an intellectual disability. Doctoral thesis: University ofCanterburyy.
- Sarantakos, S. (2019). Social research (2nd ed.). Hong Kong: Macmillan Press Ltd.
- Seidu, A. (2018): Modern approach to research in educational administration for students. Kumasi: Payless Publication Ltd.
- Setiawan, J.L. (2020). Willingness to seek counselling, and factors that facilitate and inhibit the seeking ofcounsellingg in Indonesian undergraduate students. British Journal of Guidance & Counseling, 34(3), 403-419.
IF YOU CAN'T FIND YOUR TOPIC, CLICK HERE TO HIRE A WRITER»
