University of Nigeria Research Publications

ARUWA, Salihu Alhassan

Aut

hor

PG/Ph.D/80/744

Title

Assessing the Career Maturity Patterns of Secondary

School Students in Benue State of Nigeria

Facu

lty

Education

Dep

artm

ent

Education

Dat

e November, 1988

Sign

atur

e

ASSESS I NG v

THE CAREER PATURI-TY PATTERNS OF SECONDARY SCHOOL STUDENTS

I N BENUE STATE OF NIGERIA

A THESIS SUBMITTED TO THE

COPPI ITTEE OF POST-GRADUATE 'STUD1 ES

DEPARTMENT OF EDUCATION UNIVERSITY OF

NIGERIA

I N PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE AWPRD OF

THE DEGREE OF DOCTOR OF

PHILOSOPHY I N GUIDANCE AND

COUNSELING

B Y

ARWA, SALI HU ALHASSAN

(PG/PH ,~/80/7N

APPROVAL PAGE

THIS PROJECT HAS BEEN APPROVED FOR THE

OEPARTMENT OF EDUCATION UNIVERSrPl OF

NIGERIA, NSUKKA,

S U P E R V I S O R

p r o f e s d o r D . I. Denga EXTERN.4L EX.4MINER

0 . ... "'('p.... .... D r . ( ~ r s $ L C . c h e b e INTERN.4L EX.4MINER

P r o f e s s o r Uga Onwuka nE.4D OF DEP.4RTMENT

.......... .L . \ . . . . . . . a

P r o f e s s o r S .O. O l a i t a n DE.4N OF F.4CULTY

D E D I C A T I O N

T h i s p ro jec t is e s p e c i a l l y dedicated t o my mentors :

Professor 0. C . Nwana (Professor i n Educational ~ e a s u r e m e n t )

and Dr. (Mrs) C . C . ,Achebe (Reader i n ~ u i d a n c e / ~ o u n s e l i n g ) ,

Dept. of Education, Universi ty of Nigeria , Nsukka.

T h i s p r o j e c t is a l s o dedicated t o Mrs. Akubueze Okere

Federal Government College, Port Harcourt, who has taken a l l

t hc pains i n typing the manuscript over and over again and

almost always w i t h keen i n t e r e s t , and r e l i g i o u s ded ica t ion .

It is i m p o s s i b l e f o r me t o r e c o g n i s e by name a l l t h o s e t h a t

c o n t r i b u t e d t o make t h i s e n d e a v o u r a r e a l i t y . To d o t h a t would

mean t o p r o d u c e a n e n c y c l o p a e d i a . noweve r , I w i s h t o men t ion a

few. I am h i g h l y i n d e b t e d t o t h e s t a f f of I d a h S e c o n d a r y

Commercial C o l l e g e , I d a h , mos t e s p e c i a l l y t o C h i e f .4. M . .4bram

(Bendo ) f o r a s s i s t i n g me d u r i n g t h e c o l l e c t i o n o f t h e d a t a . 9 1 s o

I am i n d e b t e d t o Dr. Te l imoye M . Oguara , - C i v i l E n g i n e e r i n g

D e p a r t m e n t , R i v e r s S t a t e U n i v e r s i t y of S c i e n c e and T e c h n o l o g y , P o r t

n a r c o u r t , t h r o u g h whom I had t h e o p p o r t u n i t y of b e n e f i t i n g f r o m t h e

w e a l t h of e x p e r i e n c e of a compu te r w i z a r d , one Mr. K a l u z a , a P o l i s h

n a t i o n a l of t h e Depa r tmen t of Mar ine E n g i n e e r i n g of t h e same Un ive r -

s i t y who k i n d l y h e l p e d me t o c o p e w i t h t h e s t a t i s t i c a l j i g s a w - p u z z l e

o f t h e r e s e a r c h . My s p e c i a l t h a n k s t o Mr. M . C. Ebo, f o r m e r P r i n c i p a l o f

F e d e r a l Government C o l l e g e , P o r t n a r c o u r t b u t now of F e d e r a l

Government C o l l e g e , W a r r i and t o Mr. M . 4. Omotade, my p r e s e n t

P r i w i p a l and nead of D e p t . , F e d e r a l Government C o l l e g e , P o r t

n a r c o u r t , b o t h of whom g r a n t e d me t h e time and f a c i l i t i e s of t h e

i n s t i t u t i o n t o r e d u c e t h e enormous c o s t i n p r o d u c i n g r e s e a r c h r e p o r t

o f t h i s m a g n i t u d e . I w i s h t o r e m a i n e v e r g r a t e f u l t o them.

4 p p r e c i a t i o n is e x t e n d e d t o t h e M i n i s t r y of E d u c a t i o n , Makurd i ,

Benue S t a t e f o r g r a n t i n g me t h e u s e o f t h e l e a v e - w i t h pay f a c i l i t y

of t h e M i n i s t r y t o e n a b l e me t o r e g i s t e r f o r t h e ~ i g h e r Deg ree

Programme of t h e U n i v e r s i t y of N i g e r i a , Nsukka. I w i s h t o r e c o g n i s e

t h e s t a f f of a l l t h e s e c o n d a r y s c h o o l s I u sed i n t h i s r e s e a r c h .

I t h a n k them imrcensely f o r t h e i r w i l l i n g c o - o p e r a t i o n . I must

a cknowledge my i n d e b t e d n e s s t o members of t h e s t a f f of F e d e r a l

Government C o l l e g e , P o r t t - i a rcour t , f o r t h e i r i n d i v i d u a l a s s i s t a n c e .

I am d o u b l y i n d e b t e d t o ~ r s . 8. N . Nwanze, Head of Dep t . F i n e Art, 'i

of t h e C o l l e g e who, t o t h e a d v a n t a g e of f i n e s s o f t h e work on t h e

p h o t o - s t a t p r o d u c t i o n of c h a r t s , a n d t a b l e s t h a t e x i s t i n t h e s e

p a g e s , made a l l t h e c o n n e c t i o n s w i t h Mr. C. U. Okwute, 4dmin.

Manager , N i g e r i a .4g ip O i l Company L t d . , P o r t n a r c o u r t . I w i s h t o

r e m a i n d e e p l y g r a t e f u l t o him f o r making a v a i l a b l e t o me f r e e o f

c h a r g e , t h e s e r v i c e s o f h i s o f f i c e s t a f f a n d f a c i l i t i e s . W h i l e I

t a k e p e r s o n a l r e s p o n s i b i l i t y f o r a n y s h o r t - c o m i n g t h a t may e x i s t ,

I w i s h t o a c k n o w l e d g e t o o , t h e immense a s s i s t a n c e I g o t f r o m my

c l e r i c a l s t a f f Messres M a r t i n Chimodo a n d J o h n Nwogu, a n d t h e

C o l l e g e L i b r a r y O f f i c e r , Mr. 3 .C. Ukomadu.

C o m p l e t i n g t h i s s t u d y would h a v e b e e n i m p o s s i b l e had it n o t

b e e n f o r t h e w i l l i n g c o - o p e r a t i o n o f ~ny w i v e s a n d c h i l d r e n who

showed a k e e n i n t e r e s t i n s e e i n g t h a t t h e work was c o m p l e t e d .

S i n c e r e t h a n k s g o t o them a l l a s well a s t o my b r o t h e r , 4 l h a j i

I b r a h i m 4 r u w a , f o r t h e i r m o r a l a n d m a t e r i a l c o n t r i b u t i o n s t h a t

c o n t i n u e d t o s u s t a i n me on t h e programme.

SALIHU ALHASSAN ARWA,

F e d e r a l Government C o l l e g e ,

P o r t n a r c o u r t . November 1 9 8 8

TABLE OF CONTENTS

'T ITLE PAGE .................................... i APPROVI'V- PAGE ................................... ii. D E D I C N I O N ................................... iii AcKNOM-EDGE~~ENT ................................. i.v

'[ABLE OF CONTENTS ............................... . v i

....................... I-,IST OF TAB-ES AND FIGURES i x

A ~ S T R A C T ....................................... X "

CHAPTER I - INTRODUCTIOIi ...................... 1.-5

Background t o t h e s t u d y ....................... 1

' T h e o r e t i c a l Framework of V o c a t i o n a l I l eve lopment

C r i t e s ' New Form11 l a t i o n o f ........................ V o c a t i o n a l I4d 1;ur.i l y (VM) .C

....................... S t a t e m e n t of t h e p r o b l e m 1 0

...................... The p u r p o s e of t h e s t u d y . 1 0

................... The S i g n i f i c a n c e o f t h e S t u d y 11

R e s e a r c h Q u e s t i o n s ............................ 1 2

t l y p o t h e s e s .................................. 1 3 .............. S c o p e a n d D e l i m i t a t i o n of S t u d y 1 4

............ CHAPTEIR I I - REVIEW OF LITERATURE .1.6-34

C o n c e p t of V o c a t i o n a l M a t u r i t y ..,......... -1.6

D i m e n s i o n s o f V o c a t i o n a l M a t u r i t y . . . . . . . . . . . . 18 The C a r e e r P a t t e r n S t u d y (CPS ) ............. 13

F i n d i n g s ................................ 20 F o l l o # l - u p s t u d y .............................. 2 1 Summary of R e l a t e d S t u d i e s dnd F i n d i n g s ..... ;.. 3.1 S t u d i e s i n S h i f t i n V o c a t i o n a l P l a n s . , , , , , 2 2

S t u d i e s i.n V o c a t i o n a l d e c i s i o n - m a k i n g

~ b i l i i y a n d h i g h e r a c a d e m i c a p t i t u d e ......... 23 . .

C a r e e r Development S t u d y (CDS ) ................. 2 4 F i n d i n g s

........... V o c a t i o n a l Development I n v e n t o r y (VDI ) 25

C r i t e s ' N e w Model ...................... 26 R e l a t e d Resei lrch S t u d i e s w i t h C a r e e r M a t u r i t y I n v e n t o r y (CMI) S c a l e .......... 27

.......

C u l t u r a 1 d i f f e r e n c e s ( e t h n i c I r a c i a 1 gro-ups ). . . . 2 9 . Summary o f S t u d i e s Using CHI i n r e c e n t time .... 3 0

N i g e r i a n S t u d i e d Using t h e CMI . . . . . . ...... ' 3 1 Summclry . . . . . . . . . . . . . . . . 33

ClfiPTER 11 I . METHODOLOGY

I n s t r u l n e n t m d P r o c e e d u r e .................. 35

The P i l o t S t u d y ........................... 3 9

The S u b j e c t s . ............ .............. 41

.................. Data S c o r i n q and .Ana lys i s 4 3

................. P o s t - h o c Cornparison of Means 4 3

. ...... .. CHAPTER I V DATA ANALYSIS AND RESULTS 4 4 97

S e c t i o n 1 : R e s e a r c h Q u e s t i o n s and Resea rch n y p o t h e s e s I . , 3 and 4 ( C l a s s ; Geograph ic L o c a t i o n of S c h o o l s ; S e x ) ................... 4 6

!summary ................................. 55

S e c t i o n 11; I-iypot;hesis on t h e Age

....................... V a r i a b l e and R e s u l t s 61

Summary

S e c t i o n 111 : H y p o t h e s i s of I n t e r a c t i o n s

( C l a s s ; Sex ; Geograph ic L o c a t i o n of S c h o o l s )' ' ' 6 2

Summar:y of r e s u l t s f o r H y p o t h e s i s of I n t e r a c t i o n s ............................. 31 Summar:y of t h e F- indings . . . . . . . . , .......... 87.

P o s t - h o c Comparison of Mean; N a t u r i t y S c o r e

D i f f e r e n c e s Using S c h e f f e ' s Method ............. 90

Summary .......................... 95

V I I I

Di.scussion 01' t h e Hypotheses .......... 78

Conclusion

Impl ica t ions

........... Suggest.ions f o r f u t u r e Research 115

Bibliography .............................. 117

APPENDICES

$4 . Graphs on t h c Computer Calculated Mean Score Values on Instrument \ CMI.) -**.*.........,...... 127 - 143

13. Career Maturity lnvcntory

L I S T OF TABLES AND FIGURES

i\ Model o f C a r e e r M a t u r i t y i n , 4 d o l e s c e n c e (Cr t,e>, 1 3 7 8 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . f

h S i m p l i f i e d V e r s i o n of C r i t e s ' Model o f

. . . . . . . . . . . . . . . . . . C a r e e r C h o i c e P r o c e s s . 9

I n t e r - c o r r e l ~ t i o n Uetween ,Adequate and M a r g i n a l

I l e a s u r e s o f V o c a t i o n a l M a t u r i t y . . . . . . . . . . 2 0

I n t e r n a l Cons i s t e n c y C o - e f f i c i e n t s (KR20)

f o r C o m p e t e n w T e s t - . . . . . . . . . . . . . . . . .M. . - 3.7

SCrnll)linq D i s t r i b u t i o n of S u b j e c t s f o r S u b j c : c t s f o r S t u d y

by Zones . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 0

D i s t r i b u t i o n s o f r e s p o n d e n t s by e'lzss , , , , , . , , , , , ,, . . ,.+ 1 D i s t r i b u t i o n of r e s p o n d e n t s by 4ge Group . . . . . . . . - 4 2

D i s t r i b u t i o n of' r e s p o n d e n t s by S c h o o l L o c a t i o n , . , ,, , , -4,) I l edns , S t a n d a r d ' D e v i a t i o n s and S t a n d a r d E r r o r s

O b t a i n e d on t h e 4 t t i t u d e S c a l e , p a r t s I , I1 and I V

. (CNI) b y c l a s s . . . . . . . . . . . . . . . . . . . . . . . . . .I. 4 5 I.ledris.,,Landard D e v i a t i o n and S t a n d a r d E r r o r s

ohl-ai .ned on t h e . A t t i t u d e S c a l e , p a r t s , T , . . . . . . . . . . . . 1.1 arid I V (CHI) by S c h o o l L o c a t i o n . 4 7

Means, S t a n d a r d D e v i a t i o n s and S t a n d a r d E r r o r s

O b t a i n e d on t h e A t t u d e S c a l e , p a r t s

. . . . . . . . . . . . . . . . . . . I , I1 and I V (CMI) by s e x 4 ' 3

A 5 x 2 x 2 F a c t o r i a l A;IOV.4 . d e s i g n of t h e

A t t i t u d e S c a l e S c o r e s - of 6 6 0 s t u d e n t s o f

Denue S t a t e S e c o n d a r y S c h o o l s C l a s s i f i e d

a c c o r d i n g t o c l a s s , s e x and G e o g r a p h i c

I-occition of S c h o o l s . ( (Urabn / R u r a l ) ,) . . . . . . . . . . . . . . 5 U .

A 5 x 2 x 2 F a c t o r i a l ANOV.4 d e s i g n of t h e

S e l f - 4 p p r a i s a l T e s t S c o r e s of &GO' S t u d e n t s

of Benue S t a t e Secondary S c h o o l s ~ l a s s i f i c

d c c o r d i n g t o c l a s s , Sex and Geographic 'Locati.on

o f S c h o o l s . ) ( ~ r b a n / l < u r a l ) . . . . . . . . . . . . . . . . . . . 5 1

A 5 x 2 x 2 F a c t o r i a l ANOVA d e s i g n of t h e

O c c u p a t i o n a l I n f o r m a t i o n Test S c o r e s of 660

s t u d e n t s of Bcr~ue S t a t e Secondary S c h o o l s

c l a s s i f i e d a c c o r d i n g t o c l a s s , s e x and g e o g r a p h i c

l o c a t i o n of s c h o o l s . ( U r b d n / H u r a l ) - . . . . . . . . . . . . . . 5 2

A 5 x 2 x 2 F a c t o r i a l 4NOV4 d e s i g n of t h e

P l a n n i n g Test S c o r e s of 660 S t u d e n t s of

Benue S t a t e Secondary S c h o o l s c l a s s i f i e d

a c c o r d i n g t o c l a s s , s e x and Ceogra.phic

Means, S t a n d a r d D e v i a t i o n s and St~lndarc l E r r o r s

Obta ined on . 4 t t i t u d e S c a l e , p a r t s I , 11: and I V

(CI.11) b y age Group . - . . . . . . . . . . . . . . . . . . . . . . . 5 8

A 1 x M 4nnl yo i s of Vnr ianoe a f the

4 t t i t u d e S c a l e S c o r e s of 656 s t u d e n t s

of Uenue S t a te Secondary Schoo l s

c l a s s i f i e d a c c o r d i n g t o .4ge Group . . . . . . . . . . . 5 9

A 1 x 8 4 n a l y s i s of V a r i a n c e of t h e S e l f -

41:yra isa l s c o r e s of 656 s t u d e n t s of Renue

S t a t e Secondary S c h o o l s c l a s s i f i e d a c c o r d i n q

t o fige Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3

A 1 x 8 4nalys is of t h e Variance of t h e

Occupational Information Scores of 656 Students of

Benue S t a t e Secondary Schools c l a s s i f i e d according

t o fige Group . . . . . . . . . . . . . . . . . . . I . . . . ( . . . . . . . . . . . . 60

A I x 8 .4r\alysis o f Variance of t h e Plarmirlg Scores

of 656, s tuden t s of Uenue S t a t e Secondary :School.:j ........................ c L~lss i f j.ed .\ccord i n c j t o 4ge G r w p Go

bcltd f o r t h e I n t e r a c t i o n be,ween c l a s s and

sex on the 4 t t i t u d e Scale (CIvIl). ......................... 6 3

Data f o r t h e i n t e r a c t i o n between c l a s s and

sex on t h e Self -Appraisal ( p a r t I CMI:)

Dota f o r t h e I n t e r a c t i o n between c1as:s and sex on t h e

Occupational Information ( p a r t 11) CML .,,,.,,,,.,,,,, ~j

. . . . ' D < l t C l f o r the I n t e r a c t i o n between c l a s s and sex or) t h c

I l l u s t r a t i o n of t he I n t e r a c t i o n between cKxis .........

and sex on the A t t i t u d e Sca le (CI41) G 5

11. L~~strnLlorl of , the Tr~tcr;lcti.on bo'tween cl.,lss

and sex on Self -4ppra isa l (CI.11) .................. 6 6

1.Llustration of (he I n t e r a c t i o n p a t t e r n t ~ t w n

c l a s s slrci sex on Occupational Information ( C i . 1 1 ) . ..... 67

between c l a s s and sex on planning ( C t q I ) . &ti ...............

. Datd f o r t h e I n t e r a c t i o n between sex and

schools on t-hc 4 t t i t u d e Sca le , , , , , , , , , , , , , , ' 71;

I l h s t r a t ion of t he I n t e r a c t i o n

pdt.tern between sex and geographic

l oca t ion of schools on t h e . A t t i t u d e Sca le (C1.11). , . , . , , 76

I l l u s t r a t i o n of t h c I n t e r a c t i o n between

sex and geographic l oca t ion of ' schools

L L l u s t r ~ t ion of t he I n t e r a t i o n

p ~ t t e r n between sex and geographic

loc'it ion of schools or1 Planning . . . . . . a t . . . . . . . . . 78

L l L ~ s t r ~ l t i o n of t he I n t e r a c t i o n

p c l t t c r n between sex and geographic loccr,ion

.......... of schools on Occupdtional Information 7 9

L ) d t < ~ f o r t h e I n t e r a c t i o n between

sex and qeographical l o c a t ion of

s ~ ~ l r o o l s on the s e l f -dpr)rdisal . , . . , . . , , , . , , 80

Data f o r t h e I n t e r a c t i o n between sex and

gccqraphic l o c a t i o n o f schools on t h e

Occupd t: i ona 1 Inl'ormatiori C i l T . ........... 80 .

Data f o r t h e i n t e r a c t i o n between sex U.:d Ceographic

l oca t ion of Schools on t h e Planning C141. ,, , . , , , , , 8 0

Source of s i q n i f icance sf vnar1 s m r e

di - f fe rence ~ ~ ~ n o n q 3SS 1 - SS I1 s t u d e n t s

on A t t i t u d e Sca le ...................... 46

Source of s i g n i f i c a n c e of mean s c o r e d j f r;rence among 3SS 1 - SS II s t u d e n t s

on O c c u p a t i o n a l I n f o r m a t i o n - .................. 37

. Soc $-ce of s i g n i f i c a r ~ c e of mean s c o r e

d i f f e r e n c e among 35.5 I - SS I1 s t u d e n t s

on P lann ing -- . . . . . . . . . . . . . . . . . . . . . ~ . . ~ ~ ~ . . . e - . - - * . - 8 8

S o ~ ~ r c c of s i g n i f i c a n c e between male and female s t u ~ d e n t s

on P l a n n i n g . ................................... 88 Source of s i y n i f i c a n c e between

urban and r u r a l s c h o o l l o c a t i o n

on P lann ing . ..........,........................,..................83..........,..................83..........,..................83..........,..................8383

Scurce of s i g n i f i c a n c e among h g e Groups

on Occupat-iondl I n f o r m a t i o n .................. 90

Source of s i g n i f i c a n c e oP I n t e r a c t i o n

between c l a s s and geogrf iphic i u c ~ t i o n

of' s c h o o l s on Occupd t iond l In fo rmat ion , , . , , , , , . . , , , , 9 1

Source of s i g n i f i c a n c e of I n t e r a c t i o n

between s e x and g e o g r a p h i c l o c a t i o n of

s c l ~ o o l s on O c c u p a t i o n a l I n f o r m a t i o n . ................ 92

Source of s i g n i f i c a n t I n t e r a c t i o n e f f e c t s

among t h e t r i p l e t of c l a s s x s e x x g e o g r a p h i c

L o c c ~ t i o n of s c h o o l s on t h e A t t i t u d e S c a l e .

Source of- s i g n i f i c a n t i n t e r a c Lion e f f e c t s

amorq t h e t r i p l e t of c l a s s x sex x

g c o q r a p h i c l o c a t i o n of s c h o o l s cn S e i f -

A p p r ~ r i ~ a l (CHI) . ,,; .... ,:,., ............ .;,. ........... 93

1 .

Source of s i g n i f i c a n t i n t e r a c t i - ~ n e f f e c t m o n g

c l a s s x s e x x geograph ic l o c a t i o n s of

s c h o o l s on Occupati?',oncil. I n f o r m a t i o n ( C M I ) .............. 95

ABSTRACT

The study was designed t o t e s e whether C r i t e s ' (1973;

1978) Career Maturity Theory t h a t i n adolescence, ca ree r maturi ty

progresses systematica l l y w i t h increas ing c l a s s and age, i r r e spec -

t i v e of sex and geographic school l oca t ion a p p l i e s t o Benue S t a t e

Secondary School S tudents . A s t r a t i f i e d random sample of s i x

hundred and s i x t y , 11 - 25 year old boys and g i r l s from urban and

r u r a l schools were drawn from eleven secondary schools i n t he

Gboko and Ayangba educat ional zones of t he S t a t e . For the

c o l l e c t i o n of da t a t h e Career Choice At t i t ude Sca le ; S e l f -

Appraisal ; Occupational Information and Planning s u b t e s t s of

C r i t e s ' Career Maturity Inventory ( C M I ) were used, with r e l i a b i -

l i t y c o - e f f i c i e n t s of 0.934; 0.921; 0.933 and 0.899 r e spec t ive ly .

Analysis of variance was used t o t e s t t h e hypotheses of

'no s i g n i f i c a n t ' d i f f e rence i n the mean ca ree r maturi ty sco res of

s tuden t s by c l a s s ; age; s ex , and by geographic loca t ion of schools .

The hypotheses were t e s t ed a t the .05 l e v e l of confidence.

.The r e s u l t s showed s i g n i f i c a n t mean score d i f f e rence f o r

c l a s s on the Career Choice At t i t ude Sca le ; Occupational Informa-

t i o n and Planning s u b t e s t s . The n u l l hypothesis was r e j e c t e d .

For t h e age e f f e c t va r i ab le the hypothesis was r e j ec t ed on the

Occupational Information. S i g n i f i c a n t mean score d i f f e rences

were obtained on the Planning s u b t e s t f o r s ex , and f o r school

l oca t ion . The hypotheses were the re fo re r e j e c t e d .

There were s i g n i f i c a n t i n t e r a c t i o n effects , f o r c l a s s x

school l oca t ion , and f o r sex x school loca t ion on t h e Occupational

Information s u b t e s t . Similar r e s u l t s were obtained f o r t h e c l a s s x sex x school loca t ion on t h e Career Choice At t i t ude Sca le ;

Se l f -Appra isa l , and on Occupational Information. In both cases

the hypothesis was r e j e c t e d .

I n t he main, ( i ) t h e f ind ings provided support t o C r i t e s ' Career Maturity Theory, more f o r t he c l a s s main e f f e c t than f o r

the age va r i ab le ; and ( i i) the r e s u l t s f o r seF d i f f e rence and

The c l a s s x s c h o o l l o c a t i o n ; s e x x s c h o o l l o c a t i o n

x s e x x s c h o o l l o c a t i o n i n t e r a c t i o n e f f e c t s on t h e

be q u a l i f i e d by t h e i r main e f f e c t v a r i a b l e s .

Caree r g u i d a n c e / c o u n s e l i n g f o r r u r a l schoo

was s u g g e s t e d .

geograph ic l o c a t i o n of s c h o o l s were i n c o n s i s t e n t w i t h Crites '

s t a n d a r d i s a t i o n sample r e p o r t s of ' n e g l i g i b l e ' s c o r e d i f f e r e n c e .

, and t h e c l a s s

tests s h o u l d

1s and g i r l s

C H A P T E R 1

I N T R O D U C P I O N - BACKGROUND TO THE STUDY: T h e ~ e d e r a l G o v e r n m e n t

i d e n t i f i e s ( 1 7 7 7 ; 1 9 8 1 ) C a r e e r C o u n s e l i n g a s o n e o f t h o s e c o m p l e -

m e n t a r y s e r v i c e s t h a t o u g h t t o be g i v e n g r e a t e r a t t e n t i o n i n t h e

J u n i o r and S e n i o r S e c o n d a r y S c h o o l s Programme. I n t h e F i v e Year

N a t i o n a l D e v e l o p m e n t P l a n ( 1 9 7 5 - 1 9 8 0 ) , t h e F e d e r a l Government

s t a t e d i n t e r a l i a :

F o r e d u c a t i o n t o b e c o m p l e t e , t h e b e n e f i c i a r y mus t h a v e a good s e n s e o f f u l l f i l m e n t . T h i s p a r t i c u l a r f e e l i n g mus t I

g o w i t h t h e r i g h t c h o i c e of career. Such c h o i c e s a r e b e s t i d e n t i f i e d i n s e c o n d a r y s t a g e s o f s t u d e n t s ' c a r e e r . The a b s e n c e o f career c o u n s e l i n g i n o u r e d u c a t i o n a l a n d t r a i n i n g s y s t e m s i n , t h e p a s t m u s t b e h e l d r e s p o n s i b l e f o r f r u s t r a t i o n s o b s e r v e d among many o f t h e n a t i o n ' s young men a n d women. To r e m e d y t h e s i t u a t i o n c a r e e r c o u n s e l i n g w i l l b e i n s t i t u t i o n a l i s e d i n a l l t h e n a t i o n ' s e d u c a t i o n a l and t r a i n i n g s y s t e m s w i t h a d e q u a t e s u p p o r t o f t h e F e d e r a l a n d S t a t e G o v e r n m e n t s . . . I n v i e w of t h e a p p a r e n t i g n o r a n c e o f many young p e o p l e a b o u t career p r o s p e c t s , a n d i n v i e w of p e r s o n a l i t y mal- a d j u s t m e n t among s c h o o l c h i l d r e n , c a r e e r s o f f i c e r s a n d c o u n s e l o r s w i l l b e a p p o i n t e d i n p o s t - p r i n a r y i n s t i t u t i o n s ( 1 9 7 7 : 3 0 ) .

I n o t h e r w o r d s , a s e c o n d a r y s c h o o l s t u d e n t c a n n o t h a v e a s e n s e o f f u l f i l m e n t i n e d u c a t i o n i f a p p r o p r i a t e career c h o i c e i~ n o t made b e f o r e t h e e n d o f t h e s c h o o l c o u r s e . Most s e c o n d a r y

s c h o o l s t u d e n t s i n N i g e r i a a r e i g n o r a n t o f career p r o s p e c t s

r e s u l t i n g o f t e n i n f r u s t r a t i o n . T h i s i g n o r a n c e is s e e n a s a

r e s u l t o f l a c k of career- c o u n s e l i n g i n e d u c a t i o n a l i n s t i t u t i o n s ,

a n d t o r e m e d y ' t h e s i t u a t i o n career m a s t e r s o r o f f i c e r s a r e b e i n g

t r a i n e d t o h e l p t h e s t u d e n t s t o make wise c a r e e r c h o i c e s . T h u s ,

t h e e s s e n c e o f p r o p e r l y g u i d i n g a n d c o u n s e l i n g t h e s t u d e n t s i n

t h e i r c a r e e r d e c i s i o n - m a k i n g t o p u r s u e p r o f e s s i o n a l o r non-

p r o f e s s i o n a l ' C a r e e r s would n o t 9e l e f t t o t h e t e n d e r a n d un-

i n f o r m e d i n t u i t i o n o f t h e s t u d e n t s t h e m s e l v e s .

What t h e c a r e e r m a s t e r s o r o f f i c e r s a r e r e q u i r e d t o d o \s

however t o g i v e c a r e e r g u i d a n c e t h a t . i s a f u n c t i o n of p l a n n e d ,

d e l i b e r a t e and p u r p o s e f u l o c c u p a t i o n a l a c t i v i t i e s and e d u c a t i o n

o v e r t i m e . T h e o r e t i c a l l y t h e r e f o r e , t h e s e a c t i v i t i e s i n a d o l e s c e n c e

s h o u l d i n c l u d e h e l p i n g i n d i v i d u a l s t u d e n t s t o make a p p r a i s a l of

t h e m s e l v e s i n m a t t e r s of c a r e e r c h o i c e , t o d e v e l o p wise c a r e e r

c h o i c e a t t i t u d e , t o a c q u i r e self a n d o c c u p a t i o n a l knowledges and

t o a c q u i r e j o b - p l a n n i n g s k i l l s a s well a s o t h e r c a r e e r c h o i c e

c o m p e t e n c i e s .

The a d o l e s c e n t p e r i o d c o i n c i d e s w i t h t h e 3 - 3 u n i t o f t h e

6 - 3 - 3 - 4 s y s t e m of e d u c a t i o n . W i t h i n t h e 3 - 3 s egmen t of

t h e P o l i c y , s t u d e n t s a r e e x p o s e d t o e d u c a t i o n a l e x p e r i e n c e s i n t h e

a r e a o f a c a d e m i c ( M a t h e m a t i c s , E n g l i s h , N i g e r i a n Language ,

S c i e n c e , S o c i a l S t u d i e s . Art and Mus i c , P r a c t i c a l A g r i c u l t u r e ,

Religious and Moral I n s t r u s t i o n s , p h y s i c a l E d u c a t i o n and ~ o c a t i o -

? a l ) and p r e v o c a t i o n a l c o u r s e s i n c l u d i n g woodwork, m e t a l work , Electronics, Mechan i c s , L o c a l c r a f t s , Home Economics and B u s i n e s s

S t u d i e s (N.P .E . 1 9 8 1 - 1 7 - 1 8 ; 1977 : 11; 1 9 ) . But t h e v o c a t i o n a l

c x p e r i e n c e s wh ich s h o u l d i n c l u d e t h e d e v e l o p m e n t o f c a r e e r c h o i c e

a t t i t u d e and c o m p e t e n c i e s a r e l a c k i n g .

T h a t a p a r t , t h e p r e s e n t methods t h a t a r e i n u s e , e s p e c i a l l y

b a s e d on C o n t i n u o u s Asse s smen t Scheme t h a t t e n d t o e l i c i t i n f o r -

m a t i o n p u r e l y on c u r r i c u l a r c o n t e n t , a r e i n - a d e q u a t e . C a r e e r

g u i d a n c e s e r v i c e t h a t meets t h e e x p e c t a t i o n o f t h e N a t i o n a l P o l i c y

on E d u c a t i o n (N .P .E . ) s h o u l d be more t h a n a d v i s i n g and g u i d i n g

s t u d e n t s b a s e d on a c a d e m i c a c h i e v e m e n t s a l o n e . C a r e e r g u i d a n c e is

, e x p e c t e d t o expand and become more c o m p r e h e n s i v e , encompass ing

acadcmic c o n t e n t a:, well a s c a r e e r e x p e r i e n c e s w i t h i n t h e c o u r s e

of s l u d i e s . It is e x p e c t e d t h a t d u r i n g a d o l e s c e n c e , and e s p e c i a -

l l y w h i l e i n s e c o n d a r y s c h o o l , a y o u n g s t e r s h o u l d be a b l e t o mani -

f e s t i n c r e a s i n g m a t u r i t y i n h i s c a r e e r c h o i c e a t t i t u d e ( s u c h a s

c a r e e r p r e f e r e n c e , i n v o l v e m e n t , i n d e p e n d e n c e , o r i e n t a t i o n and

c o m p r o m i s e ) a n d c a r e e r c h o i c e c o m p e t e n c i e s ( i n s e l f - a p p r a i s a l ,

o c c u p a t i o n a l i n f o r m a t i o n , g o a l s e l e c t i o n , p l a n n i n g and p r o b l e m s o l v i n g ) (Walsh & Osipow, e d . 1 9 8 3 : 2 6 9 ) . T h e s e v o c a t i o n a l

b e h a v i o u r s deemed e s s e n t i a l f o r p r o d u c i n g a v o c a t i o n a l l y m a t u r e

a n d S e l f - d i r e c t e d i n d i v i d u a l are t h e o r e t i c a l l y ( C r i t e s , 1 9 7 8 ;

1 9 7 3 ) e x p e c t e d t o m a t u r e s y s t e m a t i c a l l y f r o m c l a s s t o c l a s s a n d

w i t h i n c r e a s i n g a g e .

S t u d i e s ( A c h e b e , 1 9 7 5 ; A g u l a n a , 1 9 7 7 ) on s e c o n d a ~ y s c h o o l

s t u d e n t s i n Anambra a n d Imo S t a t e s h a v e shown t o g e n e r a l l y f u l f i l

t h e p r e d i c t e d s y s t e m a t i c i n c r e a s e i n c h o i c e a t t i t u d e , c c c u p a t i o n a l

i n f o r m a t i o n a n d p l a n n i n g c o m p e t e n c i e s w i t h i n c r e a s i n g c l a s s a n d

a g e . Anambra a n d Imo S t a - t e s a r e c o n s i d e r e d e d u c a t i o n a l l y a d v a n -

t a g e d a r e a s . F o r N i g e r i a n c o u n s e l o r s t o b e a b l e t o g e n e r a l i s e

t h e s e r e s u l t s t o a w i d e r s e g m e n t o f t h e c o u n t r y , t h e r e s u l t s s h o u l d b e a c r o s s s t u d e n t s f r o m b o t h a d v a n t a g e d a n d d i s a d v a n t a g e d

e d u c a t i o n a l a r e a s . S i n c e t h e l a t t e r d i d n o t f o r m p a r t of t h e

' p r e v i o u s s t u d i e s , t h e q u e s t i o n b e c o m e s : w i l l t h e s t u d e n t s f r o m t h e

e d u c a t i o n a l l y d i s a d v a n t a g e d a r e a s be j u s t a s m a t u r e a s t h e

s t u d e n t s f r o m Anambra a n d Imo S t a t e s ? . .

F u r t h e r m o r e , when t h e s e x a n d g e o g r a p h i c l o c a t i o n o f

Andmbra a n d Imo S t a t e s t u d e n t s were t a k e n i n t o c o n s i d e r a t i o n t h e

m a i n f i n d i n g s f o r some o f t h e c a r e e r d i m e n s i o n s t e s t e d n o l o n g e r

h e l d t r u e b e c a u s e some i n t e r a c t i o n s were n o t i c e d , t h u s s u g g e s t i n g

t h e n e e d t o r e - e x a m i n e t h e f i n d i n g s . No s u c h s t u d i e s h a v e s o f a r

b e e n d o n e a n d s t u d e K t s o t h e r t h a n Anambra S t a t e h a v e n o t b e e n

i n c l u d e d i n t h e s a m p l e . F o r t h i s r e a s o n , t h i s s t u d y a s k s w h e t h e r

t h e t h e o r y is a p p l i c a b l e t o Benue S t a t e s t u d e n t s a s well. The

p r e s e n t s t u d y f o c u s e s on t h e e f fec t o f c l a s s , a g e , s e x a n d g e o -

g r a p h i c l o c a t i o n o f s c h o o l s on career m a t u r i t y of s t u d e n t s i n

Benue S t a t e S c h o o l s , u s i n g t h e C a r e e r C h o i c e A t t i t u d e S c a l e ;

S e l f - A p p r a i s a l ; O c c u p a t i o n a l I n f o r m a t i o n , a n d P l a n n i n g s u b t e s t s o f

C r i t e s ' C a r e e r M a t u r i t y I n v e n t o r y (CMI) .

C a r e e r d e v e l o p m e n t h a s f o r l o n g b e e n c o n c e p t u a l i s e d i n

t h i s c o u n t r y i n terms of c h o i c e i t s e l f by w h i c h t h e i n d i v i d u a l c o n s i d e r s p e r s o n a l v a l u e s a n d c h a r a c t e r i s t i c s a g a i n s t t h e e n t r y

r e q u i r e m e n t s of t h e v a r i o u s o c c u p a t i o n s . C o n s e q u e n t l y , t h e t r a i t -

F a c t o r t h e o r e t i c a l o r i e n t a t i o n a s was made p o p u l a r i n t h e w r i t i n g s

a n d w o r k s of B u e h l e r ( 1 9 3 3 ) , C a r t e r ( l 9 4 O ) , Form a n d Miller ( 1 9 5 1 )

amon,g o t h e r s r e m a i n e d t h e v o g u e i n m o s t c a r e e r c o u n s e l i n g l i t e r a -

t u r e o f t h i s c o u n t r y u n t i l r e c e n t l y . S i n c e 1 9 5 7 S u p e r h a s re-

d e f i n e d c a r e e r c h o i c e o r i e n t a t i o n a s a l i f e l o n g p r o c e s s , a n d

c a r e e r m a t u r i t y a s I t . . . a p l a c e r e a c h e d o n a c o n t i n u u m . . . I t .

The e m e r g e n c e of S u p e r ' s c o n c e p t o f c a r e e r c h o i c e a s a

d e v e l o p m e n t a l p r o c e s s ( F i g . 2 p . 7 j h a s h i s t o r i c a l a n t e c e d e n t i n

t h e p r e - S u p e r p u b l i c a t i o n s , m o s t n o t a b l y among t h e m were

G i n z b e r g a n d h i s a s s o c i a t e s ' ( 1 9 5 1 ) ( i n Hopson a n d H a y e s , 1 9 7 5 : 4

1 4 - 1 5 ) . T h i s p r o c e s s h a s come t o b e known as " C a r e e r d e v e l o p -

ment t h e o r y " . As a p r o c e s s , t h e d e v e l o p m e n t t y p i c a l l y t a k e s p l a c e

o v e r a l o n g p e r i o d d u r i n g w h i c h t h e i n d i v i d u a l f o r m s a p p r o p r i a t e

v o c a t i o n a l a t t i t u d e s , a n d t h e v o c a t i o n a l c h o i c e e n d s i n a compro-

.mise b e t w e e n i n t e r e s t s , c a p a c i t i e s , v a l u e s a n d o p p o r t u n i t i e s a n d

t h e i n d i v i d u a l making t h e c h o i c e ( G i n z b e r g , 1 9 5 1 : Hopson a n d

H a y e s , 1 9 7 5 : 2 0 - 2 2 ) . A f t e r a s u r v e y o f t h e d i v e r s e e l e m e n t s o f

t h e G i n z b e r g t h e o r y o f v o c a t i o n a l d e v e l o p m e n t , S u p e r came u p w i t h

p r o p o s i t i o n s c o n s i d e r e d e s s e n t i a l t o t h e o r y b u i l d i n g , . . a n d w h i c h a r e

i n c o r p o r a t e d i n t o a d e v e l o p m e n t a l t h e o r y o f v o c a t i o n a l b e h a v i o u r

( F i g . 1, p 4).

One o f t h e c e n t r a l c o n c e p t s of S u p e r ' s t h e o r y is t h a t

v o c a t i o n a l d e v e l o p m e n t is synonymous w i t h t h e d e v e l o p m e n t o f t h e

s e l f - c o n c e p t a n d t h a t t h e p r o c e s s o f v o c a t i o n a l a d j u s t m e n t

d e p e n d s u p o n i m p l e m e n t i n g t h e s e l f - c o n c e p t . As a p e r s o n moves

t h r o u g h t h e d e v e l o p m e n t a l s t a g e s S u p e r c o n t e n d s t h e r e a r e t h r e e

p r o c e s s e s by w h i c h t h e d e v e l o p i n g s e l f - c o n c e p t a f f e c t s v o c a t i o n a l

d e v e l o p m e n t . The f i r s t is t h e p r o c e s s o f f o r m a t i o n d u r i n g w h i c h

i n t c l - e s t s , value:;, sri capacities increas ingly develop, and a r e in t eg ra ted i n t o t h e ~ e 2 f -concep-1,. He contended t h a t t hese vlisuid

begin t o take a vocat ional meaning through i d e n t i f i c a t i o n , r o l e

play ing and r e a l i t y t x s t i n y . The second procccs is t h 6 t of translation, ciuring which

t h e s e l f -concept is t rans la te i i i n t o vocat ionai terms. T h i s

proccss takcs pl-ace 1,hrough jncreased awareness of one ' s a t t r i - . butes w i t h p r a c t i c a l r e a l i t i e s and/or experience (Super, c t d l . :

1963 ; Dumplly , ed . 1973 : 1 6 ) .

The tl'lird process is t h a t of implementation, and it is

simply the proccss of f u l f i l l i n g the s e l f -concept formed during

the f i r s t two pi7oces:;es of formation and t r a n s l a t i o n . Thus, Lhe

ex ten t of work and l i f e s a t i s f a c t i o n depends on t h e ex ten t t o

which a person can f ind o u t l e t s f o r a b i l i t i e s , i n t e r e s t s , values

and personal i ty t r a i t s i n h i s job.

The concept of vocat ional development is a continuous

b i r t h t o death process; divided i n t o d i s c e r n i b l e s t a g e s and sub-

s t a g e s . Elach indiv idual has h i s own s p e c i a l developmental t a s k s

t h a t c a l l f o r a measurement or assessment of where a person s t a n d s

along the vocat ional continuum (Super and Overs t ree t , 1960: 31 - 34;

Carew, 1985: 186) . Super hypothesized f i v e dimensions along which

vocational. behaviour could be assessed during adolescence. These

dimensions a r e (1) Oricnta t ion t o vocat ional choice;

( 2 ) Information and planning about prefer red occupation; ( 3 )

consistency of vocat ional preferences ; ( 4 ) c r y s t a l l i s a t i o n of

t r a i t s , and ( 5 ) wisdom of vocat ional preferences. Super (1955 ;

1975) elaborated upon h i s theory of ca ree r development and

introduced the concept of Vocational Maturity which he de f ines a s

".., t he piace ;cached on' the continuum of vocat ional development

from explora t ion t o dec l ine" (Super, 1955; 153; C r i t e s , 1973 :

6 ; i.778).

Super had s ~ u g h t t c a s s e s s the i n d i v i d u a l ' s vocat ional

MaturiLy ( V M ) Fa sin l i t h e ? t?,e voca t iona l ly r e l evan t t a s k s appro-

p r i a i e t o t h e d c v c l a ~ m e n t a l s t a g e t h c i n d i v i d u a l is i n , o r t h o s e

v o c a t i o n a l l y r e l e v a n t t a s k s L h d t t h e i n d i v i d u a l may b e e x p e r i e n -

c i n g w i t h (Supel? a n d O v e r s t r e r t , i 9 6 0 : 33, K u t i , 1 9 7 8 : 3 1 4 ) .

CR ITES ' NE:W FORIVULNICN OF VOCP3'134AL MATURITY (VM)

C r i t e s ' ( 1 9 6 1 ) r e - ~ i e w c d S u p e r ' s work a n d m e r g c c l w i t h a

r c d e f i n i t i o r '\of v o c a t i o n a l M a t u r i t y . His new f o r m u l a t i o n o f VM

c o n i p r i s c s t w o i n d e p e n d e n t variances : ' d c g r e e ' a n d ' r a t e ' of

v o c a t i o n a l d c v e l o p m c n t ( C r i t c s , 1 9 6 1 ; 1 9 6 4 ; 1 9 6 5 ; 1 9 7 3 ; 1 9 7 8 .

Walsh a n d Os ipow, e d . 1 9 8 3 : 2 6 7 ) . The ' d e g r e e o f

v o c ~ ~ t i a n a l d e v e l o p m e n t ' i n d i c a t e s t h e s i m i l a r i t y b e t w e e n t h e

i n d l v i d u a 1 's v o c a t i o n a l b e h a v i o u r a n d t h a t a f t h e o l d e s t i n d i v i -

d u a l i n h i s v o c : a t i o n a l l i f e s t a g e . T h i s v a r i a b l e c a n b e m e a s u r e d

f r o m t h e i n d i v i d u a l Is r e s p o n s e s t o a n i n v e n t o r y o f v o c a t i o n a l

b c h a v i o u r w h i c h d i f f ' e r e n c i a t e s o l d e r f r o m y o u n g e r a g e g r o u p w i t h -

i n Ius l i f e s t a g e . The number o f b c h a v i o u r s e n d o r s e d i n t h e same

way* , a s t h e o l d e r q r o u p p r o v i d e s a n i n d i c a t i o n o f t h e i n d i v i d u a l ' s

r aw s c o r e . T h c i n d i v i d u a l 's d e g r e e o f v o c a t i o n a l d e v e l o p m e n t is

compuLcd f r o m Lhc raw s c o r c . The h i g h e r t h e s c o r e t h e g r e a t e r

h i s d e g r e e of v o c a t l o n a l d e v e l o p m e n t . C r i t e s ,, l i k e S u p e r ,,, i n d i c a t e s , t h a t vocational b e h a v i o u r ,

i n a d e v e l o p m e n t a l con tex t , s h o u l d m a t u r e s y s t e m a t i c a l l y w i t h

i n c . r e a s i n g a g e and a l s o g r a d e . His ' r a t e o f v o c a t i o n a l d e v e l o p -

ment. ' r e f e r s t o t h e m a t u r i t y of t h e i n d i v i d u a l ' s v o c a t i o n a l

6 c h a v i 3 u r i n compar i s o n w i t h t h a t o f h i s own a g e g r o u p . T h i s is

d c L c ~ r m i n c d by i n t c r p r c t i n g t h c i n d i v i d u a l ' s r a w s c o r c i n a c c o r -

danc;e w i t h t h e a p p r o p r i a t e a g e norms . T h i s w i l l show w h e t h e r t h e

i n d i v i d u a l is r e l a t i v e l y more o r less v o c a t i o n a l l y m a t u r e t h a n

h i s p e e r s .

1.n h i s new model (Fi.3. 2 , p 7 ) C r i t e s c o l l a p s e d , ~ u p e r 'S

f i v e dimensions i n t o f o u r g e n c r a l f a c t o r s , v i z ; c o n s i s t e n c y of

C a r e e r c h o i c e s ; Rca l i s , i l o f C a r e c r C h o i c e s ( a s C a r e e r C h o i c e Con-

t e n t ) ; C, l rec r c h o i c e compc; tenc ies , a n d C a r e e r C h o i c e A t t i t u d e s

( S u p c r ex a l . , 1974. 26; C r i e s , 1 9 6 1 ; 2 5 5 - 2 5 9 ( a s C a r e e r

C h o i c e P r o c e s s ) . He t h e n f u r t h e r c o n c e n t r a t e d o n o n l y t w o o u t o f

t h e f o u r g r o u p f a c t o r s , t h a t i s , on C a r e e r C h o i c e A t t i t u d e a n d

C a r e e r C h o i c e C o m p e t e n c i e s , w h i c h h e f u r t h e r b r o k e down i n t o a

t o t a l o f t e n v a r i a b l e s , f i v e i n e a c h g r o u p f a c t o r . Out o f t h e s e

v a r i a b l e s i n t h e m o d e l o f c a r e e r m a t u r i t y ( F i g . 2 , P 7 ), t h e C a r e e r M a t u r i t y I n v e n t o r y (CM1) was c o n c e i v e d a n d c o n s t r u c t e d t o

m e a s u r e C a r e e r C h o i c e P r o c e s s , o r C a r e e r C h o i c e A t t i t u d e s a n d

C a r e e r C h o i c e C o m p e t e n c i e s ( C r i t e s , 1 9 6 1 ; 1 9 7 3 ; 1 9 7 8 ; F i g . 3 , p a g e

9 ) ' &i tesl work is a n e x t e n s i o n o f S u p e r ' s . L i t e r a t u r e

r e v i e w s h o w s t h a t C r i t e s ' r e v i s e d d e f i n i t i o n o f VM t h a t s y m b o l i s e s

p r o g r e s s i v e c h a n g e seems however less c o m p l e x t o m e a s u r e , a n d a s

h e h i m s e l f p o i n t s o u t , "p;cbably r e a d i l y t r a n s l a t e d i n t o . .

s p e c i f i c m e a s u r i n g o p e r a t i o n s ... a n d p e r s i m o n i o u s " , ( C r i t e s ,

1973: 10; 1 9 7 8 ) . B e f o r e C r i t e s ' - n o i n s t r u m e n t e x i s t e d t o

m e a s u r e t h e d i m e n s i o n s a n d v a r i a b l e s b e i n g d i s c u s s e d by t h e o r i s t s

i n t h e f i e l d o f v o c a t i o n a l m a t u r i t y . His m a j o r c o n t r i b u t i o n

t h e r e f o r e i s i n t h e c o n s t r u c t i o n o f a m e a s u r e m e n t i n s t r u m e n t

w h i c h c a n a s s e s s e m e r g i n g c a r e e r a w a r e n e s s e x p l o r a t i o n a n d

d e c i s i o n - m a k i n g . STATEMENT OF THE PROBLEM: C r i t e s ' C a r e e r M a t u r i t y T h e o r y ( 1 9 7 8 ;

1 9 7 3 ) s t a t e s t h a t i n a d o l e s c e n c e c a r e e r c h o i c e a t t i t u d e s ( p r e f e r e -

n c e , i n v o l v e m e n t , i n d e p e n d e n c e , o r i e n t a t i o n a n d c o m p r o m i s e ) a n d

c o m p e t e n c i e s ( s e l f - a p p r a i s a l , o c c u p a t i o n a l i n f o r m a t i o n , g o a l

s e l e c t i o n , p l a n n i n g a n d p r o b l e m s o l v i n g ) i n c r e a s e s y s t e m a t i c a l l y

w i t h i n c r e a s i n g c l a s s ' - l e v e l a n d a g e , i r r e s p e c t i v e o f s e x o r

g e o g r a p h i c l o c a t i o n of s c h o o l s . The p r o b l e m is w h e t h e r Benue

S t a t e S e c o n d a r y S c h o o l s t u d e n t s s y s t e m a t i c a l l y e x h i b i t i n c r e a s e d

c a r e e r c h o i c e a t t i t u d e s , a n d c o m p e t e n c i e s w i t h i n c r e a s i n g c l a s s -

l e v e l a n d a g e when a s s e s s e d on C r i t e s ' C a r e e r C h o i c e A t t i t u d e

S c a l e ; a n d t h e s e l f - A p p r a i s a l ; O c c u p a t i o n a l I n f o r m a t i o n a n d

P l a n n i n g s u b t e s t s o f t h e C a r e e r ) M a t u r i t y I n v e n t o r y (CMI).

F u r t h e r m o r e , C r i t e s c o n t e n d s t h a t d i f f e r e n c e s i n item

r e s p o n s e s be tween ma le a n d f e m a l e s u b j e c t s a r e n e g l i g i b l e , and

t h e r e f o r e recommends h i s i n s t r u m e n t t o b e a p p l i c a b l e t o b o t h

s e x e s . The is w h e t h e r t h e m a l e a n d f e m a l e s u b j e c t s f r o m

u r b a n a n d r u r a l s c h o o l l o c a t i o n s i n Benue S t a t e f u l f i l . t h e s e

p a t t e r n s when t h e i r c a r e e r m a t u r i t y is a s s e s s e d on C r i t e s '

i n v e n t o r y . PURPOSE OF STUDY

The i n v e s t i g a t o r s u r v e y e d t h e c a r e e r d e v e l o p m e n t p a t t e r n s

o f s e c o n d a r y s c h o o J s t u d e n t s i n Benue S t a t e of N i g e r i a . The

p u r p o s e was t o f i n d o u t i f t h e r a t i o n a l e of p r o t o t y p i c t r e n d i n

C a r e e r m a t u r i t y t h e o r e t i c a l l y (Cri tes, 1 9 7 3 , 1 9 7 8 ) assumed t o

o c c u r s y s t e m a t i c a l l y w i t h i n c r e a s i n g c l a s s and a g e would a p p l y t o

s t u d e n t s , i r r e s p e c t i v e o f s e x a n d g e o g r a p h i c s c h o o l l o c a t i o n , i n

s e c o n d a r y s c h o o l s i n Benue S t a t e , which i n v a r i a b l y , is a n

e d u c a t i o n a l l y d i s a d v a n t a g e d a r e a .

The p u r p o s e o f t h i s s t u d y was t o u s e t h e a d d i t i o n a l

v a r i a b l e ( S e l f - A p p r a i s a l s u b t e s t ) o t h e r t h a n t h e C a r e e r C h o i c e

A t t i t u d e , . O c c u p a t i o n a l I n f o r m a t i o n and P l a n n i n g s u b t e s t s o f

C r i t e s C a r e e r M a t u r i t y I n v e n t o r y i n Achebe 's ( 1 9 7 5 ) and ~ g u l a n a ' s

( 1 9 7 7 ) s t u d i e s .

SIGNIFICANCE OF STUDY: The v i e w t h a t - c a r e e r c h o i c e i s made o n l y a t a p a r t i c u l a r

p o i n t i n time, u s u a l l y when l e a v i n g s c h o o l , h a s been c h a l l e n g e d i n

r e c e n t time ( C r i t e s , 1 9 7 3 ; 1 9 7 8 ) . It is u s u a l t o see many

s t u d e n t s e n t e r i n t o t h e w o r l d o f work w i t h l i t t l e o r no r e f e r e n c e s

t o t h e l i m i t a t i o n s imposed by t h e i r own c a r e e r r e l a t e d b e h a v i o u r s

s u c h a s c a r e e r c h o i c e a t t i t u d e s , S e l f - a n d C a r e e r Knowledges and

p l a n n i n g c o m p e t e n c i e s . S t b d e n t s t h e r e f o r e r e q u i r e a s s i s t a n c e i n

t h e a p p r a i s a l o f t h e i r own p o t e n t i a l i t i e s a n d a s p i r a t i o n a l l e v e l s

i n c h o o s i n g c a r e e r s .

The e s s e n c e of t h i s s t u d y i s t h e r e f o r e n o t o n l y t o e s t a b l i s h

t h e a p p l i c a b i l i t y o f C r i t e s ' C a r e e r b l a t u r i t y Theo ry t o Benue S t a t e

s t u d e n t s b u t a l s o t o h e l p p r o v i d e a n s w e r s t o t h e s p e c i f i c q u e s t i o n s

on c a r e e r c h o i c e c o m p e t e n c e more , p a r t i c u l a r l y ' a b o u t how well . . s t u d e n t s i n Benue S t a t e a p p r a i s e ' t h e i t . j i b - r e l a t e d c a p a b i l i t i e s ,

how much t h e y know a b o u t t h e w o r l d of w o r k , a n d how f o r e s i g h t f u l

i n t h e i r p l a n n i n g f o r c a r e e r d e v e l o p m e n t .

The s u c c e s s o f t h i s s t u d y s h o u l d h a v e i m p l i c a t i o n s f o r

e d u c a t i o n and g u i d a n c e programme o f t h e s t a t e . F o r i n s t a n c e ,

s t u d i e s ( C r i t e s , 1 9 7 3 ; 1 9 6 9 ; 1 9 5 8 ; S u p e r e t a l . , 1 9 6 0 ; Herr and

Gramer , 1 9 7 2 ) h a v e shown t h a t e d u c a t i o n a l a c h i e v e m e n t is a l s o

r e l a t e d t o p l a n f u l n e s s , c o r r e c t c h o i c e s o f s u b j e c t s a n d v o c a t i o n a l

f i e l d s . I n t h i s way, t h e s t u d y may a f f o r d t h e S t a t e M i n i s t r y of

E d u c a t i o n t o t a k e a p p r o p r i a t e s t e p s n o t o n l y t o e n r i c h g u i d a n c e

programmes f o r t h e s e c o n d a r y s c h o o l s , b u t a l s o i n e v a l u a t i n g t h e

programme i t s e l f .

It is hoped t h a t t h e r e s u l t s o f t h i s s t u d y would b r i n g t h e

CMI i n t o f o c u s a s a n a p p r a i s a l i n s t r u m e n t a s more u s e r s c a u t i o u s l y

P u t it t o u s e and a c c u m u l a t e d a t a c o n c e r n i n g c a r e e r m a t u r i t y i n ,

Benue S t a t e whe re n o s u c h i n s t r u m e n t c o n c e i v e d a n d c o n s t r u c t e d t o

measu re t h e c a r e e r a t t i t u d e a n d c o m p e t e n c i e s t h a t a r e c r i t i c a i i n

r e a l i s t i c c a r e e r d e c i s i o n - m a k i n g i s u s e d . The C a r e e r M a t u r i t y

I n v e n t o r y (CMI) c a n b e u s e d t o s u p l e m e n t e x i s t i n g a b i l i t y and

i n t e r e s t m e a s u r e s w i t h a s s e s s m e n t o f s t u d e n t s ' c a r e e r m a t u r i t y .

On t h e w h o l e , i f t h e r e s u l t s f r o m t h i s s t u d y a're c o n s i s t e n t

w i t h e a r l i e r f i n d i n g s , i t s h o u l d p r o v i d e a n o p p o r t u n i t y t o a d o p t

t h e i n s t r u m e n t f o r u s e i n c a r e e r c o u n s e l i n g programmes i n s e c o n d a r y

s c h o o l s i n Benue S t a t e .

RESEARCH QUESTIONS

To h e l p a c c o m p l i s h t h i s p u r p o s e t h e f o l l o w i n g r e s e a r c h

q u e s t i o n s were a s k e d : -

1. Do t h e mean c a r e e r m a t u r i t y s c o r e s o f Benue S t a t e . s t u d e n t s on t h e C a r e e r C h o i c e A t t i t u d e , t h e s e l f - ~ ~ ~ r a i s a l , O c c u p a t i o n a l

T q f o r m a t i o n and P l a n n i n g s u b t e s t s o f t h e C a r e e r M a t u r i t y I n v e n -

t o r y i n c r e a s e s y s t e m a t i c a l l y by c l a s s .

2 . Do t h e mean c a r e e r m a t u r i t y s c o r e s of Benue S t a t e s t u d e n t s

on t h e C a r e e r Choice A t t i t u d e , t h e S e l f - A p p r a i s a l , Occupa t iona l

I n f o r m a t i o n and P l a n n i n g s u b t e s t s of t h e C a r e e r M a t u r i t y I n v e n t o r y

i n c r e a s e s y s t e m a t i c a l l y by age?

3 . Does g e o g r a p h i c l o c a t i o n (u rban o r r u r a l ) of t h e s c h o o l

a f f e c t t h e mean C a r e e r m a t u r i t y s c o r e s of Benue S t a t e ' s t u d e n t s on

the Career Choice A t t i t u d e , t h e S e l f - A p p r a i s a l , Occupa t iona l

i n f o r m a t i o n and P l a n n i n g s u b t e s t s of t h e C a r e e r M a t u r i t y I n v e n t o r y ?

4 . Are t h e r e s i g n i f i c a n t d i f f e r e n c e s on t h e mean c a r e e r

m a t u r i t y s c o r e s by s e x of Benue S t a t e s t u d e n t s on the c a r e e r Choice

A t t i t u d e , t h e S e l f - A p p r a i s a l , O c c u p a t i o n a l In fo rmat ion and

P lann ing s u b t e s t s of t h e Caree r M a t u r i t y I n v e n t o r y ?

5 . Are t h e r e i n t e r a c t i o n e f f e c t s between c l a s s and s e x ;

c l a s s and s c h o o l l o c a t i o n and between s e x and s c h o o l l o c a t i o n on t h e

c a r e e r m a t u r i t y s c o r e s of Benue S t a t e s t u d e n t s on t h e Caree r Choice

4 t t i t u d e , S e l f - . 4 p p r a i s a l , Occupa t iona l I n f o r m a t i o n and Planning

s u b t e s t s of t h e C a r e e r M a t u r i t y I n v e n t o r y ?

HYPOTHESES To answer t h e r e s e a r c h q u e s t i o n s t h e f o l l o w i n g n u l l

hypo theses were t e s t e d ;

1. There is no s i g n i f i c a n t d i f f e r e n c e i n t h e mean c a r e e r

m a t u r i t y s c o r e s of s t u d e n t s i n t h e 3SS c l a s s e s 1 t o SS c l a s s e s

I & I1 on t h e C a r e e r A t t i t u d e S c a l e , s u b t e s t I ( S e l f - A p p r a i s a l ) ,

S u b t e s t I1 ( O c c u p a t i o n a l I n f o r m a t i o n ) and s u b t e s t I V ( P l a n n i n g )

of Cri tes ' C a r e e r M a t u r i t y I n v e n t o r y , (CMI).

2 . There is no s i g n i f i c a n t d i f f e r e n c e i n t b e mean c a r e e r

m a t u r i t y s c o r e s of s t u d e n t s by age g roup on t h e Caree r Choice

A t t i t u d e S c a l e ; s u b t e s t I ( S e l f - A p p r a i s a l ) ; S u b t e s t I1 (Occupa-

t i o n a l I n f o r m a t i o n ) , and s u b t e s t I V ( p l a n n i n g ) on t h e Caree r

Choice Competence T e s t of Crites ' C a r e e r M a t u r i t y i n v e n t o r y ( C M I ) .

3 . There is no s i g n i f i c a n t d i f f e r e n c e i n t h e mean c a r e e r

m a t u r i t y s c o r e s of s t u d e n t s i n urban and r u r a l s c h o o l s on t h e

C a r e e r C h o i c e A t t i t u d e S c a l e ; s u b t e s t I ( S e l f - A p p r a i s a l ) ; s u b t e s t , '

I1 ( O c c u p a t i o n a l I n f o r m a t i o n ) , a n d s u b t e s t I V ( p l a n n i n g ) o f t h e

C a r e e r C h o i c e C o m p e t e n c e T e s t of C r i t e s ' C a r e e r M a t u r i t y I n v e n -

t o r y , (CMI) .

5. T h e r e is n o s i g n i f i c a n t i n t e r a c t i o n e f f ec t among:

( a ) c l a s s a n d s e x ;

( b ) c l a s s a n d s c h o o l l o c a t i o n a n d ;

( c ) s e x a n d s c h o o l l o c a t i o n i n t h e mean c a r e e r m a t u r i t y

s c o r e s of s t u d e n t s o n t h e C a r e e r C h o i c e A t t i t u d e

S c a l e ;

S u b t e s t 1, s u b t e s t 11, a n d s u b t e s t I V ' of t h e C a r e e r

C h o i c e Competence T e s t of C r i t e s ' C N I .

SCOPE AND DELIMITATION OF STUDY:

W h i l e t h i s s t u d y may h a v e i m p l i c a t i o n s f o r s c h o o l s i n o t h e r

p a r t s o f N i g e r i a , s a m p l i n g p r o c e d u r e s l i m i t t h e g e n e r a l i z a b i l i t y

of t h e f i n d i n g t o Benue S t a t e S e c o n d a r y S c h o o l S t u d e n t s , t h a t i s ,

b o y s a n d g i r l s o f a g e r a n g i n g f r o m 11 t o 25 i n 35s c l a s s e s I t o SS

c l a s s e s I & I1 u r b a n a n d r u r a l a r e a s . F u r t h e r m o r e , t h e r e a r e many v a r i a -

S l e s w h i c h may i n f l u e n c e i n d i v i d u a l s t u d e n t ' s c a r e e r m a t u r i t y p a t t e r n .

The p r e s e n t s t u d y f o c u s e s on t h e C a r e e r C h o i c e A t t i t u d e , S e l f -

A p p r a i s a l , O c c u p a t i o n a l I n f o r m a t i o n a n d p l a n n i n g v a r i a b l e s o f t h e

C a r e e r M a t u r i t y I n v e n t o r y (CMI) t o t e s t t h e a p p l i c a b i l i t y o f

C r i t e s ' t h e o r y o f c a r e e r m a t u r i t y o n Benue S t a t e S t u d e n t s u s i n g

t h e v a r i a b l e s o f a g e , c l a s s , s e x and s c h o o l l o c a t i o n a s

' p r e d i c t o r s ' o f c a r e e r m a t u r i t y p a t t e r n s .

DEFINITION OF TERMS USED: C a r e e r M a t u r i t y I n t h i s s t u d y , refers t o a n i n d i v i d u a l

s t u d e n t ' s d e g r e e o r r a t e a s shown by h i s s c o r e on t h e C a r e e r

C h o i c e A t t i t u d e S c a l e , a n d o n t h e S e l f - A p p r a i s a l ( p a r t I )

O c c u p a t i o ~ a l I n f o r m a t i o n , ( p a r t 1 1 ) a n d P l a n n i n g ( p a r t I V ) s u b -

t e s t s (CMI) a s c o m p a r e d w i t h h i s c l a s s o r a g e g r o u p .

C a r e e r M a t u r i t y S c o r e is t h e t o t a l s c o r e o b t a i n e d by a n i n d i v i d u a l

s t u d e n t on e a c h ' o f three competence s u b t e s t s and on t h e A t t i t u d e

scalei. T h i s w i l l i n c l u d e e a c h s t u d e n t ' s t o t a l s c o r e on t h e 50-

item C a r e e r Choice A t t i t u d e and t h e 20- i t em of e a c h of s u b t e s t s

I (self - A p p r a i s a l ) , I1 ( O c c u p a t i o n a l ' h f ormati* and

S u b t e s t I V ( P l a n n i n g ) of t h e C a r e e r M a t u r i t y I n v e n t o r y (CMI).

CLASS r e f e r s t o ' f o r m - p l a c e m e n t ' o r g r a d e l e v e l (American) i n a

secondary s c h o o l . 3 5 s I s t a n d s f o r 3 u n i o r - s e c o n d a r y s c h o o l

c l a s s e s w h i l e 'SS ' s t a n d s f o r S e n i o r s e c o n d a r y c l a s s e s . On t h e

Con~puter c a l c u l a t e d s h e e t s (Appendix A ) numbers 1 - 6 a r e used

t o r e p r e s e n t t h e two segments of s e c o n d a r y s c h o o l c l a s s e s .

URBAN/RURAL Urban - a l l l o c a l Government Area H e a d q u a r t e r s . Any o t h e r human s e t t l e m e n t n o t w i t h i n t h i s d e f i n i t i o n is r u r a l . The

Headquar t e r s a r e development n u c l e i (Housing and Urban Development

C o r p o r a t i o n - H U D C O . , 1 9 8 2 ) .

EDUCATION4LLY DISADVANTAGED ARE4 - Area of low l e v e l of g e n e r a l

* . e d u c a t i o n a l a t t a i n m e n t e s p e c i a l l y i n terms of Western e d u c a t i o n

and t h e a d o p t i o n of t h e same i n t h e ways of f e e l i n g , t h i n k i n g and

of a c t i n g ; H i s t o r i c a l p e r s p e c t i v e of e d u c a t i o n a l development i n

Nige r id and t h e a v a i l a b i l i t y of l e a r n i n g f a c i l i t i e s . (The

'Newsletter'. B u l l e t i n , Vol. 8 , No. 3 , pp 1 8 - 19, 3 u l y - S e p t ,

1987, F e d e r a l M i n i s t r y of E d u c a t i o n , L a g o s ) .

CHAPTER I I

REV I EW OF RELATED L I TERATURE The r e v i e w of l i t e r a t u r e was o r g a n i s i d a s f o l l o w s : The

c o n c e p t of V o c a t i o n a l m a t u r i t y (VM) and s t u d i e s d e a l i n g w i t h it .

These s t u d i e s s p e c i f i c a l l y c o n c e r n t h e C a r e e r P a t t e r n S t u d i e s ,

t h e C a r e e r Development s t u d y and t h e V o c a t i o n a l Development

P r o j e c t - t h e f o r e - r u n n e r of t h e C a r e e r M a t u r i t y I n v e n t o r y .

F i l l a l l y , t h e r e is a b r i e f r e v i e w r e p o r t of r e s e a r c h r e l a t h j t o s e x

and t o u r b a n l r u r a l ( s c h o o l L o c a t i o n 1.

C O K E P T OF VOCATiONAL MATURITY The Concept of S u p e r ' s VM h a s h i s t o r i c a l a n t e c e d e n t s i n t h e

w r i t i n g s of G i n z b e r g e t a l . , ( 1 9 5 1 ) and C a r l ~ o ~ e i s (1943 ; 1 9 5 1 ) .

O t h e r s whose works S u p e r l e a n e d h e a v i l ~ o n i n c l u d e f 3 e i l i n (1955 ) and

H a v i g h u r s t (1953 ) . S u p e r I s ( 1 9 5 7 ) t h e o r y r e p r e s e n t s t h e s c h o o l of

c a r e e r c o u n s e l i n g t h a t c a n be v a r i o u s l y c a l l e d t h e "psycho logy o f

c a r e e r s " o r "Ca ree r Development t h e o r y " ( K u t i , 1978 : 3 4 ) , T h i s

t h e o r y c o n c e p t u a l i s e s c a r e e r c h o i c e i n terms of p r o c e s s and d e v e l o p -

men t , l e a d i n g t o e v e n t u a l c h o i c e of c a r e e r . Thus , f o r S u p e r , even -

t u a l c h o i c e of a n o c c u p a t i o n c l i m a x e s i n i m p l e m e n t a t i o n of s e l f -

c o n c e p t . H i s t o r i c a l l y t h e r e f o r e , t h e term ' V o c a t i o n a l M a t u r i t y I , and

i t s d e f i n i t i o n of t h e d i m e n s i o n s and b e h a v i o u r s h y p o t h e s i z e d a s

b e i n g p a r t o f t h e c o n s t r u c t began t o a p p e a r i n t h e l i t e r a t u r e of

V o c a t i o n a l p sycho logy a f t e r S u p e r ' s ( 1 9 5 5 ) p u b l i c a t i o n of "Dimensions

and Measurement of V o c a t i o n a l M a t u r i t y " . The c o n c e p t t h u s grew o u t

of t h e t h e o r y of v o c a t i o n a l deve lopmen t and was f i r s t o p e r a t i o n a l l y

d e f i n e d by Supe r ( 1 9 5 7 ) a s t h e d e g r e e of v o c a t i o n a l d e v e l o p m e n t , t h e

p l a c e r e a c h e d on t h e cont inuum of v o c a t i o n a l deve lopment f rom e x p l o -

r a t i o n t o d e c l i n e (Achebe, 1981: 1 0 7 , S u p e r , 1955: 1 5 3 ; C r i t e s ,

1 9 7 3 ; 1 9 7 8 ) .

Supe r t h e n i d e n t i f i e d f i v e v o c a t i o n a l l i f e s t a g e s i n t h e

p r o c e s s of V o c a t i o n a l Development (Achebe , 1981: 109 - 11; S u p e r ,

1957 : 4 0 - 4 1 ) e a c h w i t h i ts owri c h a r a c t e r i s : & b e h a v i o u r . These . . . .. ,

i n c l u d k ( 1 ) GROWTH ( B i r t h t o 1 4 y e a r s ) ; ( 2 ) EXPLORATION ( 1 5 - 2 4

y e a r s ) : ( 5 ) ESTABLISHMENT ( 2 5 - 4 4 y e a r s ) ; ( 4 ) MAINTENANCE ( 4 5 - 6 4 I

y e a r s ) , and ( 5 ) DECLINE ( 6 5 - 10 y e a r s ) .

What t h e s e i n d i c a t e is t h a t V o c a t i o n a l Deve lopment is a l i f e

l o n g p r o c e s s t h a t c o n s i s t s of a series of r e l a t e d d e c i s i o n s

s p r e a d i n g t h r o u g h a p r o l o n g e d p e r i o d o f time w i t h d i s t i n c t l i f e -

s t a g e s f r om g rowth p e r i o d t h r o u g h e x p l o r a t i o n , e s t a b l i s h m e n t , main-

t e n a n c e and t e r m i n a t i n g w i t h d e c l i n e (Achebe , 1 9 8 1 ) . However S u p e r

b e l i e v e s t h a t t h e manner i n wh ich self - c o n c e p t is imp lemen ted

v o c a t i o n a l l y is d e p e n d e n t upon c o n d i t i o n s e x t e r n a l t o t h e i n d i v i d u a l .

. I t is t h i s c o n d i t i o n t h a t a c c o u n t s f o r v o c a t i o n a l d e c i s i o n - m a k i n g ,

e s p e c i a l l y d u r i n g a d o l e s c e n c e , t o t a k e d i f f e r e n t f orms (Os ipow,

S u p e r ' s c o n c e p t i o n of career d e v e l o p m e n t is b u i l t upon t h e

f rame-work o f t h e s e l i f e - s t a g e s a n d b a s e d on t h e a s s u m p t i o n t h a t

v o c a t i o n a l t a s k s ref lect l a r g e r l i f e t a s k s . S u p e r ( 1 9 ~ 7 : K l i n e

1975 : 1 7 5 - 1 7 6 ) i d e n t i f i e d V o c a t i o n a l Deve lopment T a s k s o f v a r i o u s

l i f e - s t a g e s o f t h e p r e - s c h o o l c h i l d , t h e E l e m e n t a r y s c h o o l c h i l d and

t h a t o f t h e High s c h o o l A d o l e s c e n c e . O t h e r s a r e t h e young a d u l t , t h e

Ma tu re a d u l t a n d t h e O l d e r p e r s o n .

U n d e r s t a n d a b l y , t h e l i f e - s t a g e and t h e d e v e l o p m e n t a l t a s k s ,

ref lect p h y s i c a l , p s y c h o l o g i c a l a n d s o c i a l g r o w t h s y s t e m a t i c c h a n g e s

v i s - a - v i s t h e d i f f e r e n t i a t i o n i n c a r e e r p l a n n i n g and i n c a r e e r

d e c i s i o n - making p r o c e s s . They a l s o r e f l e c t t h e f a c t t h a t w i t h

i n c r e a s i n g d e v e l o p m e n t , new b e h a v i o u r s a r e added t o t h e p r e v i o u s o n e s

r e s u l t i n g i n m o d i f i e d b e h a v i o u r . S u p e r ( S u p e r e t a l . , 1975 : 3 6 )

p o i n t s t o t h e f a c t t h a t a s t h e young p e r s o n s work t h r o u g h a s e q u e n c e

of v o c a t i o n a l d e v e l o p m e n t a l t a s k s , " p a t t e r n s o f b e h a v i o u r become '

d i f f e r e n t i a t e d and i n t e g r a t e d i n t o r e p e r t o i r e s of h a b i t and s k i l l s . "

He however c a u t i o n e d t h a t new b e h a v i o u r s c a n o n l y become e s t a b l i s h e d

i n t h e i n d i v i d u a l ' s b e h a v i o u r r e p e r t o i r e i f t h o s e b e h a v i o u r s accumu-

l a t e d i n t h e p r e v i o u s p e r i o d s have been s u f f i c i e n t l y m a s t e r e d

( S u p e r a n d O v e r s t r e e t , 1 9 6 0 : 8 - 10; K l i n e 1 9 7 5 : 1 7 7 ) . k

DIMENSIONS Cf VOCATIONAL MATURITY' . - S u p e r ( 1955 : I 5 3 ; K l i n e 1 9 7 5 : 1 7 7 ) d e l i n e a t e s f i v e b e h a v i o u r a l

d i m e n s i o n s a n d a t o t a l o f t w e n t y q u a n t i t a t i v e i n d i c e s w h i c h h e c o n -

s i d e r s s p e c i f i c t o d e f i n e v o c a t i o n a l m a t u r i t y o p e r a t i o n a l l y i n terms

o f m e a s u r e s t h a t c a n be d e v i s e d .

They a r e i l l u 5 , t r a t e d a s f o l l o w s :

1. O r i e n t a t i o n t o v o c a t i o n a l c h o i c e - d e f i n e d a s t h e i n d i v i d u a l ' s

c o n c e r n w i t h t h e p r o b l e m o f v o c a t i o n a l c h o i c e a n d t h e u s e h e

makes o f t h e r e s o u r c e s a r o u n d him i n s o l v i n ~ t h e p r o b l e m .

2. I n f o r m a t i o n a n d P l a n n i n g - s p e c i f i c i t y o f i n f o r m a t i o n a b o u t

t h e c h o s e n o c c u p a t i o n , e x t e n t a n d s p e c i f i c i t y o f p l a n n i n g

w i t h r e s p e c t t o c h o s e n o c c u p a t i o n s . 3 2. C o n s i s t e n c y o f Vocat ional~ .Choice-s tabi l i ty of v o c a t i o n a l

c h o i c e o v e r time a n d a g r e e r e n t among v o c a t i " n a 1 c h o i c e s i n

f i e l d , l e v e l a n d f a m i l y .

4 . C r y s t a l l i s a t i o n o f t r a i t s - d e f i n e d a s e x t e n t t o w h i c h

v o c a t i o n a l l y r e l e v a n t a p t i t u l e s a n d p e r s o n a l d i s p o s i t i o n s ,

s u c h a s m e c h a n i c a l c o m p r e h e n s i o n a n d work v a l u e s , h a v e

d e v e l o p e d t o w a r d a d u l t s t a t u s .

5. Wisdom of V o c a t i o n a l c h o i c e - e x t e n t t o w h i c h v o c a t i o n a l

c h o i c e , a g r e e s ; ~ i t h a b i l i t i e s , a c t i v i t i e s , i n t e r e s t s a n d

s o c i o - e c o n o m i c b a c k g r o u n d . To a s s e s s t h e V o c a t i o n a l M a t u r i t y of t h e i n d i v i d u a l , S u p e r

( 1 9 6 0 : 8 ) s u g g e s t e d c o m p a r i n g t h e b e h a v i o u r o f t h e i n d i v i d u a l w i t h

e i t h e r t h e b e h a v i o u r t o b e e x p e c t e d f r o m o n e i n h i s l i f e - s t a g e a s

d e t e r m i n e d by h i s a g e o r t h e b e h a v i o u r o f o t h e r s d e a l i n g v!ith t h e

same d e v e l o p m e n t a l t a s k s a s t h o s e w i t h w h i c h t h e n i n d i v i d u a l u n d e r . .

c o n s i d e r a t i o n is d e a l i n g .

THE CAREER PAlTERN STUDY (CPS)

The C a r e e r P a t t e r n S t u d y (CPS) was l a u n c h e d i n 1 9 5 1 by Supe r

( S u p e r , 1 9 5 7 ) . The s a m p l e s c o n s i s t e d of 276 c a u c a s i a n m i d d l e - c l a s s

t r a l e s drawn from 8 t h g r a d e s t u d e n t s . A l l were f r o m p u b l i c s c h o o l s of

Middle-town, New York (Supe r and O v e r - s t r e e t , 1960: 6 - 1 4 ) .

The o b j e c t i v e of t h e s t u d y was t o a t t e m p t t o i n c r e a s e

knowledge of v o c a t i o n e l b e h a v i o u r by e m p i r i c a l l y t e s t i n g h y p o t h e t i c a l

c o n s t r u c t s r e l e v a n t t o v o c a t i o n a l deve lopmen t . It was a l s o t o d e v e l o p

measu re s i n d i c a t i v e of c u r r e n t v o c a t i o n a l b e h a v i o u r . A sample of 105

n i n t h g r a d e boys were i n v o l v e d i n t h e f i r s t p u b l i s h e d r e s e a r c h r e p o r t

c o n c e r n i n g t h e V o c a t i o n a l M a t u r i t y of t h a t g r a d e l e v e l . The team of

r e s e a r c h e r s f o l l o w e d t h e v o c a t i o n a l deve lopment of t h e s e s t u d e n t s

o v e r a t w e n t y yea r p e r i o d ( 1 3 5 1 - 1 9 7 7 ) (Osipow, 1 9 6 8 ) .

The r e s e a r c h e r s t e s t e d Supe r Is f i v e d i m e n s i o n s of v o c a t i o n a l

m a t u r i t y [Super e t a l . , , 1974 : 12 -13 )

DIMENSION 1 - O r i e n t a t i o n t o v o c a t i o n a l c h o i c e was a s s e s s e d t h r o u g h

e x z m i n a t i o n of t h e d e g r e e t o which a s t u d e n t i n d i c a t e d c o n c e r n f o r

v c c a t i o n a l p r o b l e m and t h e e f f e c t i k e n e s s w i t h which he used a v a i l a b l e

r e s o u r c e s t o cope w i t h d e c i s i o n - m a k i n g t a s k s . Both of t h e s e f a c t o r s

were measured by j u d g e Is r a t i n g s of i n t e r v i e w p r o t o c o l s .

DIMENSION I1 I n f o r m a t i o n and P l a n n i n g a b o u t p r e f e r r e d o c c u p a t i o n was

a s s e s s e d by s t u d y i n g ( a ) t h e s p e c i f i c i t y of i n f o r m a t i o n p o s s e s s e d by

a s t u d e n t a b o u t h i s p r e f e r r e d o c c u p a t i o n , ( b ) t h e d e 9 r e e of s p e c i -

f i c i t y of h i s p l a n n i n g f o r t h e o c c u p a t i o n of h i s c h o i c e , and ( c )

t h e e x t e n t t o which t h e s t u d e n t was i n v o l v e d i n p l a n n i n g a c t i v i t i e s

of a v o c a t i o n a l n a t u r e . These i n d i c e s were g e n e r a t e d on t h e b a s i s

of d a t a o b t a i n e d i n s t r u c t u r e d i n t e r v i e w s w i t h t h e boys .

DIMENSION I11 - T h i s had t h r e e i n d i c e s : C o n s i s t e n c y of v o c a t i o n a l

p r e f e r e n c e w i t h i n f i e l d s , w i t h i n , l e v e l s , and w i t h i n f a m i l i e s ( o r

f i e l d s and l e v e l combined ) . These i n d i c e s were based on a mod i f i ed

v e r s i o n of R o e ' s (1956) o c c u p a t i o n a l c l a s s i f i c a t i w scheme (Hopson

and ~ a ~ e s , e d . 1975: 136 - 1 3 9 ) .

DIMENSION I V - - ' C r y s t a l l i s a t i o n of t r a i t s . This had ' s i x i n d i c e s .

Two of t h e s e : i n t e r e s t ma tu r i t y a n d . i n t e r e s t p a t t e r n i n g were der ived

from t h e r e s u l t s of t h e Strong Voca t iona l I n t e r e s t Blank (SVIB).

Liking f o r work, concern f o r work rewards , v o c a t i o n a l independence

a rd accep tance of r e s p o n s i b i l i t y f o r v o c a t i o n a l p lanning were d e t e r -

mined from in t e rv i ew d a t a . P a t t e r n i n g of work va lue s was eva lua t ed

from t h c s c o r e s on t h e Work Value Inven tory ( W V I ) (Osipow, 1973: 1 4 3 ) .

DIMENSION V - Wisdom of v o c a t i o n a l p r e f e r ence c o n s i s t s of i n d i c e s

r e f l e c t i n g t h e aqreement between a b i l i t y and p r e f e r ence , compared

measured i n t e r e s t s wi th occupa t i ona l l e v e l of p r e f e r ence and t h e

soc io-ecwomic a c c e s s i b i l i t y of t h e p r e f e r ence of t h e s t u d e n t . The

i n d i c e s were based on a combination of i n v e n t o r i e s (SVIB), W V I ) and

i n t e rv i ew d a t a .

FINDINGS - O f a l l of t h e twenty i n d i c e s s i x were found t o be i n t e r -

c o r r e l a t e d t o any r e a l l y s i g n i f i c a n t degree . This f a c t i s i l l u s t r a t e d

below: INTER-CORRELATPON BETWEEN ADEQUATE AND MARGINAL MEASURES OF VOCATIONAL M A T U R I T Y .

I A IVF I I A I I B IIC I B Dimension A . O r i e n t a t i o n t o cho i ce t a s k s Index I A . Concern wi th cho ice - -56 - 4 0 .48 .29 .23 Index IVF. Acceptance of r e spons ib i1 , i t y -56 - .47 -57 .51 .24 Index IIA. S p e c i f i c i t y of Informat ion .40 .47 - .37 -29 .17 Index IIB. S p e c i f i c i t y of Planning .48 .57 .37 - .46 .07 Index IIC. Exten t of planning .29 .51 .29 .46 - .06 Dimension B . Use of r e sou rce s Index I B . Use of r e sou rce s -23 .24 -17 .07 -06 -

SOURCE; Super , D. E . and O v e r s t r e e t , P.L. T h e V o c a t i o n a l

M a t u r i t y o f Ninth G r a d e B o y s , New York Teacher College' P r e s s

1960: 6 0 ) . These r e s u l t s suggested t h a t two major f a c t o r s a r e

r e l e v a n t t o VM i n t h e n i n t h g rade , v i z :

O r i e n t a t i o n t o cho ice t a s k s and t h e use of r e s o u r c e s .

The o t h e r i n d i c e s a r e n o t n e c e s s a r i l y less i m p o r t a n t a s a

r e s u l t of t h e s e f i n d i n g s b u t t h e r e l a t i o n s h i p between them does n o t

seem t o have any s y s t e m a t i c b a s i s . "They a r e found t o f i t i n g e n e r a l l y ' ., (Super and O v e r s t r e e t , 1960: 61; Osipow, 1973: 143 - 1 4 4 ) b u t may be

a d e q u a t e measure of VM a t some f u t u r e l i f e s t a g e s of development .

E a r l i e r i n v e s t i g a t o r s have observed t h a t t h e shor tcoming of

t h i s e a r l y r e s e a r c h t o conf i rm f o u r of t h e f i v e hypo thes ized

d imens ions a s c h a r a c t e r i s t i c s of v o c a t i o n a l behav iours of t h e n in t? ,

g r a d e level . may be due t o two c z u s e s . The f i r s t is t h a t o f t h e non-

o b j e c t i v e and n o n - s t a n d a r d i s e d method of e v a l u a t i o n employed. 1

The second is t h e p a r t i c u l a r p o p u l a t i o n used .

FOL!-OW -UP S T W Y Super and h i s r e s e a r c h team (Osipow , - 1973 : 144 - 147 ; Super

and O v e r s t r e e t , 1960: 1 6 5 ) conducted a c o r r e l a t i o n a l s t u d y of t h e f a c -

t o r s w i t h " O r i e n t a t i o n t o c h o i c e : t a s k s t ' d imension a s t h e index of

v o c a t i o n a l m a t u r i t y . They found t h e f o l l o w i n g a s s o c i a t i o n s :

( a ) Vocat ion m a t u r i t y index is r e l a t e d t o i n t e l l i g e n c e b u t age is of

l e s s impor tance a t l e a s t , f o r t h e n i n t h g r a d e s t a g e of development .

The d i f f e r e n c e i n s p e c i f i c i t y of p lann ing s u g g e s t s t h a t b r i g h t e r

y o u n g s t e r s a r e able, t o p l a n n?ore e f f e c t i v e l y i n g e n e r a l t h a n less

b r i g h t ones ; ( b ) v o c a t i o n a l m a t u r i t y index c o r r e l a t e d w i t h such

e n v i r o n m e n t a l f a c t o r s a s p a r e n t a l oc&Jpat ional . l e v e l , s c h o o l .

c u r r i c u l u m , amount of c u l t u r a l s t i m u l a t i o n and f a m i l y c o h e s i v e n e s s

b u t c o r r e l a t e d n e g a t i v e l y w i t h urban background. The r u r a l boys

were r e p o r t e d t o be more v o c a t i o n a l l y mature t h a n t h e i r urban

c o u n t e r - p a r t s . Other v a r i a b l e s such a s g r a d e p o i n t a v e r a g e , achievement

V s . under -achievement , p a ~ t i c i p a t i o n i n s c h o o l a c t i v i t y and o u t

of s c h o o l a c t i v i t y - a l l c o r r e l a t e d w i t h v o c a t i o n a l m a t u r i t y

(Super and O v e r s t r e e t ; 1960; 158 , 1 9 6 7 ) .

SWTIARY OF RELATED STUDIES AND FINDINGS:

The c o n s t r u c t ' V o c a t i o n a l M a t u r i t y t has become a f o c a l '

p o i n t of c o n t r o v e r s y . S e v e r a l s t t i d i e s a t t e m p t e d t o c l a r i f y o r

v a l i d a t e a s p e c t s of S u p e r ' s f i n d i n g s c o n c e r n i n g it. Montesano and

Geist ( 1 9 6 4 ) h y p o t h e s i z e d t h a t if t h e p r o c e s s of v o c a t i o n a l d e c i s i o n s

o c c u r i n a d e v e l o p m e n t a l c o n t e x t , t h e p r o c e s s of v o c a t i o n a l d e v e l o p -

ment i s " p r e d i c t a b l e " z n d o r d e r l y " . (Osipow , 1 9 7 3 : 1 4 7 ). They

r e a s o n e d t h a t i f t h e d e v e l o p m e n t a l t h e o r y o f c a r e e r p r e f e r e n c e h a s

v a l i d i t y , o l d e r b o y s s h o u l d b e more r e f l e c t i v e i n t h e i r r e a s o n s f o r

t h e i r i n t e r e s t s t l l a n t h e y o u n g e r b o y s . They c o n d u c t e d a c r o s s -

s e c t i o n a l s t u d y i n v o l v i n g s i x t y n i n t h g r a d e a n d t w e l f t h g r a d e boys

u s i n g t h e Gelst Picture Interest Inventory. T h e i r f i n d i n g s s u p p o r -

t e d S u p e r ' s d e v e l o p m e n t a l t h e o r y : t h a t is t h a t o l d e r b o y s ' r e s p o n -

ses i n d i c a t e d more c o n c e r n f o r v o c a t i o n a l o p p o r t u n i t i e s , f o r

i n f o r m a t i o n a b o u t c a r e e r s a n d f o r t h e s o c i a l v a l u e o f t h e g i v e n

c a r e e r s t h a n d i d t h e r e s p o n s e s o f t h e n i n t h g r a d e boys ( O s i p o w ,

i b i d ; Maynard , 1 4 7 1 : 2 7 )

ssuDi Es IN SHIFT .IN VKATIUNAL,'PLANS

( a ) S u p e r a n d h i s a s s o c i a t e s ( 1 9 6 1 ) e x p l o r e d t h e s i g n i f i -

c a n c e of wise a n d c o n s i s t e n t v o c a t i o n a l c h o i c e a t t h e n i n t h g r a d e

l e v e l . T h e i r o b j e c t i v e was t o e x a m i n e t h e l o n g - r a n g e a d e q u a c y of

c h o i c e . 1 0 5 b o y s d rawn f r o m t h e CPS n i n t h g r a d e s a m p l e f o r m e d t h e

s u b j e c t o f s t u d y . T h e i r f i n d i n g s , l i k e t h o s e o f I v e r s ( 1 9 7 8 ) ,

P r i n c e ( 1 9 7 8 ) a n d Hawkes ( 1 9 7 8 ) , showed l a c k o f c l o s e r e l a t i o n s h i p

b e t w e e n e a r l y v o c a t i o n a l p r e f e r e n c e s a n d c o r l s i s t e n c y . ( b ) The r e s e a r c h f i n d i n g by C o o l e y a n d A s t i n ( 1 9 6 7 ) ( a ) )

b a s e d on d a t a c o l l e c t e d i n t h e P r o j e c t T a l e n t S t u d y , c o m p a r i n g ,

t h e e d u c a t i o n a l v o c a t i o n a l i n t e r e s t s and c h o i c e o f 9 t h a n d 1 2 t h

g r 2 d e b o y s , i n d i c a t e d t h a t t h e s t a t e d c a r e e r p l a n s of 9 t h g r a d e

boys a r e r e l a t i v e l y good p r e d i c t o r s of 1 2 t h g r a d e p l a n s ( O s i p o w ,

1 9 7 3 : 1 5 0 ) . C o o l e y a n d F l a n a g a n ( 1 9 6 6 ) had r e p o r t e d t h e same

c h a n g e s i n v o c a t i o n a l c h o i c e of h i g h s c h o o l s t u d e n t s ( C a s s i d y ,

1 9 7 7 ) . (c) A s t i n ( 1 9 6 7 ' b ' ) s t u d i e d t h e s h i f t s i n v o c a t i o n a l

p l a i ~ s t h a t o c c u r d u r i n g 9 t h g r a d e t o p o s t h i g h s c h o o l p e r i o d . He

r e p o r t e d a s h i f t away f r o m s c i e n c e a n d t e c h n o l o g y t o b u s i n e s s a n d

e d u c a t i o n . . T h i s s h i f t c a n b e a r e s p o n s e t o r e a l i t y f a c t o r s , t h a t

i s ; s o c i a l f a c t o r s a n d demands a s w e l l a s t h e mood of t h e time. . T h e s e a c c o u n t f o r f r e q u e n t c h a n g e s i n some j o b a r e a s .

T h u s , A s t i n Is f i n d i n g s p r o v i d e r e i n f o r c e m e n t t o S u p e r 's

' t h e o r y of v o c a t i o n a l m a t u r i t y . S t u d e n t s a r e more r e f l e c t i v e i n

c a r e e ; matters as t h e y g row o l d e r , a n d A s t i n ' s o b s e r v e d s h i f t

i n d i c a t e d a g r e a t e r a w a r e n e s s of r e a l i t y f a c t o r s by . o l d e r i n d i v i -

d u a l s .

STUDltS IN VOCATIONAL DECISION-WKING ABILITY AND

HIGHER ACADEMIC APTITUDE, ( a D i l l e y ( 1 9 6 5 ) made some a t t e m p t t o e v a l u a t e S u p e r ' s t h e o r y

i n terms o f d e c i s i o n - m a k i n g a b i l i t y . He h y p o t h e s i z e d t h a t s i n c e

t h e d i m e n s i o n s f o r d e c i s i o n - m a k i n g a b i l i t y o v e r - l a p t h o s e h y p o t h e -

s i z e d f o r v o c a t i o n a l m a t u r i t y , t h e r e s h o u l d b e a p o s i t i v e r e l a t i o n -

s h i p b e t w e e n b o t h . U s i n g a n i n v k n t o r y h e c o n s t r u c t e d t o m e a s u r e

d e c i s i o n - m a k i n g a b i l i t y t o t e s t 1 7 4 ' h i g h , s c h o o l s e n i o r s a s s u b j e c t s ,

h e r e p o r t e d i t s r e l a t i o n s h i p a n d p a r t i c i p a t i o n i n e x t r a - c u r r i c u l a r

a c t i v i t i e s . He f o u n d t h a t more s u b j e c t s made good d e c i s i o n s ( a s

d e f i n e d by h i s i n v e n t o r y ) t h a n were p r e d i c t a b l e by c h a n c e , a n d t h a t

good d e c i s i o n - m a k i n g e a r n e d h i g h e r a c a d e m i c a p t i t u d e tes ts s c o r e s ,

h i g h e r g r a d e s a n d more i n v o l v e d i n s c h o o l s a c t i v i t i e s t h a n were

p o o r d e c i s i o n - m a k e r s ( O s i p o w , 1 9 7 3 : 148 - 1 4 9 ; S u p e r a n d a s s o c i a t e s

1 9 6 0 : 1 1 4 ; L i m o g e s , 1 9 8 0 ) .

(b) W u r t s ( 1 9 6 9 ) u s e d D i l l e y Is d a t a a n d f o u n d t h a t m e n t a l a g e

r a t h e r t h a n c h r o n o l o g i c a l a g e c o u l d b e more a p p r o p r i a t e i n

a s s e s s m e n t o f V o c a t i o n a l P l a n n i n g o f y o u t h s . I n o t h e r w o r d s , h i s

f i n d i n g s s u p p o r t e d t h o s e of S u p e r a n d O v e r s t r e e t s t h a t a g e i s of a

lesser f a c t o r t h a n i n t e l l i g e n c e i n VM.

kc) L o c a s c i o ( 1 9 6 4 ; 1 9 6 7 ) c a r r i e d o u t a r e s e a r c h t o a s c e r t a i n

S u p e r ' s d e v e l o p m e n t a l t h e o r y , e s p e c i a l l y i t s c l a i m t h a t t h e t h e o r y

was u n i v e r s a l l y a p p l i c a b l e t o A m e r i c a n m a l e s i n g e n e r a l . tie had

d i s - a g r e e d w i t h t h e d e v e l o p m e n t a l i s t s ( G i n z b e r g a n d S u p e r ) who had

t h o u g h t t h a t v o c a t i o n a l d e v e l o p m e n t was a c o n t i n u o u s p r o c e s s o f

d e v e l o p m e n t . Hc t h e n drew a t t e n t i o n t o two o t h e r t y p e s - t h e

de layec i and t h e i m p a i r e d . I n h i s a r t i c l e ( i n Osipow, 1973: 1 6 6 )

he r e p o r t e d t h e r e s u l t s o f a n i n v e s t i g a t i o n whose s u b j e c t s were

drawn f rom t h e CPS s a m p l e . H i s r e s u l t complemented many of t h e

C a r e e r P a t t e r n S t u d y (CPS) r e s u l t s .

However, h e c o n c l u d e d t h a t d e v e l o p m e n t a l t h e o r i e s were mos t

a c c u r a t e when a p p l i e d t o a d v a n t a g e d g r o u p s , and t h a t v o c a t i o n a l

d e v e l o p m e n t t h e o r y seemed t o h a v e l i t t l e a p p l i c a t i o n t o t h e

d i s a d v a n t a g e d whose v o c a t i o n a l d e v e l o p m e n t s h o u l d b e c h a r a c t e r i s e d

b e s t a s d i s c o n t i n u o u s (Osipow , 1973 1. S o f a r , S u p e r h a s e s t a b l i s h e d o r i e n t a t i o n t o c h o i c e of h i s

h y p o t h e s j z e d d i m e n s i o n of v o c a t i o n a l m a t u r i t y . The r e m a i n i n g f o u r :

p l a n n i n g , c o n s i s t e n c y o f c h o i c e , c r y s t a l l i s a t i o n of t r a i t s and

wisdom of c t m i c e were f o u n d n o t t o b e a d e q u a t e m e a s u r e s of t h e c o n s t r u c t i n t h e 9 t h g r a d e . S u b s e q u e n t s t u d i e s , e s p e c i a l l y t hose of

Montesano and Geist ( 1 9 6 4 ) a s well a s D i l l e y ( 1 9 6 5 ) t o v a l i d a t e

S u p e r ' s t h e o r y o n l y s u p p o r t it i n a g e n e r a l way.

CAREER DEVELOPMENT STUDY (CDS ) ,

N e i t h e r t h e C a r e e r P a t t e r n S t u d y nor t h e r e s e a r c h t h a t g e n e r a t e d

o u t o f it a d e q u a t e l y a d d r e s s e d i t s e l f t o t h e c u l t u r a l l y d e p r i v e d

s u b j e c t s o f t h e Amer ican s o c i e t y . A n o t h e r a t t e m p t t o w a r d s o l v i n g

t h i s p rob l em was t h e l a u n c h i n g o f t h e C a r e e r Development S t u d y '

(CDS) i n 1957 by War r e r Gr ibbon ( 1 9 6 4 ) and l a t e r j o i n e d by

P a u l R . Lohnes s . They d e v e l o p e d a r a t i n g s c a l e d e s i g n e d t o a s s e s s

e i g h t d i m e n s i o n s of r e a d i n e s s f o r v o c a t i o n a l p l a n n i n g , a n e q u i v a l e -

nce of S u p e r 's VM d i m e n s i o n s . The e i g h t d i m e n s i o n s c o l l e c t i v e l y

fo rm i n d e x of R e a d i n e s s f o r V o c a t j o n a l P l a n n i n q {RVP) ( S u p e r e t a l . ,

1974 : 53 - 5 6 ; A n s e l l , 1970 : 3 0 - 3 1 ) .

The s u b j e c t s of t h i s l o n g i t u d i n a l s t u d y were one hund red

and e l e v e n ( 1 1 1 ) s t u d e n t s : 5 6 m a l e s and 5 5 f e m a l e s d rawn f r o m t h e

8 t h g r a d e i n f i v e d i f f e r e n t u r b a n s c h o o l s o f e a s t e r n M a s s a c h u s e t t s .

A s s e s s m e n t was made e v e r y two y e a r s - w h i l e t h e s t u d e n t s e n r o l l e d

i n t h e 8 t h g r a d e , and a g a i n i n t h e 1 0 t h g r a d e .

E i g h t v a r i a b l e s were i d e n t i f i e d t o h e a s u r e r e a d i n e s s f o r

v o c a t i o n a l p l a n n i n g . T h e s e i n c l u d e d f a c t o r s o f C u r r i c u l u m c h o i c e ,

f a c t o r s i n o c c u p a t i o n a l c h o i c e ; V e r b a l i s e d s t r e n g t h s a n d w e a k n e s s e s ;

A c c u r a c y c f s e l f - a p p r a i s a l ; a n d E v i d e n c e f o r s e l f - r a t i n g . O t h e r s

were I n t e r e s t s ; V a l u e s a n d I n d e p e n d e n c e of c h o i c e .

FINDINGS The 1 9 6 1 r e s p o n s e s ( t e n t h g r a d e ) showed t h a t s t b d e n t s

were more d i s c r i m i n a t i v e a t more m a t u r e a g e . But some 8 t h g r a d e r s

had h i g h e r RVP s c o r e s t h a n some of t h e l u t h g r a d e r s . Most t e n t h

g r a d e r s e v e n s c o r e d be low t h e e i g h t g r a d e mean.

The d a t a on v o c a t i o n a l v a l u e s i n d i c a t e d t h a t b o y s a n d g i r l s

a p p e a r e d a l i k e i n t h e i r employment of v o c a t i o n a l v a l u e s a t t h e 8 t h

g r a d e l e v e l ( O s i p o w , 1 9 7 3 : 1 4 7 - 1 4 8 ; S i n h a , 1 9 8 6 : 6 3 - 7 7 ) .

The r e l i a n c e on e x t e n s i v e u s e o f i n t e r v i e w s set a s e v e r e

l i m i t a t i o n t o t h e o b j e c t i v i t y o f t h e i n s t r u m e n t , and s o a m e a s u r i n g

i n s t r u m e n t s u f f i c i e n t l y s t a n d a r d i s e d a n d r e l i a b l e t o a i d i n

i d e n t i f y i n g a p e r s o n ' s s t a g e of VM h a s c o n t i n u e d t o e l u d e

i n v e s t i g a t o r s .

VOCATIONAL DEVELOPMENT I NVENTORY (VD I ) The V o c a t i o n a l Deve lopment P r o j e c t was t h e s p o n s o r s h i p o f

t h e U n i t e d S t a t e O f f i c e o f E d u c a t i o n a n d was c o n d u c t e d a t t h e

U n i v e r s i t y o f Icwa u n d e r t h e c h a i r m a n s h i p of 3ohn 0 . C r i t e s . The

m a j o r o b j e c t i v e of t h e prbject was t o p r o v i d e a s t a n d a r d i s a t i o n

t e s t i n o r d e r . t o o b j e c t i v e l y m e a s u r e v o c a t i o n a l m a t u r i t y (VM).

THE V G I

Through e x t e n s i v e s t u d i e s C r i t e s ' ( 1 9 6 1 ; 1 9 6 3 ; 1 9 6 4 ; 1 9 6 6 ;

1 9 7 3 ; 1 9 7 8 ) p r i m a r y c o n c e r n was how t o r e c t i f y t h e l i m i t a t i o n s of

t h e e a r l i e r e f f o r t s t o m e a s u r e VM. C r i t e s s e t o u t t o r e - d e f i n e t h e

measurement c r i t e r i a u s e d f o r e v a l u a t i n g t h e VM. His e m p h a s i s was

t h e d e v e l o p m e n t o f a n i n s t r u m e n t t h a t c o u l d m e a s u r e t y p i c a l

v o c a t i o n a l b e h a v i o u r o f t h e i n d i v i d u a l ' s a g e g r o u p and d e v e l o p m e n -

t a l t a s k s t h e i n d i v i d u a l was c o p i n g w i t h . He t h e n p r o p o s e s a n

i n s t r u m e n t t h a t c o u l d s y n t h e s i z e t h e i r common f e a t u r e s . Meanwhi le ,

he- a s s e r t e d t h a t i n d i v i d u a l ' s v o c a t i o n a l behav iour shou ld be

i n d i c a t e d by tile s i m i l a r i t y between h i s behav iour and t h a t of t h e

o l d e s t pe r son i n h i s v o c a t i o n .

CRITES' NEW MODEL (FIG, 2 PI 7 AND FIG, 3 P , 9) Crites r e v i s e d S u p e r ' s o r i g i n a l d imens ions of V M . and

c o l l a p s e d some of them t o come up w i t h t h e c u r r e n t c a t e g o r i e s f o r

h i s new model ( C r i t e s , 1964; 1973; 1 9 7 8 ) . He i n d i c a t e s t h a t

b e h a v i o u r s i n deve lopmenta l c o n t e x t a r e expec ted t o mature w i t h

i n c r e a s i n g a g e , and he then grouped b e h a v i o u r s i n t o ' A t t i t u d e a r d A p t i t u d e c a t e g o r i e s . While ' A t t i t u d e s ' a r e dimensions of voca

t io r l a1 development , t h e ' A p t i t u d e ' is c l a s s i f i e d a s a d imension of

v o c a t i o n a l behaviour (Dorow, 1964: 3 2 7 ) .

Thus, Crites merged and re-grouped S u p e r ' s d imensions of

VM i n t o two v i z : C a r e e r Choice A t t i t u d e s and C a r e e r Choice Compe-

t e n c i e s . According t o Crites, v o c a t i o n a l m a t u r i t y (VM) p roceeds

th rough f o u r d imensions of v o c a t i o n a l c h o i c e ( 2 ) Real ism of

V o c a t i o n a l c h o i c e , ( 3 ) V o c a t i o n a l c h o i c e compe tenc ies , and ( 4 )

V o c a t i o n a l c h o i c e a t t i t u d e s . The r e s u l t i n g model i s shown i n

F i g . 2 page 7 . ~ r i t e s ' new model had become known a s C a r e e r Matu r i ty

I n v e n t o r y (CMI) (Super e t a l . , 1974: 26; 36 - 37; C r i t e s , 1961: 8 ,

1973 : 6 ; 1978 4 ) - F i g . 3 i l l u s t r a t e s a s i m p l e model of Caree r

Choice P r o c e s s . C r i t e s (1965; 1966; 1972) i n i t i a t e d a long term i n v e s t i g a -

t i o n of v o c a t i o n a l development of a d o l e s c e n c e i n an a t t e m p t t o

s o l v e some of t h e problems t h a t c o n f r o n t e d t h e e a r l y e f f o r t t o

a s s e s s t h e deve lopmenta l ~henocnena* He d e v i s e d , t e s t e d and

s t a n d a r d i s e d t h e CMI i n two s t a g e s .

THE ATTITUDE SCALE ( C r i t e s , 1965 , 32 ; Super e t a l . , 1974: 27 - 2 9 ;

P r i n c e , 1 9 7 8 ) . The A t t i t u d e S c a l e was developed t o e l i c i t 50

a t t i t u d i n a l o r d i s p o s i t i o n a l r e s p o n s e t e n d e n c i e s which a r e non-

i n t e l l e c t i v e i n n a t u r e b u t which may med ia te both b e h a v i o u r s and

c l lo ice a p t i t u d e s ( compe tenc ies ) ( C r i t e s , 1965 : 7 ) . A s i m p l e

T r u e - F a l s e d i c h o t o m y was f o u n d t o y i e l d a b e t t e r d i f f e r e n t i a t i o n

t h a n t h e L i k e r t t y p e r a t i n g s c a l e s .

The r e s e a r c h a n d d e v e l o p m e n t of t h e A t t i t u d e S c a l e

i n v o l v e d a s a m p l i n g of a p p r o x i m a t e l y 5 , 0 0 0 s t u d e n t s of v a r i o u s

e t h n i c g r o u p s a n d r a c i a l d i f f e r e n c e s e n r o l l e d i n g r a d e 5 t h r o u g h

1 2 of t h e C e d a r R a p i d s , Iowa p u b l i c s c h o o l s . The t e s t items were

d e v e l ~ p e d a n d a d m i n i s t e r e d f r o m a p o o l of o v e r 1 , 0 0 0 items. They

a r e t h e n e m p i r i c a l l y keyed t o d i f f e r e n c i a t e t h e r e s p o n s e s of 5 t h

t h r o u g h 1 2 t h g r a d e s t u d e n t s . T h u s , t h e items h a v e been s t a n d a r -

d i s e d t o e n s u r e t h a t mean r e s p o n s e s a r e m o n o t o n i c f u n c t i o n s of a g e ,

a n d t h e n g r a d e . I t y i e l d s a c o r r e l a t i o n o f . 3 8 5 w i t h c h r o n o l o g i c a l

a g e , a n d , 4 6 3 w i t h a r a d e l e v e l . THE COMPETENCE SCALE

I n t h e s e c o n d s t a g e o f C r i t e s ' new m o d e l , he d e v i s e d ,

t e s t e d a n d s t a n d a r d i s e d t h e c o m p e t e n c e ; T e s t component of t h e CMI.

T h i s is complen len ta ry t o A t t i t u d e S c a l e a n d it is c o n s t r u c t e d t o

q u a n t i f y "what m i g h t b e d e s i g n a t e d a s c o m p r e h e n s i o n a n d p r o b l e m

s o l v i n g a b i l i t i e s a p t h e y p e r t a i n t o t h e c a r e e r c h o i c e p r o c e s s "

( C r i t e s , 1 9 6 5 : 7 ) . I t c o n s i s t s o f f i v e s u b j e c t s ( F i g . 2 . p a g e 7 )

( C r i t e s , 1 9 7 3 : 3 3 ; 1 9 7 6 ; 1 9 7 8 ; Walsh a n d Os ipow, 1 9 8 3 , p . 2 6 7 ) .

Competence T e s t was c o m . p l e t e d , w i t h t h e t e s t i n g of

a p p r o x i m a t e l y 2 , 0 0 0 s t u d e n t s i n t h e S a n t a Ana , C a l i f o r n i a s c h o o l

s y s t e m i n 3 9 7 2 . Its d e m o g r a p h i c d e s c r i p t o r s i n c l u d e d v a r i o u s

e t h n i c g r o u p s a n d r a c i a l d i f f e r e n c e s ( C r i t e s , i b i d . ) . A l l t h e items

i n t h e tes t d e s c r i b e h y p o t h e t i c a l p e o p l e i n a h y p o t h e t i c a l s i t u a t i o n

who a r e e n g a g e d i n o n e o r t h e o t h e r o f s e v e r a l a s p e c t s of c a r e e r

d e v e l o p m e n t subsumed i n t h e c a r e e r c h o i c e c o m p e t e n c i e s .

RELATED RESEARCH STUDIES WITH THE CAREER MATURITY iNVENTORY

6 number o f s t u d i e s w i t h t h e a i m of v a l i d a t i n g t h e CMI

( h i t h e r t o c a l l e d t h e VDI) h a s b e e n u n d e r t a k e n , b u t some h a v e

p r o d u c e d c o n t r a d i c t o r y r e s u l t s . W i l s t a c h ( 1 9 6 7 ) s a m p l e d 1 0 4

n i n t h - g r a d e Mexican-Amer ican boys f r o m t w c a g r i c u l t u r a l s c h o o l s i n

C a 1 i f o r n S . a . O f t h e t w o s c h o o l s o n e was m e t r o p o l i t a n a n d t h e o t h e r

a r u r a l s c h o o l . The o b j e c t i v e was t o r e p l i c a t e t h e work d o n e by

C r i t e s ( 1 9 6 5 3 ( S u p e r e t a l . , 1 9 7 4 : 2 9 - 3 0 ) b u t b a s e d on S u p e r ' s

m a n u a l . He f o u n d t h a t h i s g r o u p s s c o r e d s i g n i f i c a n t l y l o w e r on

t h e i n v e n t o r y t h a n d i d C r i t e s ' o r i g i n a l s a m p l e . B u t t h e r u r a l :

mean s c o r e s were h i g h e r t h a n t h e u r b a n mean s c o r e s . W i l s t a c h

r e a s o n e d t h a t t h e h i g h e r mean s c o r e f o r t h e r u r a l : boys was d u e t o

t h e f a c t t h a t a b o u t 8 7 . 2 p e r c e n t of t h e r u r a l b o y s h a d b e e n

employed f o r pay as a g a i n s t 3 . 2 6 of t h e m e t r o p o l i t a n b o y s of

s i m i l a r e x p e r i e n c e .

On t h e o t h e r hand A s b u r y (19G8) c o n d u c t e d a s t u d y t h a t

used t h e V D I w i t h r u r a l s c h o o l s i n A p p a l a c h i a n - K e n t u r c k y . The

A p p a l a c h i a n b o y s had s i g n i f i c a n t l y l o w e r mean s c o r e s on t h e V D I

t h a n Crites ' s a m p l e of 6 0 1 Iowa w h i c h f o r m e d p a r t of t h e norm

g r o u p f o r t h e V D I . A s b u r y feels t h a t r e s u l t s i n d i c a t e d t h a t t h e

8 - g r a d e b o y s i n r u r a l A p p a l a c h a i n K e n t u c k y are v o c a t i o n a l l y

i m m a t u r e . D a v i s ( 1 9 7 2 ) p r o v i d e d r e s u l t s t h a t r e i n f o r c e d A s b u r y ' s

r e s u l t s . D a v i s r e p o r t e d i n h i s s t u d y t h a t u r b a n 1 0 t h g r a d e r s s c o r e d

s i g n i f i c a n t l y h i g h e r t h a n r u r a l 1 0 t h g r a d e r s on t h e V U I .

SEX /GRADES

S m i t h a n d Herr i n A l t o o n a P e n n s y l v a n i a ( 1 9 7 2 ; Hawkes,

1 9 7 8 ) u s e d a l a r g e s a m p l e o f 2 , 0 2 0 e i g h t h a n d t e n t h g r a d e s t u d e n t s .

They s o u g h t t o d e t e r m i n e s e x and g r a d e d i f f e r e n c e s i n mean s c o r e

of V D I . U s i n g a two-way Anova d e s i g n t h e y f o u n d t h a t a t b o t h

g r a d e l e v e l s female s t u d e n t s p o s s e s s e d more m a t u r e v a c a t i o n a l

a t t i t u d e s t h a n d i d male s t u d e n t s . The g r a d e l e v e l d i f f e r e n c e s

i n d i c a L e d a t h r e e p o i n t m a n d i f f e r e n c e i n f a v o u r of f e m a l e

s t u d e n t s . They d r e w a c o n c l u s i o n t h a t g i r l s w e r e more m a t u r e i n

a t t i t u d e t o w a r d work a n d career p l a n n i n g t h a n b o y s . The d i f f e r e n c e

was s i g n i f i c a n t a t t h e .O1 l e v e l ( D a v i s 1 9 7 2 : 2 5 ) . S e v e r a l o t h e r

i n v e s t i g a t o r s ( W e s t - b r o o k e t a l . , 1 9 8 0 ; Omvig a n d Thomas, 1 9 ~ 7 ;

Thompson e t a l . , 1 9 8 1 ) h a v e f o u n d t h a t s e c o n d a r y s c h o o l f e m a l e s

are more career m a t u r e , on a v e r a g e , t h a n males.

$

T h e s e r e s u l t s a r e h o w e v e r , a t v a r i a n c e w i t h C r i t e s '

s t a n d a r d i s a t i o n s a m p l e ( C r i t e s , 1973.: 1 9 7 8 ) .

CULTURAL DIFFERENCES (ETHNIC/RACIAL GROUPS),

C r i t e s ' CMI' h a s b e e n t e s t e d a c r o s s - e t h n i c a n d r a c i a l l i n e s .

Thus S c h m i e d i n g a n d 3 e s e n ( l 9 6 8 ) , A n s e l l ( 1 9 7 0 ) Maynard ( 1 9 7 0 )

a n d D a v i s ( 1 9 7 2 ) h a v e compared t h e v o c a t i o n a l m a t u r i t y of t h e

w h i t e w i t h b l a c k Amer ican s t u d e r ? t s o n t h e CMI. S c h m i e d i n g a n d

3 e s e n ( 1 9 6 8 ) s o u g h t t o d e t e r m i n e t h e i m p a c t of a n o c c u p a t i o n a l

u n i t of 2 2 f i f t y m i n u t e s e s s i o n s . T h e i r s u b j e c t s were 7 8 r e s i d e n t i a l

A m e r i c a n - I n d i a n h i g h s c h o o l s t u d e n t s , d i v i d e d i n t o e x p e r i m e n t a l a n d c o n t r o l g r o u p s . T h e r e were a l s o a c o m p a r i s o n g r o u p o f w h i t e

s t u d e n t s . Only t h e I n d i a n e x p e r i m e n t a l g r o u p a t t e n d e d g r o u p

g u i d a n c e s e s s i o n s on o c c u p a t i o n s . A t t h e c o n c l u s i o n a l l s u b j e c t s

were g i v e n V D I . The r e s u l t s i n d i c a t e d a s i g n i f i c a n t d i f f e r e n c e o n

t h e mean s c o r e of t h e I n d i a n e x p e r i m e n t a l a n d c o n t r o l g r o u p s b u t

t h e w h i t e c o m p a r i s o n -. had a s i g n i f i c a n t l y h i g h e r mean s c o r e t h a n

e i t h e r of t h e o t h e r g r o u p s .

The i n v e s t i g a t o r s c o n c l u d e d t h a t t h e I n d i a n g r o u p seems t o

f i t L o c a s c i o ' s ( 1 9 6 4 ) d e f i n i t i o n of p e r s o n s h a v i n g i m p a i r d v o c a -

t i o n a l d e v e l o p m e n t t h a t c o u l d b e a p p r o p r i a t e l y r e f e r r e d t o a s

v o c a t i o n a l l y r e t a r d e d .

I n a n o t h e r s t u d y , A n s e l l ( 1 9 7 0 ) assumed t h a t t h e v o c a t i o n a l

d e v e l o p m e n t o f n o n - w h i t e s t u d e n t s is c o m p a r a b l e t o t h a t of m i d d l e

c l a s s c a u c a s i a n s t u d e n t s . He t e s t e d t h i s by a d m i n i s t e r i n g t h e V D I

a n d G r i b b o n s and L o h n e s ' RVP t o 3 7 5 e i g h t t o t w e l f t h g r a d e

s t u d e n t s . T h e s e were d i v i d e d i n t o l o w e r C l a s s C a u c a s i a n (LCC) ,

M i d d l e c l a s s C a u c a s i a n s (MCC) a n d Lower C l a s s N e g r o e s (LCN). He

was t o e s t a b l i s h i f t h e VM s c o r e s o f t h e t h r e e g r o u p s i n c r e a s e d

w i t h a g e a n d a l s o w i t h g r a d e a t s i m i l a r r a t e s . Us ing a m u l t i v a r i a t e

a n a l y s i s of c o v a r i a n c e t o d e t e r m i n e t h e e f f e c t of s o c i o - e c o n o m i c

g r o u p s a n d g r a d e l e v e l on VM s c o r e s , t h e i n v e s t i g a t o r f o u n d t h a t t h e

MCC had h i g h e r V M s c o r e s f o l l o w e d by LCC a n d f i n a l l y , LCN when

a s s e s s e d by b o t h t h e V D I a n d RVP. Maynard ( 1 9 7 0 ) i n t h e same

v e i . n , wondered a b o u t t h e g e n e r a l i z a b i l i t y of f i n d i n g s b a s e d on

S u p e r ' s t h e o r y a s d e f i n e d by CMI t o l o w e r c l a s s y o u t h s . He t h e n

s a m p l e d 450 e i g h t - g r a d e b o y s : 9 0 b l a c k s i n s e g r e g a t e d s c h o o l s ;

90 b l a c k s i n a n i n t e g r a t e d s c h o o l , 9 0 w h i t e s i n a n i n t e g r a t e d

s c h o o l , a n d 3 0 w h i t e s i n a s u b u r b a n s c h o o l ( M a y n a r d , 1 9 7 0 : 4 8 ) .

A c o m p a r i s o n of t h e i r mean v o c a t i o n a l s c o r e s on t h e V D I

showed t h a t b l a c k s c o n s i s t e n t . i y s c o r e d l o w e r t h a n o t h e r g r o u p s .

Based on t h i s f i n d i n g , Waynard ( 1 9 7 0 ) d e c i d e d t h a t t h e V D I is n o t

a d d r e s s i n g i t s e l f t o b l a c k s i n Amer ica a n d f u r t h e r , t h a t t h e

d e v e l o p m e n t a l t h e o r y o f VM is i n c o n s i s t e n t w i t h b l a c k v o c a t i o n a l

d e v e l o p m e n t . D a v i s ( 1 9 7 2 ) i n v e s t i g a t e d t h e VM of w h i t e arid b l a c k male

a n d f e m a l e t e n t h - g r a d e s t u d e n t s of u r b a n a n d r u r a l y o u t h u s i n g t h e

V D I . S h e f o u n d t h a t whi . t e s t u d e n t s s c o r e d h i g h e r . t h a n b l a c k s ;

r u r a l w h i t e f e m a l e s h a d h i g h e r VM s c o r e s t h a n u r b a n b l a c k m a l e s .

Urban w h i t e f e m a l e s a l s o s c o r e d h i g h e r t h a n u r b a n b l a c k f e m a l e s .

D a v i s a d v o c a t e d t h e i n t e n s i f i c a t i o n o f v o c a t i o n a l g u i d a n c e

f o r t h e r u r a l s c h o o l s .

Most of t h e s e s t u d y r e p o r t s on c u l t u r a l l y d i f f e r e n t g r o u p s

a l m o s t d rew a c o n c l u s i o n t h a t t h e CMI a n d t h e d e v e l o p m e n t t h e o r y

a r e n o t a p p l i c a b l e t o n o n - w h i t e s . T h i s i s b e c a u s e b o t h t h e

c u l t u r a l l y d i f f e r e n t g r o u p s c o n t i n u e d t o s c o r e a t u n - e q u a l l e v e l s

on t h e i n s t r u m e n t . However , t h e r e a r e i n d i c a t i o n s f r o m t h e s e

r e p o r t s t h a t e v e n w i t h i n t h e c u l t u r a l l y d i f f e r e n t g r o u p s t h e CMI

f u l f i l s i t s p r o g r e s s i v e f u n c t i o n by y r a d e .

S U W R Y OF STUDIES USING CMI I N RECENT TIMES

I n r e c e n t t imes, s e v e r a l s t u d i e s were c a r r i e d o u t t o

determine t h e r e l i a b i l i t y o f C r i t e s ' C a r e e r M a t u r i t y I n v e n t o r y

(CMI) . Among t h e s e were t h o s e of Herr a n d E n d e r l i n ( 1 3 7 6 ) ;

A s h l e y - F o s t e r ( 1 3 7 9 ) , G i a m m a t t e o ( 1 9 8 0 ) , P e r e z ( 1 9 8 0 1 , P e c k u

( 1 9 8 2 ) a n d S a b i r a n d Khan ( 1 9 8 3 ) . Herr a n d E n d e r l i n r e p o r t e d t e s t

s c o r e i n c r e a s e on A t t i t u d e S c a l e , a n d assumed t h a t it was t h e f unc-

t i o n o f a g e , c l a s s - l e v e l ( g r a d e ) a s well a s s e x and s c h o o l

c u r r i c u l u m v a r i a b l e s . A s h l e y - f o s t e r i n t h e i r works ( 1 9 7 8 )

r e p o r t e d on b l a c k f e m a l e h i g h e r s c h o o l s t u d e n t s o f e c o n o m i c a l l y

d i s a d v a n t a g e d b a c k g r o u n d s . They compared C r i t e s ' ( 1 9 7 3 ) c a r e e r

m a t u r i t y d i m e n s i o n s w i t h s u c h o t h e r d i m e n s i o n s a s e n v i r o n m e n t a l

p e r s o n a l v a r i a b l e s , p a r e n t a l e d u c a t i o n a l - l e v e l and s t u d e n t s '

r e p o r t e d p r o b l e m s . They f o u n d s i g n i f i c a n t r e l a t i o n s h i p be tween

C r i t e s ' C a r e e r M a t u r i t y d i m e n s i o n s and e n v i r o n m e n t a l p e r s o n a l

d i m e n s i o n s b u t f ound .no s i g n i f i c a n t r e l a t i o n s h i p be tween s u c h

o t h e r d i m e n s i o n s 2s p a r e n t a l e d u c a t i o n a l l e v e l n o r w i t h s t u d e n t s '

r e p o r t e d p r o b l e m s .

I n h i s s t u d y of r e l a t i o n s h i p be tween d e g r e e of VM and s e x ,

s o c i o - e c o n o m i c s t a t u s (SES) and a c a d e m i c a p t i t u d e of a s a m p l e of

316 e l e v e n t h g r a d e s t u d e n t s , Giammat teo ( 1 9 8 0 ) f o u n d t h a t a c a d e m i c

s t a t u s c o r r e l a t e d w i t h VM. Sex and S .E .S were f o u n d n o t t o be

s i g n i f i c a n t . P e r e z ( 1 9 8 0 ) i n v e s t i g a t e d t h e VM and ~ e l f ~ e s t e e m of

200 n i n t h and t w e l f t h w h i t e a n d P u e t o R ican g r a d e s t u d e n t s and

found t h a t VM was r e l a t e d t o s u c h d i m e n s i o n s a s g r a d e l e v e l and

s e x . S a b i r and Khan ( 1 9 8 3 ) , r e p o r t e d s i m i l a r f i n d i n g s . T h a t is ,

t h e r e was a mono ton i c s c o r e i n c r e a s e on CMI f r o m g r a d e 9 t h r o u g h

g r a d e 12 w i t h s i g n i f i c a n t g r a d e and s e x e f f e c t s . They r e p o r t e d

t o o t h a t g i r l s had h i g h e r s i g n i f i c a n t s c o r e s on c a r e e r c h o i c e

Competence T e s t t h a n boys .

Pecku ( 1 9 8 2 ) i n h i s s t u d y r e p o r t on t e n t h a n d t w e l f t h g r a d e

s e c o n d a r y s c h o o l s t u d e n t s i n S o u t h e r n Ghana, a c c e p t e d and

recommended t h e a p p l i c a t i o n of CMI a c r o s s c u l t u r e s , and t h e CMI

, c o u l d be used t o a p p r a i s e c a r e e r m a t u r i t y among s e c o n d a r y s c h o o l

s t u d e n t s .

NIGER IAN STUDIES USING THE' CMI Achebe ( 1 9 7 5 ; 1 9 8 2 ) c a r r i e d o u t a n i n v e s t i g a t i o n t h a t

s u r v f l e d t h e v o c a t i o n a 1 d e v e l o p m e n t a l p a t t e r n of s t u d e n t s i n

Anambra and Imo S t a t e s of N i g e r i a . The a im was t o d e t e r m i n e t h e

a p p l i c d b i l i t y o f S u p e r 's v o c a t i o n a l m a t u r i t y t h e o r y t h a t i n

a d o l e s c e n c e , c a r e e r m a t u r i t y p r o g r e s s e s s y s t e m a t i c a l l y w i t h i n -

i n c r e a s i n g a g e a n d a l s o g r a d e . The a t t i t u d e s c a l e a n d b o t h t h e

o c c u p a t i o n a l i n f o r m a t i o n a n d p l a n n i n g s u b t e s t s o f t h e c o m p e t e n c e

t e s t (CMI) were a d m i n i s t e r e d t o 400 s t u d e n t s d r a w n f r o m c l a s s e s

o n e t o f o u r o f f o u r s i n g l e s e x s c h o o l s i n u r b a n a n d r u r a l

s e t t i n g s . A i x 8 Anova d e s i g n was u s e d t o e x a m i n e t h e e f f e c t o f

t h e a g e on t h e d e p e n d e n t v a r i a b l e s w h i l e a 4 x 2 x 2 Anova d e s i g n

was u s e d f o r a n a l y s i s o f t h e r e l a t i o n s h i p b e t w e e n c l a s s , s e x a n d

u r b a n / r u r a l s c h o o l s a n d t h e s c o r e s on t h e CMI s u b t e s t s .

The r e s u l t s i n d i c a t e d s i ~ n i f i c a r : t d i f f e r e n c e s among classes

f o r a l l t h r e e s u b t e s t s . Boys s c o r e d h i g h e r t h a n g i r l s i n t h e i r

a t t i t u d e t o work a n d work k n o w l e d g e . Urban s t u d e n t s s c o r e d h i g h e r

t h a n r u r a l s t u d e n t s i n work a t t i t u d e , w o r k k n o w l e d g e a n d p l a n n i n g

c o m p e t e n c e . Her r e s u l t s a l s o i n d i c a t e t h a t s i g n i f i c a n t d i f f e r e n c e s

o c c u r r e d by a g e on a l l t h r e e s u b t e s t s of t h e CMI.

I n a n o t h e r s t u d y , A g u l a n n a ( 1 9 7 7 ) s a m p l e d a t o t a l of 398

b o y s a n d 250 g i r l s f r o m c l a s s e s 111; I V and V o f s e v e n s e c o n d a r y

s c h o o l s i n Mbaise D i v i s i o n o f Imo S t a t e . Us ing a m o d i f i e d f o r m

of o c c u p a t i o n a l I n f o r m a t i o n s u b t e s t o f t h e c o m p e t e n c e T e s t o f

C r i t e s ' C M I , s h e f o u n d t h a t t w o - t h i r d s of t h e s u b j e c t s were

c a r e e r m a t u r e . The c o m p a r i s o n of t h e means c a r e e r m a t u r i t y s c o r e s

i n c r e a s e d w i t h c l a s s a n d t h e n w i t h a g e o f s t u d e n t s , a n d t h a t bclys

h a d h i g h e r mean c a r e e r m a t u r i t y s c o r e s t h a n g i r l s . -

M e a n w h i l e , O n y e j i a k u ( 1 9 8 5 : 61) i n h i s s t u d y of ' i n t r a - s e x

d i f f e r e n c e s i n t h e V o c a t i o n a l M a t u r i t y o f N i g e r i a n A d o l e s c e n t s ' u s e d I n v o l v e m e n t i n d e c i s i o n m a k i n g ; O c c u p a t i o n a l I n f o r m a t i o n ;

I n d e p e n d e n c e i n d e c i s i o n - m a k i n g , and S e l f - k n o w l e d g e ( S e l f -

A p p r a i s a l ) of C r i t e s ' p o s t u l a t e d d i m e n s i o n s o f V o c a t i o n a l

M a t u r i t y . The r e s e a r c h e r u s e d 247 s t u d e n t s . Mean S c o r e s ,

S t a n d a r d e r r o r s a n d t - t e s t s t a t i s t i c s a n a l y s i s t e c h n i q u e was

u s e d t o a n a l y s e t h e d a t a on ' n o s i g n i f i c a n t i n t r a - s e x d i f f e r e n c e s

b e t w e e n o n e d i m e n s i o n a n d a n o t h e r , ' . The r e s u l t s i n d i c a t e t h a t

s t u d e n t s were d e f i c i e n t i n o c c u p a t i o n a l i n f o r m a t i o n a n d i n m o s t

c a s e s , a t .O1 l e v e l o f c o n f i d e n c e .

3 3

S U I W Y Y

The c o n c e p t of v o c a t i o n a l m a t u r i t y h a s g e n e r a t e d a l o t of

i n v e s t i g a t i o n s by v a r i o u s r e s e a r c h g roups - t h e C a r e e r P a t t e r n

S t c d y , t h e C a r e e r Dwelopment Study and t h e V o c a t i o n a l Development

P r o j e c t , t h e f o r e - r u n n e r of CMI. Fol lowing t h i s , s t u d i e s were

c a r r i e d o u t by C r i t e s , W i l s t a c h , Schmieding and 3 e s e n , Asbury,

A n s e l l , Maynard and Davis t o e s t a b l i s h t h e c o n s t r u c t of v o c a t i o n a l

m a t u r i t y . G e n e r a l l y , t h e y a l l i n d i c a t e t h e monotonic f u n c t i o n of

s c o r e s ,y g r a d e , showing a s t r o n g e r s u p p o r t t h a n does age .

On t h e o t h e r hand , a l l t h e s t u d i e s a l o n g t h e e t h n i c and

r a c i a l l i n e s show t h a t t h e r a t e of s c o r e i n c r e a s e is i n consonance

~+i Lh t h e c u l t u r a l s t i m u l a t i o n . White s t u d e n t s c o n s i s t e n t l y

s c o r e d h i g h e r t h a n t h e i r b l a c k s t u d e n t c o u n t e r p a r t s who a r e

u s u a l l y f rom ' e d u c a t i o n a l l y d i s a d v a n t a g e d a r e a s .

The t e rm ' d i s a d v a n t a g e d ' i n d i c a t e s t h e l e v e l of

e d u c a t i o n a l and Caree r o p p o r t u n i t i e s of t h e S t a t e . Benue S t a t e

h a s a low p e r c e n t a g e en ro lmen t i n t o e d u c a t i o n a l i n s t i t u t i o n s

when compared w i t h f o r i n s t a n c e , Anambra and Imo S t a t e s . Based

on t h e r e s u l t s of t h e NCE exams. i n t o F e d e r a l Government C o l l e g e s

it i s one of t h e S t a t e s w i t h t h e l e a s t Merit P a s s L i s t (F.M.E.

B u l l e t i n , 1985/1986) . I n Benue S t a t e t h e o p p o r t u n i t y f o r you ths

t o work i n i n d u s t r i e s , , e t c . , is e i t h e r n o n - e x i s t e n t ; nor have

t h e you ths hea rd a b o u t a l a r g e p o r t i o n of them.

The f i n d i n g s of s t u d i e s based on urban and r u r a l s e t t i n g s

a s well a s i n t r a - s e x d i f f e r e n c e s a r e i n - c o n s i s t e n t . Cri tes '

s t a n d a r d i s a t i o n sample shows h i g h e r c a r e e r m a t u r i t y mean s c o r e s f o r

t h e s t u d e n t s i n urban a r e a . Th i s h a s been conf i rmed by s t u d i e s

c a r r i e d o u t by Asbury ( 1 9 6 8 ) , Davis (1972) and Achebe (1975; 1 9 8 2 ) ,

White (1978) and Limoges ( 1 9 7 9 ) . But Wi l s t ach (1967) found t h a t

r u r a l mean s c o r e s were h i g h e r t h a n t h e urban mean s c o r e on t h e

C M I . S t u d i e s on s e x d i f f e r e n c e s a s d e t e r m i n a n t of c a r e e r

mdLurity c o n s i s t e n t l y c o n f l i c t C r i t e s ' s t a n d a r d i s a t i o n sample

r e s u l t s . Boys have h i g h e r mean s c o r e s t h a n g i r l s (Achebe, 1975;

1 9 8 1 ; A g u l a n a , 1 9 7 7 ) . On t h e o t h e r h a n d , S m i t h a n d Herr ( 1 9 7 2 )

f o u n d i n t h e i r s t u d y t h a t f e m a l e s t u d e n t s h a v e more m a t u r e v o c a -

t i o n a l a t t i t u d e t h a n male s t u d e n t s . Even r e c e n t l y , r e s e a r c h

f i n d i n g s c o n t i n u e t o p r o d u c e c o n f l i c t i n g r e p o r t s on s t u d e n t s '

c l a s s - l e v e l , a g e , s e x a n d g e n e r a l e n v i r o n m e n t a l d i m e n s i o n s -

i n c o n s i s t e n t f i n d i n g s ( H e r r a n d E n d e r l i n , 1 9 7 6 ; G i a m m a t t e o , 1 9 8 0 ;

S a b i r a n d Khan, 1 9 8 3 ) h a v e b e e n r e p o r t e d f o r a g e a n d s e x e f f e c t s

o n , c a r e e r m a t u r i t y . The i m p l i c a t i o n o f t h e s e f i n d i n g s a r e p o t e n t i a l l y v e r y

s i g n i f i c a n t f o r t h e p r e s e n t s t u d y . F u r t h e r r e s e a r c h is n e c e s s a r y

f o r a more c o m p l e t e u n d e r s t a n d i n g o f t h e s e r e s u l t s a n d f o r

e v e n t u a l a d a p t a t i o n of t h e CMI i n Benue S t a t e s e c o n d a r y s c h o o l s

e d u c a t i o n a l g u i d a n c e programme. The p r e s e n t s t u d y t h e r e f o r e

s u r v e y e d t h e e f fec t o f c l a s s , a g e , s e x a n d s c h o o l l o c a t i o n

v a r i a b l e s a s ' p r e d i c t o r s ' o f t h e s t u d e n t s ' c a r e e r m a t u r i t y on t h e

C a r e e r C h o i c e A t t i t u d e ; S e l f - A p p r a i s a l , O c c u p a t i o n a l I n f o r m a t i o n

a n d P l a n n i n g s u b t e s t s o f C r i t e s ' C a r e e r M a t u r i t y I n v e n t o r y (CMI).

CHAPTER 111 METHODOLOGY

T h i s s t u d y i s a i m e d a t d e t e r m i n i n g t h e e x t e n t t o w h i c h

, ~ r i t e s ' d e v e l o p m e n t a 1 t h e o r y o f C a r e e r m a t u r i t y , ( u s i n g h i s C a r e e r

M a t u r i t y I n v e n t o r y * CMI) , h o l d s t r u e f o r s e c o n d a r y s c h o o l s t u d e n t s 1

i n Benue S t a t e o f N i g e r i a . T h i s c h a p t e r d e s c r i b e s b r i e f l y , t h e

C a r e e r C h o i c e A t t i t u d e S c a l e , t h e S e l f - A p p r a i s a l , O c c u p a t i o n a l

I n f o r m a t i o n a n d P l a n n i n g s u b t e s t s of t h e I n s t r u m e n t (CMI)

( A p p e n d i x B) a n d p r o c e d u r e ; t h e p o p u l a t i o n s a m p l e ' a n d t h e s u b j e c t s

u s e d f o r t h e s t u d y . It a l s o d e s c r i b e s how d a t a w e r e c o l l e c t e d and

a n a l y s e d . T h e r e w e r e some s l i g h t m o d i f i c a t i o n s ( T e s t M o d i f i c a t i o n s )

t o s u i t l o c a l s i t u a t i o n s a n d a i d c o m p r e h e n s i o n . The p r o c e d u r e f o r

t h e t e s t m o d i f i c a t i o n is b r i e f l y d e s c r i b e d h e r e a s well.

INSTRUMENT AND PROCEDURE ( Appendix B )

C r i t e s ' ( 1 9 7 3 ; 1 9 7 8 ) Career . M a t u r i t y I n v e n t o r y (CMi) :%as

t h e o n l y i n s t r u m e n t u s e d i n t h i s s t u d y . It c o n s i s t s of C a r e e r

C h o i c e A t t i t u d e S c a l e ( A t t i t u d e S c a l e ) a n d C a r e e r C h o i c e Competence

T e s t . THE ATTITUDE SCALE OF THE CMI

The A t t i t u d e S c a l e c o n s i s t s of 5 0 m o n o t o n i c a l l y r e l a t e d

a t t i t u d i n a l s t s t e m e n t s i n t e n d e d t o m e a s u r e f i v e a t t i t u d e c l u s t e r s

( F i g . 3 , p . 9 .).

T h e s e a r e :

i . I n v o l v e m e n t i n t h e c h o i c e p r o c e s s ,

ii. o r i e n t a t i o n t o w a r d w o r k ,

iii. i n d e p e n d e n c e i n d e c i s i o n - m a k i n g , i v . p r e f e r e n c e f o r c a r e e r c h o i c e f a c t o r s a n d

v . c o n c e p t i o n o f t h e c h o i c e p r o c e s s ( C r i t e s , 1 9 7 3 ; 1 2 ) .

F o r i n s t a n c e , o r i e n t a t i o n t o w a r d work is d e f i n e d a s t h e I t . . .

e x t e n t t o w h i c h t h e i n d i v i d u a l i s t a s k o r p l e a s u r e - o r i e n t e d i n

h i s a t t i t u d e s t o w a r d w o r k a n d t h e v a l u e s h e p l a c e s upon work"

( C r i t e s , 1 9 7 3 : 1 2 ) . Then a s a m p l e item r e f l e c t i n g t h i s d i m e n s i o n

i n t h e s c a l e would be "work i s d u l l and u n p l e a s a n t , " and "Work i s

worthwhi le mainly because it l e t s you buy t h e t h i n g s you want",

( C r i t e s , 1 9 7 3 ) . A l l t h e a t t i t u d i n a l s t a t e m e n t s , accord ing t o

C r i t e s , a r e d e r i v e d from con temporary t h e o r i e s of v o c a t i o n a l

development. The A t t i t u d i n a l S t a t e m e n t s a r e t o be answered ' t r u e '

o r ' f a l s e ' .

The t e s t i t e m s which were e m p i r i c a l l y keyed t o d i f f e r e n -

t i a t e t h e r e s p o n s e s of f i f t h (p r imary 5 ) th rough t w e l f t h g rade

(SS 3 ) s t u d e n t s , have been s t a n d a r d i s e d t o e n s u r e t h a t t h e

mean responses are progressive i n functions as t o

age and then t o class-levels. The A t t i t u d e S c a l e has been found

t o y i e l d a t o t a l s c o r e of 50 and t h e r e s u l t s found t o r e f l e c t . a

c o r r e l a t i o n of .385 w i t h c h r o n o l o g i c a l a g e , and .463 wi th form-

l e v e l .

Sex d i f f e r e n c e s i n i t e m r e s p o n s e s have been found t o be

, " n e g l i g i b l e " and t h e r e f o r e C r i t e s recommends t h e S c a l e t o be

e q u a l l y a p p l i c a b l e t o bo th males and f e m a l e s .

R e l i a b i l i t y Repor t f o r t h e Career At tude S c a l e i n d i c a t e s

an i n t e r n a l c o n s i s t e n c y e s t i m a t e of 0 .934 wi th an average co-

e f f i c i e n t of .74. The o r i g i n a l t e s t - r e - t e s t s t a b i l i t y wi th a

one-year i n t e r v a l was . 7 1 , whi le t h e c r i t e r i o n r e l a t e d v a l i d i t y

i n d i c a t e d a r e l a t i o n of r = .39 ( p < . 0 1 ) wi th t h e Occupa t iona l

A s p i r a t i o n S c a l e ( B a t h o r y , 1967) which is r e p o r t e d , was a measure

of r e a l i s m of a s p i r a t i o n . C r i t e s (1973: 4 6 ) r e p o r t e d an r = .38

( p c . 0 1 ) wi th Gribbons Lohnes ' Readiness f o r Voca t iona l Planning

(RVP).

THE COMPETENCE TEST ( f i g . 3 , p. 9 )

This i s t h e o t h e r component of t h e CMI . It c o n s i s t s of

f i v e s u b t e s t s , namely,

I . S e l f - A p p r a i s a l

11. Occupa t iona l Inf ormat ion

111. Goal S e l e c t i o n

3 7

TABLE III: I

INTERNAL CONSISTENCY CO-EFFICIENTS (KR 2 0 )

. FOR THE COMPETENCE TEST

I .

11.

111.

I V .

v .

S u b t e s t s

S e l f - A p p r a i s a l (!<nowing Y o u r s e l f )

O c c u p a t i o n a l I n f o r - m a t i o n (Knowing a b o u t J o b s

G o a l S e l e c t i o n ( C h o o s i n g A J o b )

P l a n n i n g ( L o o k i n g Ahead )

P r o b l e m S o l v i n g (What s h o u l d t h e y d o ? ) .

CLASS ( N i g e r i a )

( G r a d e s i n A m e r i c a )

S o u r c e : J o h n 0. C r i t e s T h e o r y a n d R e s e a r c h Hand B o o k on CMI

1 9 7 3 ; 1 9 7 8 .

I V . P l a n n i n g , a n d

V . P r o b l e m S o l v i n g .

TEST MODIFICATION The a t t r a c t i v e a s p e c t o f t h i s t e s t is t h a t m o s t o f t h e

h y p o t h e t i c a l s i t u a t i o n s p r e s e n t e d are r e l e v a n t t o t h e N i g e r i a n

s i t u a t i o n , e x c e p t i n g i n a f e w cases. F o r e x a m p l e , N i g e r i a n names

h a v e b e e n s u b s t i t u t e d f o r f o r e i g n names a n d t h e N i g e r i a n c u r r e n c y

n a m e ( s ) f o r f o r e i g n o n e s ( N a i r a f o r D o l l a r ) .

An i n s p e c t i o n o f t h e A t t i t u d e S c a l e , a n d s u b t e s t s on

S e l f - A p p r a i s a l , O c c u p a t i o n a l I n f o r m a t i o n , a n d P l a n n i n g o f C a r e e r

C h o i c e C o m p e t e n c e of t h e CMI u s e d i n t h i s s t u d y c o n t a i n e d n o t

many ' f o r e i g n ' o r ' u n f a m i l i a r ' O c c u p a t i o n a l t i t l e s t h a t c o u l d

a d v e r s e l y a f f e c t t h e p e r f o r m a n c e of t h e s u b j e c t s f o r t h i s

r e s e a r c h . However , some f e w c h a n g e s were e f f e c t e d i n some t e s t

items t o s u i t t h e N i g e r i a n s u b j e c t s . F o r i n s t a n c e , on t h e C a r e e r

C h o i c e Competence S u b t e s t , names of s e a s o n s l i k e ' s u m m e r ' , ' S p r i n g '

a n d name o f s p o r t s l i k e ' b a s e b a l l ' ( a s i n t e s t items 6 and 8 ) h a v e .

b e e n c h a n g e d t o ' r a i n y s e a s o n ' , 'Dry s e a s o n ' a n d ' h a n d b a l l '

r e s p e c t i v e l y . O t h e r s l i k e ' l i t t l e l e a g u e ' ( i t e m 6 ) , ' p i c k - u p '

games ( i t e m 6 ) ' r e c i t a l s ' item 1 1 ) a n d 'women ' s f a l l f a s h i o n '

item 3 2 ) i n t h e s a m e C a r e e r C h o i c e C o m p e t e n c e S u b t e s t s h a v e b e e n

r e p l a c e d w i t h ' j u n i o r l e a g u e ' l a m a t u r e ' g a m e s , ' p r a c t i c e s e s s i o n ' a n d 'women ' s s e a s o n a l f a s h i o n s r e s p e c t i v e l y . O t h e r a r e a s w h e r e

m i n o r c h a n g e s h a v e b e e n e f f e c t e d a l s o i n c l u d e d t e s t items:

( 7 ) ' s c h o o l p a p e r ' f o r ' s c h o o l m a g a z i n e '

( 8 ) ' b u s b o y ' f o r Motor a p p r e n t i c e ' ( 9 ) ' g r a d e s c h o o l ' f o r ' j u n i o r ' a n d

' h i g h s c h o o l ' f o r ' s e c o n d a r y s c h o o l ' ( 1 4 ) Inlovie ' f o r ' m o t i o n p i c t u r e '

( 1 5 ) ' c o l l e g e ' f o r ' u n i v e r s i t y ' ( 2 0 ) ' q u i t s ' f o r ' w i t h d r a w s ' S i m i l a r m i n o r m o d i f i c a t i o n s were e f f e c t e d i n S u b t e s t 11.

F o r i n s t a n c e , S u b t e s t I1 item ( 2 1 ) ' s t i f f ' f o r ' h i g h '

( 2 2 ) ' b a l i n g ' f o r ' t y i n g '

( 2 3 ) ' w a g o n s ' f o r ' t r u c k s '

( 3 2 ) ' M a r s h a l l ' s ' f o r 'We-We S t o r e '

' N e w York C i t y ' f o r ' O n i t s h a '

S e n t e n c e p a t t e r n s w h i c h would b e n o t i c e a b l y u n f a m i l i a r t o

t h e s t u d e n t s h a v e b e e n s l i g h t l y m o d i f i e d . The p a t t e r n s of s e n t e n c e s

w e r e o b t a i n e d f r o m D i c t i o n a r y o f O c c u p a t i o r i a l T i t l e s , C a r e e r

J o u r n a l s , t h e D a i l y a d v e r t i s e m e n t s a n d a v a r i e t y o f s o u r c e s

i n c l u d i n g p r a c t i t i o n e r s i n t h e i r s p e c i a l f i e l d s , i n o r d e r t o

r e f l e c t l o c a l s i t u a t i o n s . The m o d i f i e d v e r s i o n o f t h e C a r e e r

C h o i c e A t t i t u d e S c a l e a n d s u b t e s t s I ( s e l f - A p p r a i s a l ) , I1 (Occupa-

t i o n a l I n f o r m a t i o n ) a n d I V ( P l a n n i n g ) o f t h e Competence T e s t is

p r e s e n t e d ( i n A p p e n d i x € 3 ) ; i n s t r u m e n t was s u b j e c t e d t o f u r t h e r

v a l i d a t i o n w i t h 1 3 5 s t u d e n t s d r a w n f r o m Holy R o s a r y S e c o n d a r y

S c h o o l ( G i r l s ) , I d a h a n d S a i n t M i c h a e l ' s S e c o n d a r y S c h o o l ( B O Y S ) ,

A l i a d e , f o r c l a r i t y o f t h e items. t h e T e s t M o d i f i c a t i o n e x e r c i s e

was e f f e c t e d b e f o r e t h e P i l o t S t u d y l

THE PILOT STUDY ( T e s t - r e - t e s t R e l i a b i l i t y )

The i n v e s t i g a t o r r a n d o m l y s a m p l e d 2 5 0 s t u d e n t s f r o m e a c h

o f I d a h S e c o n d a r y C o m m e r c i a l C o l l e g e , I d a h (Mixed s c h o o l ) a n d

NKST S e c o n d a r y S c h o o l , Uavenda . The r e s e a r c h e r a d m i n i s t e r e d t h e

m o d i f i e d v e r s i o n of t h e C a r e e r C h o i c e A t t i t u d e S c a l e a n d s u b t e s t

I , I1 a n d I V o f t h e c o m p e t e n c e T e s t s o f t h e CMI. A f t e r a f o r t h -

n i g h t , t h e same m o d i f i e d v e r s i o n ( A p p e n d i x 6 ) of t h e T e s t i n s t r u -

ment was a d m i n i s t e r e d a g a i n t o t h e same g r o u p o f s t u d e n t s . I n t h e

p i l o t S t u d y t h e t e s t - re - t es t r e l i a b i l i t y i n d i c e s o f 0 . 9 3 4 ; 0 . 9 2 1 ;

0 . 9 3 3 a n d 0 . 8 9 9 w e r e o b t a i n e d f o r t h e f o u r t e s t s , r e s p e c t i v e l y . . C r i t e s ' ( 1 9 7 3 : 3 3 - 3 5 , 1 9 7 8 ) r e l i a b i l i t y s t u d y r e p o r t

u s i n g t h e K u d e r - R e c h a r d s o n F o r m u l a 2 0 (KR 2 0 ) (APA. 1 9 6 6 )

i n d i c a t e d a n i n t e r n a l c o n s i s t e n c y c o - e f f i c i e n t a c r o s s f o r m - l e v e l s

i n t h e r a n g e o f r = .81 t o . 7 3 f o r t h e s u b t e s t I , r = .81 t o .88

and r = . 8 2 t o . 9 0 , f o r t h e I1 a n d I V r e s p e c t i v e l y , a n d a n

a v e r a q e c o - e f f i c i e n t o f 0 . 7 1 o f t es t - re- tes t f o r t h e s t a n d a r d i s a t i o n

s a m p i e ( C r i t e s , 1 9 7 3 ; 1 9 7 8 ) . An a v e r a g e c o - e f f i c i e n t o f r e l i a b i -

l i t y o f 0 . 9 2 o b t a i n e d h e r e f o r t h i s i n s t r u m e n t is h i g h . T h i s

t h e r e f o r e c o n f i r m s t h e r e l i a b i l i t y o f t h e i n t r u m e n t e v e n i n i ts

i n s t r u m e n t i s h i g h . T h j s t h e r e f o r e c o n f i r m s t h e r e l i a b i l i t y of t h e

i n s t r u m e n t e v e n i n i t s m o d i f i e d v e r s i o n .

The e s s e n c e of P i l o t s t u d y was t o d e t e c t a n d f o r e s t a l l

u n - e x p e c t e d d i f f i c u l t i e s i n t h e e n t i r e s t u d y . The C a r e e r C h o i c e

A t t i t u d e S c a l e , a n d o n l y s u b t e s t s I , ( S e l f - A p p r a i s a l ) , I1 (Occupa-

t i o n a l I n f o r m a t i o n ) a n d I V ( P l a n n i n g ) were u s e d ( A p p e n d i x 6 ) .

40

TABLE 111: 2

SAMPLING D I S T R I B U T I O N OF THE S U B J E C T S FOR

STUDY BY ZONES AND SCHOOL LOCATION

SCHOOLS

M t . S t . M ichae l

A l i a d e

Govt. Co l lege , Makurdi

Comm. Sec. School. Makurd i

NKST G i r 1s ' Sec . , Uavenda

I dah Sec. Commer- c i a l

H.R.C., I dah

Govt. Sec. School, De k i n a

BNASS, Gboloko

Ochaja Boys

S t . Char les ' Col . Ankpa

Enjema Comm. Sec. School, O f ugo

SAWLE POPULATION

Two c o n s i d e r a t i o n s i n f l u e n c e d t h e c h o i c e o f t h e t h r e e s u b t e s t s .

.The f i r s t was i n h e r e n t i n t h e l a r g e s a m p l e o f s u b j e c t s i n t h e

s t u d y . I n a d d i t i o n , t h e . ~ d u c a t i o n a l I n s t i t u t i o n s were f a r a n d

a p a r t and t h e c o s t i n v o l v e d i n a d m i n i s t r i n g a l l t h e f i v e s u b t e s t s

t o t h e s e s t u d e n t s would be t o o e n o r m o u s . The s e c o n d r e a s o n was

deduced f r o m t h e r e l i a b i l i t y r e p o r t f o r t h e s u b t e s t s I , II and

I V o f t h e C a r e e r C h o i c e Competence s u b t e s t s t h a t i n d i c a t e t h e

* h i g h e s t i n t e r n a l c o n s i s t e n c y c o - e f f i c i e n t s ( K R 2 0 ) a c r o s s f o rm-

l e v e l s ( T a b l e 111: I , P.. 37'. ) . F o r i n s t a n c e , a r a n g e of r = . 8 1 t o ~- .

. 7 3 is r e p o r t e d f o r s u b t e s t I , w h i l e f o r s u b t e s t s I1 and I V a

r a n g e of r = . 8 1 t o . 58 and a n r = .82 t o . 9 0 h a v e b e e n r e p o r t e d

r e s p e c t i v e l y ( C r i t e s , 1 9 7 3 ; 1 9 7 8 ) .

THE SUBJECTS

The f i n a l s u b j e c t s c o n s i s t e d o f 6 6 0 s e c o n d a r y s c h o o l

s t u d e n t s d rawn t h r o u g h s t r a t i f i e d random s a m p l i n g f r o m e l e v e n

r andomly s e l e c t e d s c h o o l s . The s c h o o l s were 4 b o y s ' , 3 g i r l s '

and 4 c o - e d u c a t i o n a l ( m i x e d ) i n s t i t u t i o n s i n t h e u r b a n and r u r a l

a r e a s o f Gboko and Ayangba e d u c a t i o n a l Zones o f Benue S t a t e .

The d i s t r i b d t i - o n by s c h v o l is shown on T a b l e 111: 2

on page 4 0

' A break-down o f t h e s a m p l e d i s t r i b u t i o n of s u b j e c t s c l a s s by c l a s s f o r t h e s t u d y is p r e s e n t e d be low ( T a b l e 111: 3 ) :

TABLE 1 1 1 : 3

D I S T R I a U T I O N OF RESPONDENTS BY C L A S S

CLASS

JSS I

3SS I1

3SS 111

SS I

SS I1

NO. OF SUBJECTS

1 3 2

1 3 2

132

132

1 3 2

TABLE 111: 4

D I S T R I B U T I O N OF RESPONDENTS BY AGE GROUP

S /NO AGE GROUP NO. OF SUBJECTS

1 11 - 12 82

2 1 3 82

6 1 7 82

7 1 8 82

8 1 9 - 25 82

TO TAL - 656

Four of t h e r e s p o n s e s were n o t u s a b l e

TABLE 111: 5

D I S T R I B U T I O N OF RESPONDEAlTS BY SCHOOL

Urban (U) I 280

LOCATION : u R B A N / R U R A L )

LOCATION

The o v e r - a l l components of Tab le 111: 5 above maybe con-

id0 OF SUBJECTS

R u r a l ( R )

TOTAL

c e p t u a l i s e d i n terms of urban s t u d e n t s ( b o y s and g i r l s ) and r u r a l

3 80

6 60 .

s t u d e n t s ( r u r a l boys and r u r a l g i r l s ) .

The s t u d e n t s were randomly s e l e c t e d f rom JSS 1 t o SS 11,

and o f a y e r a n g i n g between 11 and 25 y e a r s . There were 330 boys t o

330 q i r l s . A l l completed q u e s t i o n n a i r e s , e x c e p t i n g f o u r of t h e

r e s p o n s e s on Age Groups , were u s a b l e . The r e s e a r c h e r and h i s

team of r e s e a r c h a i d e s were p r e s e n t e a c h time t o c o r r e c t t h e

f a u l t s t h a t might b e due t o mis -unders t and ing of i n s t r u c t i o n s .

DATA SCORING AND ANALYSIS

The tes ts were hand-scored ( C r i t e s , 1973: 12 and 1978)

wi th a n answer key p r o v i d e d (Appendix 6) . The d a t a were t h e n

c o l l e c t e d from t h e comple ted and s c o r e d answer s h e e t s f o l l o w i n g

t h e r e s p o n s e t o t h e q u e s t i o n s t h a t p receded t h e hypotheses . t e s t e d

( p p . 13 -14) . The f i n a l a n a l y s i s of t h e d a t a was handled a t t h e

R i v e r s S t a t e U n i v e r s i t y of S c i e n c e and Technology Marine Engin-

e e r i n g Depar tment , P o r t H a r c o u r t . A 5 x 2 x 2 f a c t o r i a l ANOVA

d e s i g n was used t o t e s t t h e h y p o t h e s i s of ' n o s i g n i f i c a n t mean

s c o r e d i f f e r e n c e ' by c l a s s ; by s e x and by geograph ic l o c a t i o n of

s c h o o l s . A s e p a r a t e 1 x 8 a n a l y s i s of v a r i a n c e was used t o

s t a t i s t i c a l l y compare t h e mean s c o r e s on t h e A t t i t u d e S c a l e ,

S e l f - A p p r a i s a l , O c c u p a t i o n a l I n f o r m a t i o n and P lann ing s u b t e s t s f o r

age g r o u p s . The c h o i c e of ANOVA a s a s t a t i s t i c a l d e v i c e is t h a t it i? a

c o n v e n i e n t method f o r making s i m u l t a n e o u s compar isons of many means

i n o r d e r t o e s t a b l i s h i f some s t a t i s t i c a l r e l a t i o n e x i s t s between

t h e dependen t and i n d e p e n d e n t v a r i a b l e s .

POST-HK COMPARISON OF MEANS

Post-Hoc a n a l y s i s of s i g n i f i c a n t i n t e r a c t i o n and main

e f f e c t s was conduc ted u s i n g S c h e f f e ' s Method (Fe rguson , G . A . ,

1981: 307 - 3 0 9 ) t o l o c a t e s o u r c e s of s i g n i f i c a n c e . The

S c h e f f e ' s blethod h a s t o i ts c r e d i t t h a t it- i s more r i g o r o u s t h a n

o t h e r m u l t i p l e compar i son Methods w i t h r e g a r d t o Type I e r r o r ;

t h a n o t h e r m u l t i p l e compar i son Methods w i t h r e g a r d t o Type I

e r r o r ; t h a t it l e a d s t o f ewer s i g r ~ i f i c a n t d i f f e r e n c e s and t h a t i t

is e a s i e r t o a p p l y . It a l s o u s e s t h e r e a d i l y a v a i l a b l e F - t e s t .

CHAPTER I V DATA A N A L Y S I S AND RESULT

This chapter c o n t a i n s t h e r e s u l t of t h e da ta obtained on

ca ree r maturi ty of s t u d e n t s i n Benue S t a t e Secondary Schools.

The pa t t e rn of p re sen ta t ion i s a s fo l lows:

SECTION I:- d e a l s w i t h t he r e s u l t s (Tables I V : I - I V : 7 ) obtained

f o r t h r e e of t h e f i v e b a s i c ques t ions t h a t preceded the hypotheses

a s wel l a s t h e ana lyses of hypotheses 1, 3 and 4 on c l a s s , geogra-

phic loca t ion of schools and sex v a r i a b l e s . SECTION 1 1 - i s t h e

presenta t ion of t h e r e s u l t s of t he N u l l hypotheses t e s t e d f o r t h e

main e f f e c t of age. SECTION 111 - summary of t h e f ind ings of t he

inves t iga t ion on t h e i n t e r a c t i o n e f f e c t of t h e c l a s s x sex , c l a s s x

school l o c a t i o n , sex x school l o c a t i o n a s wel l a s of c l a s s x sex

x school l oca t ion .

bleanwhile, f o r t h i s research while s tuden t s ' scores

( r ep resen t ing measures of t h e i r ca ree r maturi ty on t h e At t i t ude

Sca le , Self -Appra isa l , Occupational Information and Pldnning ) are

dependent Var i ab le s , t h e independent va r i ab le s a r e c l a s s , age ,

geographic loca t ion of schools ( u r b a n / r u r a l ) and sex . The

At t i tude Sca le (A.S.) which is intended t o measure ' I.. . t h e non-

i n t e l l e c t i v e a t i i t u d i n a l response tendencies i n voca t ional

maturi ty ..." (Rubinton, 1980: 583) c o n s i s t s of 50 monotonically

grade- re la ted a t t i t u d i n z l Statements t o be answered t r u e or f a l s e .

O n t h e o ther hand, each of t h e Se l f -Appraisal ( p a r t I ) . Occupatio-

na l I n f o r m t i o n ( p a r t 1 1 1 and Planning ( p a r t I V ) of t h e ca ree r

: choice competence t e s t ( C M I ) y i e l d s a t o t a l score of 20.

. . & - Six hundred arld s i x t y (660) s tuden t s drawn from 3% C

c l a s s e s 1 t o SS c l a s s I1 of secondary schools i n Benue S t a t e were

involved i n t h e r e sca rch . There were 330 boys t o 330 g i r l s ,

rdndomly se l ec t ed from urban and r u r a l schools . All s tuden t s

were of age rallying between 11 and 2 ) years .

The purpose of t h i s s t ~ ~ d y was t o f ind out i f t h e r a t i o n a l e

of prototypjc t rend i n ca ree r maturi ty w i t h regards t o career

choice a t t i t u d e , Self - a p p r a i s a l , Occupational Information and Pla-

nning assumed t o occur w i t h increas ing class-placement and age

applied t o Benue S t a t e s tuden t s a s we l l . Invar iably , t h i s study

was s e t out t o t e s t how app l i cab le t o Benue S t a t e of Nigeria , which

i s an educat ional ly disadvantaged area, the assumption i n which

the Career Maturity Theory is based.

T h i s study a l s o t r i e d t o f ind out i f the developmental

theory of ca ree r maturity holds f o r males and females a s wel l a s

i f the urban or r u r a l l oca t ion a f f e c t s the career maturity c f

s tuden t s .

F i n a l l y , the researcher was i n t e r e s t e d i n f ind ing out I f

there would be i n t e r a c t i o n e f f e c t s among c l a s s , sex snt i geogra-

phic loca t ion of schools va r i ab les on the career choice At t i tude

Scale arid on Self -Appra isa l , Occupationa 1 Inf orniat ion and Planning

. of (Career Choice Competencies ( C M I ) .

SECTION 1 Tables I V : I page ' 45 ) and I V : 2 and IV: 3 pages 47- 48

summarise the r e s u l t s of the research q u e s t i o ~ l s 1, 3 , and 4 f p 1 2 ~ 1 9

on the independent va r i ab les of c l a s s , geographic loca t ion of

' schools ( u r b a n l r u r a l ) and sex .

Inspect ion of the t a b l e I V : I shows t h a t - t h e r e were

d i f f e rences i n ti!e s t u d e r , t s l mean ca ree r maturity sco res . E u t the

v3riance of mean scores w i t h increas ing c l a s s - l e v e l would not

show such progressive pro to typic career maturity pa t te rn when

thc career maturi ty of s tuden t s is assessed on Career Choice

At t i tude Scdle of the C M I . However, the assumption of progressive

prototypic increase of mean career maturi ty scores w i t h increasing

c l a s s was gerlerally apparent D v t obtains s p e c i f i c a l l y f o r t h i s

s tudy on Self -Appraisal , Occupational Information and Planning,

s u b t e s t s of C r i t e s Career Maturity Inventory ( C M I ) i n a l l c l a s s e s .

TABLE I V : 2

MEANS, STANDARD DEVIATIONS: A N D STANDARD ERRORS OBTAINED

014 THE ATTITUDE SCALE: PARTS I , I1 A N D 1 V (CMI)

BY SCHOOL L O C A T I O N

Va r i ab l e

A t t i t u d e S c a l e

P a r t I

(Se l f -Appra i s a l )

P a r t I1

tOccupationa1

Informat ion )

p a r t I V

(P l ann ing )

URBAN

( n = 2801

The mean c a r e e r ma tu r i t y s c o r e s f o r

RURAL

( n = 380)

urban were gene ra l l y

h igher t han t h o s e f o r t h e r u r a l (Table I V : 2 ) when t h e c a r e e r

ma tu r i t y of t h e s t d d e n t s of t h i s S t a t e is a s se s sed on Career

Choice A t t i t u d e S c a l e ; S e l f - A p p r a i s a l , Occupat ional Informat ion

and Planning of C r i t e s ' Career Matur i ty inventory ! C M I ) .

I n s p e c i f i c t e rms , Table I V : 2 shows t h e fo l lowing s co re

rhythms f o r urban s c h o o l : A t t i t u d e Sca l e 22.94 S.D. 1 .30 ; S e l f - Appra i sa l 5.17 S.D. 0 . 5 3 , Occupat ional I n fo rma t ion , 5.59 S .D.

0 .57 ; Planning 6 .63 S.D. 0.69 (Urban ) . For r u r a l s choo l s - A t t i -

t ude S c a l e 19.70 S.D. 2 .56 ; Se l f -Appra i sd l 4 . 60 , S.D. 0 .67 ;

Occupat ional In format ion 4 .89 , S.D. 0.92 and Planning 3 .23 , S.D.

1 . 05 . From t h e above d a t a t h e r e f o r e , it can be accepted t h a t

4 8

g e o g r a p h i c l o c a t i o n o f s c h o o l s d o e s a f f e c t c a r e e r m a t u r i t y s c o r e

o f s t u d e n t s . I n t h i s i n v e s t i g a t i o n , u r b a n s c h o o l s i n d i c a t e h i g h e r

C a r e e r m a t u r i t y t h a n r u r a l s c h o o l s o n a l l t h e s u b t e s t s (CMI) .

TABLE I V : 3

MEANS, STANDARD DEVIATIONS AND STANDARD ERRORS

OBTAINED ON THE ATTITUDE SCALE PARTS 1 , I I AND I V

( C M I ) BY SEX

~ t t i t u d e S c a l e

P a r t I ( S e l f - A p p r a i s a l )

P a r t 11 ,

( O c c u p a t i o n a l J nfe:%?;ti on )

P a r t I V ( P l a n n i n g )

MALE I FEMALE

( n = 3 3 0 )

SE

The d a t a p r e s e n t e d on t a b l e I V : 3 r e v e a l t h a t t h e r e were s e x

d i f f e r e n c e s i n t h e s t u d e n t s ' mean c a r e e r m a t u r i t y s c o r e s . The m a l e

( B o y s ) h d v e , a n d m a i n t a i n , a g e n e r a l l y h i g h e r mean s c o r e s on p a r t I

( S e l f - 4 p p r a i s a l ) , I1 ( O c c u p a t i o n a l I n f o r m a t i o n ) a n d I V ( P l a n n i n g ) t h a n

f e r n a l c s t u d e n t s . B u t t h e f e m a l e s t u d e n t s ' ( g i r l s ' ) s c o r e d i f f e r e n c e

i s much h i g h e r o n t h e 4 t t i t u d e S c a l e of t h e t e s t . C o n t r a t r y t o C r i t e s '

s t a n d a r d i z a t i o n s a m p l e r epor ! , , s e x d i f f e r e n c e s a f f e c t c a r e e r m a t u r i t y

o f s t u d e n t s . WPOTHFSFS

A l l o f t h e d a t a shown i n T a b l e s IV: 1 t o IV:31p 4 5 - 4 8 ) t u r r

u p a p p a r e n t r e s u l t s o f 'mean s c o r e d i f f e r e n c e ' on c a r e e r c h o i c e

A t C i L u d e S c a l e . a n d c a r e e r c h o i c e c o m p e t e n c e s u b t e s t s (CMI) f o r

t h c m a i n e f f c c t s o f c l a s s . a e o o r d p h i c l o c d t i o n o f s c h o o l s a n d s e x

v a r i a b l e s . Bu t t h e r e s e a r c h h v p o t h e s i s c a l l e d f o r tes t of

significance.

AN\IPI Y S T S OF RFSFAR(+! HYPOTHFSFS 1 1 3 A m 4 ( T a b l e s I V : 4.

I V : 5 , I V : 6 and I V : 7 ) .

A c c o r d i n g t o C r i t e s i n h i s s t a n d a r d i s a t i o n s a m p l e s

r e p o r t s f o r t h e A t t i t u d e S c a l e ( 1 9 6 1 ; 1 9 6 5 1 , a n d f o r Competence

T e s t ( 1 9 6 5 , 1 9 7 3 ) , t h e r e were s i g n i f i c a n t d i f f e r e n c e s i n s c o r e s

a c r o s s g r a d e s ( c l a s s - l e v e l ) b u t t h e r e were n e g l i g i b l e d i f f e r e n c e s

be tween s e x e s and b e t w e e n s c h o o l s . or t h e Competence T e s t , i ts

d e m o g r a p h i c d e s c r i p t o r s were d rawn l a r g e l y f r o m m i d d l e class

s u b u r b a n s c h o o l s y s t e m . C r i t e s recommends t h e r e f o r e t h a t t h e

C a r e e r M a t u r i t y i n v e n t o r y (CMI) c o u l d be g e n e r a l i s e d a c r o s s

s c h o o l s and s e x e s . But f r o m t h e p r e c e d i n g s c o r e d a t a ( T a b l e s I V : 3 )

it is o b v i o u s t h a t t h e r e were d i f f e r e n c e s i n s c o r e s by c l a s s , s e x

dnd by g e o g r a p h i c l o c a t i o n of s c h o o l s . The q u e s t i o n is w h e t h e r

t h e d i f f e r e n c e s a r e s i g n i f i c a n t . T a b l e s I V : 4 t o I V : 7 i m m e d i a t e l y

f o l l o w i n g p r e s e n t t h e d e s c r i p t i v e r e s u l t s f o r t h e c l a s s , g e o g r a p h i c

l o c d t i o n ( u r b a n t r u r a l ) a n d s e x main e f f e c t s on t h e A t t i t u d e S c a l e ,

S e l f - A p p r a i s a l ( p a r t I ) O c c u p a t i o n a l I n f o r m a t i o n ( p a r t I1 ) and

P l a n n i n g ( p a r t I V ) of t h e Competence t e s t (CMI).

Hol: T h e r e i s no s i g n i f i c a n t d i f f e r e n c e i n t h e mean

c a r e e r m a t u r i t y s c o r e s o f s t u d e n t s i n 3SS I t o SS I1 on A t t i t u d e

S c d l e , S u b t e s t s I ( S e l f - A p p r a i s a l ) , I1 ( O c c u p a t i o n a l I n f o r m a t i o n )

and I V ( P l a n n i n g ) o f C r i t e s ! C a r e e r M a t u r i t y I n v e n t o r y (CMI).

A s c a n be s e e n i n T a b l e I V : I no s y s t e m a t i c mean s c o r e

d i f f e r e n c e s by c l a s s on t h e A t t i t u d e S c a l e o f t h e f o u r s u b t e s t s .

Whi le C l a s s I s u s t u d e n t s ' s c o r e s on A t t i t u d e e S c a l e was 2 3 . 5 0 , S.D

1 . 5 6 t h o s e of 3SS 11, I11 a n d SS I s t u d e n t s s c o r e s were 21 .26 ,S .D

1 . 1 9 ; 2 0 . 1 0 , S.D. 1 . 7 4 , and 2 3 . 0 0 . S.D. 1 . 5 7 r e s p e c t i v e l y , 3s I1

s t u d e n t s s c o r e d 2 5 . 1 7 S.D. 2 . 2 1 . B u t a n e x a m i n a t i o n of t h e same

t a b l e i n d i c a t e s t h a t t h e mean c a r e e r m a t u r i t y s c o r e s o f s t u d e n t s

on S e l f - A p p r a i s a l ( P a r t I ) , O c c u p d t i o n a l I n f o r m a t i o n ( p a r t 1 1 )

TABLE I V : 4

A 5 x 2 x 2 FACTORIAL ANOVA DESIGN OF THE ATTITUDE SCALE SCORES OF 660

STUDENTS OF BENUE STATE SECONDARY SCHOOLS C L A S S I F I E D ACCORDING TO C L A S S , '

SEX AND GEOGRAPHIC LOCATION OF SCHOOLS (URBAN/RURAL)

SOURCE OF V A R I A T I O N

CLASS

SEX

GEOGRAPHIC L O C A T I O N

C L A S S /SEX

CLASSIGEOG. L O C A T I O N

SEX IGEOG. L O C A T I O N

C L A S S /SEX / GEOG. L O C A T 1

NS = N o t S i g n i f i c a n t a t t he - 0 5 !.evel.

TABLE I V : 5 A 5 x 2 x 2 F A C T O R I A L ANOVA DESIGN OF THE S E L F - A P P R A I S A L T E S T S C A L E S OF 6 6 0

I

STUDENTS OF BENUE S T A T E SECONDARY SCHOOLS C L A S S I F I E D ACCORDING TO C L A S S , SEX

AND GEOGRAPHIC LOCATION OF SCHOOLS ( U R B A N / R U R A L )

SOURCE OF V A R I A T I O N ssq d f M s q F P

CLASS

SEX

GEOGRAPHIC L O C A T I O N

C L A S S /SEX

C L A S S /GEOG. L O C A T I O N SEX JGEOG. L O C A T I O N

C L A S S /SEX / GEOG. L O C A T I O N

W I T H I N ERROR TERM

b < .OS NS = N o t S i g n i f i c a n t a t t h e .05 l e v e l

' TABLE I V : 6

A 5 x 2 x 2 FACTORIAL ANOVA DESIGN OF THE OCCUPATIONAL INFORMATION TEST

SCORES OF 660 STUDENTS OF BENUE STATE SECONDARY SCHOOLS CLASSIFIED

ACCORDING TO C L A S S , SEX AND GEOGRAPHIC LOCATION OF SCHOOLS (URBAN/RURAL)

SOURCE OF V A R I A T I O N

CLASS

SEX

GEOG . L O C A T I O N

CLASS /SEX

CLASS /GEOG .LOCA . SEX/GEOG . L O C A T I O N

CLASS /SEX /GEOG. L O C A T I O N

W I T H I N ERROR TEHII

Ssa

* P 1< .05 NS = N o t S i g n i f i c a n t a t t h e .05 level

5 3

TABLE I V : 7 A 5 x 2 x 2 FACTORIAL ANOVA DESIGN OF THE PLANNING TEST SCORES OF

6 6 0 STUDENTS OF BENUE STATE SECONDARY SCHOOLS CLASSIFIED ACCORDING

- TO CLASS, SEX AND GEOGRAPHIC LOCATION (URBAN/RURAL).

SOURCE OF V A R I A T I O N

C L A S S

S E X

GEOGRAPHIC LOCA.

C L A S S /SEX

. . &,LASS /GEOGRAPHIC L O C A T I O N

SEX /GEOGRAPHIC

L O C A T I O N

CLASS /SEX /GEOG . L O C A T I O N

W I T H I N ERROR TERM

;YrP L . 0 5 N S = N o t S i g n i f i c a n t a t the . 0 5 l e v e l

a n d o n P l a n n i n g ( p a r t I V ) i n c r e a s e s y s t e m a t i c a l l y b y c l a s s .

T h e r e s u l t s o f t h e a n a l y s i s o f v a r i a n c e (ANOVA) ( T a b l e s

I V : 4 t o I V : 7 ) i n d i c a t e a p p a r e n t s i g n i f i c a n t mean s c o r e d i f f e r e n c e

f o r c l a s s when c a r e e r m a t u r i t y o f s t u d e n t s o f 3SS c l a s s e s I - SS . - . . I1 was a s s e s s e d on A t t i t u d e S c a l e ( F = 3 , 1 0 9 , d f = 4 ) a n d o n

O c c u p a t i o n a l I n f o r m a t i o n ( F = 2 . 6 8 8 , d f = 4 ) a s w e l l a s on P l a n n i n g

( F = 4 . 5 4 1 , df = 4 ) s u b t e s t s r e s p e c t i v e l y . T h e r e w a s n o s i g n i f i -

c a n t mean s c o r e d i f f e r e n c e f o r F - v a l u e s ( F = 1 . 3 7 9 ; d f = 4 ) when

t h e s t u d e n t s o f 3SS c lasses I t o S S I1 w e r e a s s e s s e d on S e l f -

A p p r a i s a l . T h e r e f o r e , w h i l e h y p o t h e s i s w a s r e j e c t e d f o r c l a s s e s

on t h e A t t i t u d e S c a l e , O c c u p a t i o n a l I n f o r m a t i o n a n d P l a n n i n g

s u b t e s t s , it was h o w e v e r a c c e p t e d f o r c l a s s e s o n S e l f - A p p r a i s a l .

Ho3: T h e r e i s n o s i g n i f i c a n t d i f f e r e n c e i n t h e mean c a r e e r

m a t u r i t y s c o r e s o f s t u d e n t s i n u r b a n a n d r u r a l s c h o o l s o n C a r e e r

C h o i c e A t t i t u d e S c a l e , s u b t e s t s I ( S e l f - A p p r a i s a l ) , I1 ( O c c u p a -

t i o n a l I n f o r m a t i o n ) a n d I V ( P l a n n i n g ) o f C r i t e s l C a r e e r M a t u r i t y

I n v e n t o r y .

T a b l e I V : 2 c o n t a i n s t h e r e l e v a n t d a t a on a l l t h e f o u r

s u b t e s t s of t h e CMI. I t is h o w e v e r e v i d e n t t h a t u r b a n s t u d e n t s

s c o r e d h i g h e r t h a n r u r a l s t u d e n t s o n a l l t h e f o u r tes ts .

The ANOVA tes t s f o r t h e f o u r s u b t e s t s are shown i n T a b l e s

1 V : + t o I V : 7 f o r t h e C a r e e r C h o i c e A t t i t u d e S c a l e , S e l f - A p p r a i s a l ,

O c c u p a t i o n a l I n f o r m a t i o n a n d P l a n n i n g (CMI) . I n s p e c t i o n o f T a b l e IV: 7 i n d i c a t e s f o r P l a n n i n g ( p a r t I V ) a n F =

1 2 . 8 3 5 d f = 1 a n d 6 5 8 . T h u s , t h e h y p o t h e s i s o f n o mean c a r e e r m a t u r i t y s c o r e

d i f f e r e n c e on P l a n n i n g C o m p e t e n c e tes t (CMI) by g e o g r a p h i c l o c a -

t i o n o f s c h o o l s h a d t o b e r e j e c t e d . On t h e o c h e r h a n d , t h e

h y p o t h c s i s w a s a c c e p t e d when t h e c a r e e r m a t u r i t y o f s t u d e n t s i n

u r b a n a n d r u r a l s c h o o l s w a s a s s e s s e d on t h e A t t i t u d e S c a l e ,

( T a b l e 1 V : 4 ) ( F = 1 , 1 6 0 ; d f = 1 a n d b58) ; S e l f - A p p r a i s a l ( T a b l e

IV: 5 ) ( F = 0 . 0 3 3 ; d f = 1 a n d 6 5 8 ) a n d o n O c c u p a t i o n a l I n f o r m a t i o n

( T a b l e IV: 6 ) ( F = 1 . 0 0 4 , d f = 1 a n d 6 5 6 ) .

Ho4 : There is no s i g n i f i c a n t d i f f e rence i n t h e mean

ca ree r maturi ty sco res of s tuden t s on t h e At t i t ude Sca le , S e l f -

Appraisal ( p a r t I ) , Occupational Information ( p a r t I I ) and Planning

( p a r t I V ) of C r i t e s ' Career Maturity Inventory by sex.

Table I V : 3 presents t he d a t a - On A t t i t ude Scale boys

scored 24.82 S.D. $5.15 while g i r l s scored 25.63 S.D. 8.35. On

Self-Appraisal boys scored 6.67. S. D . 2. 15 a s aga ins t t h e g i r l s '

score of 6.54 S.D. 2.26. Boys s t i l l recorded higher scores on

each of t h e o ther t e s t s . Scores f o r boys on Occupational Informa-

t i o n ( p a r t 11) were 7.10. S.D. 2.63 and on Planning ( p a r t I V )

6 .44. S.D. 3.26 while those of t h e g i r l s were 7.05 S.D. 3.18 and

5.17 S.D. 0.19 r e s p e c t i v e l y .

The obtained F - r a t i o found f o r t h e sexes on a l l t h e four

s u b t e s t s ( C M I ) a r e repor ted i n Tables I V : 4 t o I V : 7. Excepting

on s u b t e s t I V (P lanning) where an F - r a t i o of 4.552 w i t h 1 and 658 degrees of freedom was r e q u i r e d - f o r s i g n i f i c a n c e a t 0.05

l e v e l , by s e x , none of the score d i f f e r e n c e s i n t he other t e s t s

r e g i s t e r e d any s i g n i f i c a n c e f o r t h e sexes . A t t i t ude Scale (F =

0.51, df = 1 ) ; Se l f -Appra isa l (p;rt 1 ) (F = 1.772,df = 1 ) ;

Occupational Information ( p a r t 11) ( F = 1.886; d f = 1) .

The hypothesis was r e j e c t e d f o r sexes on Planning

s u b t e s t (CHI) but accepted on the A t t i t u d e Sca le , Self-Appraisal

and on Occupational Information s u b t e s t s r e s p e c t i v e l y ,

SUMMARY OF RESEAKH HYPOTHESES 1, 3 AND 4 \ C l a s s , geographic

loca t ion of schools and Sex) .

The t h r e e hypotheses of no s i g n i f i c a n t d i f f e rence i n t he

mean ca ree r matur i ty sco res on the At t i t ude Sca le , Se l f -Appra isa l ,

Occupational In fo rna t ion and Planning were f o r t he c l a s s ,

geographic loca t ion of schools and sex v a r i a b l e s . Tables I V : 4 , I V : 6 and IV:7 i n d i c a t e s i g n i f i c a n t F - r a t i o s on At t i tude Sca le ,

Occupational Information and Planning f o r c l a s s e s ; and on

Planning f o r geographic loca t ion of schools and sex respect ivcl-y.

Class has been found not t o have any s i g n i f i c a n t e f f e c t on S e l f -

A p p r a i s a l C o m p e t e n c e of s t u d e n t s . I n t h e same v e i n g e o g r a p h i c

l o c a t i o n o f s c h o o l s a n d s e x h a v e r e g i s t e r e d n o s i g n i f i c a n t e f f e c t

on s t u d e n t s ' c a r e e r c h o i c e a t t i t u d e , S e l f - A p p r a i s a l a n d on t h e i r

o c c u p a t i o n a l i n f o r m a t i o n c o m p e t e n c i e s .

F o r this r e s e a r c h , h y p o t h e s e s f o r c l a s s on t h e A t t i t u d e

S c a l e , O c c u p a t i o n a l I n f o r m a t i o n a n d P l a n n i n g a s well a s f o r

g e o g r a p h i c l o c a t i o n o f s c h o o l s a n d s e x o n P l a n n i n g r e s p e c t i v e l y ,

h a v e b e e n r e j e c t e d . On t h e o t h e r hand t h e h y p o t h e s i s of n o

s i g n i f i c a n t d i f f e r e n c e by c l a s s on S e l f - A p p r a i s a l , had t o b e

a c c e p t e d . A c c e p t e d a l s o were t h e h y p o t h e s e s on C a r e e r C h o i c e

A t t i t u d e S c a l e , S e l f - A p p r a i s a l a n d O c c u p a t i o n a l I n f o r m a t i o n f o r

g e o g r a p h i c s c h o o l l o c a t i o n a n d s e x .

SECTION 11; H y p o t h e s i s on t h e Age V a r i a b l e . R e s u l t o f t h e N u l l

h y p o t h e s i s f o r t h e A t t i t u d e S c a l e , S e l f - A p p r a i s a l ( p a r t I ) ,

O c c u p a t i o n a l I n f o r m a t i o n ( p a r t I I ) and P l a n n i n g ( p a r t I V ) CMI.

Age f a c t o r was o n e of t h e t w o b a s i c i n d e p e n d e n t i n d i c e s on which

C r i t e s ' C a r e e r M a t u r i t y T h e o r y was p r e m i s e d . F o r C r i t e s ' r a t e of

v o c a t i o n a l d e v e 1 o p m e n t " ' r e f e r s t o t h e m a t u r i t y o f a n i n d i v i d u a l ' s

v o c a t i o n a l b e h a v i o u r i n c o m p a r i s o n w i t h t h a t o f h i s own a g e g r o u p " .

(Walsh a n d O s i p o w , 1 9 8 3 : 2 6 7 ) . I n h i s s t a n d a r d i s a t i o n s a m p l e ,

C r i t e s r e p o r t e d t h e mean r e s p o n s e s f o r t h e A t t i t u d e S c a l e a s

b e i n g p r o g r e s s i v e i n f u n c t i o n s a s t o a g e a n d t h e n t o g r a d e

( c l a s s - l e v e l ) . He f o u n d t h a t t h e r e s u l t s r e f l e c t a c o r r e l a t i o n

of . 3 8 5 w i t h c h r o n o l o g i c a l a g e , a n d .463 w i t h c l a s s - l e v e l ( C r i t e s ,

1 9 7 3 ) . C r i t e s a l s o f o u n d e a c h o f t h e s u b t e s t s o f t h e c a r e e r c h o i c e

Competence tes ts t o f u l f i l t h e s i m i l a r m o n o t o n i c f u n c t i o n ( \Yest-

b r o o k i n Walsh a n d O s i p o w , 2 d . 1 9 8 3 : 2 6 7 - 2 7 1 ) .

T h i s r e s e a r c h e r was i n t e r e s t e d t h e r e f o r e i n f i n d i n g o u t

i f t h e c a r e e r m a t u r i t y s c o r e s f o r S t u d e n t s i n Benue S t a t e s e c o n -

d a r y s c h o o l s would b e a m o n o t o n i c f u n c t i o n of a g e .

Ho2 : T h e r e i s n o s i g n i f i c a n t d i f f e r e n c e i n t h e mean

c a r e e r m a t u r i t y s c o r e s o f s t u d e n t s b y a g e a g r o u p , o n t h e A t t i t u d e

Sca le , Self-Appraisal ( p a r t l ) , Occupational Information ( p a r t 11)

and Plarlning ( p a r t IV) of t h e Competence Test (CMI).

Table I V : 8 conta ins the r e l evan t d a t a , including the

ca ree r maturi ty s c o r e s , t h e s tandard dev ia t ions , and standard

e r r o r s obtained on t h e At t i tude S c a l e , Self -Appraisal, Occupatio-

na l Information and Planning (CMI). Following immediately a r e

Tables I V : 9 ; I V : 10 ; I V : 11 and I V : 12 each depic t ing a separa te

one-way ANOVA r e s u l t s f o r t h e four s u b t e s t s (CMI).

There were d i sc repanc ies i n t h e mean career maturi ty

scores by age groups when t h e Sel f -Appra isa l Competence Test of

C r i t e s ' CMI was used t o a s s e s s t h e ca ree r maturi ty of s tuden t s .

For ins t ance , t he 13-year o l d s had higher mean score (5 .27) than

those of 16-year o lds (4 .77) and 17 year o lds (4.91) on t h e t e s t .

However, c o n s i s t e n t rhythm of progressive mean score increase was

evident on t h e t e s t from 11 - 12 - year olds (4.22) t o 15 year

. olds ( 5 . 7 7 ) , and then -between 17 year o lds (4 .91) and 19 - 25

year o lds (6 .44) . The same reg ress ion was evident f o r age groups 5 and 6

( t h e 16 - 17 year o l d s ) on Occupational Information Subtest (CMI).

While t h e 15 year o lds scored 5.38, t h e 16 and 17 year olds scored

5.27 and 5.32 r e s p e c t i v e l y , on t h e t e s t . For age groups 1 (I1 - 12 y e a r s ) , 2 (13 y e a r s ) and 3 (14 y e a r s ) , a cons tant mean score

increase was r e g i s t e r e d on t h e t e s t . 11 - 1 2 year o lds : 3.33;

13 year o i d s : 4.41; and 14 year o lds : 5.16. The rhythm of t h e

mean score increase was a l s o r e g i s t e r e d between the 17 year o lds

(5.32) and t h e 19 t o 25 year olds (6 .22) .

OR Planning Subtes t ( C M I ) , one can observe t h e same

' s l i p s backward' r h y t h m , between age groups 1 - 4 (11 - 12 t o

15 year o l d s ) and t h e age groups 5 and 6 (16 and 17 year o l d s ) .

While t h e r e was a c o n s i s t e n t mean score increase among 11 - 12

olds (4.521, 13 year o lds ( 4 . 8 0 ) , 14 yeFr olds (5 .29) and t h e 15

year o lds (5 .78) t h e r e was a drop f o r the 16 year olds (5 .25) and

f o r 17 years (5 .33) r e s p e c t i v e l y . A s t e p forward rhythm i n t he

~ W W f Q 3 N M l Q " V ) ? : V ) M # - . . P-l M m m ' m m I n .

- .

TABLE IV: 9

A 1 x 8 ANALYSIS OF VARIANCE OF THE

ATTITUDE SCALE SCORES OF 656 STUDENTS

OF BENUE STATE SECONDARY SCHOOLS

CLASSIFIED ACCORDING TO AGE GROUP

Source o f V a r i a t i o n ssq d f Msq F P

Between groups 41.02 7 5.86 1 .91 NS

W i t h i n groups 1987.93 648 5 .07 - -

T o t a l 2028.95 655 - - - -

NS : = Not s i g n i f i c a n t .

TABLE IV: 10

A 1 x 8 ANALYSIS OF VARIANCE OF THE SELF

APPRAISAL SCORES OF 656 STUDENTS OF BENUE

STATE SECONDARY SCHOOLS CLASSIFIED ACCORDING

TO AGE GROUP

Source o f V a r i d L ion ssq d f Msq F P

Bctween groups 41.483 7 5.9147 1.98 NS

\ ' t l i th in 1928.75 643 2.98 - - groups

T o t a l 1970.15 655 - - -

NS = Not S i g n i f i c a n t .

TABLE I V : 11

A 1 x 8 ANALYSIS OF VARIANCE OF THE OCCUPATIONAL

INFORMATION SCORES OF 656 STUDENTS OF BENUE STATE

SECONDARY SCHOOLS CLASSIFIED ACCORDING TO AGE GROUP

Source of V a r i a t i o n

Between groups

W i t h i n groups

T o t a l 1830.734

Not

TABLE I V : 12

A 1 x 8 ANALYSIS OF VARIANCE OF THE PLANNING SCORES OF

656 STUDENTS OF BENUE STATE SECONDARY SCHOOLS CLASSIFIED

ACCORDING TO AGE GROUP

NS = ? 'o t S i g n i f i c a n t a t t h e .05 l e v e l .

P

NS

- -

F

i . 7 5

-

.Msq

4.79

2.74

d f

7

648

Source of V a r i a t i o n

Be tween groups

W i t h i n - groups

s s q

33.35

1776.04

T o t a l , . I

mean s c o r e i n c r e a s e was e v i d e n t f o r t h e 1 8 y e a r o l d s ( 5 . 2 3 ) and

t h e 1 9 - 2 5 y e a r o l d s ( 6 . 4 4 ) .

An e x a m i n a t i o n of T a b l e I V : 8 i n d i c a t e s t h a t t h e r h y t h m

of p r o g r e s s i v e i n c r e a s e of t h e c a r e e r m a t u r i t y mean s c o r e of

s t u d e n t s was o b v i o u s . o n l y on t h e c a r e e r c h o i c e A t t i t u d e S c a l e

( 0 1 1 ) . However , o n l y a d i f f e r e n c e of 0 . 1 1 i n a n upward d i r e c t i o n

be tween t h e 1 6 y e a r o l d s ( 2 4 . 9 9 ) and 1 5 y e a r o l d s ( 2 4 . 8 8 ) .

G e n e r a l l y , t h e r e f o r e , t h e r e s u l t d o e s n o t i n d i c a t e c o n -

s i s t e n t p r o g r e s s i v e mean s c o r e i n c r e a s e on S e l f - A p p r a i s a l , Occu-

p a t i o n a l I n f o r m a t i o n and P l a n n i n g s u b t e s t s w i t h i n c r e a s i n g a g e .

The r e s u l t s o f t h e one-way a n a l y s i s of v a r i a n c e a r e shown

i n T a b l e s I V : 9 ; I V : 1 0 ; I V : 11 a n d I V : 1 2 f o r t h e c a r e e r c h o i c e

A t t i t u d e S c a l e , S e l f - A p p r a i s a l , O c c u p a t i o n a l I n f o r m a t i o n and P l a -

n n i n g s u b t e s t s (CMI 1.

The o b s e r v e d a n a l y s e s of t h e tes ts of s i g n i f i c a n c e of t h e

' c a r e e r m a t u r i t y mean s c o r e d i f f e r e n c e o f s t u d e n t s by a g e d i f f e r e n -

t i a t i o n on t h e C a r e e r C h o i c e A t t i t u d e S c a l e ( T a b l e I V : 9 ) S e l f -

A p p r a i s a l ( T a b l e I V : 1 0 ) a n d on P l a n n i n g ( T a b l e I V : 1 2 ) s u b t e s t s

d rew no s i g n i f i c a n t ' mean s c o r e d i f f e r e n c e r e s u l t s . With 7 and 648

d e g r e e s of f r e e d o m n o n - s i g n i f i c a n t F - v a l u e s o f 1 . 9 1 ( T a b l e I V : 9 ) ,

1 . 9 8 ( T a b l e I V : 1 0 ) a n d 1 . 7 5 ( T a b l e I V : 1 2 ) were o b t a i n e d a t t h e

.05 l e v e l . I n e s s e n c e , t h e h y p o t h e s i s of ' n o s i g n i f i , a n t c a r e e r

m a t u r i t y mean s c o r e d i f f e r e n c e ' by a g e d i f f e r e n t i a t i o n of s t u d e n t s

i n s e c o n d a r y s c h o o l s on t h e C a r e e r C h o i c e A t t i t u d e S c a l e , S e l f -

A p p r a i s a l ( p a r t I ) and P l a n n i n g ( p a r t I V ) s u b t e s t s (CMI) was

a c c e p t e d . I t is o n l y on p a r t I1 ( O c c u p a t i o n a l I n f o r m a t i o n s u b t e s t )

( T a b l e I V : 1 1 ) t h a t s i g n i f i c a n t mean s c o r e d i f f e r e n c e was o b t a i n e d .

A t P < 0 .05 w i t h 7 a n d 6 4 8 d e g r e e s of f r e e d o m , t h e F - v a l u e was

s i g n i f i c a n t (F = 2 . 5 7 ) .

SUPWARY

T h i s is t h e s e c o n d h y p o t h e s i s of t h e f i v e h y p o t h e s e s f o r

t h i s r e s e a r c h . The h y p o t h e s i s o f ' n o s i g n i f i c a n t mean s c o r e

d i f f e r e n c e ' by a g e d i f f e r e n t i a t i o n o n t h e C a r e e r Cho ice A t t i t u d e

S c a l e , S e l f - A p p r a i s a l a n d P l a n n i n g (CMI) was a c c e p t e d a t .05 l e v e l

of s i g n i f i c a n c e , On t h e o t h e r h a n d , t h e same N u l l h y p o t h e s i s was

r e j e c t e d when t h e c a r e e r m a t u r i t y of s t u d e n t s was a s s e s s e d on

O c c u p a t i o n a l I n f o r m a t i o n s u b t e s t (CMI) .

S e c t i o n 111 H y p o t h e s i s o f I n t e r a c t i o n s o f t h e three i n d e p e n d e n t

v a r i a b l e s : c lass , sex a n d g e o g r a p h i c l o c a t i o n ( U r b a n / r u r a l ) o f

schoolsl The h y p o t h e s i s r e g a r d i n g t h e i n t e r a c t i o n between t h e t h r e e

main e f f e c t s ( c l a s s , s e x and g e o g r a p h i c l o c a t i o n of s c h o o l s ) w a s '

t h e l a s t i n t h e series of f i v e h y p o t h e s e s f o r t h i s r e s e a r c h - The

e s s e n c e of i n t e r a c t i o n h y p o t h e s i s was t o f i n d o u t i f t h e r e would be

any f u n c t i o n a l r e l a t i o n s h i p among t h e s c o r e s on t h e C a r e e r C h o i c e

A t t i t u d e S c a l e , S e l f - A p p r a i s a l ( p a r t I ) , O c c u p a t i o n a l I n f o r m a t i o n

( p a r t 11) and P l a n n i n g ( p a r t I V ) a n d t h e c o m b i n a t i o n s of c l a s s ,

s e x and g e o g r a p h i c l o c a t i o n ( u r b a n / r u r a l ) of s c h o o l s . The h y p o t h e s i s

was i n t h e N u l l .

: T h e r e is no s i g n i f i c a n t i n t e r a c t i o n e f f e c t be tween : c l a s s

and s e x ; c l a s s and g e o g r a p h i c l o c a t i o n of s c h o o l s ; s e x and g e o g r a -

p h i c l o c d t i o n of s c h o o l s and among c l a s s / s e x / g e o g r a p h i c l o c a t i o n of

s c h o o l s i n t h e mean c a r e e r m a t u r i t y s c o r e d i f f e r e n c e on c a r e e r c h o i c e

A t t i t u d e S c a l e , S e l f - A p p r a i s a l , O c c u p a t i o n a l I n f o r m a t i o n and P l a n n i n g

CCMI).

A n a l y s i s o f H o T a b l e s I V : 4 t o I V : 7 a b o v e i l l u s t r a t e t h e 5

ANOVAS f o r i n t e r a c t i o n p a t t e r n s on t h e career c h o i c e A t t i t u d e S c d l e

( T a b l e IV: 4 ) ; S e l f - A p p r a i s a l ( T a b l e I V : 5 ) ; O c c u p a t i o n a l I n f o r m a t i o n

( T a b l e I V : 6 ) and p l a n n i n g ( T a b l e IV: 7 ) f o r t h e c o m b i n a t i o n s of

c l a s s , s e x and g e o g r a p h i c l o c a t i o n ( u r b a n / r u r a l ) of s c h o o l s .

I r j t e r a c t i o n B e t w e e n C l a s s X S e x o n the

A t t i t u d e sca le , S e l f - A g p r a i s a l , O c c u p a t i o n a l

. ~ n f o r m a t i o n and P l a n n i n g ( C N I ) .

T a b l e s I V : 13 t o 16 and F i g u r e s 3 t o 6 c o n t a i n t h e d a t a .

TABLE I V : 13

DATA FOR THE INTERACTION BETWEEN CLASS AND SEX

ON THE ATTITUDE SCALE (CMI)

TABLE I V : 1 4

DATA FOR THE INTERACTION BETWEEN CLASS AND

SEX ON THE SELF-APPRAISAL (PART I ) CMI

FEMALE X 24.17

CLASS x 3 S S I 23.50

3SS 11 21.25

3SS 111 20.10

S S I 23.00

SS I1 25.17

MALE i 22.97

3SS I1 4.42 4 ,.81

3SS 111 4.93

SS I 6.33 1 z::: 1 !:!: SS I1 7.33 7.50 7.17

TABLE I V : 1 5

18.78

19.05

24.01

25.31

CLASS X

3 S S I 3.58

DATA FOR THE INTERACTION BETWEEN CLASS AND

SEX ON THE OCCUPATIONAL INFORMATION (PART 11)

CMI

19.50

21.75

25.18

25.98

MALE

3.95

FEMALE X

3.20

CLASS X 3SS I 4.33

MALE x 4.80

FEMALE ji,

3.87

TABLE I V : 16

DATA FOR THE INTERACTION BETWEEN CLASS AND

SEX ON THE PLANNING (PART I V ) CMI

J S S I1 4 . 9 5 1 4.95 1 4.00

CLASS x 3SS I 3 . 6 5

F i g u r e s 3 - 6 p r e s e n t t h e g r a p h i c r e p r e s e n t a t i o n of t h e mean

s c o r e s f o r t h e i n t e r a c t i o n b e t w e e n c l a s s a n d s e x on e a c h of t h e

f o u r s u b t e s t s r e p o r t e d i n T a b l e s I V : 1 3 t o I V : 1 6 .

MALE x 3 . 0 9

The o b s e r v e d F - V a l u e s f o r t h e c l a s s x s e x i n t e r a c t i o n

. i n d i c a t e d ' n o s i g n i f i c a n t mean s c o r e ' d i f f e r e n c e ' o n a l l t h e f o u r

s u b t e s t s . W i t h 4 a n d 6 5 5 d e g r e e o f f r e e d o m t h e o b t a i n e d F - r a t i o s

were i n t h e f o l l o w i n g o r d e r ; A t t i t u d e s c a l e , 0 . 6 1 ( p > . 0 5 ) ; S e l f -

A p p r a i s a l , 0 . 1 4 0 ( p > . 0 5 ) ; O c c u p a t i o n a l I n f o r m a t i o n , 1 . 3 4 9 ( p , , 0 5 )

a n d P l a n n i n g 0 . 2 8 8 ( p > . 0 5 ) . A t . 0 5 l e v e l o f t h e s u b t e s t s , t h e r e

was t h e r e f o r e n o s i g n i f i c a n t i n t e r a c t i o n b e t w e e n s t u d e n t s p e r f o r -

mance on t h o s e t e s t s a n d t h e i r c l a s s a n d s e x .

FEMALE 2 2 . 1 5

* INTERACT1 Or( BETWEEN CLASS X GEOGRAPHIC LOCATION ( URBAN/RURAL ) OF

SCHOOLS ON THE A l T I T U D E SCALE, SELF-APPRAI SAL (PART I ) t OCCUPATIONAL

INFORMATION (PART 11) AND PLANNING (PART IV), T h e r e s u l t of t h e

ANOVA f o r i n t e r a c t i o n b e t w e e n c l a s s a n d g e o g r a p h i c l o c a t i o n o f

s c h o o l s on t h e f o u r s u b t e s t s (CMI) i s p r e s e n t e d i n T a b l e s I V : 4 t o

I V : 7 . T a b l e I V : 1 7 - I V : 2 0 a n d f i g u r e s 7 - 10 b e l o w i l l u s t r a t e

t h e t r e n d o f t h e i n t e r a c t i o n b e t w e e n c l a s s x u r b a n / r u r a l s t u d e n t s

o n t h e f o u r s u b t e s t s ( C M I )

T h e p a t t c r n o f mean s c o r e o n t h e c a r e e r c h o i c e A t t i t u d e

S c a l e ( T a b l e s I V : 1 7 a n d F i g . / ) i n d i c a t e d t h a t s t u d e n t s i n u r b a n

s c h o o l s m a i n t a i n e d h i g h e r s c o r e s t h a n s t u d e n t s i n r u r a l s c h o o l s .

C L A S S

F i g 3 : I L L U S T R A T I O N O F THE I N T E R A C T I O N BETWEEN CLASS AND SEX 01.1 T I M A T T I T U D E SCALE ( C M I ) .

F i g 4 : ILLUSTRATION OF THE INTERACTION BETWEEN CLASS AND SEX ON SELF APPRAISAL ( C H I ) .

3 S S I 3SS2 3SS3 S S I SS2

C L A S S F i g 3 : I L L U S T R A T I O N OF THE INTERACTION PATTERN BETWEEN CLASS AND CLASS AND

SEX ON OCCUPATIONAL INFORMATlON ( C M I )

6'91 MALE 5 . a%/-

- 3 S S I 3SS2 3SS3 SS I SSZ

C L A S S

F i g 6: I LLUSTRATION OF THE INTERACTION PATTERN BETWEEN CLASS AND SEX ON PLANNING (CII I I )

69

But the d i f f e r e n c e i n t he mean scores i n some c lasses i n the urban

schools and those of t he r u r a l schools was apparent ly i n - s i g n i f i c a n t . . . For instance, w h i l e 3SS 'I11 (urban) scored 20.30, t h e i r r u r a l

counterpar ts had 20.00, l e a v i n g a d i f f e r e n c e o f 0.30. There was

no b i g d i f f e r e n c e between SS I1 (urban) and ss 11 ( r u r a l ) mean

sccres e i t h e r . The d i f f e r e n c e was on l y 0.92.

The obta ined F - Value o f 1.923 w i t h 4 and 655 degrees of -

freedom was t h e r e f o r e n o t s i g n i f i c a n t . The hypothesis was accepted.

TABLE IV: 1 7

DATA FOR THE INTERACTION BETWEEN CLASS AND GEOGRAPHIC

LOC4TTON (URBANIRURAL) OF SCHOOLS ON THE ATTITUDE SCALE

CLASS

3SS I 23.50

3SS I1 21.25

S S I 23.00

URBAN

24.01 ,

23.09

20. 30'

25.01

25.28

TABLE IV: 18

RURAL

DATA FOR THE INTERACTION BETWEEN CLASS AND

GEOGRAPHIC LOCATION (URBANIRURAL) OF SCHOOLS

ON THE SELF-APPRAISAL (PART I ) C M I

- CLASS X I URBAN RURAL X

I

25.01 URBAN

21.28

3 S S I 3 S S 2 3 S S 3 SS I S S 2

CLASS

F i g 7 I L L U S T R A T I O N OF THE I N T E R A C T I O N BETWEEN CLASS AND GEOGRAPHIC L O C A T I O N OF SCHOOLS ( U R B A N I R U R A L ) O N A T T I T U D E SCALE ( C M I )

3 S S I 3 S S 2 3 S S 3 S S I S S 2

C L A S S

F i g 8: I L L U S T R A T I O N OF I N T E R A C T I O N BETWEEN CLASS AND GEOGRAPHIC L O C A T I O N OF SCHOOLS (URBANJRURAL) ON S E L F - A P P R A I S A L ( C M I )

R B A N

U R A L

3 S S I 3 S S 2 3 S S 7 S S I SS 2

CLASS

F i g 9: I L L U S T R A T I O N O F T H E I N T E R A C T I O N P A T T E R N BETWEEN C L A S S AND G E O G R A P H I C L O C A T I O N OF SCHOOLS ( U R B A N / R U R A L ) ON O C C U P A T I O N A L I N F O R M A T I O N ( C M I )

RURAL -1 1

CLASS

F i g 10: I L L U S T R A T I O N OF THE I N T E R A C T I O N P A T T E R N BETWEEN CLASS AND GEOGRAPHIC L O C A T I O N OF SCHOOLS ( U R B A N I R U H A L ) ON P L A N N I N G ( C M I )

TABLE I V : 19

DATA FOR THE INTERACTION BETWEEN CLASS AND GEOGRAPHIC

L O C A T I O N (URBAN/RURAL) OF SCHOOLS, O N THE OCCUPATIONAL

INFORMATION (PART 1 1 ) (CMI)

- CLASS X

3SS I 4 .33

3 S S I I 5 .58

3Ss I11 6 .08

S s I 6.63

S S I I 7.92

U R B A N X - R U R A L X

Table I V : 18 and f i g u r e 8 above c o n t a i n t h e r e s u l t of t h e

i n t e r a c t i o n b e t w e e n c l a s s and geograph ic , l o c a t i o n of s c h o o l s on

S e l f - A p p r a i s a l (CMI). The i n f o r m a t i o n on t h e p a t t e r n of s c o r e s was

the same: u r b a n s tuden ts m d i n t a i n i n g h i g h e r mean s c o r e s t h a n t h e i r

r u r a l c o u n t e r p a r t s . Again , t h e mean s c o r e d i f f e r e n c e between urban

and r u r a l s c h o o l s was n o t l a r g e . The ANOVA t e s t i n d i c a t e s an F -

r a t i o of 1 .193 w i t h 4 and 655 d e g r e e s of freedom (Tab le I V : 5 ) .

There was t h e r e f o r e no s i g n i f i c a n t i n t e r a c t i o n between s t u d e n t s

performance on t h e S e l f - A p p r a i s a l s u b t e s t (CIIII) and c l a s s and

geograph ic l o c a t i o n of s c h o o l s .

From T a b l e I V : 19 it can be observed t h a t t h e r e was a

r e g r e s s i o n on t h e mean s c o r e i n c r e a s e rhythm f o r urban s t u d e n t s i n

3SS c l a s s I11 ( 6 . 5 9 ) . The same d r o p i n t h e mean matur j t y s c o r e

could be observed wi th SS c l a s s I1 r u r a l s t u d e n t s ( 4 . 9 6 ) . On t h e

same t e s t SS c l a s s I r u r a l s t u d e n t s s c o r e d h i g h e r ( w i t h 8 . 7 1 ) t h a n

SS c l a s s I urban ( 7 . 0 5 ) . However, w i t h 4 and 655 d e g r e e s of

freedom F - v a l u e of 3.022 was r e q u i r e d f o r s i g n i f i c a n c e a t .05

l e v e l . The h y p o t h e s i s of no i n t e r a c t i o n between c l a s s and geogra -

ph ic s c h o o l l o c a t i o n was r e j e c t e d f o r Occupa t iona l In format ion

(CMI).

TABLE I V : 20

DATA FOR THE INTERACTION BETWEEN CLASS AND GEOG.

LOCATION (URBANIRURAL) OF SCHOOLS ON THE PLANNING

- RURAL X

- CLASS X

~ S S I 3.65

3Ss I1 4.95

3SS I11 5.75

S S I 6.00

S s 1 1 6.38

The ANOVA t e s t f o r i n t e r a c t i o n between c l a s s and geographic

l o c a t i o n o f s c h o o l s on t h e p l a n n i n g ( p a r t I V ) s u b t e s t d i d n o t

, produce any s i g n i f i c a n t r e s u l t . Table I V : 20 and f i g u r e 10 d e p i c t

URBAN X

4 . 8 1

5.76

6.35

5.75

6.63

t h e p a t t e r n o f i n t e r a c t i o n . Wi th 4 and 655 degrees o f freedom an

ob ta ined F of 0.543 a t .05 l e v e l o f s i g n i f i c a n c e f e l l s h o r t o f

expected v a l u e f o r r e j e c t i n g t h e N u l l h y p o t h e s i s . The h y p o t h e s i s

was t h e r e f o r e accepted.

INTERACTION BETWEEN SEX X GEOGRAPHIC LOCATION OF SCHOOLS ON THE

APTITUDE SCALE, SELF-APPRAISAL (PART I ) :OCCUPATIONAL I N F O R W T I O N

PART I I ) AND PLANN ING (CM I )

The d a t a on t h l s a r e p resen ted i n Tab le I V : 2 1 t o I V : 24 below.

F i g u r e s 11 t o 14 d e p i c t g r a p h i c a l - l y , t h e p a t t e r n o f i n t e r a c t i o n s .

TABLE IV:21

DATA FOR THE INTERACTION BETWEEN SEX AND GEOGRAPHICAL

LOCATION (UHBAN/RURAL) OF SCHOOLS ON THE ATTITUDE SCALE

C M I

URBAN RURAL

MALL

17.05

MALL

16.06

FE t4AL E

22.25

FEMALE

18.41

MALE FEMALE

Fig 11 ILLUSTRATION OF THE INTERRACTION PATTERN BETWEEN SEX AMD GEOGRAPHIC LOCATION OF SCHOOLS (URBANIRURAL) ON THE ATTITUDE

SCALE ( C M I ) .

F i g 12:

MALE FEMALE

I L L U S T R A T I O N OF INTERACTION BETWEEN SEX AND GEOGRAPHIC LOCATIOI I OF SCHOOLS(URBAN/RURAL) ON SELF-APPRAISAL (CM1) .

MALE FEMALE

F i g 1 3 : I L L U S T R A T I O N OF THE INTERACTION PATTERN BETWEEN SEX AND GEOGRAPHIC LOCATION OF SCHOOLS (URBANIRURAL) ON OCCUPA- T IONAL INFORMATION(CMI).

R U R A L

5 .54 t

4 . 0 1 '3 .98 URBAN

!

MALE FEMALE

F i g 1 4 ILLUSTRATION OF THE IIdTERACTION PATTERN BETWEEN SEX AND GEOGRAPHIC LOCATICN OF SCHOOLS(URBAN/RURAL) ON PLANNING ( C t I I ) .

TABLE I V : 2 2

DATA FOR THE INTERACTION BETWEEN SEX AND GEOGRAPHICAL

LOCATION (URBAN/RURAL) OF SCHOOLS ON THE SELF-APPRAISAL

TABLE I V : 2 3

DATA FOR INTERACTION BETWEEN SEX AND GEOGRAPHICAL LOCATION

C M I

(URBANIRURAL) OF SCHOOLS ON THE OCCUPATIONAL INFORMATION

URBAN

TABLE I V : 2 4

MALE

5.38

RURAL

C M I

DATA FOR THE INTERACTION BETWEEN SEX AND GEOGRA?HICAL

FEMALE

4.7 1

MALE

4.87

LOCATION (URBANIRURAL) OF SCHOOLS ON THE PLANNING

FEMALE

4.50

URBAN

C M I

MALE

RURAL

URBAN

FEMALE MALE

I MALE FEMALE

FEMALE

RURAL

FEMALE

4 .01 3.98

Tables I V : 4 t o I V : 7 show t h e r e s u l t s f o r t h e sex X geographic

l o c a t i o n o f schoo ls on t h e Career Choice A t t i t u d e Sca le , S e l f - A p p r a i s a l

Occupa t iona l I n f o r m a t i o n and P lann ing . Excep t ing f i g u r e 13, f i g u r e s

11,12 and 14 d e p i c t p a r a l l e l l i n e s . F i g u r e 13 i l l u s t r a t e s a p a t t e r n

o f i n t e r a c t i o n . The presence of p a r a l l e l l i n e s i n f i g u r e s 11,12 and

14 i n d i c a t e s no . s i g n i f i c a n c e (Moroney,1951:414). On t h e o ther hand,

f i g u r e 13 shows ev idence o f r e l a t i o n s h i p between t h e performance of

male and female s t u d e n t s and t h e i r geographic l o c a t i o n ( u r b a r ~ / r u r a l )

of s c h o o l s on O c c u p a t i o n a l I n f o r m a t i o n ( P a r t 11). Thus , t h e h y p o t h e s i s

of no s i g n i f i c a n t i n t e r a c t i o n be tween s e x and g e o g r a p h i c l o c a t i o n of

t h e s c h o o l s was r e j e c t e d . The h y p o t h e s i s of no s i g n i f i c a n t i n t e r a c -

t i o n be tween s e x and g e o g r a p h i c l o c a t i o n ( u r b a n l r u r a l ) of s c h o o l s on

t h C a r e e r Cho ice A t t i t u d e S c a l e ( F i g . 11) , S e l f - A p p r a i s a l ( P a r t I ) F i g .

1 2 ) and P l a n n i n g ( P a r t I V ) ( F i g . 1 4 ) was a c c e p t e d .

The r e s u l t s we re c o n f i r m e d by t h e o b t a i n e d F - v a l u e s f rom

ANOVA t e s t ( T a b l e s I V : 4 - I V : 7 ) .

INTERACTION WONG CLASS X SEX X GEOGRAPHIC LOCATICN (uRBAN/RuRAL) OF

SCHOOLS ON THE ATTITUDE SCACE : SELF-APPRAI SAL (PART 1 ) : OCCUPATIONAL

INFORMATION (PART 11) AND PLANNING (PART IV) ( C M I )

The r e s u l t s we re s i g n i f i c a n t on t h e A t t i t u d e S c a l e ( F = 3 . 1 8 2 ,

d f = 4 and 6 5 5 ) , S e l f - A p p r a i s a l ( F = . 2 . 5 6 7 , d f = 4 and 6551 , and

, O c c u p a t i o n d l I n f o r m a t i o n ( F = 8 . 4 2 9 , d f = 4 and 6 5 5 ) . The F - v a l u e

on P l a n n i n g was n o t s i g n i f i c a n t ( F = 1 . 9 2 6 ) .

T a b l e s I V : 4 t o I V : 7 c o n t a i n t h e d e t a i l on t h e ANOVA t e s t d a t a ,

SUMMARY OF RESULTS FOR THE HYPOTHESIS OF 'NO S I G N I F I C A N T ' INTERACTIONS

F o r t h e f i f t h h y p o t h e s i s t h r e e f i r s t o r d e r i n t e r a c t i o n s ( c 1 a s s X

s e x ; C l a s s X G e o g r a p h i c l o c a t i o n of s c h o o l s , and s e x X g e o g r a p h i c

l o c a t i o n of s c h o o l s ) and s e c o n d o r d e r i n t e r a c t i o n s ( c l a s s x s e x x

g e o g r a p h i c l o c a t i o n of s c h o o l s ) we re t e s t e d . The h y p o t h e s i s of ' n o

s i g n i f i c a n t i n t e r a c t i o n ' was r e s p e c t i v e l y be tween t h e t h r e e f i r s t

o r d e r i n t e r a c t i o n s , a n d t h e n t h e s e c o n d o r d e r i n t e r a c t i o n s snd s c o r e s

on t h e A t t i t u d e S c a l e , S e l f -Appra j . s a l ( P a r t 1) , O c c u p a t i o n a l . I r ~ f o r n a -

t i o n ( P a r t 11) a n d P l a n n i n g ( P a r t I V ) .

The ANOVAS f o r i n t e r a c t i o n p a t t e r n s we re c a l c u l a t e d . With 4 and

655 d e g r e e s of f r e e d o m , t h e c l a s s x s e x i n t e r a c t i o n h y p o t h e s i s of no

s i g n i f i c a n t e f f e c t was a c c e p t e d on t h e A t t i t u d e S c a l e (r = 0 . 6 1 0 ) ;

S e l f - A p p r a i s a l ( F = 0 . 1 4 0 ) ; O c c u p a t i o n a l I n f o r m a t i o n ( F - 1 . 3 4 8 ; and

on P l a n n i n g ( F = 0 . 2 2 8 ) r e s p e c t i v e l y . On s u b t e s t I1 i . e O c c u p a t i o n a l

I n f o r m a t i o n , i n t e r a c t i o n be tween c l a s s x g e o g r a p h i c l o c a t , i o n of

s c h o o l s r e g i s t e r e d s i g n i - f i c a n t mean s c o r e d i f f e r e n c e . The F = v a l u e

was 3.022,df = 4 and 655. With 4 and 655 deg ree s of freedom no

s i g n i f i c a n t i n t e r a c t i o n between c l a s s x geographic l o c a t i o n o f

s choo l s was found on o t h e r s u b t e s t s ; v i z A t t i t u d e S c a l e , F = 1 .923;

S c l f - A p p r a i s a l , F = 1 .193; and P l ann ing , F = 0.543. While t h e N u l l

hypo the s i s was r e j e c t e d wi th r e s p e c t t o Occupat ional Informat ion ( P a r t

I I ) , i t was however ,accepted on t h e Career Choice A t t i t u d e S c a l e ;

Se l f -Appra i s a l ( P a r t I ) and Planning ( P a r t I V ) where ANOVA showed no

s i g n i f i c a n t mean s c o r e d i f f e r e n c e .

A t P C 0.05 wi th I and 659 degrees of f r e e d o m , a l l ANOVA F - va lues

f o r i n t e r a c t i o n between s ex and geographic l o c a t i o n of schools on t h e

Career Choice A t t i t u d e S c a l e ( F = 0 .208) Se l f -Appra i s a l (F = 1.614)

and Planning ( F = 0 .693) ( C M I ) i n d i c a t e d no s i g n i f i c a n t r e s u l t s . This

implied t h a t t h e N u l l hypo the s i s was accep ted f o r a l l t h e t h r e e sub-

t e s t s (011). On t h e o t h e r hand, t h e s ex x geographic l o c a t i o n of

s choo l s mean s c o r e d i f f e r e n c e c a l c u l a t e d a t PC 0.05 wi th 1 and 658

degrees of freedom showed a h ighe r F - va lue s on P a r t 11 ( F = 11 .406 ) .

The Null hypo the s i s was t h e r e f o r e r e j e c t e d . Tables I V : 4 t o I V : 7 r e v e a l t h e r e s u l t s of i n t e r a c t i o n

among c l a s s x sex x geographic l o c a t i o n of s choo l s on t h e f o u r

s u b t e s t s ( C M I ) used i n t h i s r e s e a r c h . The hypo the s i s of no

s i g n i f i c a n t i n t e r a c t i o n among c l a s s /sex Igeograph i c l o c a t i o n of

s choo l s on t h e A t t i t u d e S c a l e (F = 3.152; df = 4 and 6 5 5 ) , p a r t I

( F = 2 .567 , df = 4 and 6 5 5 ) , and p a r t 11 ( F = 8 .429 , df = 4 and

655) was r e j e c t e d . However, t h e F - v a l ~ t e of 1.926 on p a r t I V

(P l ann ing ) s u b t e s t a t p < 0.05 wi th 4 and 655 degrees of f reed012

f a i l e d t o meet t h e r e q u i r e d va lue . Theref o re s t a t i s t i c a l l y , t h e

N u l l hypothes i s w d s a c c e p t e d .

SUWIARY OF THE FINDINGS Tables IV: 4 t o 1 V : 24 a s w e l l a s f i g u r e s 3 - 14 i l l u s t r a t e

major r e s u l t s on t h e main e f f e c t s and t h e p d t t e r n of i n t e r a c t i o n s .

Ana lys i s of the d a t a r e s u l t e d i n a s t a t i s t i c a l bds i s f o r r e j e c t i o n

o r acceptarlce of t h e N u l l hypotheses t e s t e d d t t l \ e .05 l e v e l o f

p r o b a b i b i l i t y . The f i r s t hypo the s i s o f no s i g n i f i c a n t mean

m a t u r i t y s c o r e d i f f e r e n c e by 3SS c lass I - SS I1 s t u d e n t s on t h e

A t t i t u d e S c a l e , S e l f - A p p r a i s a l , O c c u p a t i o n a l I n f o r m a t i o n a n d

P l a n n i n g s u b t e s t s (CMI) was r e j e c t e d f o r A t t i t u d e S c a l e ,

O c c u p a t i o n a l I n f o r m a t i o n a n d P l a n n i n g . The r e s u l t f o r S e l f -

A p p r a i s a l was n o t s i g n i f i c a n t . The h y p o t h e s i s was a c c e p t e d .

T h e s e c o n d h y p o t h e s i s t e s t e d was f o r a g e d i f f e r e n c e s on

t h e f o u r s u b t e s t s . E x c e p t i n g on O c c u p a t i o n a l I n f o rmat io r ! s u b t e s t ,

t h e h y p o t h e s i s was a c c e p t e d f o r a g e on t h e A t t i t u d e S c a l e , S e l f -

A p p r a i s a l a n d P l a n n i n g s u b t e s t s (CMI) . I t i s o n l y on t h e Occupa-

t i o n a l I n f o r m a t i o n t h a t t h e h y p o t h e s i s o f n o s i g n i f i c a n t d i f f e r e n c e

was r e j e c t e d .

The t h i r d a n d t h e f o u r t h h y p o t h e s e s o f n o s i g n i f i c a n t mean

s c o r e d i f f e r e n c e on t h e f o u r s u b t e s t s u s e d i n t h i s r e s e a r c h were

on g e o g r a p h i c l o c a t i o n ( u r b a n l r u r a l ) o f s c h o o l s a n d s e x d i f f e r e n c e s

r e s p e c t i v e l y . F o r t h e t h i r d h y p o t h e s i s , t h e o b t a i n e d F - v a l u e

was n o t s i g n i f i c a n t on t h e A t t i t u d e S c a l e , S e l f - A p p r a i s a l , a n d

O c c u p a t i o n a l I n f o r m a t i o n , b u t s i g n i f i c a n t on t h e P l a n n i n g s u b t e s t

( C I I I ) . F o r t h e f o u r t h h y p o t h e s i s t e s t e d , t h e same r e s u l t a s

o b t a i n e d f o r g e o g r a p h i c l o c a t i o n o f s c h o o l s was r e p e a t e d f o r s e x .

T h i s s h o w s t h a t f o r e i t h e r g e o g r a p h i c l o c a t i o n o f s c h o o l s o r t h e

s e x d i f f e r e n c e s t h e s c o r e d i f f e r e n t i d t i o n on t h e A t t i t u d e S c a l e ,

S e l f - A p p r a i s a l a n d O c c u p a t i o n a l I n f o r m a t i o n would n o t b e s i g n i f i -

c a n t , b u t s i g n i f i c a n t o n l y f o r e i t h e r g e o g r a p h i c l o c a t i o n o f

s c h o o l s o r s e x d i f f e r e n c e s on t h e c a r e e r c h o i c e P l a n n i n g s u b t e s t .

F o r i n t e r a c t i o n h y p o t h e s i s o f t h e t h r s e main e f f e c t s

( c l a s s , s e x , g e o g r a p h i c l o c a t i o n o f s c h o o l s ) t h e f o l l o w i n g i s t h e

summary o f t h e f i n d i n g s : -

W i t h t h e c l a s s b y s e x i n t e r a c t i o n n o s i g n i f i c a n t i n t e r a c -

t i o n s o c c u r r e d on a l l t h e f o u r s u b t e s t s (CMI) . C l a s s

y i c l d e d s c o r e d i f f e r e n t i a t i o n on t h e C a r e e r C h o i c e A t t i t u d e S c a l e ,

O c c u p d t i o n a l I n f o r n i a t i o n ( p a r t 1 1 ) a n d P l a n n i n g ( _ p a r t I V ) . T h i s

r e s u l t was i n d e p e n d e n t o f t h e e f f e c t o f s e x o n t h e s c o r e s . The

hypothesis of no i n t e r a c t i o n between c l a s s and sex was t h e r e f o r e

accepted.

The no i n t e r a c t i o n between c l a s s and geographic loca t ion

( u r b a n l r u r a l ) of schools hypothesis on the four s u b t e s t s was

r e j ec t ed only on Occupational Information ( p a r t 11). The hypoth-

e s i s was accepted on t h e At t i t ude Sca le , Se l f -Appra isa l and

Planning. The d i f f e r e n c e i n t he mean sco res found across c l a s s e s

on the Career Choice At t i t ude S c a l e , Se l f -Appraisal and Planning

did not depend on the e f f e c t of urban or r u r a l school l oca t ion .

B u t on the o the r hand, t he d i f f e r e n c e i n s co res found across

c l a s s e s on the Occupational Information Subtes t depended on t h e

e f f e c t of urban or r u r a l l o c a t i o n ef schools .

The hypothesis of no s i g n i f i c a n t i n t e r a c t i o n between sex

and geographic loca t ion of schools produced t h e same pa t t e rn a s

. above. That i s , excepting on t h e Occupational Information s u b t e s t ,

t h e hypothesis was accepted on t h e Career Choice At t i t ude Sca le , s e l f - ~ ~ p r a i s a l and Planning, r e spec t ive ly . A n y s tatement t h e r e -

f o r e about the e f f e c t of sex on t h e sco res obtained on the

Occupational Information need t o be q u a l i f i e d by information on

the e f f e c t of urban or r u r a l schools on the s c o r e s .

The l a s t i n t h e s e r i e s of t h e hypothesis on i n t e r a c t i o n s

t e s t e d was t h a t of c l a s s by sex by geographic school l oca t ion .

The hypothesis ( u r b a n l r u r a l ) was r e j e c t e d on the Career Choice

At t i tude Sca le , Self -Appra i s a l and Occupational Information. The

hypothesis was accepted o n Planning ( s u b t e s t ) . T h i s again demons- --

t r a t e s thay ar,y s ta tement about e f f e c t of c l a s s on t h e scores

obtained C!I t he Career Choice At t i t ude S c a l e , Se l f -Appraisal and

Occupational Information needed t o be supported b y information on

t h e e f f e c t of both sex and geographic loca t ion of schools

s imultaneously,

POST-HOC COMPARISON OF S I G N I F I C A N T MEAN M4TURITY SCORE DIFFERENCES

USING SCHEFFE'S METHOD OR THE F - TEST (FERGUSON 1981: 307 - 3091, S i g n i f i c a n t main e f f e c t s and i n t e r a c t i o n e f f e c t s were

r e g i s t e r e d by

a 1 CLASS On Career Choice At t i t ude S c a l e , Occupational

Information and Planning;

b 1 SEX and b y geographic location of schools, on Planning,

r e s p e c t i v e l y . There was s t a t i s t i c a l s i g n i f i c a n t r e s u l t

f o r t h e Age Groups on Occupational Information.

The 'no i n t e r a c t i o n ' hypothesis r e g i s t e r e d s i g n i f i c a n t

i n t e r a c t i o n between c l a s s and geographic loca t ion of schools , and

between sex and geographic loca t ion of schools on Occupational

Information r e s p e c t i v e l y . The 'no i n t e r a c t i o n ' among the second

order i n t e r a c t i o n hypothes is of c l a s s x sex x geographic loca t ion

of schools r e g i s t e r e d s i g n i f i c a n c e on the t h r e e s u b t e s t s : The

At t i t ude Sca le , Se l f -Appraisal and Occupational Information.

Post-hoc comparson of means was conducted using Sche f fe ' s

. Method o r the F - t e s t t o compute sources of s i g n i f i c a n c e . The

fol lowing formula was used t o compute t h e S c h e f f e ' s post-hoc

comparisons of mean sco re d i f f e r e n c e s ( f e rguson , 1981: 307 - 309) .

WHERE 2

F = I' - r a t i o between p a i r s of means; SW = within-group

var iance e s t i m a t e .

f o r the d i f f e r e n c e t o be s i g n i f i c a n t , F m u s t be g rea t e r

than or equal t o ~ l .

The r e s u l t s of t he post-hoc a n a l y s i s a t t h e .05 level of

s i g n i f i c a n c e a r e presented i n Table IV: 25 t o I V : 3>

TABLE IV: 25

SOURCE OF SIGNIFICANCE OF MEAN SCORE DIFFERENCE AMONG

CLASS ass I TO ss 11 STUDENTS ON TH,E CAREER CHOICE

ATTITUDE SCALE

Comparison F F. (9 .36 ) Remarks (C la s se s ) (Fo;; 4 , 655) - .. --

3sS I Cfd I1 13.36 F- F' 1

" I It SSI It I " SS I1 " I1 " I11 It 11, If SSI I' 11, I t SS I1

. . . + "= S i g n i f i c a n t . NS = Not S i g n i f i c a n t

- --. - - .a . - --*. --- . - . - - .

Comp&isc.& 3SS 1/11, 3SS 11111 and 3SS I I / S S I1 t o SS I /

SS I1 produced s i g n i f i c a n c e . Inspec t ion of Tabhe I V : 13 i nd i ca t ed

t h a t while each of t h e mean s c o r e d i f f e r e n c e s between t h e e p a i r of

c l a s s e s 3SS 1/11, 11111, 3SS I I /SS I1 t o S S I/SS I1 maintained a

l a r g e range of 2.25; 3.40; 3.92; 2.90; 5.07 and 2.17, on t h e o ther

hdnd,'-comparison JSS I /SS I t o aSSII /SS I had very smhl l range of

mean s c o r e d i f f e r e n c e s : 0.50; 1.67; 1.15 and 1 , 7 5 fox 3SSI/SSI,

3SS I / S S I I , 3SS II/III and f o r 3SS I I /SS I r e s p e c t i v e l y , The

source of s i g n i f i c a n c e r e g i s t e r e d on t h e test by c l a s s e s was from

c l a s s e s with l a r g e r range of mean s c o r e s , Their r e s p e c t i v e F - value t he re f o re confirm t h e s e r e s u l t s .

TABLE I V : 26

SOUFCE OF SIGNIFICANCE OF MEAN SCORE DIFFERENCE AMONG 3SS

CLASSES 1 TO SS 11: CLASS OF STUDENT ON OCCUPATIONAL

T.NFORMATSON

Compar i sons F F

( C l a s s e s ) F o 5 ; ' 4 , 6 5 5 ) ( 9 . 5 6 ) REMARKS - - 1

3SS I , Cfd 3SS 11

" I , " 3 s s I11

" I , I t S S I

I , I t ss I1

" 11, " 3SS I11

I t 11, " S S I

I t 11, " ss I1

I f 111, " SS I

" IIT, " SS I1

SS I , " S S I1

' = S i g n i f i c a n t . NS = Not S i g n i f i c a n t ,

- - I _. From T a b l e IU: 26 i t ' c i n be o b s e r v e d t h a t c o m p a r i s o n 3SS

I/TT, ass r / w , ; I s s . x r / r r x , ass ~ s s I , ~ S E , II.P/:SS .t, JSS XTI,JSS

I1 and SS I /SS I1 d i d n o t a c h i e v e t h e l e v e l of F - v a l u e s t o be

s i g n i f i c a n t . The r a n g e of mean s c o r e d i f f e r e n c e ( 'Table IV: 14)

be tween a n y p a i r s f o r t h e s e c l a s s e s was v e r y s m a l l when compared

w i t h a n y p a i r s of c l a s s e s 3SS I /SS I , 3SS I/.!;SII,

and 3SS I I / S S 11, where s i g n i f i c a n t mean s c o r e d i f fe renc le o c c u r r e d

- TABLES I V : 27

SOURCE OF SIGNIFICANCE OF MEAN SCORE DIFFERIINCE

AMONG 3SS CLASSES I - SS I1 CLASSES O F STUDENT

ON PLANNING

F 1 .

Comparisons I= P

(Classes ) (Fog; 4 , 655) 9.56:) REMARKS

3SS I , Cfd 3SS I1 4.459 F. 4 F]. NS

3SS I , It I t I11 11.636 F 7 . F %-

" I11 I' SS I 0.165 1 . - F:L NS

'I 111, It SS I1 1 .047 1: 4 F ' L NS

SS I , Cfd SS I1 0.381 F < F~ E4S ----- -- j)r = S i g n i f i c a n t NS = Not S i g n i f i c m t .

From Table I V : 27 above, only t h e F - r a t i o s of' comparisons

- 3SS 11111, 3SS I /SS I arid 3SS I /SS I1 subs t : imt ia l ly provided t h e

source of s i g n i f i c a n c e a t t a i n e d by t h e c1as:ies on t h i s t e s t . This

r e s u l t confirms t h e l a r g e range e x i s t l n g between any 0 1 9 t h pa i red

comparisons (Table I V : 1 6 ) -- - TABLE I V : 28 - & -._ _ ,

SOURCE OF SICNIFICANCE RETWEEN : MALI-:' S'TUDCNTS ON f1CANNING

Comparison F F (Ma l e /Female) (Fo,; 1, 658) (3.86) Remar ks

A r e f z r e n c e t o l , i b l e I V : 3 shows a s m a l l r a n g e mean score

d i f f e r e n c e o f 1 . 2 7 b e t w e e n m a l e ( u r b a n a n d r u r a l ) s t u d e n t s a n d f e m a l e

( u r b a n a n d r u r a l ) s t u d e n t s o n P l a n n i n g s u b t e s t . B u t a c l o s e r

i n s p e c t i o n o f s p e c i f i c d a t a on g e o g r a p h i c l o c , . i t i o n o f s c h o o l s

i n d i c a t e d a l a r g e r a n g e o f 3 .32 a g g r e g a t e f o r u r b a n m a l e s t u c ~ ~ n t s

o v e r a n y r u r a l m a l e c o u n t e r p a r t s o r f e m a l e ( u r b a n a n d r u r , 3 l ) o n

t h i s t e s t ( t a b l e I V : 2 4 ) .

T h i s a c c o u n t e x p l a i n s a l s o t h e s o u r c e o f t h e s t a t i s t i c a l

s i g n i f i c a n c e o b t a i n e d f o r g e o g r a p h i c l o c a t i o n of s c h o o l s ( l ~ r b a n /

r u r a l ) on t h e P l a n n i n g s u b t e s t . T a b l e I V : 29 be low i l l u s t r a t e s

t h e r e s u l t o f t h e F - t e s t f o r t h e main e f f e c t o f geographic

l o c a t i o n o f s c h o o l s .

TABLE I V : 29

SOURCE OF SIGNIFICANCE BETWEEN URBAN (U) AND RURAL. ( R )

SCHOOL LOCATIONS ON PLANNING (CMI)

COMPARISONS

(U/R) r- The m a j o r s o u r c e o f s i g n i f i c a n c e o n t h i s test was f r o m t h e

u r b a n mean s c o r e d i f f e r e n c e . A s t a t i s t i c a l s i g n i f i c a n t r e s u l t was o b t a i n e d f o r t h e m a i n

effect of a g e v a r i a b l e on t h e O c c u p a t i o n a l 1 .n form.a t ion s u b t e s t .

1 - a b l e I V : 30 i l l u s t r z t e s t 4 e r e s u l t s o f a t t e m p t s a t l o c a t i n g t h e

s o u r c e o f s i y n i f i c a n c e .

TABLE IV: 30 9 0

SOURCE O F S I G N I F I C A N C E AMONG AGE GROUPS ON OCCUPATIONAL

I N F O R M A T I ON C M I

C o m p a r i s o n s F

NS = N o t S i g n j f i c a n t .

A c a r e f u l i n s p e c t i o r ! of tab1.e !V: 3 0 above s h o u l d r e v e a l

t h a t t h r e e d i f f e r e n t g r o u p s emerqed Prom t h e c o m p a r i s o n s o f t h e

mean m a t u r i t y s c o r e s among t h c e i g h t a g e g r o u p s . Compdr i sons 314

t o 3 1 6 , 415 t o 4 1 6 and 516 fo rmed a g r o u p ( i .e . mean m a t u r i t y

s c o r e d i f f e r e n c e s n o t s i g n i f i c a n t l y d i f f e r e n t ) , 'wh i l e c o m p a r i s o n s

1 1 2 , 2 / 3 t o 2 1 7 , 318, 418 a n d 517 t o 418 fo rmed a n o t h e r . The l a s t

g r o u p , t h e main s o u r c e of s i g n i f i c a n c e on t h e O c c u p a t i o n a l I n f o r -

m a t i o n s u b t e s t (CMI), was t h a t o f c o m p a r i s o n s 1/3, 1 / 4 , , 1 1 5 , 1 1 6 ,

1 1 7 , 1 1 8 and 2 / 8 a g e g r o u p s . The d a t a i n t a b l e I V : 8 c o n f i r m

t h e s e fdc ts . . 4 l t h o u g h n e i t h e r o f t h e g r o u p s p roduced F - v a l u e o f

s i g n i f i c c i n c e f o r t h e main e f f e c t b u t t h e l a s t g r o u p i n d i c d t e d

h i g h e r r a n g e , and t h e r e f o r e s o u r c e o f s i g n i f i c a n c e p roduced on

t h i s test when t h e d i f f e r e n t r a n g e o f s c o r e s f o r a l l g r o u p s was

s t a t i s t i c a l l y compa red . TABLE I V : 3 1

SOURCE OF SIGNIFICANCE OF INTERACTION !XTWCEN CLASS ( C ) AND . GEOGRAPHIC LOCATION OF SCHOOLS UREMN (11) 4ND RURAL ( R ) ON

THE OCCUPhTIONAL. INFORM4TI ON

8 = S i g n i f i c a n t A 14s = Not S i g n i f i c a n t .

The o n l y c o m p a r i s o n t h a t a c h i e v e s s i g n i f i c a n c e a t t h e .05

l e v e l is t h a t be tween c l a s s a n d u r b a n .

The s e x by g e o g r a p h i c l o c a t i o n of schoo1.s ( ~ r b a n / r u r a l )

i n t e r a c t i o n was s t a t i s t i c a l l y s i g n i f i c a n t g e n e r a l l y f o r u r b a n s t u d e

b u t more s p e c i f i c a l l y f o r m a l e u r b a n s t u d e n t s . I n o t , h e r a r e a s malt:

s l u d e n t s ( u r b a n o r r u r a l ) c o n t i n u e d t o r ~ e r f o r m b e t t e r t h a n t h e i r

f e m a l e c o ~ n t e r [ , ~ l r t s ( u r b a n o r r u r a l ! on t h i s t e s t .

TABLE I V : 32

SOURCE OF SIGNIFIC.4NCE OF INTER.4CTION BETWEE 'N SEX .4N D

GEOGR.4PhIC LOC.4TION OF S C a O L S ON OCCUP.4TION.4L INFOR-

M.4TION

-- CM I

Compar i sons F FI

Remarks

MLI, FU 24.87 F > F ~ # MU, MR 53.72 F >FI +?

MR , FR 1 3 .so F > F ~ * TU, FK 2.806 F< F). NS --- --

= S i g n i f i c a n t NS = Not S i g n i f i c a n t

WHERE MU = Male ( U r b a n ) s t u d e n t s

FU = Female ( U r b a n ) s t u d e n t s

MR =: Male ( r u r a l ) s t u d e n t s

FR = Female ( r u r a l ) s t u d e n t s .

1NTERACTION I M N G M E TRIPLET OF CLASS X SEX X GEOGRAPHIC

L E A T I ON OF SCHOOLS, I n t e r a c t j o n s among c l a s s x s e x x g e o g r a p h i c l o c a t i o n of

s c h o o l s c ), the l e v e l o f .05 were r e g i s t e r e d on t h e 4 t t i t u d e

S c a l e ; S e l f - 4 p p r a i s a l a n d O c c u p a t i o n a l I n f o r m a t i o n ; t h e h y p o t h e s i s

o f ' n o i n t e r a c t i o n ' was t h e r e f o r e r e j e c t e d . T a b l e s I V : 33 - I V : 35

i l l u s t r a t e s o u r c e of s i g n i f i c a n c e n o t i c e d o n a l l t h r e e of t h e

TABLE I V : 33

SOURCE OF SIGNlFICANT INTERACTION EFFECT AMONG THE

TRIPLET OF CLASS X SEX X GEOGRAPHIC L O C A T I O N OF SCHOOLS

ON THE ATTITUDL'SCALE

C M I

Comparisons F FI

\C la s s /Sex / ( t o 5 ; 4 , 6 5 5 ) (9 .52) Rcrnar k; Sch . l o c a t ion -- C ,M 56.67 F 7 F1 * C: , F 2.40 F L FI NS

C: , U 63.14 F 7 F~ * C , R 111.64 F > FI & .-- - .-- WHERE C = C l a s s

14 = M'11c: s t u d e n t

F = Female s t u d e n t

U = Urban s choo l Locat ion

H = Rural School Locat ion

D e t a i l s of t h e d a t a f o r Table I V : 33 a r e con ta ined i n t a b l e s

I V : 13 and I V : 17. The fo l l owing illustrates t h e mcan m a t u r i t y 2 s c o r e s om t h e A t t i t u d e Scd l e f o r each of t h e t h r e e main e f f e c t s :

c l a s s , 22.60; Male s t u d e n t s , 22.02 ; Females s t u d e n t s , 22 .?2 (Table

JV: 1 3 ) ; G,20graphic Locat ion of s choo l s - urban , 23.54 and r u r a l ,

21.35. Using t h e c l a s s mean ma tu r i t y s c o r e a s t h e b a s i s t o compare

t h e s c o r e s , it. is obvious t h a t t h e c l a s s mean s c o r e surpassed t h a t

of male s t u d e n t s by (22.60 - 22.021 0.58 a s w e l l a s t h a t of r u r a l

s c h o o l l location by (22.60 - 21.35) 1.25 where s i g n i f i c a n t F - r a t i o s

of 56.67 and 1.11.64 were ob ta ined r e s p e c t i v e l y . The range of mean

ma tu r i t y scone between c l a s s and urban s choo l l o c a t i o n was 0.94 in

favour of t h e urban s choo l l o c a t i o n . An F - va luc .o f 63.14 was r e q u i r ' , .

f o r s i g n i f ic<lncc,

On t h e o t h e r hand, t h e r a n g e of 0.12 mean m a t u r i t y s c o r e

be tween cldss and Ccrnaic was n o t hicjh enough t o be of s i g n i f i c a n c e .

The low F - v a i u e of 2.40 w i t h 4 and 655 d e g r e e s of f reedom was n o t

s i g n i f i c a n t . Tne s o u r c e of s i g ~ l i f i c a n t i n t e r a c t i 0 ~ among t h e c l a s s ,

s e x and geograpl i ic l o c a t i o n of s c h o o l s c o u l d be t r a c e d when t h e

mean m<] tu r i ty s c o r e s of mdle s t u d c n t s , u r h n dnd r u r a l s c h o o l l o c d t i o n s

were s t a t i s t i c a l l y compdrcd w i t h t h d t f o r t h e c l a s s . However, t h e

low ranye of mean m a t u r i t y s c o r e between c l a s s and female s t u d e n t s

conf i rmed t h e f a c t t h a t f emale s t u d e n t s performed b e t t e r on t h i s

tes t t h a n male : s t u d e n t s .

TABLE I V : 34

SCIURCE OF SIGNlFlCANT INTERACTION EFFECT AMONG THE TRIPLET

OF CLASS X StX X GtOGHAPHlC LOCATlON OF SCHOOLS O N StLF-

APPRAISAL ( CMI )

Comparisons ( C l a s s /Sex / F FI

Sch. Loca t ion (FO<; 4 , 655 ( 9 . 5 2 ) Remarks

Y S i g n i f i c a n t

WHERE

C = C l a s s

M = t-lale S t u d e n t s

F = Female s t u d c n t s

U = Urban School Locd t ion

R = k ~ r a l . Schoo l Loca t ion

The p i c l u r e one g e t s from t d b l e I V : 34 above is t h a t t h e r e

, i s a r e l a t i o n s l - ~ . i p between a s t u d e n t ' s performance on t h e S e l f -

A p p r ~ i s a l s u b t e s t and h i s l h e r c l a s s on one hand and t h e geograph ic

l o o j t i o n ( u r b d n / r u r d l ) of s c h o o l s on t h e o t h e r hand, A l l F - v ~ i l u e

exceed t h a t r e q u i r e d f o r s i 9 n i f - c a n c c a t t h e se t of .05 l e v e l .

1:vicienc:e thcr; , o i e e x i s t s ( ~ a b l e s I V : 14 and I V : 1 8 ) o f a r e l a t i o n -

s h i p bctween sexes on S e l f - P p p r 3 i s a l ( p a r t I ) and t h e t r i p l e t of

, c l a s s r, s e x x g e o g r a p h i c l o c ~ i i o r l of s c h o o l s . Larger c o n t r i b u t i o n s

t.o t h e s : g ~ ~ i f i c d n c e ivere hvwcver from male s t u d e n t s and urbdn

s c h o o l s , t h a n from Female s t u d e n t s and r u r a l s c h o o l s .

TABLE I V : 35

SOUI3CL OF SIGNlFIC4NT lb!TERACTION LFFECTS AMONG CL.4SS X

SEX X GEOGR4PHIC LOC4TIONS ON OCCUPATION4L INFORM4TION

( C l a s s /Sex / Sch . Loca t ,ion )

Remarks

I n I ; '~ble I V : 15 t h e c l~iss mean m a t u r i t y s c o r e on t h i s t c s t

wdr, L 1 5 , w h i l e t h e mean m a t u r i t y s c o r e f o r male s t u d e n t s was

!).74 t h a t f o r t h e femdle s t u d e l i t s was 5.49. For g e o g r a p h i c l o c a t i o n

of schoo1.s ( t a b l e I V : 1 9 ) t h e m a n m a t u r i t y s c o r e s f o r urban.and f o r

r u r a l s c h o o l s were 6.61 and 5 .78 r e s p e c t i v e l y . Using t h e c l a s s ;mean

ind tu r i ty scme a s t h e b a s i s , for comparison it c o u l d be observed t h a t

t h r r ange of 1.1.2 was v e r y lo^ t o produce s i g n i f i c a n t mean s c o r e

d i f f e r e n c e s w j t h o u t t h e we i sh ted v a l u e s of each s i g n i f i c a n t F - r e s u l t , it .is ev:ident t h a t thc: c o l l e c t i v e e f f e c t of c l a s s , s e x and

geograph ic l o c a t i o n of s c h o o l s on t h e performances of s t u d e n t s shou ld

be r c c o g n i s e d i n t h e i n t e r p r e k a t i o n of t h e r e s u l t s .

SUMjARY: The r e s u l t s of Post,-hoc compar isons f o r t h e s o u r c e of

s i g n i f i c a n t mean m a t u r i t y sco?es were p r e s e n t e d i n t a b l e s I V : 25

t o I\/:_ 35. On t h e main e f f e c t c f c l a s s on t h e 4 t t i t u d e S c a l e sub-

t e s t , 355 c l a s s e s I, SS I alnc S S 7 1 pecformed b e t t e r t h a n JSSc lass l . I1 and 111.

_ - . The sdme r e s u l t was ohtdined f o r 3SS c l a s s I , and Tor '55 c l a s s e s 1

and 11 on Occupationdl InPcrmation. The ncan m a t ~ ~ r i t y sco res cn

Plannlng subtcsL f o r 3% c l a s s c s I , 111, SS c l a s s c s I and I1 provided

sources of s ign if icancc among c l a s s e s on t h e t e s t .

For the s i gnif i c m t i n t e r a c t i o n between male and f emale

slud(:nts c m Plamiing Sub tes t , an F - Vdlue of 21.80 (Table I V : 28)

f o r t he paired comparison of medns provcd t h a t t he male s t u d e n t s

turban) s ~ ~ b s t a n t i a l l y provided t h e sorlrce of s i y ~ ; f f l c a n c e . I n t h e

same ve in , t h e .source of s t a t i s t i c d l s i g n i f i c a n c e obtained f o r

l oca t ion of schoo1.s ( u r b d n l r u r a l ) on t h e Planning sub-

t e s t was t h e urban mean maturi ty sco re d i f f e rence (Table I V : 2 9 ) .

The Post-hoc comparisons of mean matur i ty sco res f o r t h e

.4ge G r o ~ ~ p s on Occupational Information (Table I V : 30) yielded no

~ l g l ~ i . r l c d t l t F' - V ~ ~ U I : r e s u l t s . This i l l u s t r d t e s t l m t d l t l~ough edch

of t h e d i f f e r e n t age groups had t h e e f f e c t of y ie ld ing score

d i f f e r e n t i d t i o n on t h e t e s t , t h i s e f f e c t was not independent of

t h e o ther age g.roups. The cumulative e f f e c t of o the r age groups

m u s t t h e r e f o r e be taken i n t o account i n t he in t e rp re t a t io r ! of t h e

r c s u 1 . t ~ . Specif'ical.1 y , however, t he paired comparisons of Incan

matur i ty sco res f o r dge groups 1 and 3 t o 1 and 8 a s well a s 2

and 8 'formed the main source of s i g n i f i c a n c e on the Occupational

Information s u b t e s t .

The f ind ing on i n t e r a c t i o n source between c l a s s dnd geoyra-

phic loca t ion on t h e 0ccupationa1 Information showed t h a t t he only C -

compdrison of s i g n i f icancc . w,:~s t h e p a i r s of c l a s s and urban. W i t h

an F - r a t i o of 63.56, t h i s provided g rea t e r source of s i g n i f i c a n c e

than t h e p a i r s of c l a s s and r u r a l schools ( F - r a t i o of 8.177)

(Table I V : 31 ) .

For the i n t e r a c t i o n between sex and geographic loca t ion of

schools on Occupational Inf ormation, s t a t i s t i c a l l y s i q n i f i c a n t

r c s u l t s were obtained gene ra l ly f o r urban s t u d e n t s ( F = 24.87, 1

and 658 degrees of freedom) but i n s p e c i f i c terms, w i t h 1 and 658

degrees of frec!dom male (u rban) s tuden t s performed b e t t e r ( F =

53.72) than e i t h e r fcmale urban and r u r a l s tuden t s or t h e i r male

r u r a l s t u d e n t c o u n t e r p a r t s .

F i n a l l y , t h e f i n d i n g s on t h e s e c o n d o r d e r i n t e r a c t i o n of

c l a s s x s e ~ x g e o q r a p h i c l o c d t i o n of s c h o o l s on t h e cdreer 4 t t i t u d e

S c a l e , S e l f - A p p r , ~ i s a l a n d O c c u p a t i o n d l I n f o r m a t i o n showed t h a t t h e

s o u r c e of s i g n i l ' i c a n c e on t h e A t t i t u d e s c a l e was f r o m t h e mcan

m a t u r i t y s c o r e s of m i l e ( u r b a n dnd r u r a l ) s L ~ r d e n t s . On S e l f -

. 4 p p r a i s a l s u b t e : j t a l l p a i r e d compared mean m a t u r i t y s c o r c s p r o d u c e d

s i g n i f i c a n t F - v a l u c s . I t is a n e v i d e n c e t h a t t h e e f f e c t o f a l l

t h e t h r e e f a c t o r s rnu.st b e t a k e n i n t o a c c o u n t i n i n t e r p r e t i n g t h e

s o u r c e of s i g n i f i c a n c e o b t a i n e d o n t h i s t e s t . The same r e s u l t was

o b t a i n e d on t h e O c c u p a t i o n a l I n f o r m a t i o n ( T a b l e I V : 35) f o r t h e cldss

x scx x gt :ographic l o c a t i o n of s c h o o l s .

CI-IAPTIrR V DISCUSSION, CONCL1JS I O N AND IMPLICATIOP4S

. .

Thc c h a p t e r d e a l s w i t h t h e d i s c u s s i o n a n d interpretation of

1 It(, rcsw ,,h f i n d i n g s a n d c o n c l u s i o n s of t h i s s t u d y . I m p l i c a t i o n s

a r e d rawn f o r e d k l c a t i o n a l g u i d a n c e dnd c o u n s c l i n y progrdmrne of t h e

G - 3 - 3 - 4 N a t i o n a l P o l i c y o n C d u c d t i o n .

Meanwhile t h e mdin c o r ~ c c p t u a l f r a m e - w o r k of t h i s i n v c s t i g a -

t i o n i s carel" development . ' :Skated b r i e f l y , t h e g e n e r a l i s a t i o n

c o n c c r n C r i t e s ' ( 1 9 7 3 ; 1 9 7 8 ) , ? d r c c r m a t u r i t y t h e o r y i n d d o l e s c c n c e

a s d e s c r i b e d by C r i t c s ' ( 1 9 6 5 ; 1 9 7 3 , 1 9 7 8 ; 1 9 8 3 ) C a r e e r M a t u r i t y

1 .nven tory (Ct4l) w h i c h a s s u m c s t h t a s e a c h i n d i v i d u a l m a t u r e s w i t h

i n c r c a s . i n g a g c b ~ i t m o r c i m p o r t a n t l y w i t h i n c r a s i n g c l a s s - l e v e l

h e p r o c e e d s t h r o u g h somc series o f v o c a t i o n a l l i f e s t a g e s , '

,and t a s k s t h a t i n e v e r y s t a g c t h e i n d i v i d u a l i s c o n f r o n t e d ' w i t h a '

numbcr o f s p c c i f .ic c a r c e r devcl.oprnen t a l p r o b l e m s s u c h a s c a r e e r

c h o i c e d t t i t u d e a n d c a r e e r ( c h o i c c ) compe~;c r ic ies w h i c h h i s , s o c i e t y

would e x p c c t him t o a c c o m p l i s h . To ;he e x t c n t t h a t t h c i n d i v i d u a l

c o u l d s u c c e ~ s f u l l y c o p e w i t h s u c h career d e v e l o p m c n t a l t a s k s o f

e a c h l i f e s l , a y e , a c c o r d i r l g t o C r i t e s (1983; 1 9 7 8 ) , w o u l d he a l s o bc

d b l c t o c o p e w i t h s u b s e q u e n t o n e s , a n d t h a t i n d i v i d u a l ' s a b i l i t y

t o c o p e s u c : c e s s f u l l y w i t h c d c h t a s k would be a r c f l e c t i o n o f h i s

l e v e l o r d c q r e c of c a r e e r m a t u r i t y .

DISCUSSION OF HYPOTHESES Four of t h e f i v e h y p o t h e s e s f o r t h i s - -- r e s o a r c h wwe b d s c d . o n t h e main e f f c c t v a r i a b l e s of c l a s s , a g e ,

g e o g r a p h i c l o c a t i o n o f s c h o o l s a n d s e x w h i l e t h e f i f t h was o n t h e i r

i n t e r d c t i o n e f f e c t s ( c l i ~ ~ ; s / s c x / g e o g r a p h i c l o c a t i o n o f s c h o o l s ) . I n

a l l , t h e i n v e s t i g a t o r h y p o t h e s i r e d ' n o s i g n i f i c a n t d i f f c r e n c c ' i n t h e

mean c a r c e r m a t u r i t y s c o r e s o f t h e s t u d e n t s whcn t h e C a r e e r C h o i c e

.4Lt i t u d e s c a l c , S e l f - , 4 p p r a i s a 1 ; O c c u p a t i o n a l I n f o r m a t i o n a n d P l a n n i n g

were u s e d t o dssess t h e i r c a r e c r m a t u r i t y . Each o f t h e N u l l , hypo-

theses wl:i t c s t ; e d by i ~ s i n g . 4 n a l y s i s o f v a r i a n c e (ANOVA) a n d was . --

d c c e p t c d ~t .O5 l e v e l o f c o n f i d e n c e . The Uenue S t a t e s a m p l e f o r

t h i s s t u d y y i e l d e x p t x t e d and u n - e x p e c t e d r e s u l t s .

DIFFERENCES BE77VtiEN CLASSLb: The f i r s t h y p o t h e s i s was on t h e c l a s s -

main e f f e c t . r h e hypo t l - i e s i s o f ' n o s i g n i f i c a n t d i f f ererwe i n t h e

meSn c a r e e r m a t l ~ r i t y s c o r c s of s t u d c ~ ! ~ L s i n t h e 3SS C l a s s e s I t o SS I

and I1 chsscs on t h e C a r e c r C h o i c c A t t i t u d e S c a l e , S e l f - 4 p p r a i s a 1 ,

O c c u p a t i o n a l I n f o r m a t i o n m d P l d r m i n y s u b t e s t s ( C M I ) y i c l d c l j s i g n i -

f i c a n t F -. v a l u m e s on t h e c a r e e r c h o i c e A t t i t u d e s c a l e , O c c u p a t i o n a l

I n f o ~ m ~ i t i o n and P l a n n i n g . Whi le t h c h y p o t h e s i s was re j e d t e d on

t h c s a s u b t . c s t s , i.t w c l s howcver d c c e p t c d f o r t h e c l a s s on S e l f -

4 p p r q l i s d l ( S U ~ L C S L ) . 4 l t h o u y h n o c r o s s - c u l t u r a l c o m p a r i s o n Is

i n t e n d e d as t o w h e t h e r 4mer i ca a n d Benue S t a t e s h a r e c l o s e c u l t u r a l

a f f j n i t y w i t h p c ~ r t i c u l a r r c f c r c n c e t o t h e work c t h i c s o f t h e i r v a r i - m

o u s p e o p l e s , t h e p r i m a r y f o c u s o f t h i s s t u d y is however w h e t h e r t h e

p a t t e r n of c a r e e r m a t u r i t y t h a t is assumed t o i n c r e a s e w i t h c l a s s -

l e v e l ( g r a d e ) and a g e is t r u e f o r s t u d e n t s - o f Benue S t a t e o f

N i g e r i a . C o n s j d e r i n y a l s o t h a t a l t h o u g h b o t h Amer ica and Benue

S t a t e of W i g e r i d a r c a t d i f f e r e n t l e v e l s o f i n d u s t r i c i l , s o c i d l and

economic deve lopmcnL, it was t h c i n t e r e s t o f t h i s i n v e s t i g a t o r t o

f i n d o u t i f t h c d i f . f e r e n t i a t i o n i n g e o g r a p h i c l o c a t i o f i o f s c h o o l s

( u r h a n / r u r a l ) and i n s e x a f f e c t s cdreer m a t u r i t y o f s t u d e n t s i n

Ucnue S t a t e .

C r i t e s ' C h r e e r M a t u r i t y inventory (CMI I , 1 9 6 5 ; 1978 ) was

c o n s t r u c t e d t o m e a s u r e t h c ~ d e g i i c 3f t h e c a r e e r nia ' c u r i t y u s i n g

c l a s s - l e v e l ( g r a d e ) and a g c a s c r j:i;eria ., The. instrumerlt c o n t a i n s

items t h a t s h o u l d r e f l e c t a mono ton i c f u ~ . i c t i i j ~ l o f a g e a n d y~-;icie.

Thdt is , t h e s c o r e s on t h e i n s t r u m e n t a r e e x p e c t c t i t o i n c r e a s e by

a g e and g r a d e , a l thlougl i t h a t t h e s c o r e s may n o t ' r e v e r s e t h e m s e l v e s

a t t h e samc time t h d t t h e y need n o t b e s t r i c t l y l i n e a r . I n t h i s

r c s e a r c h t h e C ' a r ce r C h o i c e . A t t i t u d e S c a l e , S e l f - . 4 p p r a i s a l ( p a r t . 1 1 ,

O c c u p a t i o n a l I n f o r m a t i o n ( P a r t T I ) and P l a n n i n g ( P a r t . .TV? s u b t e s t s - (CHI:) were used on 6 6 0 , s e c o n d a r y ~ c h 0 0 l s t u d e n t s ( m a l e / f e m a l e ) from

- - , .

u r b a n and r u r a l s e t t i n g s . . .

For t h e Bcnue S t a t e s a m p l e , c x c e p t i n y on S e l f - A p p r a i s a l ,

t h e r e s u l t i n d j c a t c c l t h e existence of s i g n i f i c a n t s c o r e d i f f e r e n c e s

on t h e Career Choice . 4 t t i t u d e S c a l c , Occupa t iona l In format ion and

P l a n n i n g . However, Table I V : 1 3 shows no p r o g r e s s i v e dnd systc.illdtic

mean s c o r e j.ncr,ease rhythm by c l a s s on c a r e e r c h o i c e . 4 t t i t u d c S c a l e .

The observed trcrtd of s c o r e s on t h e , A t t i t u d e S c a l e i s t h a t t h e

rhythm of mean s c o r e s is n o t g r a d u d l wi th s t u d e n t s p r o g r e s s i n g from

lower c l a s s t o h i g h e r c l a s s . For instance, some regression could .

be n o t i c e d on t h e s c o r e s on t h e A t t i t u d e S c a l e i n t h e 35s classes

11, I11 and SS I c l a s s b u t on ly t o pick-up a g a i n i n t h e upward

d i r e c t i o n i n S!; I1 c l a s s . I n o t h c r words c l a s s I was more mature

than e i t h , e r 3s:; c l a s s 11, 111 o r SS I c l a s s on t h i s t e s t . I n h i s

s t a n d a r d i s a t i o n s t u d y , C r i t c s (1973) found on t h e A t t i t u d e S c a l e t h a t

t h e 11 th g r a d e mean was much more l i k e t h e 9 t h g r a d e mean t h a n

any o t h e r g rade . Although t h e r e s u l t of t h e p r e s e n t i n v e s t i g a t i o n

does n o t show t h e ' p r o t o t y p i c ' mean s c o r e s a c r o s s c l a s s c s on t h e

. 4 t , t i t u d e S c a k , t h i s s h o u l d n o t nega te t h e s i g n i f i c a n t F - v a l u e

whi.ch i n d i c a t e s t h a t s i g n i f i c a n t mean s c o r e differences e x i s t among

c l a s s e s . From t h i s f i n d i n g , it o n l y i n d i c a t e s t h a t s t u d e n t s i n t h e

3SS c l . a s s e s 11, I11 and i n t h e SS I c l a s s i n Uenue S t a t e s e c o n d i r y

s c h o o l s r e q u i . r c f u r t h e r c a r e e r c o u n s e l l i n g on t h e i r a t t i t u d e t o

c a r e e r c h o i c e . . Based p r i m a r i l y on t h e r e s u l t of t h e s t u d y it can be

concluded t h a t t h e s i g n i f i c a n t d i f f e r e n c e found f o r c l a s s on

. 4 t t i t u d e Sca Lo ; Occupat ional In format ion and Planning s u b t c s t s

(CMI) goes t o i n d i c a t e t h d t k n u c ( S t a t e s t u d c n t s i n tile 3SS c l d s s e s - .- I t o 55 1 and I1 c l a s s e s e x h i b i t s i g n i f i c a n t mean m a t u r i t y s c 3 r e

d i f f e r e n c e s b u t wi th i n c r e a s i n g m a t u r i t y only i n t h e i r Caree r Choice

4 t t i t u d e , knowlcdgc of o c c u p a t i o n s and i n t h e i r c a r e e r p lann ing

( T a b l e s I V : 13 - I V : 1 6 ) . Even on t h e S e l f - A p p r a i s d l s u b t e s t

(Table I V : L4) which f a i l e d t o produce s i g n i f i c a n t mean s c o r e

d i f f e r e n c e by c l a s s , t h e mean m a t u r i t y s c o r e was g r a d u a l and

progressive with i n c r e d s i n g c l a s s . T h e r e f o r e , wi th r e g a r d t o t h e

e f f e c t of c l a s s on c a r e e r m d t u r i t y , t h e r e s u l t seems t o i n d i c a t e

a c c e p t d n c e of p o s s i b l e a ? p l ~ c u b r l i t y o f r h e c o n s t r u c t Lo t h e Benue

S t a l e s t u d e n t s b u t o n l y w i t h p a r t i c u l a r r e f e r e n c e t o t h e C a r e e r

. C h o i c e 4 t t i t . u d e S c a l e , O c c u p a t i o n a l l n f o r m a t i o n and P l a n n i n g s u b t e s t s

(CMI,) DIFFLRENCLS BY 4GIC GROUP. The s e c o n d h y p o t h e s i s o f ' n o s i g n i f i c a n t ' d i r f ' c r c - n c c i n t h e c a x c r mcdn s c o r e by a g e g r o u p o n t h e cdrcer c h o i c e

4 t t i t u c i e S c a l e ; S e l f - . 4 p p r d i s a l ; O c c u p a t i o n a l I n f o r m a t i o n and P l a n n i n g

was r e j e c t e d o n l y on O c c u p a t i o n a l I n f o r m a t i o n s u b t e s t (CMI). I n o t h e r

w o r d s , e x c e p t i n g !on O c c u p a t i o n d l l n f o r m d t i o n n o s i g n i f i c a n t d i f f e r e n c e

i n t h e c a r e e r m a t ~ ~ r i t y mean s c o r e s on t h e A t t i t u d e S c a l e , S e l f - 4 p p r a i s a l

and P l a n n i n g s u b t e s t s \CMI) f o r t h e d i f f e r e n t a g e g r o u p s .

B u t C r i t e s 11y p o t h c s i z e d t h a t c a r e e r m a t u r i t y s h o u l d i n c r e a s e

w l t h a g e . He however wodif i e d t h i s 11) h i s l a t e r s t a t e m e n t ( 1 9 7 3 : 13) t h a t

y r d d e - ( C l a s s ) l e v e l r a t h e r t h a n a g e s h o u l d b e u s e d a s i n d c x w i t h t h e

p a s s a g e o f time i n sub: ;equent a n a l y s i s . T h i s was a c o n s e q u e n c e o f h i s

s t a n d a r d i s a t i o n sdmp lc whe re h e f o u n d t h a t a g e y i c l d c d less

d i f f e r e n t i a t i o n 011 h i s i n s t r u m e n t (CMI) t h a n g r a d e o r c l a s s - l e v e l .

The t r e n d o b s e r v e d frorn t h i s s t u d y t h e r e f o r e g i v e s c r e d e n c e t o C r i t e s '

r c commcnda t i on i n a g e n e r a l way. On t h e i n s t r u m e n t it is o n l y on

O c c u p ~ t i o n a l I ~ l f o r m a t i o n s u b t e s t t h a t s i g n i f i c a n t c a r e e r m a t u r i t y mean

s c v r e e x i s t s f o r t h i s s a m p l e . But when t h i s f i n d i n g was f u r t h e r s u b j e c t e d

t o p o s t h o c c o m p a r i s o n of mean s c o r e a n a l y s i s , u s i n g S c h e f f e ' s tes; t o

l o c a t e s o u r c c of mean s c o r e d i f f e r e n c e , t h e , r e s u l t f a i l e d t o y i e l d

~ i g n i f i . c a n t F - v i l l ue f o r a n y o f t h e a y e g r o u p s ( T a b l e I V : 3 0 ) . A compa-

r i s o n 6.r s c o r e d i - l ' f e r e n t i a t i o n d u e t o t h e e f f e c t o f a y e 011 t h e f o u r

s u b t e s t s p roduced i r r e q u l a r p a t t e r n , i n d i c a t i n g a weak F - v a l u e

s i g n i f i c a n c e f o r t h e O c c u p a t i o n a l I n f o r m a t i o n s u b t c s t . 4ge t h e r e f o r e

m i g h t n o t b e a p o t e n t f a c t o r i n c a r e e r m a t u r i t y

C r i tes ' 1 9 7 3 : l 3 ) s t a t e m e n t t h a t g r a d e ( c l a s s - l e v e l ) r a t h e r t h a n

a g c s h o u l d be u sed a s i n d e x s h o u l d a p p l y i n t h i s c a s e . I n o t h e r w o r d s ,

t h a t a l t h o u g h t h e c o n s t r u c t e x p c x t s t h a t v c c a t i o n a l m a t u r i t y s h o u l d

i n c r e a s e w i t h a g e and c l a s s - l c v e l , it s h o u l d ; ~ e a c c c p t e d t h a t t h e s c o r e

a c r o s s b o t h need n o t s i g n i f i c a n t l y r e v e r s e t h e m s e l v e s a t t h c s d m e time

t h a t t h e y need n o t a l s o b e l i n e a r .

I t c a n be ccifi~l.udi:d i'c..ora t h i s r e s u l t t h a t f o r Benue S t a t e Sample

a g e d i f f e r e n c e d o e s n o t have a n o v e r a l l . c f f e c t on t he s t u d e n t s ' c a r e e r

c h o i c e a t t i t u d e , c a r e e r S e l f - . . 4 p p r a i s a l , O c c u p a t i o n a l Knowled y e a n d

c a r e e r p l a n n i n g s k i l l s . However , t h e h y p o t h e s i s is r e j e c t e d on

O c c u p a t i o n a l I n f o r m a t i o n s u b t e s t (CMI) f o r t h e a g e g r o u p s .

DIFFERENCE DETdEEN URBAN AND RURAL SCHOOLS I t w d s hypothesized on

Lhe same set o f t h e f o u r s u b t c s t s (CMII t h a t t h e r e j s ' n o s i g n i f i c a n t

career . m a t u r i t y s c o r e d i f f e r e n c e o f s t u d e n t s b y g e o g r a p h i c l o c a t i o n ' of s c h o o l s ( u r b a n / r u r a l ) . The r e s u l t i n g ANOV.4 t e s t p roduced a s i y n i -

f i c a n t . F - v a l u e o n l y o n P l a n n i n g s u b t e s t a t t h e .05 l e v e l o f c o n f i d e n c e

On t h e P l a n n i n g s u b t e s - t , t h e h y p o t h e s i s was r e j e c t e d b u t a c c e p t e d on

t h e o t h e r s : C a r e e r C h o i c e . 4 t - t i t u d e S c d l e , S e l f - . 4 p p r a i s a l and O c c u p a t i o n a l

I n f o r m a t i o n . T h i s means t h a t it was o n l y on P l a n n i n g t h a t u r b a n and

r u r a l s l u d e n t s s i g n i f i c a n t l y r e s p o n d e d d i f f e r e n t l y w i t h r e f e r e n c e t o

t h c i r nmtu r i t . y .

The trend obse rvab l e .i n T a b l e s IV : 17 - I V : 2 0 is however t h a t u r b a n

s c h o o l s t u d e n t s Lended t o b e more m a t u r e w i t h r e s p e c t t o t h e i r c a r e e r

c h o i c e a t t i t u d e , S e l f - . 4 p p r a i s a l S k i l l s , j o b knowledge and i n t h e i r p l a n n i n g

competencies t h a n s t u d e n t s i n r u r a l s c h o o l s e t t i n g s . 4 c h e b e 1 s ( 1 9 7 5 1 '

f i n d i n g s s u p p o r t t h e r e s u l t o f t h i s s t u d y , t h a t u r b a n s t u d e n t s were more

m a t u r e t h a n r u r a l c o u n t e r p a r t s w i t h r e s p e c t t o t h e i r c a r e e r c h o i c e

a t t i t u d e ,; t h e i r j o b knowledge a s well a s t h e i r p l a n n i n g compc Lenci,es.

The: r e s u l t is a r c f l e c t i o n of t h e r c a l i t y of t h e s i t u a t i o n . 8

The t r u e s i t u a t i o n is t h a t i r ~ mos t p a r t s o f Henue S t a t e dnd i n d e c d

t h i s c o u n t r y , r u r a l e n v i r o n m e n t s a r e p rcc!uminant ly a g r i c u l t u r a l , and

Ilavc rerncllnccl u n d e r - d e v e l o p e d . Thc g c n c r a l t r c n d is t h a t t h c r e a r c fcw

j o b opportunities i n r u r a l a r e a s , w h i c h e x p l a i n s t h e r u r a l - u r b a n d r l f t

by s c h o o l l e i ~ v e r s ( C a l l a w a y , 1 9 6 0 1 , a p rob l cm which was i d e n t i f i e d i n

t h e Nat . iona1 Deve lopment P l a n , ( 1 9 7 4 - 1 9 7 8 ) . On t h e o t h e r hdrld,

u r b a n e n v i r o n m e n t s h a v e b e n e f i t t e d f r o m mos t programmes of d e v e l o p m e n t

and e x p a n s i o : ~ , t h u s p r o v i d i n g w i d e r v a r i e t y o f j o b o p p o r t u n i L i e s a n d e x p e -

r i ence : ; wh ich ,<I 17 s e r v e 6s mode l s .

k c u l ~ n L -- mus t be t a k e n . i ; he r e fo r s \)I' Chc gcne rd l f a c t o r s o f t h e c n v i -

ronrricwt (Hopson a n d Hays , c d .1975: 4 0 - 4 3 ; S h e r t z c r I S t o r c , 1 9 7 6 :

3 1 9 - 3 2 1 , H e l l o , 1 9 7 6 : 1 9 - 36; I k e m e f u n a , 1 9 7 b : 2 2 - 2 8 , B l a i r e t a i .

1 9 6 8 : 3 8 ) i n g e n e r a l i s i n g t h e r e s e a r c h f i n d i n g s f r o m a s i t u a t i o n

w h e r e t h e r e is a l s o low l e v e l o f g e n e r a l e d u c a t i o n a l a t t a i n m e n t . The

c o n s e q u e n c e is t h a t s t u d e n t s ' c xec r m a t u r i t y may b e i m p a i r e d o r

w h o l l y r e t a r d e d . F o r r e a s o n s o f g e n e r a l low l e v e l o f e c o n o m i c

a c t i . v i t i e s i n t h e r u r a l a r e a s t>e s t u d e n t s would n o t e x h i b i t s u c h

b e h a v i o u r s t h a t would e m b r a c e c e r t a i n work v a l u c s w h i c h i n t u r n would

a f f e c t o r mi l i idte a g a i n s t t h e a c c o m p l i s h m e n t o f " . . . c e r t a i n v o c a t i o n a l

d e v e l o p m e n t a l t a s k s . . . I 1 ( M a y n a r d , 1 9 7 0 : 8 7 ) .

S t a n c e y , i n Hopson a n d Hays ( e d . 1 9 1 5 : 1 1 7 - 1 1 8 ) s a i d t h a t t h c

k i n d o f e n v i r o n m e n t t o w h i c h a s t u d e n t h a s b e e n e x p o s e d is a f a c t o r

f o r v o c a t i o n a l a s p i r a t i o n s .

T c r e s s Kei.1, R i d e l a n d G r e e n ( i b i d : 1 6 4 ) made s i m i l a r o b s e r v a -

t i o n s when t h e y s a i d t h a t young p c o p l e c h o o s e u n - r e a l i s t i c a l l y b u t

w i t h i n a r e a l i s t i c r a n g e , a d d i n g t h a t i n g e n e r a l , "... it seems t h d t t h e

p o o r e r t h e s c h o o l p e r f o r m a n c e , tae l o w e r t h e r e a l i s m o f a s p i r a t i o n s " .

Commenting o n youth:; ' t h o k e o c c u p a t i o n on t h e c r i t e r i a o f p r e j u t i i c e s

a n d p r e s t i g e a s v a l u e f a c t o r s f o r o c c u p a t i o n a l c h o i c e a d v a n c e d by

some writers, I h p i e r ( 1 9 7 2 : 6 2 ) p r o v i d e s a c o n t r a s t i n g v i e w when h e s a y s

. . .it :is n o t s o much o f t h e n a t u r e of t h c work w h i c h h a s l c d y o u t h i n t o t h c p ~ ~ t t c r n o f o c c u p a t i o n a l selection t h e y now h a v e ; r a t h e r it is t h c n a t u r e o f t h e s o c i e t y a n d t h e l i m i t e d o p p o r t u n i t i e s a v d i l d b l e .

A d e q u a t e l y t h e r e f o r e , t h e r i g h t c a r e e r c h o i c e a t , t i t u d e , a n d c a r e e r

c h o i c e conipctr:nce s k i l l s dre f ~ n c t i o n s o f r i c h , m e a n i n g f u l a n d d y n a m i c

e n v i r o n m e n t w h i c h a p p e a l s t o r a t u r a l human g r o w t h a n d d e v e l o p m e n t . T h i 5

s i t u ~ t i o n o n l y o b t a i n s i n u r b a n a r e a s . 4 l t h o u g h Bcnue S t a t e is g e n e -

r d l l y d i s d d v d n t a g e d i n c a r e c r o p p o r t u n i t i c s i ts r u r a l a r e a s a r e much

more h i g h l y u , n d e r - d e v e l o p e d . Amount of e n v i r o n m e n t a l s t i n u l a t i o n i n

ma1;ters f o r c a r e e r d e v e l o p m e n t is v e r y n e g l i g i b l e i n m o s t r u r a l s e t t i n g s

Most s t u d e n t s i n t h e r u r a l s c h o o l s h a v e n o t s e c n many o f t h e n a t i o n ' s

economy, n o r e v e n h e a r d a b o u t a l a r g c p o r t i o n o f t h c m . O p p o r t u n i t i e s t o

work a r e r a r e a n d m o s t l y n o n - e x i s t e n t . Most p e o p l e a r e p e a s a n t , s m a l l

h e c t r e of l a n d farmers. P e t t y t r a d i n g a n d s m a l l s c a l e b u s i n e s s e s t h r i v e

o n l y i n t h e l o c a l gove;.nment h e a d q u a r t e r s w h i c h a r e r e c e n t d e v e l o p m e n t

n u c l e i .

The n o n - e x i s t c n t i n f orma Lion soLcrces a b o u t t h e w o r l d of work

o u t s i d e t h e s ~ , , o o l s ' programmes 3 o w e r s t h e ; anye of c a r e e r h o r i z o n s

o f t h e r u r a l s c h o o l s t u d e n t s . I t c o n t r i b u t e s t o l a c k o f t h e knowledge

o f o c c u o a t i o r ~ a l S e l f - c o n c e p t . Thc f e w s t u d e n t s who ~r,ay d i s c o v e r

o c c u p a t i o n a l s e l f - c o n c e p t w i l l b e less l i k e l y t o b e a b l e t o f i n d j o b s

w h i c h will p r o v i d e t h e m w i t h t h e o p p o r t u n i t y o f a d e q u a t e l y e x p r e s s i n g

t h e i r c \ccupa l ; iona l self - c o n c e p t .

The p o t e n c y c f a n i n d i v i d a u l ' s p a r e n t a l h a c k q r o ~ ~ n d i n s e t t i n g

t h e r a n g e of o c c u p ~ i t i o n a l h o r i z o n s h o u l d b e r c c o g n i s e d . A c c o r d i n g t o

J o h n n ~ i y c s ( r lopsor~ and Hayes , e d . , 1 9 7 5 :436) :

Thc i n d i v i d u a l ' s s o c i o - e c o n o m i c b a c k g r o u n d is o n e o f t h e m a j o r d e t e r m i n a n t s o f t h e o c c u p a t i o n a l i n f o r m a t i o n h e w i l l p o s s e s s a n d w h e r l e x p e r i e n c c zf h i s f a m i l y , p e e r g r o u p , dnd o t h e r r e g u l a r c o r . t : ~ c i ' s 'is i i m i t e d , t h e n h i s o c c u p a t i o n a l h o r i z o n of _kn,owl.edge o f v a r i o u s c a r e e r p o s s i b i l i t i r s may ;I l s o b c s e v e r e l y restricted . IJnder t h e s e c i r c u m s t a n c e s a f a i r ' i n t e r p r e t a t i o n o f t h e f i n d i n g s

, f r o m t h e Benue S l a t e s a m p l e is t h a t t h e g e o g r a p h i c l o c a t i o n o f

s c h o o l s w h e t h e r u r b a n o r r u r a 1 , d o e s a f f e c t t h e c a r e e r m a t u r a t i o n a l

l e v e l o f s t u d e n t : ; , a n d i n p a r t i c u l a r , t h e i r c a r e e r c h o i c e a t t i t u d e ,

c a r e e r ' r e l ' f - c o n c e p t a n d a p p r a i s a l a s well a s t h e i r work knowledge

a n d P l a n n i n g c o m p e t e n c e .

4 l t h o u g h i t is o n l y on t h e P l a n n i n g s u b t e s t t h d t a s i y n i f i - - I

c a n t medn s c o r e d i f f e r e n c e r e s u l t was o b t a i n e d , t h u s , r e j e c t i n g t h e

h y p o t h e s i s o f ' n o s i g n i f i c a n t ' medn c a r e e r m a t u r i t y S c o r e f o r t h e

g e o g r a p h i c l o c d t i o n o f s c h o o l s , t h e e f f e c t o f u r b a n o r r u r a l l o c a t i o n

of s c t m o l s on t h e p e r f o r m a n c e of t h e i r respective s t u d e n t s on t h e

C d r e e r C h o i c e 4 t t i t u d e Scdle , b e l f - 4 p p r a i s a l a n d O c c u p a t i o n a l , ' I n f o r m a t i o n s u b t e s t ( C M I ) is a p p a r e n t . G e n c r d l l y , on a l l t h e . s u b t e s t s ( C H I ) u r b a n s t u d c n t s p e r f o r m e d b e t t e r t h a n t h e i r r u r a l

counterparts ( t a b l e s I V : 1 7 - I V : 20 )

DIFFERENCES BETWEEN THL SEXES:

c f f c c t 'variables was on t h e s e x

is ' n o s i g n i f i c a n t ' mean c a r c e r

1 0 5

Thc l a s t h y p o t h c s is on t h e main

d i t ' f c r e n c e s . It s t a t c d t h a t t h e r e

m a t u r i t y s c o r e d i f f e r e n c e by s e x

on t h c C a r e e r C h o i c e . 4 t t i zuc i e S c a l e , S e l f - . 4 p p r a i s a l , O c c u p a t i o n a l

I n f o r m a t i o n a ~ u j P l a n n i n g . Fo r s e x , l i k e f o r g e o g r a p h i c l o c a t i o n oP

s c h o o l s , s i g n i . f i c a n t mean m d t u r i t y s c o r e d i f f e r e n c e was o b t a i n e d on

P l a n n i n y ( F = i+.>52 w i t h 1 and 6 5 8 d e g r e c s o f f r e e d o m ) . . A t p c .O>

t h e h y p o t . h e s i s was r e j e c t e d f o r t h e s e x e s on P l a n n i n g s u b t e s t , b u t

a c c e p t e d f o r t h e s e x e s on t h e C a r e e r C h o i c e . A t t i t u d e S c a l e , S e l f - . %

, 4 p p r a i s a 1 , .ind ~ c c u p a t i o n a l I n f o r m a t i o n . I n o t h e r w o r d s , w h i l e

b o y s a n d g i r l s d i f f e r s i g n i f i c a n t l y i n t h e i r c a r e e r p l a n n i n g com-

p c t c ! l ~ c e , t h e y however l a c k s i g n i f i c a n t s e x d i f f e r e n t i a t i o n wiLh

r e s p e c t t o t h e i r c a r e e r c h o i c e a t t i t u d e , c a r e e r s e l f - a p p r a i s a l and - t o t h e i r o c c u p a t i o n a l knowledge .

C:ril;cs i n h i s s t a n d a r d i s a t i o n s a m p l e f o u n d s e x d i f f e r c r c e s

i n item responses tto be " n e g l i g i . b l e " , a n d t h e r e f o r e recommended

h i s C a r e e r Flat lur i ty I n v e n t o r y (CMI) t o be e q u a l l y a p p l i c a b l e t o

b o t h m a l e s and f e m a l e s . The r e s u l t o f t h i s r e s e a r c h s u p p o r t s

Cr i . l ;es ' f i n d i n g s b u t o n l y on t h e C a r e e r C h o i c e . A t t i t u d e S c a l e , S e l f - . .4ppra . i sa l . a n d on i occupational I n f o r m a t i o n s u b t e s t s w h e r e mean

s c o r e s p roduced n e g l i g i b l e s i g n i f i c a n c e . O n p l a n n i n g s u b t e g t , boys

a n d g i r l s s i g n i f i c a n - t l y r e s p o n d e d d i f f e r e n t l y . H a l e s t i ' d e n t s

pcr-I'ormed b e t t e r on t h i s t e s t t h a n . female s t u d e n t s . T h i s r e s u l t

v i o l a t e s ~ C r i t e s ' f i n d i n g of n e g l i g i b l e d i f f e r e n c e s of s c o r e s by --- s e x ~ : ~ on h i s i ~ r l s t r u m e n t .

O t h e r l r e s ed rch f - i n d i n g s ( S a b i r a n d Khan, 1 9 8 3 ) Herr a n d

E n d e r l i n , 1 9 7 6 ; Achebe , 1975 ) r e p o r t e d l a c k o f c o n s i s t e n c y w i t h

Cr i1;es ' . Meanwhile , t h c . h c k of c o r r e s p o n d e n c e w i t h C r i t e s ' r e s u l t s is app ,wcnl . . .An e x p l a n a t i o n c o u l d be f o u n d i n s o c i a l

s u p p o r t f o r s e x r o l c d i f f e r e n t i a t i o n of t h e s o c i e t y . .Al though ,

p a r e n t a l aspiration:^ f o r c h i l d r e n may n o t a c c u r a t e l y r e f l e c t

a v a i l a b l e c a r e e r o p p o r t u n i ' t j e s it is known m o s t l y i n a g r i c u l t u r a l l y

b a s e d economy t h a t d i f f e r e n t i a t i o n by s e x may have i t s r o o t s a l s o

i n t h e d i v i s i o n of h b o u r be tween s e x e s . T h e s e a n d o t h e r c o n d i t i o n s

( S h e t z e r l S t o n e , 1 9 7 6 ; 3 1 9 ) may have f o s t e r e d t h e s i g n i f i c a n t mean

s c o r e d i f f e r e n c e a t t a i n e d f o r e i t h e r t h e d i f f e r e n t g e o g r a p h i c

l o c a t i o n , o r t h e s e x on p l a n n i n g s u b t e s t . F u r t h c r more , H o l t e r

( 1972 : 11 - l 6 ) , Ua rdwr i ck \ 1 9 7 1 ) a n d S a n d r a y (1973 ) r e p o r Led t h a t

generally i n f e r i o r s t a t u s o f f e m a l e i n some s o c i e t i e s stems f r o m

f a c t o r s 0-1' i n n a t e p s y c h o - b i o l o g i c a l d i s p o s i t i o n s s u c h a s ho rmona l

d i f f e r e n c e o r t h e i r i n h e r e n t p h y s i c a l w e a k n e s s . However , t h i s

investigator would i n f e r t h d t t h e assumed i n - e q u a l i t y o f s c x e s and

v a r i a t i o n : ; i n s e x r o l e i n t h e t r a d i t i o n a l s o c i e t y c a n i n a d d i t i o n

a f f e c t s i q n i f i c a n t l y t h e c a r e e r m a t u r i t y p a t t e r n s of s t u d e n t s

(o~~.Les a n J rcmd .les ) In t h e different gcoy rc lph i c s e t t i n g s . G e n e r a l

c a r e e r deve lopn l en t i n t h e community a r e c o n t r o l l e d by p r e v a i l i n g

c o n c e p t s , v a l u e s , s t r e n g t h - of d i f f e r e n t i n t e r e s t g r o u p s a n d g e n e r a l

s o c i a l t r e n d s (Hansen , 1975: 2931 . 411 t h e s e e x p l a i n t h e non-

c o r r e s p o n d e n c e o f r c s e a r c h f i n d i n g s w i t h C r i t e s ' s t a n d a r d i s a t i o n

s a m p l e s t u d y f o r t h e s e x .

Even i n 4mer i can c u l t u r e s t h e r e have b e e n e v i d e n c e s f r o m

series of r e s c m x h f i n d i n g s , u s i n g t h o C a r e e r N a t u r i t y l n v e n t o r y -

( c M ~ ) t h a t s e x d o e s s i g n i f i c a n t l y a f f e c t c a r e e r m a t u r i t y . For

i n s t a n c e w h i l e D a v i s ( i 9 7 2 ) , u s i n g a m u l t i v a r i a t e a n a l y s i s o f . v a r i a n c e t o a n a l y s e t h e m a t u r i t y o f v o c a t i o n a . 1 a t t i t u d e be tween

1 0 t h g r a d c boys a n d g i r l s f o u n d 110 v a r i a t i o n , t h e f i n d i n g s

obLa ined by Smi th a n d H e r r ( 1 9 7 2 ) showed s i g n i f i c a n t d i f f e r e n c e i n

f a v o u r o f g i r l s .

For t h i s c o u n t r y , . 4 c h e b e 1 s ( 1 9 7 5 ; 1981) s t u d y d i s c o v e r e d

t h a t boys and g i r i s d i f f e r i n t h e m d t u r i t y o f b o t h t h c i r v o c a t i o n a l

a t t i t u d e dnd j o b knowledge . The s t u d ) r e p o r t e d t h a t b o y s were more

m a t u r e t h a n g i r l s f o r r e a s o n s o f c u l t u r a l < p r e s s u r e and e x p e c t a t i o n s - t h ' i t sccmcd t o predispose y i r l s t o b c lcss v o c a t i o n a l l y m < ~ t u r c t.llan

boys . S e x d i f f e r e n t i a t i o n t h e r e f o r e a f f e c t s c a r e e r m a t u r i t y

p a t t e r n s of s t u d e n t s .

SUM4ARY 01- F INTI:[ NGS FOR MA I N EFFECTS

The f i r d i n g s r e g a r d i n g t h e e f fec t of c l a s s , a g e , g e o g r a p h i c

1 o c c ~ t i o n of s c h o o l s , , u r b a n o r r u r a l a n d s e x d i f f e r e n c e s or1 C a r e e r

M a t u r i t y I n v e n L o r y : , u b t e s t s u s e d i n t h i s s t u d y y i e l d e d r e s u l t s i n

p a r t . t h a t a r e I n k c e p i n g w i t h t h e d c v c l o p m e n t a l t h e o r y o f c a r e e r

m a t u r i t y . F o r t h e Uenue S t a t e s a m p l e , t h e d e v e l o p m e n t a l t h e o r y o f

v o c a t i o n a l devt:lopmc:nt o f ' s y s t e m a t i c i l l c r e a s e by c l a s s o b t a i n s

s i g n i f i c a n t l y on t h e C a r e e r C h o i c e 4 t t i t u d e S c a l e , O c c u p a t i o n a l

I n f o r m a t i o n antl P l a n n i n g S u b t e s t s o f t h e i n s t r u m e n t .

4,ge d i F f e r e n t i a 1 , i o l l e f f e c t h a s b e e n focmd ry-t t o be s s t r o r ~ q

p r e d i c t o r o f c x e e r m a t u r i t y o n t h e i n s t r u m e n t . T h e r c f o r c , t h i s

f i n d i n g c o r r e s p o n d s w i t h C r i t e s ' h y p o t h e s i s t h a t a g e d o e s n o t

d i f f e r e n t i a t e a s well a s g r a d e o r c l a s s - l e v e l w i t h r e s p e c t t o

c a r e e r m a ~ t u r i t y . Geographic l o c a t i o n of s c h o o h ( u r b a n l r u r a l I d o e s a f f e c t

g e n e r a l l y t h e c a r e e r m a t u r i t y p a t t e r n s of s t u d e n t s . Urban s c h o o l

l o c a t i o n t h a t p r e d i s p o s e s s t u d e n t s t o more c a r e e r o p p o r t u n i t i e s

p e r f o r m e d b e t t e r t h a n t h e r u r a l s c h o o l l o c a t i o n , and t h e r e f o r e h a v e

more v o c a t i o n a l b e h a v i o u r s .

F o r s e x di.l'f e r e n c e s , g i r 1s r e g i s t e r e d a n a p p a r e n t h i g h e r

mcan s c o r e s on t h e c a r c e r c h o i c e 4 t t i t u d c S c a l e t h a n b o y s . Out on

t h e t h r e e o t h c r s u l ~ L e s t s : Self - 4 p p r a i s a 1 , Occupa L i o n n l l n f o r m d t l o n

a n d P l a n n i n g , b o y s seemed t o b e more m a t u r e t h a n g i r l s , b u t morc

:; ic lnif i c a n t l y on P Lanning s u b t e s t . T h i s f i n d i n g o f s e x d i f f c r e n -

t i a t i o n on t h e i n s t r u m e n t . c o n t r a d i c t s C r i t e s ' s t a n d a r d j s a t i o n

s a m p l e r e p o r t a n d D a v i s ' f i n d i n g s , b u t t h e p r c s e n t f i n d i n g s a r c

s u p p o r t e d by o t h e r s t u d y r e p o r t s ( S a b i r a n d Khan, 1 9 8 3 ; 4 c h e b e ,

1 9 7 5 ; S m i t h a n d Herr, 1 9 1 2 1. Meanwhile t h e v a r i a t i o n by g e o g r a p h i c l o c a t b n of s c h o o l s

antl by s e x on t h e i n s t r u m e n t c a n b e s p e c u l a t e d f r o m c u l t u r a l s e x

r o l e e x p e c t a t jon f o r t h e d i f f c r e n t s e x e s i n t h e s o c i e t y a n d l a c k

of v o c a t i o n a l 1 . y r e l a t e d o p p o r t u n i t i e s i n r u r a l a r e a s .

INTERACTIfiNS I 'The h y p o t h c s l.s of ' n o s i g n i f i c a n t ' i n t e r a c t i o n s

be tween e a c h p i r 01' c l a s s x s e x ; c l a s s x g e o g r a p h i c l o c a t i o n of

s c h o o l s and be tween s c x x g e o g r a p h i c l o c a t i o n of s c h o o l s was t e s t c d .

The same N u l l h y p o t h e s i s was t e s t e d f o r t h e s e c o n d o r d e r i n l c r a c t i o n

o f c l a s s x s e x x g e o g r a p h i c l o c a l i o n o f s c h o o l s . Goth t h e f i r s t

o r d e r and t l l r s econd o r d e r i n t c r d c t i o n s werc t c s t c d on t h e C a r e e r

C h o i c e .4 t , t i tud l? S c a l e , S e l f - . 4 p p r a i s a l , O c c u p a t i o n a l I n f o r m a t i o n and

P l a n n i n g s u b t e s t s (CMI) a n d a c c e p t e d a s s i g n i f i c a n t a t t h e .05

l e v e l of c o n f i d e n c c .

INTERACTION BETWEEN CLASS X SEX

Interaction betwccn c l a s s x s e x was n o t s i g n i f i c a n t , and

t h c r e f o r c : t h e N u l l h y p o l h c s i s was d c c c p t c d of1 a l l thc s u b t e s L s o r

t h c C a r e e r M a t u r i t y I n v e n t o r y u scd i n t h i s s t u d y . The d b s e n c e of

i n t e r d c t i o n i n d i c d t e s t h a t t h e s t u d e n t s ' c a r e e r m a t u r i t y w i t h ---

r c g d r d s Lo Lhc. ir c a r c c r c h o i c c d LLiLudc, C a r c c r s c l f - a p p r a i s a l ,

c a r e e r knowledge and c a r e e r p l a n n i n g Competences was n o t d e p e n d c n t I

upon t h e j o i n t e f f e c t s o f c l a s s a n d s e x , b u t upon t h e s e p a r a t e mdin

e f f e c t s , of e i t h e r c l a s s o r s e x . -

For i n s t a n c e , T a b l e s I V : 1 3 t o I V : 16 a n d f i g u r e 3 t o 6

i l l - u s t r a t e t h e d a t a and t h e p a t t e r n s o f i n t e r a c t i o n be tween c l a s s

and s e x on a l l t h e f o u r s u b t e s t s (CMI) u sed i n t h i s r e s e a r c h . On

t h e C a r e e r C h o i c e A t t i L u d e S c d l e , t h e o b s e r v e d mean s c o r e f o r t h e

f e m a l e s t u d e n t s is h i g h c r t h a n e i t h e r t h a t f o r t h e c l a s s O r t h d t

f o r t h e m a l e s t u d e n t s . On t h e S e l f - 4 p p r a i s a 1 , 0 c c u p d t i o n ; l l

I n f o r m a t i o n and P l a n n i n g s u b t e s t s t h e s i t u a t i o n is r e v c r s e d . But

i n a l l c a s e s , t h e mean s c o r e d i f f e r e n c e i r , n o t s i g n i f i c a n t .

With L h i s o b s e r v e d d i f f e r e n c e i n t h e p a t t e r n o f d e v e l o p -

ment of 3SS I - SS 11 b o y s a n d g i r l s , 1 L s h o u l d b c c o n c l u d e d . t h a t

o v e r a l l m a t t u r i t y d u e t o c l a s s c a n b e made w i t h v u t r e l a t i n g t o . t h e a p p r o l l r i a t e s e x of t h c s t u d e n t s . It c a n b e speculated t h a t - g e n e r a l low l c v e l o f e conomic a c t i v i t i e s w i t h i n t h c s o c i e t y seem t o

a f f e c t c a r e e r n ~ ~ l t u r i l y o f 35s 1 - SS .I1 boys a n d g i r l s . T h i s

s i t u a t i o n becomes more r e a l i s t i c i n r u r a l s e t t i n g s . . , INTERACTION BE:TWEEN CLASS x GEOGRAPHIC LOCATI cw OF SCHOOLS,

The h y p o t h e s i s o f ' n o s i g n i f i c a n t ' i n t e r a c t i o n be tween class

a n d geographic : l o c a t i o n o f s c h o o l s ( u r b a n / r u r a l ) was r c j e c t e d . o n

Occupa t i . ona1 I n f o r m a t i o n b u t a c c e p t e d on t h e C a r e e r C h o i c e . 4 t t i t u d e C

S c a i e , S e l f - 4 p p r a i s a l a n d P l a n n i n g s u b t e s t s . It means o n l y on t h e

O c c u p a t i o n a l I n f o m a t i o n need t h e r e b e q u a l i f i c a t i o n on t h e s t a t e - '

ment on i n t e r ( a c t i o r 1 be tween t h e e f f e c t s o f class and t h e effects

o f u r b a n o r r u r a l s c h o o l l o c a t i o n on t h e career m a t u r i t y of 3SS 1 - SS I1 s t u d e n t s . P o s t - h o c c o m p a r i s o n of mean s c o r e s i n d i c a t e d t h e

s o u r c e of c a r e e r mean s c o r c s i g n i f i c a n c e t o b e u r b a n s c h o o l l o c a t i o n .

t i g u r e 9 d e m o n s t r a t e s t h e p a t t e r n of i n t e r a c t i o n be tween

c lass and g e o g r a p h i c l o c a t i o n o f s c h o o l s on O c c u p a t i o n a l In forma-

t i o n (CMI). I n t h e s u b t e s t , u r b a n c l a s s s t u d e n t s i n 3SS classes I ,

I1 and I11 b e g i n by b e i n g more m a t u r e t h a n t h e i r r u r a l c o u n t e r p a r t s .

T h i s s i t u a t i o n is r e v e r s e d i n f a v o u r o f r u r a l c l a s s s t u d e n t s i n SS

c lass I. Whi le t h e mean s c o r e on t h e t e s t f o r t h e r u r a l SS c l a s s

I s t u d e n t s i s 8.71. t h a t o f t h e i r u r b a n c o u n t e r p a r t i s 7.05. Urban

SS c l a s s I1 s t u d e n t s mean s c o r e is h i g h e r t h a n t h o s e of t h e r u r a l S S

c l a s s 11 s t u d e n t s . E : x c e p t i n g i n SS c l a s s I whe re t h e r e is a r e g r e s s i o n .- . - .-

i n t h e mean s c o r e f o r t h e urba11 s t u d e n t s ; u r b a n s c h o o l l o c a t i o n '

a p p e a r s t o c l e m o n s t r a t e more m a t u r i t y on t h i s s u b t e s t t h a n t h e i r

r u r a l c o u n t e r p a r t s . However, t h e p r e s e n c e o f i n t e r a c t i o n s be tween

c l a s s a n d g e o g r a p h i c l o c a t i o n of s c h o o l ( u r b a n / r u r a l ) d e m o n s t r a t e s

t h a t t h e o v e r a l l r n a t u r i t y o f 35s I - SS I1 s t u d e n t s on t h i s s u b t e s t

c a n n o t b e made w i t h o u t r e l a t i n g t o t h e a p p r o p r i a t e l o c a t i o n of t h e

s c h o o l p , , u r b a n 01- r u r a l . . I n t e r a c t i o n Detwecn Sex G e o g r a p h i c

INTERACTION BEM~EN SEX x GE~GRAPHICAL LOCATION OF SCHOCCS~

The s e x X g e o q r a p h i c l o c a t i o n o f s c h o o l s i n t e r ~ c t j o n .was -\

s i g n i f i c a n t . on t h e O c c u p s t i o n a l I n f o r m t i o n s u b t e s t ( t a b l e Iv : 6 ) . The h y p o t h e s i s o f n o i n t e r a c t i o n was t h e r e f o r e r e j e c t e d . f t means

t h a t Sex a f f e c t s t h e career m a t u r i t y of s t u d e n t s , b u t i n f a v o u r of

u r b a n boys ( ~ b l c I V : 2 3 ) . F i g u r e 13 i l l u s t r a t e s t h e p a t t e r n of

interaction bc twccn s c x and g c o g r d p h i c l o c a t i o n of s c h o o l s o n t h i s

tcs t . Thc c a u s e of n o t i c e a b l e v d r i < b t i o n on t h e p e r f o r m a n c e bc twcen

s e x a n d g e o y r a p h j c 1 o c a i . i o n on t h c t e s t is once a y d i n d u c t o t h e

l c v c l o f c u l t u r a l and e n v i r o n m e n t a l s t i m u l a t i o n s a r i s i n g f r o m

a v a i l a b i l i . t y o r o t h e r w i s e , o f c a r e e r opportunities. F o r t h i s s t u d y

a n y s t a t e m e n t a l l ou t t h e o v e r a l l e f f e c t of s c x on O c c ' l p a t i o n a l

I n f o r m a t i o n mus t be p r e d i c a t e d on u r b a n g e o g r a p h i c l o c a t i o n o f

s t u d e n t s . I n u r b a n s e t t i n g s , t h e , s t u d e n t s t e n d t o e x h i b i t

b e t t e r C a r c e r M , i t u r i t y b c h a v i o u r . T h i s is so b e c a u s e n o t o n l y t h a t

Urban a r e a s p r o v i d e a w i d e r v a r i e t y of j o b s a n d snore

a n d b r o a d e r e x p o s u r e t o .the w o r l d ol' work ; b u t a l s o t h a t i n t h i s

c u l t m e , s e x r o l e d i f f e r e n t i a t i o n f o r g i r l s e i t h e r i n u r b a n l r u r a l

ac t s a s c o n s t r a i n i n g f a c t o r t o m i n i m i s e t h e r o l e o f f e m a l e s i n

v o c a t i o n a . 1 matt.(:rs. I n o t h e r w o r d s , b e c a u s e m a l c s h a v e more f r e e d o m

a n d a re a l l , kc l g r e a t e r r e s p o n s i b i l i t y t h e y a r e bound t o b e more . .

e x p o s e d t o t h e work w o r l d t h a n t h e f e m a l e s .

INTERACTION AMONG CLASS X SEX X GEOGRAPHIC LOCATION OF SCHOOLS T h i s i : s t h e l a s t i n t h e series of t h e 5 t h h y p o t h e s i s o f ' n o

s i g n i f i c a n t ' i n t e r a c t i o n e f f e c l s . I t i n v o l v e s t h e s e c o n d o r d e r

i n t : e r a c t j . o n of t h e main e f f e c t v a r i a b l e s of c lass , s e x and

g e o g r a p h i c l o c a t i o n of s c h o o l s ( u r b a n l r u r a l ) . S i g n i i ' i c a n t i n t e r a c t i o n s among c l a s s x s e x x g e o g r a p h i c

l o c a t i o ~ l o c c u r r e d f o r t h e C a r e e r C h o i c e . 4 t t i t u d e S c a l e , S e l f -

. 9 p p r a i s a l a n d O c c u p a t i o n a l I n f o r m a t i o n . The h y p o t h e s i s was t h c r e -

f o r c r e j e c t e d b u t a c c e p t e d f o r career P l a n n i n g c o m p e t e n c e . The

p a t t e r n w h i c h e m e r g e s f r o m t h i s modif ies t h e s t a t c m c n t made

separately a b o u t t h e c l a s s , s e x m d yeogrc tph ic l o c d t i o n of s c h o o l s

md i n effects . I t demonstrates t h a t c v c n t h o u g h t h e s t u d e r l t s

p ~ ~ o y r c s s f rum l o w e r t o hlgf icr classes, t hc i r c a r e e r a l , t i l ;odc ,

c~lteer S e l f - c o n c e p t a n d d p p r a I s d P , a9 well a s t h e i r j o b knowledge

bccomc i n c r e a s i n g l y more m a t u r e , a n d t h a t t h i s c a n b e mad! w i t h

t h e e f f e c t s of s e x a n d g c o l ; ; - ~ p h i c l o c a t i o n of s c h o o l s , u r b a n l r u r d l .

I n o t h e r words t h e e f f e c t s o f s e x and g e o g r a p h i c l o c a t i o n of s c h o o l

v a r j a b l e s i n t r o d u c e modif i c a t i o n s t o c o n f irm t h e s t a t e m e n t t h a t a s

as s t u d e n t s p r o g r e s s f r o m l o w e r t o h i q h e r c l a s s e s t h c y

become i n c r c a s i n g l y morc m a t u r e i n t h e i r c a r e c r c h o i c c a t t i t u d e ,

self - a p p r a i s a l and j o b knowledge . -

CONCLUS ION 4 n a l y s j . s o f t h e r e s u l t s o f t i r f s s t u d y s u p p o r t s C r i t e s '

c o n s t r u c t i n a g e n e r a l way, t h a t i s , t h a t t h c r e a r c d i f f e r e n c e s i n

c a r c c r m a t u r i t y i n s t u d c n t s a s t h c y p r o g r e s s f r o m l o w e r t o h i g h c r

e las sca . Thc r i n d i n g s f o r studonts j n Benue S t d t e s c c o n d a r y s c h o o l s

w h i l e n o t h e i n g d i f f e r e n t howcver i n d i c a t e t h a t a s t h e y p r o g r e s s i n

c l a s g t h c y e x h i h i t more s i g n i f i c a n t ' mean m a t u r i t y s c o r e d i f f e r e n c e

i n t , ho i r C a r e e r C h o i c e A t t i t u d e , i n t h e i r knowledge of o c c u p a t i o n s - and c a r e e r p l a n n i n g .

!\ge is n o t a s t r o n g p r c d i c t o r o f c a r e e r p a t t e r n s of t h e I

s t c ~ d e n t s . The e f f e c t o f c l a s s on t h e s t u d e n t s ' career m a t u r i t y is

g r e a t e r t h a n t h e e f fec t of t h e i r a g e .

'The f h d i n g s f o r u r b a n l r u r a l l o c a t i o n of s c h o o l s show

a p p a r e n t ef , fec: t o f g e o g r a p h i c l o c a t i o n of s c h o o l s on t h e g e n e r a l

ca1:ezr maturity of t h e s t u d c n t s . Urban stuj)cnts a r e g e n e r a l l y c.-- -

more m a t u r e t t l a n t h e i r r u r a l c o u n t e r p a r t s , and t h i s i.s a conseq 'uence

t h e d i f f e r c n t l e v e l s of c u l t u r a l a n d e n v i r o n m e n t a l s t i m u l a L i o n s . The l e v e l of c a r e e r m a t u r i t y f o r t h e s e x e s is found t o b e

d i f f e r e n t , t h e m a l e s t u d e n t s b e i n g more m a t u r e on s e l f - a p p r a i s a l , j o b knowledge and p l a n n i n g s k i l l s t h a n f e m a l e s .

nowev'er , f r o m t h e a n ~ l y s i s of t h e f i n d i n g s , o t h e r c a u s a t i v e s

' would t,c:nd t o i n t r o d u c e m o d i f i c a t i o n s . ~ 0 1 : i n s t a n c e , sig n i f i c a n . t I

i n t e r a c t i ~ ~ r s o c c u r r e d be tween c l a s s and g e o g r a p h i c l o c a t i o n of

s c t l o o l s ; s e x and g e o g r a p h i c l o c a t i o n of s c h o o l s on o n e h a n d , a n d

amlong c l . a sS , s e x a n d g e o g r a p h i c l o c a t i o n of s c h o o l s on a n o t h e r

h a r d . ]:t t h e r e f o r e means t h a t any s t j t c m c n t on a n y of t h e main

e f fec ts whe re s i g n i f i c a n t i n t e r a c t i o n s o c c u r r e d a b o u t c a r e e r

m a t u r i t y of t h e s t u d e n h s h o u l d be q u a l i f i e d by t h e p o s s i b l e e f f e c t

o f t h e o t h c r ma.in e f f e c t v c l r i a b l e . I n t h i s s t u d y t h e e f f e c t o f c l a s s

n1.1 c a r e e r m a t u r i t y s h o u l d be q u a l i f i e d by t h e e f f e c t o f g e o g r a p h i c

l o c a t i o n of the: c l a s s . ' In t h e same v e i n , a n y s t a t e m e n t a b o u t t h e

c - f f e c t o f s e x mus t be q u a l i f i e d by Lhc e f f c c t o f t h e 1 o c a L i o n of t h e

s t u d e n t s - urbt ln o r r u r a l . Thc sanic i n t e r p r e t a t i o n g o e s f o r t h e

j o i n t i n t e r a c t i o n s among t h e main e f f e c t v a r i a b l e s of c l a s s , s e x

and g o e g r a p h i c l o c a t i o n of s c h o o l s .

1MPL.ICATIONS: The r e s u 1 . t o r t h i s s t u d y has i n ~ p l l c s t i o r ~ s f o r t h e

C a r e e r m a t u r i t : y t h e o r y i n g e n e r a l and f o r t h e c a r e e r m a t u r i t y o f t h e

s t u d e n t s (Ma1e.s / F e m a l e s ) i n S e c o n d a r y S c h o o l s ( u r b a n / r u r a l ) i n Benue

S t a t e i n p a r t i c u l a r . The r e s u l t h a s i m p l i c a t i o n s a s well f o r t h e

c,1rc:cr c o u n s e l i n g p r a c t i c e i n Benue S t a t e S c h o o l s . 4 Scheme of

s u g g e s L ions i n t e n d e d f o r f u t u r e r e s e a r c h is a l s o o u t l i n e d .

The m a j o r p r o p o n e n t s o f t h c t h e o r y o f v o c a t i o n a l m a t u r i t y ,

Super ( 1 9 5 7 ) and C r i t e s ( 1 9 7 3 1 , e x p e c t t h a t v o c a t i o n a l b e h a v i o u r

s h o u l d i n c r e a s c d u r i n g a d o l e s c e n c e by a g e and gr<idc- (clclss - ie\*c-1).

I n p r a c t i c e , t h e t h e o r y a s sumes i n c r e a s i n g v o c a t i o n a l b e h a v i o u r a s

t h c i n d i v i d u a l p r o g r e s s e s t h r o u g h d i f f e r e n t l i f e s t a g e s . C r i t e s

( 1 9 7 3 ) , i n b u i , l d i n g t h i s c o n s t r u c t i n t o h i s i n s t r u m e n t , t h e C a r e e r

M a t u r i t y I n v e n t o r y (CMI), p l a c e s more e m p h a s i s on g r d d ( , o r c l a s s -

l e v e l and less on t h e e f f e c t o f a g e g r o u p s . T h a t is , h i g h e r classes

r a t h e r t h a n o l d e r a g e g r o u p s s h o u l d be e x p e c t e d t o e x h i b i t more

m a t u r e c a r e e r b e h a v i o u r by s c o r i n g g e n e r a l l y h i g h e r on t h e i n s t r u -

men t . The r e s u l t s of t h e p r e s e n t i n v e s t i g a t i o n . f o r t h c s t u d e n t

i n a l l t h e 3SS c l a s s e s t o SS 11 c l a s s e s o f Secondary S c h o o l s i n

Benue S t a t e l e n d s u p p o r t t o t h e t h c o r y i.? a g e n e r a l Way, b u t i n a

more s i g n i f i c a r ~ t way, on t h e c a r e e r a t t i t u d e t r a i t s a s well a s

t h c i r j o b knon1:ledge: a n d c a r e e r , p l a n n i n g c o m p e t e n c i e s . Some of t h e

f a c t o r s t h a t m i g h t i n t r o d u c e , modif i c a t i 0 . n ~ . i n i n t e r p r e t i n g t h e

p e r f orma!~ce of' t h e s t u d e n t s on t h e i n s t r u m e n t h a v e been c o n s i d e r e d .

M e < ~ n w h i l e , . the r e s u l t s o f . t h e r e s c a r c h f o r t h e c l a s s and a g e main

e f f e c t s s u y g e s 1. a p p l i c a b i l i t y o f Lhe developmental t h e o r y of v o c d t i o n a : . .. . .. .- - . ~ ...,. -------.. . ~ . -~ - .

m a t u r i t y a c r o s s c 1 a : i s - l e v e l a n d a g e c u l t u r e s of t h e i n s t r ~ ~ p l e n t .

B u t t h e c o n t i n u e d l e a d by male s t u d e n t s on t h c ins t i ' u r i l en t

s e t s a l i m i t a t i o n when t h e c a r e e r m a t u r i t y by s e x is a s s e s s e d .

C r i t e s ( 1 9 6 5 ; 1 9 7 3 ; 1 9 7 8 ; 1 9 8 3 ) a s s u m e s t h a t t h e s c o r e difference

by s e x s h o u l d be n e g l i g i b l e . I n r e a l i t y , male s t u d e n t s h a v e

c o n t i n u e d t o s c o r e h i g h e r t h a n t h e i r f e m a l e c o u n t e r p a r t s on t h e

i n s t r u m e n t . T h i s f i n d i n g is s u p p o r t e d by A c h e b e ' s ( 1 9 7 5 ) a n d

.4gu lana ' s ( 197 '7 ) .

T h i s s t u d y i n v c s t i g a t c d a l s o i f t h e d e v e l o p m e n t a l assump-

t i o n o f v o c a t i o n a l m a t u r i t y a p p l i e s t o t h e s t u d e n t s i n u r b a n a n d

r u r a l s c h , o o l l o c a t i o n s of t h e S t a t e . The r e s u l t s were a r e f l e c t i o n

o f L l ~ c r e d l i l y of' llw marked difference b e t w e e n thc s . l i n r u l d t i r q ,

b r o ~ ~ d c x p o s u r e t o wlorld o f w o r k o f u r b a n l i f e a n d t h e c r i p p l i n g

e c o n o m i c a c t i v i t i e s a n d c o n s t r a i n i n g s o c i a l l i f e o f r u r a l s e t t i n g s .

The f i n d i n g s i n d i c a t e d t h a t u r b a n s t u d e n t s p e r f o r m e d much b e t t e r

on t h c i r c a r e e r a l t i t u d e , j o b knowledge a n d c a r e e r p l a n n i n g s k i l l s

a n d c o m p e t e n c y t r d i t m e a s u r e s t h a n t h c i r r u r a l c o u n t c r p a r t s .

When t h e q u e s t i o n 'how r e a d y ' a r e t h e s t u d e n t s by g e o g r d p h i c

l o c a t i o n o f s c h o o l s s h o u l d b e a n s w e r e d , it is o b v i o u s f r o m t h e

r e s ~ ~ l t s o f t h i s r e s e a r c h t h a t u r b a n s t u d e n t s a r e more m d t u r e t h a n

r u r a l s t u d e n t s . I n t h e samc v e i n , m a l e s t u d e n t s ( u r b a n l r u r a l )

p e r f o r m b e t t e r i n a g e n e r a l ~ a ~ . ' l ; l ; ~ n i ' t h e i r f e m a l e c o u n t e r p a r . t s ,

. 4 d n l i t t e d l y , t h e r e i s n e e d f o r t h e o b s e r v e d d i f f e r c r r t i a t i o n i n t h e

c a r e e r m a t u r i t y mean s c o r e s o f t h e u r b a n a n d r u r a l s t u d e n t s a s well

a s of t h e s e x e s t o b e examined a n d t a k e n n o t e o f e s p e c i a l l y i n

t h e c a r e e r c o u n s e l i n q programme o f t h e s c h o o l s .

f T o r r u r a l s c h o o l s , i n t e r v e n t i o n prograrilmes on c a r e e r t a l k s ,

c d u c a . t i o n a 1 t r i p s a n d e x c u r s i o t i s t o i n c l u s . t r i ; l l c e n t r e s s h o u l d be o r - q a n i z c d . Such, p r o m o t i o n of c l o s e r l i n k s b e t w e e n v o c a l i o n c e n trcs a n d

a L-.

t l w u t i l i s a t i c m o f a l l d v a i l a b l c r c s o u r c c s ( M a r s h a k , 19135; H o b a r t ,

1 9 8 5 ; Be.110, 1.382; Miller, .l.S.aO) c a n h a s t e n t h e r a t e o f c a r e e r

m a t u r i t y o f s t u d e n t s . Carew ( 1 9 8 b : 192 ) O l a d e l e ( 1 9 8 5 1 a n d

. .C~l::vo j u ( 1 9 8 5 ) s u g g e s t t h a t s u c h e l a b o r a t e c a e c r programme m o d e l s - .- . ,.. .- .,.

a r e good g u i d e l i n e s i n t h e p r o c e s s o f c a r e e r m a t u r i t y . I n o t h e r

w o r d s , t h e r e shou1.d be a g r e a t e r c o - o r d i n a t i o n of t h e r u r a l s c h o o l s

programmt: and t h e p l a c e m e n t s e r v i c e s w i t h i n d u s t r y ,and employment

i n s t i t u t i o n s i n o r d e r t o a c c e l e r a t e m a t u r i t y i n v o c a t i o n a l m a t t e r s .

F o r l h c g i r l s , e v e r y c r f o r t s h o u l d be mddc t o g i v e them

e n c o u r a g e m e n t i n , . o r d e r t o r a i s e t h e i r s e l f - c o n c e p t and t h e i r

m o t i v a t i l o n a l 1 . e v e . k s o t h a t t h e y d o n o t o v e r t l y s u f f e r f r o m t h e

c o n s t r a i n t s p l . i~ced o n them by t h e s o c i e t a l p r e j u d i c e s . The g i r l s

l i k e t h e i r ma l e c o u n t e r p a r t s , s h o u l d be e x p o s e d t o b r o a d l y b a s e d

s cc :onda rv s c h o o l proqrdmnic f o r t h e i r o v e r a l l devc~ lo~ )mr~n t - , . S~1c.h bcncf its c a n b e d e r i v e d f rom t h e prosramme o f t h e 6-3-3-4 N a t i o n a l Pol icy

'

E d u c a t i o n of ' t h e c o u n t r y when ful.Ly' irnplemcrrtcd.

The . r e s u l t s on i n t e r a c t i o n e f f e c t s of c l a s s x s c h u o l l o c a -

t i o n , and s e x x s c h o o l l o c a t i o n tire s i g n i f i .cant on some of t h e

s u b t e s t s irscd i n t h i s r e s e a r c h . From t h e p o s t - h o c a n a l y s i s f o r

t h e s o u r c e s o f s i g n i f i c a n c e of t h e mean s c o r e d i f f e r e n c e on t h c

i n t e r a c t i o n e f f e c t s , s t u d e n t s ' c a r e e r m a t u r i t y s h o u l d be q u a l i f i e d

by t h e p o s s i b l - e e f f e c t s of t h e p e r f o r m a n c e s of t h c ma l e s t u d e n t s ,

I n c l a s s e s , g e n e r a l l y and m a i n l y f rom u r b a n s c h o o l s . 4 l t h o u g h it

s u g g e s t s t h a t ma l e s t u d e n t s f r o m u r b a n a n d r u r a l s c l i o o l s i n Denue

S t a t e s c :hoo l s a r e g e n e r a l l y more c a r e e r m a t u r e t h a n f e m a l e s t u d e n t s

r rum t h ~ silmc s ~ l i o o l locations when t h e i r c a r e e r m a t u r i t y is a s s e s s e d ,

t h e o v e r a l l c a r e e r m a t u r i t y of s t u d e n t s c a n n o t b e made w l t h o u t re1atirv.j

t o b o l h scYcs and t h e g e o g r a p h i c l o c a t i o n o f sc!hools . W i t h o u t

r e l - a t i n g LO b ~ o t h s e x e s a n d t h e g e o g r a p h i c l o c a t i o n of s c h o o l s .

'1 h e r e s e a c h f i n d i n g h a s o t h e r i m p l i c a t i o n s f o r t h e Gu idance

prograinme of tlhe S t a t e . The C a r e e r M a t u r i t y Inventor-11 (rlil ) ,vllir:;l

clef i n e s eai-t,c.r cl3c)icc a t t i t u d c . a n d c;.rt.er choice a s .. . , ;-

iln a p p i r a i s a l . i n s t r u m e n t , c a n be u s e d t o : . . I a s s e s s g u i d a n c e n e e d s

.i i . s t u d y c a r e e r dcve loprnent p a t t e r n s o f s t u d e n t s

.iii. s c r e e n career i m m a t u r i t y p a t t e r n s o f t h e s t u d e n t s - -

i v . e v a l u a t e g u i d a n c e a n d c u r r i c u l a r programmes of s c h o o l , and

v . t o t e s t c a r e e r c o u n s e l i n g programmes o f e d u c a t i o n a l

i n s t i t u t i o n s o f t h e S t a t e .

SUGGESTION FOR FlJTURE RESEARCH O u t s i d e .4nambra and Imo S t a t e s , t h i s is t h e f i r s t a t t e m p t

1-0 t r y o u t C r i t e s Theory a n d i n s t r u m e n t anywhe re i n t h i s c o u n t r y . .4 f u r t h e r r e s e a r c h is t h c r e f o r e needed f o r some of t h e p o t e n t i a l

a p p l i . c a t i o n s of [:rite? C a r e e r M a t u r i t y I n v e n t o r y t o b e f u l l y

r e a l k e d . Whi l e t h i s i n v e s t i g a t o r would recommend a r e p l i c a t i o n o f

t h e s l u d y , it would b e w o r t h w h i l e t o s u g g e s t t h a t t h e t e s t be y

normed a n d v a l i d a t e d f o r u s e i n Benue S t a t e .

I n t h i s s t u d y o n l y t h e . 4 t t i t u d e S c a l e ; S e l f - . 4 p p r a i s a l ,

0ccup-l t i o n ( \ 1 I n f o r m a t i o n a n d P l a n n i n g s k i l l s a n d compe t ency t r a i t

m e a s u r e s 01' t h e i n s t r u m e n t have been u s e d . F o r s u b s e q u e n t r e s e a r c h ,

t h e who le . i n s t rumen t m i g h t b e c o n s i d e r e d , b u t on a l o n g i t u d i n a l

r e s e a r c h b a s i s . On s u c h r e s e a r c h would a n e f f i c i e n t c o n c e p t u a l

f rame-work f o r c a r e e r m a t u r i t y a s d e s c r i b e d by C r i t e s t T h e o r y b e

more p r o p e r l y established f o r s t u d e n t s i n s e c o n d a r y s c h o o l s i n

Benue S t a t e . The p e r i o d f o r t h e l o n g i t u d i n a l r e s e a r c h s h o u l d b e

enough t o c o v e r c o m m e r c i a l , t r a d e a n d t e c h n i c a l s c h o o l s o t h e r t h a n

t h e t r a d i t i o n a l grammar t y p e i n s t i t u t i o n s i n t h e S t a t e .

Gu idance programmes o f s c h o o l s s h o u l d be l i n k ~ d w i t h . <

v o c a t i o n c e n t r e s i n o r d e r t o e n h a n c e c a r e e r m a t u r i t y g e n e r a l l y b u t

more s p e c i f i c a l l y T o r r u r a l s c h o o l s a n d f o r f e m a l e s t u d e n t s i n

Benuc: S t a t e S e c a n d a r y S c h o o l s . e d u c a t i o n a l v i s i t s t o i n d u s t r i e s ,

f a c t o r i e s and ta j employment a g e n c i e s g o i n no s m a l l way i n e n h a n c i n g

c a r e e r m a t u r i t y . S t a g i n g o f C a r e e r Week programmes a n d t h e

employment o f c a r e e r r e s o u r c e personnel t o g i v e c a r e e e r t a l k s add

some p e p t o t h e s c h o o l s t c a r e e r g u i d a n c e programmes. '

D e n g a ' s Elodular .4pproach t o C a r e e r Guidance Programming

i n s c h o o l s is s u g g e s t e d . I t is b a s e d on t h e p r o p o s i t i o n s t h a t

. ( a ) c a r e e r d e v e l o p m e n t p r o c e e d s f r o m r andom, u n - d i f f e r e n t i a t e d

a c t i v i t y t o g o a l d i r e c t e d , s p e c i f i c a c t i v i t y ;

' it,) d e v e l o p m e n t i s i n t h e d i r e c t i o n of i n c r e a s i n g a w a r e n e s s a n d

o r j . e n t : ~ t i o n t o r e a l i t y , and f rom d e p e n d e n c e t o i n d e p e n d e n c e .

11,

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APPENDIX A :

GRAPHS ON THE

COMPUTER CALCULATED

MEAN SCORE

VALUES ON THE INSTRU!TNT

. --

?-

leu-'

MEAN VALUES TOTAL

FORM I ---

FORM I1 ---

FORM 111 ----

FORM IV -------

FORM V . . . . . . . . . . . . a .

MEAN VALUES FOR A T T I T U D E SCALE RURAL BOYS

MEAN VALUE 27 1

SCHOOLS # 129

I - . .

cn 3 JJ << >I-

f

W I I = I w - I Z I H I I > : I x 1

2: I = I

I E 1 LL I

E 0 '

B r & I 0 .

L L : 2: I

MEAN VALUES TOTAL

FORM I ---

FORM I 1 ---

FORM I11

FORM I V -------

FORM V ..............

M E A N V A L U E S I N O C C U P A T I O N A L I NFORMAT I ON FOR URBAN G I RLS

MEAN VALUE 10

9 -

8 -

- 7 -

i

SCHOOLS #

13R

APPENDIX B

CAREER MATUR I T Y INVENTORY

( C M I)

MODIF IED VERSION OF

I T S

ATTITUDE SCALE

AND SUBTESTS

OF THE COMPETENCE TEST:

( 1 1 ) , . . OCCUPATIONAL INFORMATION

AND

ABOUT T H I S INVENTORY

The C a r e e r M a t u r i t y I n v e n t o r y h a s b e e n c o n s t r u c t e d t o s u r v e y t h e v a r i o u s a t t i t u d e a n d c o m p e t e n c i e s w h i c h a r e i m p o r t a n t i n making d e c i - s i o n s a b o u t y o u r c a r e e r ; it is n o t a p e r s o n a l i t y i n v e n t o r y , a n i n t e r e s t i n v e n t o r y , a n d a c h i e v e m e n t tes t o r a p t i t u d e t e s t .

T h i s i n v e n t c r y C O I I S ~ S ~ : ~ o f a n 4 t t i t b d e S c a l e a n d a Competence T e s t . The A t t i t u d e S c a l e , w h i c h you a r e a b o u t t o t a k e , a s k s y o u a b o u t y o u r a t t i t u d e and, f e e l i n g s t o w a r d m a k i n g a c a r e e r c h o i c e a n d e n t e r i n g t h e w o r l d o f work . The Competence T e s t . is more c o n c e r n e d w i t h k n o w l e d g e . a b o u t o c c u p a t i o n s a n d t h e d e c i s i o n s i n v o l v e d i n c h o o s i n g a c a r e e r . The i n f o r m a t i o n you g e t f r o m t a k i n g t h e C a r e e r M a t u r i t y I n v e n t o r y c a n b e u s e d i n c h o o s i n g a n d p l a n n i n g f o r y o u r c a r e e r a n d c a n c o n t r i b u t e t o y o u r c a r e e r m a t u r i t y . C o m p l e t e t h i s i n v e n t o r y c a r e f u l l y a n d t h o u g h t - f u l l y ; it may h e l p y o u c h o o s e a more s a t i s f y i n g a n d s u c c e s s f u l c a r e e r .

CAREER MATURITY INVENTCR'f

A l l ITUDE SCALE

DIRECTIONS

T h e r c a r e i j number of s t a t e m e n t s a b o u t c a r e e r c h o i c e i n t h i s b o o k l e t . C a r e e r C h o i c e means t h e k i n d o f j o b o r work wh ich you w i l l p r o b a b l y be d o i n g when y c ~ u h a v e f i n i s h e d a l l o f y o u r s c h o o l i n g .

Read t h e s t a t e m c ! n t s and mark y o u r a n s w e r s i n t h e s c c t i o r i marked 4TTITUDE SC4LE on t h e s e p a r a t e Answer S h e e t . If you a g r e e o r m o s t l y a g r e e w i t h t h e s t a t e m e n t , u s e y o u r p e n c i l t o b l a c k e n t h e s p a c e marked w i t h a T. I f you d i s a g r e e o r m o s t l y d i s a g r c e w i t h t h e s t a t e r n c n t , b l a c k e n t h e spa(:e marked w i t h F - Be s u r e t h a t y o u r marks a r e h e a v y and b l a c k and t h a t t h e y c o m p l e t e l y f i l l t h e spaces. Lrase c o m p l c t o l y a n s w e r you w i s h t o c h a n g e . Do n o t make a n y s t r a y p e n c i l marks on t h e Answer S h e e t .

1. Once you make a n o c c u p a t i o n c h o i c e , -you c a n ' t make a n o t h e r one .

2. I n o r d e r t o c h o o s e a j o b , you need t o know w h a t k i n d of pt:rson you a r e .

3 . I p ~n t o P d l l o w t h e l i n e of work my p a r e n t s s u g g e s t .

4 . I g u e s s e v e r y b o d y h a s t o g o t o work s o o n e r o r l a t e r , b u t

I d o n ' t ; l o o k f o r w a r d t o it.

5 . .4 p e r s o n c a n d o a n y k i n d o f work h e w a n t s a s l o n g a s h e

tries h a r d .

G . I ' m n o t g o i n g t o w o r r y a b o u t c h o o s i n g a n o c c u p a t i o n u n t i l

I ' m o u t of : i chool .

7. I t d o e s n ' t m a t t e r w h i c h o c c u p a t i o n you c h o o s e a s l o n g

a s it pays l ~ e l l .

8. Work i s w o r t h w h i l e m a i n l y b e c a u s e it le t s you buy t h e t h i n g s

you w a n t .

9 . The g r e a t e s t a p p e a l of a j o b t o m e is t h e o p p o r t u n i t y it

p r o v i d e s f o r g e t t i n g a h e a d .

10.. I o f t e n dayd ream a b o u t w h a t I w a n t t o b e , b u t I r e a l l y

h a v e n ' t c h o o s e n a l i n e o f work y e t .

11. You h a v e t o know w h a t you a r e good a t a n d w h a t y o u a r e

poor a t b e f ' o r e you c h o o s e a n o c c u p a t i o n .

Your p a r e n t s p r o b a b l y know b e t t e r t h a n anybody _else which

o c c u p a t i o n you s h o u l d e n t e r .

If I c a n j u s t l i c l p o t h e r s o n my work , I ' l l be happy .

Work is d u l l and u n p l e a s a n t .

E v e r y o n e seems t o t e l l me s o m e t h i n g d i f f e r e n t ; a s a

r e s u l t I d o n ' t know w h i c h k i n d of work t o c h o o s e .

Somet imes you c a n ' t g e t i n t o t h e o c c u p a t i o n you wan t t o e n t e r .

Why t r y t o d e c i d e upon a n o c c u p a t i o n when t h e f u t u r e is s o

u n - c e r t a i n .

I s p e n d a l o t o f .time w i s h i n g I c o u l d d o work I know

I c a n n e v e r d o .

1 d o n ' t know wha t c o u r s e s I s h o u l d t a k e i n s c h o o l , I t 's p r o b a b l y j u s t a s e a s y t o b e s u c c e s s f u l i n one

o c c u p a t i o n a s it is i n a n o t h e r .

By t h c time you a r e 1 5 , you s h o u l d h a v e y o u r mind p r e t t y

well madc up a b o u t t h e o c c u p a t i o n you i n t e n d t o e n t e r .

T h e r e a r e s o many t h i n g s t o c o n s i d e r i n c h o o s i n g a n

o c c u p a t i o n , it is h a r d t o make a d e c i s i o n .

I s e l d o m t h i n k abouL t h e j o b I wan t t o e n t e r - It d o e s n ' t m a t t e r wh ich j o b you c h o o s e a s l o n g a s it pays .we l1 .

Yo11 C a n ' t g o v e r y f a r wrong by f o l l o w i n g y o u r p a r e n t ' s

a d v i c e a b o u t wh ich j o b t o e n t e r .

Working i n a n o c c u p a t i o n is much l i k e g o i n g t o s c h o o l .

1 ,Im h a v i n g d i f f i c u l t y i n p r e p a r i n g myse l f f o r t h e work

I w a n t t o d o .

I know v e r y 1 . i t t l e a b o u t t h e r e q u i r e m e n t s of o c c u p a t i o n .

The o c c u p a t i o n I c h o o s e h a s t o g i v e me p l e n t y of f r e e d o m t o

d o wha t I w a n t .

The bes' t t h i n g t o d o is t o t r y o u t s e v e r a l j o b s a n d t h e n

c h o o s e t h e one you l i k e b e s t .

T h e r e i s o n l y o n e o c c u p a t i o n f o r e a c h p e r s o n .

Whe the r you a r e i n t e r e s t e d i n a p a r t i c u l a r k i n d of

work is n o t a s i m p o r t a n t a s w h e t h e r you c a n d o i t . . -

I c a n ' t u n d c r s Land how sonv p e o p l e c a n b e s o c e r t a i n abou . t

w h a t t h e y w a n t t o d o .

4s l o n g a s I. c a n r e m e m b e r , I ' v e known w h a t k i n d of work

I w a n t t o d o .

I w a n t t o r e a l l y a c c o m p l i s h s o m e t h i n g i n my work - t o make

a g r e a t d i s c o v e r y o r e a r n a l o t o f money o r h e l p a g r e a t

numbcr o f p e o p l e .

You g e t i n t o a n o c c u p a t i o n m o s t l y by c h a n c e .

I t ' s who you know, n o t w h a t you know, t h a t ' s i m p o r t a n t i n a

j o b .

When i t corns t o c h o o s i n g a j o b , I w i l l make u p my own mind .

You s h ~ x ~ l d c h o o s e a n o c c u p a t i o n w h i c h g i v e s y o u a chance t o

h e l p o l h e r s .

When I am t r y i n g t o s t u d y , .I o f t e n f i n d m y s e l f d a y d r e a m i n g

a s b o u t w h a t it w i l l b e l i k e when I s t a r t w o r k i n g .

I h a v e l i t t l e o r n o i d e a o f w h a t w o r k i n g w i l l b e l i k e .

You s h o u l d . c h o o s e a n o c c u p a t i o n , t h e n p l a n how t o

c n t e r i t .

1 r e a l l y c a n ' t f i n d a n y work t h a t h a s much a p p e a l t o me.

C h o o s e a j o b i n Which you c d n someday become f a m o u s . '

I f you h a v e some d o u b t s a b o u t w h a t y o u w a n t t o d o , a s k

y o u r p a r e n t s o r f r i e n d s f o r a d v i c e a n d s u g g e s t i o n s .

You s h o u l d c h o o s e a j o b w h i c h a l l o w s y o u t o d o w h a t you

b e l i e v e i n .

The m o s t i m p o r t a n t p a r t of work is t h e p l e a s u r e w h i c h

comes f r o m d o i n g it .

.L k e e p c h a n g i n g my o c c u p a t i o n a l c h o i c e .

4s f a r a s c h o o s i n g a n o c c u p a t i o n is c o n c e r n e d , s o m e t h i n g

w i l l come a l o n g s o o n e r o r l a t e r .

I am n o t g o i n g t o w o r r y a b o u t c h o o s i n g a n

o c c u p a t i o n u n t i l I am o u t o f s c h o o l .

STOP.

CAREER FMTUR ITY INVENTORY COMPETENCE

SELF-APPRAI SAL

I n e a c h item of t h i s p a r t , y o u a r e g i v e n a s h o r t d e s c r i p t i o n of a

p e r s o n . f ' o l l o ~ i n g t h e d e s c r i p t i o n a r e f o u r s t a t e m e n t s a b o u t t h a t

p e r s o n . Read t h e d e s c r i p t i o n a n d t h e n select t h e s t a t e m e n t , if a n y ,

t h a t ; tell:; what. y o u t h i n k a b o u t t h a t p e r s o n . If you h a v e no i d e a ,

i n d i c a t e " d o n ' t know".

Mark y o u r a n s w e r t o t h i s p a r t o f t h e tes t i n t h e SELF-APPRAISAL I

s e c t i o n of t h e s e p a r a t e Answer t o t h i s p a r t of t h e t e s t i n t h e SELF-

APPR.4IS.4L s e c t i . o n o f ' t h e s e p a r a t e .4nswer S h e e t . Make s u r e t h a t y o u r

m a r k s a r e h e a v y a n d b l a c k a n d t h a t t h e y c o m p l e t e l y f i l l t h e s p a c e .

E r a s e comple te1 .y a n y a n s w e r s y o u w i s h t o c h a n g e . Make n o s t r a y

m a r k s on t h e .4nswer S h e e t .

C o n t i n u e to work u n L i l y o u r e a c h t h e ' word STOP. If you c o m p l e t e

t h i s p a r t b e f o r e .time is c a l l e d , y ~ u may g o b a c k a n d c h e c k y o u r

a n s w e r s 0 Do n o t b e g i n t h e n e x t p a r t u n t i l you a r e t o l d t o d o s o .

I*, V i c t o r i a was i n a bad ca r acc ident t h ree years ago and has s ince been i n a W h c c l c h ~ i r . There i s l i t t l e hope t h a t shc w i l l evcr be ab lc t o walk a y , ~ in . She has accepted t h i s f a c t dnd has stayed i n school. Shc was going t o be a . phys i ca l educat ion teacher , b l ~ t now she doesn ' t know what she i s going t o do.

What do you t h i n k ?

.4 S.Lnce she i s handicapped, she should l e t someone e l s e take ' care of her .

6 There is so l i t t l e ;he can l ook forward t o f rom a wheelchair ; her f u t u r e is a da rk one.

C She has a l ready shown t h a t she can overcome her handicap. I f she t r i e e hard, she may even be ,ab le? t o walk again.

D Wi th her determina t ion and des i re , t he chances are t h a t she w i l l f i n d something she can do and w i l l l i k e , even w i t h her handicap :

E don ' t know.

2. D a n i e l does a l o t o f carpent ry work a t home and a l s o takes wood-work courses a t school. He has made s e v e r a l p ro fess iona l - l ook ing cab ine ts and has won a p r i z e f o r one i n a nat ion-wide contes t . tie i s now t r y i n g t o decide i f he has enough s k i l l t o con t inue w i t h cabinet-making.

\Yhat d o you t h i n k

F Thc wc~rk he has done suggests t h a t he had above average cabinet-making s k i l l s and i n t e r e s t .

G If h i s f r i e n d s t h i n k he has cabinet-making s k i l l , he probably does and should cont inue making cab ine ts .

H He should p l a n c a r e f u l l y , s ince he mdy no t have enough s k i l l t o be a success fu l cabinet-maker l a t e r on.

3 He has s k i l l i n making cab ine ts , and he should a l s o design them r

K Don't; know.

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F r a n k h a s a . lways b e e n i n a number o f a c t i v i t i e s - d e b a t e , s c i e n c e c l u b , pl .ays s p o r t s , a n d band . tie is a l s o b r i g h t , . h , a v i n g s c o r e d h i g h e r o n t h e s c h o l a s t i c a p t i t u d e tests t h a n a n y o n e else i n h i s c l a s s . tie k e e p s a s k i n g h i m s e l f w h i c h of his in . t ; e res . t s h e s h o u l d f o l l o w .

What d o y o u t h i n k ?

!, tie s h o u l d a s k h i s p a r e n t s f o r t h e i r o p i n i o n s . El B e f o r e h e d e c i d e s w h i c h i n t e r e s t t o f 011.0~ , hc s h o u l d

be a s c e r t a i n a s p o s s i b l e t h a t it is t h e r i g h t o n e . C It ( d o e s n ' t m a t t e r w h i c h i n t e r e s t h e f o l l o w s ,

s i n c e h e h a s e n o u g h a b i l i t y f o r a n y o f t h e m . C) tie s h o u l d n ' t g i v e u p a n y o f h i s i n t e r e s t s b e c a u s e h e

m i g h t g i v e up t h e wrong o n e .

E D o n ' t know.

.4ko Eke is a n E x p l o r e r S c o u t a n d t a k e s l m r t i n m o s t of h i s t r o o p s a c t i v i t i e s . He e n j o y s b e i n g o u t d o o r s a n d h e ' s l o o k i n g f o r w a r d t o a t r i p t h a t t h e y h a v e p l a n n e d . tie h a s l e a r n e d t h e names a n d m a r k i n g o f m o s t o f t h e b i r d s i n h i s a r e a a n d is i n t e r e s t e d i n n a t u r e . He h a s a l s o b e e n a c t i v e i n e f f o r t s t o c o n s e r v e t h e e n v i r o n m e n t a n d t h a n k s h e ' l l s t u d y e c o l o g y i n c o l l e g e .

What d o y o u t h i n k ?

F T h e r e is n o d o u b t t h a t h e h a s t h e i n t e r e s t a n d a b i l i t y t o b e a n e c o l o g i s t .

C tie s h o u l d d i s c u s s h i s i n t e r e s t s w i t h h i s s c o u t - m a s t e ; a n d d o w h a t h e s u g g e s t s .

ti H i s . i n t e r e s t i n n a t u r e is p r o b a b l y o n l y a t e m p o r a r y o n e , a n d h e s h o u l d n ' t make p l a n s b a s e d on i t .

:1 H i s i n t e r e s t i n e c o l o g y is d e v e l o p i n g , a n d h c s h o u l d f o l l o w i t , b u t w i t h t h e u n d e r s t a n d i n g t h a t it may c h a n g e l a t e r o n .

K D o n ' t know.

5 . M i c h a e l comes f r o m a f a m i l y of d o c t o r s . H i s f a t h e r i s a d o c t o r

a n d b o t h h i s g r a n d f a t h e r a n d g r e a t - g r a n d - f a t h e r were m e d i c a l

men. E v e r y o n e e x p e c t s h i m t o f o l l o w i n t h e f a m i l y t r a d i t i o n ,

e v e n t h o u g h h e s p e n d s m o s t of h i s time p r a c t i s i n g t h e g u i t a r

a n d p l a y i n g i n a f o l k m u s i c g r o u p .

What d o y o u t h i n k ?

.4 I f h i s f a m i l y w a n t s him t o b e a d o c t o r , h e s h o u l d f o l l o w t h e i r

a d v i c e .

B n i s a b i l i t y a n d d e s i r e t o b e a d o c t o r a r e c n c e r t a i n , b u t knows

h e c a n p l a y t h e g u i t a r

C tic m u s t h a v e t h e a b i l i t y t o be a d o c t o r , s i n c e a l l o f t h e o t h e r

mcrr In h l s r a m l l y wcre doctors.

D On t h e o n e hand , h e m i g h t make a good d o c t o r , b u t on t h e o t h e r . ,

h a n d , maybe h e s h o u l d be a g u i t a r i s t .

I t ' s h a d t o s a y w h i c h h e would b e b e t t e r a t .

F_ D o n ' t know.

Dansof o p l a y s andb ball w h e n e v e r h e c a n . tie was i n a j u n i o r l e a g u e t e a m

f o r t h r e e y e a r s , and now h e d r e a m s of b e i n g i n - t h e S e n i o r League someday .

H e t r i e d o u t f o r t h e h i g h s c h o o l t e a m t h i s d r y s e a s o n , h o w e v e r , a n d d i d

n o t make i t . s t i l l p l a y s i n a m a t u r e games b u t is n o t a n ; r g a n i s e d t e a m .

* What d o y o u t h i n k ?

F n e s h o u l d t r y o u t f o r t h e t e a m a g a i n n e x t y e a r s , b u t r e a l i z e

t h a t h e rrlcly rrot b e a b a l l p l a y e r .

G n e s h o u l d n e v e r h a v e t r i e d o u t i n t h e f i r s t p l a c e b e c a u s e t h e n

h e c o u l d n ' t h a v e f a i l e d .

n He :shouldl g i v e u p p l a y i n g n a n d b a l l ; t h e r e ' s n o way h e c a n make

t h e h i g h s c h o o l t e a m now.

3 ne s l l o u l d ask h i s f a t h e r how good h e r e a l l y is a t p l a y i n g .

K D o n ' t know.

7 .4nglel ina s p e n d s m o s t o f h e r s p a r e time r e a d i n g p o e t r y a n d

n o v e l s . S h e a l s o d o e s some w r i t i n g a n d h a s h a d a few p i e c e s

p r i n t c 11 i n t h e s c h o o l m a g a z i n e . Her E n g l i s h t e a c h e r h a s

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e n c o u r a g e d h e r t o g o t o a c o l l e g e w i t h a writer's w o r k s h o p a n d

t o s t u d y o r e a t i v e w r i t i n g . S h e w o n d e r s i f s h e is good e n o u g h .

What d o you t h i n k ?

4 S h e shou1.d a s k h e r f r i e n d s w h a t t h e y t h i n k ,

I3 S h e c a n n e v e r r e a l l y b e c e r t a i n t h a t s h e ' s good e n o u g h .

C tier t e a c h e r w o u l d n ' t e n c o u r a g e h e r i f s h e w e r e n ' t g o o d

e n o u g h .

D The o n l y way s h e c o u l d f i n d o u t woold b e t o t r y c o l l e g e , b u t

t h e n it m i g h t b e t o o l a t e iT s h e f a i l e d .

E D o n ' t know.

8. 4 b u u l l i v e s n e a r t h e o c e a n a n d is f a s c i n a t e d by it. L a s t r a i n y

s e a s o n h e worked a s a b u s - d r i v e r a t o n e o f t h e r e s o r t h o t e l s , a n d

t h i s r a i n y s e a s o n h e ' l l b e a b a i t boy on o n e o f t h e d e e p - s e a

f i s h i n g b o a t s . . 4 f t e r h i g h s c h o o l ' , h e is t h i n k i n g o f becoming

a m e r c h a n t seaman. tie knows t h e y make good money, b u t h e d o e s n ' t

know if h e ' d l i k e b e i n g a t s e a f o r s o m e t i m e s a s l o n g a s s i x

m o n t h s .

What d o you t h i n k ?

F tie s h o u l d d e p e n d o n h i s f a t h e r ' s j u d g e m e n t a b o u t w h e t h e r . h e should g o t o s e a .

G He s o u n d s l i k e a b o r n s e a m a n . He'll p r o b a b l y work

hi:; way u p i n r a n k q u i c k l y .

H No m; ' tcr how much more h e f o u n d o u t a b o u t l i v i n g

a t s e a , h e c o u n d ' t b e s u r e h e c o u l d r e a l l y l i k e it.

3 tic shou1.d y e t some more i n f o r m a t i o n a n d e x p e r i e n c e .

tie m i g h t s i g n on f o r a r a i n y s e a s o n c r u i s e a s a c a b i n boy

a n d see how h e l i k e s it.

K Don ' t know.

9. J a c k h a s a l w a y s b e e n i n t h e c e n t r e o f t h i n g s . I n j u n i o r

- s c h o o l h e vvas on t h e s t u d e n t c o u n c i l m d t h e s a f e t y p a t r o l .

I n s e c o n d a r y s c h o o l h e was e l e c t e d a s a p r e s i d e n t o f t h e

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J u n i o r C l a s s a n d h a s h e l d o f f i c e s i n s e v e r a l c l u b s .

O t h e r s seem t o t u r n t o h im a s a n a t u r a l l e a d c r .

\Vhat d o you t h i n k ?

4 He h a s t h e a b i l i t y t o b e orw of t h e f u t u r e l e a d e r s o f t h e

c o u n t r y .

I3 He h a s shown l e a d e r s h i p q u a l i t i e s

C n e n e e d s more e x p e r i e n c e s b e f o r e h e c a n d e c i d e t h a t

h e h a s l e a d e r s h i p a b i l i t i e s .

D I f h e had a n o l d e r p e r s o n ' s o p i n i o n , he would know i f h e

were a l e a d e r .

E Don I t know.

10. Kunav is p roud o'f b e i n g well l i k e d . He fee ls h e h a s more

, f r i e n d s t h a n a n y o f h i s c l a s s m a t e s . tie f e e l s a t c a s e w i t h

o t h e r s a n d l i k e s being w i t h them. He was v o t e d "most p o p u l a r "

i n h i s J u n i o r C l a s s d11d was m a s t e r o f c e r e m o n i e s a t t h e j u n i o r

c o n c e r t . he a l s o r e l a t e s well t o b o t h a d u l t s and c h i l d r e n .

What d o you t h i n k ?

F tie may ble well l i k e d t o d a y b u t n o t tomorrow.

G n e a p p e a r s t o g e t a l o n g w i t h a l l k i n d s of p e o p l e

q u i t e well.

H HI: ; a " s o c i a l l i o n " h e c a n ' t miss g e t t i n g a l o n g w i t h o t h e r s .

3 n e s h o u l d t a k e a " s o c i a l a b i l i t y " t e s t t o c h e c k how well

h e r e a l l y g e t s a l o n g w i t h p e o p l e .

K D o n ' t know.

11. P a t r i c j a h a s t a k e n p i a n o l e s s o n s f o r s e v e r a l y e a r s ,

m o s t l y b e c a u s e h e r mo the r h a s wan t ed h e r t o . She h a s p l a y e d

i n s e v e r a l r e c i t a l s a n d h a s b e e n p r a i s e d by h e r t e a c h e r and

f r i e n d s f o r h e r p e r f o r m a n c e s . Her m o t h e r w a n t s h e r t o s t u d y

p i a n o s e r i o u s l y , b u t s h e h a t e s t h e l o n g h o u r s of p r a c t i c e and

b e i n g a l o n e d o i n g them.

What d o you t h i n k ?

4 I t Is h a r d t o t e l l i f s h e h a s t a l e n t .

B !she seems t o h a v e m u s i c a l t a l e n t b u t n o t t h e i n t e r e s t .

C 'She h a g r e a t t a l e n t . It i s n o t r e a l l y i m p o r t a n t i f s h e

li .es p i a n o o r n o t .

D tier m o t h e r , f r i e n d s , a n d t e a c h e r a r e b e t t e r j u d g e s o f h e r

a b i l i t y t h a n s h e is.

E Don ' t know.

1 2 . C a l v i n h a s b e e n a p a p e r b o y f o r t h r e e y e a r s a n d h a s n e v e r

m i s s e d a m o r n i n g ' s d e l i v e r y . H e a l s o h a s n o t b e e n a b s e n t o r

t a r d y d u r j n g t h a t time.

ne .is n o t a Lop s t u d e n t , b u t h e fecls h e w o r k s h d r d dr~d 1s

d e p e n d a b l c . What d o y o u t h i n k ?

F is r e c o r d s p e a k s f o r i tself ; h e is q u i t e d e p e n d a b l e

G I t ' s h x d t o s a y ; h e m i g h t s t i l l miss a m o r n i n g o r b e l a t e .

H I f h i s s u p e r v i s o r a g r e e s w i t h h i m , t h e n h e p r o b a b l y is

dcpenc lab le .,

3 tie is n o t o n l y d e p e n d a b l e , b u t a l s o o n e o f t h o s e p e o p l e -

who is a l w a y s on time.

K D o n ' t know,

d u t h comes f r o m a l a r g e f a m i l y , a n d b e c a u s e s h e is t h e o l d e s t ,

s h e h a s h a d t o h e l p t a k e c a r e o f t h e o t h e r s . S h e h a s e n j o y e d

i t , a n d b e i n g a member o f a c l o s e - k n i t f a m i l y means a l o t t o

h e r , S h e c o o k s , sews, a n d l i k e s i n t e r i o r d e c o r a t i n g . Most o f

h e r time, h o w e v e r , s h e s p e n d s w i t h t h e y o u n g e r c h i l d r e n - l e a c h i n g

t h e m , p l a y i n g w i t h t h e m , a n d l o v i n g thcni when t h e y need it.

S h e sees h e r s e l f a s b e i n g a h o u s e w i f e , e v e n t h o u g h s h e m i g h t

a l s o t r a i n f o r a c a r e e r .

What d o you t h i n k ?

4 T h e r e ' s n o d o u b t t h a t s h e s h o u l d b e a h o u s e w i f e a n d

f o r g e t a b o u t a c a r e e r .

B T h e r e ' s n o way s h e c a n b e c c r t a i n t h a t e i t h e r m a r r i a g e o r

a c a r e e r is f o r h e r .

GO ON TO NEXT P4GE

C She s h o u l d a s k h e r f r i e n d s wha t t h e y a r e g o i n g t o d o and

D With h e r i n t e r e s t i n h o m e l i f e , s h e would p r o b a b l y be

happy as a h o u s e w i f e and c o u l d h a v e b o t h a c a r e e r

and n a r r i a g e , i f s h e wan t ed t o .

E D o n ' t know.

14. Sa lome r e a d s d l m o s t e v e r y m o t i o n p i c t u r e m a g a z i n e p r i n t e d .

The p e o p l e she a d m i r e s t h e mos t a r e a c t o r s and a c t r e s s e s . She

ol'ten dayd reams of' b e i n g one o f them - of b e i n g i n t h e m o t i o n

p i c t u r e s o r on TV. S h e h a s t h o u g h t a b o u t t a k i n g some a c t i n g

l r : s sons , and s h e h a s t r i e d o u t f o r t h r e e s c h o o l s p l a y s , b u t

h a s n o t been i n a n y of them y e t . . - - -

What d o you t h i n k ?

F S h e s h o u l d a s k some o t h e r p e o p l e wha t <hey t h i n k of h e r

a c t i n g .

t h e n make t h e same c h o i c e .

G now c a n s h e p o s s i b l y h a v e a n y a c t i n g a b i l i t y , when s o few I d o?

H U n t i l s h e h a s been i n a p l a y o r show, i t ' s h a r d t o t e l l

i f s h e ca l l a c t ,

3 S h e d e f i n ~ t e l y h a s a c t i n g a b i l i t y ; o t h e r w i s e , s h e w o u l d n ' t

b e s o interested i n b e i n g a n a c t r e s s .

K Don' L knovv.

15 . K a t h e r i n e h a s a t e l e s c o p e i n h e r b a c k y a r d wh ich is s t r o n g

enough f o r h e r t o s t u d y t h e s t a r s a n d p l a n e t s . When h e r '

f a t h e r f i r s t s e t i t up , s h e t h o u g h t of it a s a t o y , b u t now

s h e s p e n d s more arid more time w i t h i t .

S h e h a s s t u d i e d a t r o n o m y a t s c h o o l and t h i n k s s h e may m a j o r

i n it a t U n i \ e r s i t ; y .

What d o you t h i n k ' ?

4 She h a s t h e m a k i n g s o f a n a s t r o n o m e r ; s h e s h o u l d d e f i n i t e l y

go a h e a d w i t h h e r p l a n s .

B B e f o r e s h e d e c i d e s a b o u t U n i v e r s i t y , s h e s h o u l d a s k a n . . ?-.

GO ON' TO NEXT P.4GE

a s t r o n o m e r 's a d v i c e .

C tier i . n t e r e s t i n a s t r o n o m y ? ' s s t r o n g e n o u y h , a n d s h e knows

e n o u g h a b o u t it, t o ? l a n f u r t h e r s t u d y .

D S h e c a n ' t p o s s i l b l y d e c i d e i f s h e h a s e i t h e r a p t i t u d e or

i n t e r e s t i n a s t r o n o m y f r o m a b a c k y a r d t e l e s c o p t ,

E Don'l: know. .-

1 6 . E d i t h i:; q u i e t ; a n d s t u d i o u s . S h e k e e p s t o h e r s e l f much of t h e

time. S h e e x p r e s s e s h e r s e l f t h r o u g h h e r p o e t r y . S h e h a s

w r i t t e n many poems; some h a v e a p p e a r e d i n t h e s c h o o l n e w s ~ a o e r

a n d o t h e r s h d v e b e e n p u b l l s h o d by a p r i n t e r i n h e r town. S h e

o n c e t h o u g h t a b o u t b e i n g a p o e t b u t g a v e u p t h e i d e a b e c a u s e

s h e d i d n ' t t h i n k s h e was g o o d e n o u g h - --- -- . - What d o you t h i n k ' ?

F I t was wise f o r h e r t o g i v e up p o e t r y f o r s o m e t h i n g w h i c h is more c e r t a i n .

C; tier d e c i s i . o n may h a v e b e e n h a s t y , s i n c e it is o b v i o u s s h e h a s some t a l e n t a s a p o e t .

I w i t h h e r t a l e n t , s h e s h o u l d s t a r t w r i t i n g poems a g a i n ; s h e h a s a g r e a t f u t u r e a h e a d of h e r .

3 Now t h a t s h e h a s d e c i d e d n o t t o b e a p o e t , s h e s h o u l d a s k h e r p a r e n t s w h a t s h e s h o u l d be .

I Don ' t know.

c ) ~ \ d j a h a s e n j o y e d d r a w i n y p i c t u r e s a t home. tie h a n g s t h e m

i n h i s room a n d s h o w s t h e m t o f r i e n d s . His p a r e n t s h a v e

p r a i s e d h i s w o r k , b u t h e was d i s a p p o i n t e d t h a t none o f h i s

d r a w i n g s f r o m t h e a r t c l a s s a t s c h o o l were c h o o s e n f o r a n

e x h i b i t . t i i s a r t t e a c h e r t o l d him t h e y were n o t a s good a s

t h o s e o f t h e o t h e r s t u d e n t s .

What d o you .I;hink?

4 H i s a r t t e a c h e r i s t h e b e s t j u d g e .

€3 He s h o u l d g e t somebody e lse ' s o p i n i o n .

C is p a r e n t s know him b e t t e r t h a n h i s a r t t e a c h e r .

[I n e l i k e s t o d r a w , s o h e ' s p r o b a b l y good a t it t o o .

Ef D o n ' t know. GO ON TO NEXT P.4GE

18. Madzah some t in l e s f e e l s t h e r e ' s n o t h i n g t h a t h e ' s v e r y good a t .

h e h a s a b o u t a v e r a g e c l a s s ma rks i n s c h o o l , a n d h e is n o t

a n a t h l e t e . tie h a s n o t had t h e time f o r many o u t s i d e a c t i v i -

t i e s , h e works a f t e r s c h o o l t o h e l p s u p p o r t h i s f a m i l y . n i s younge r b r o t h e r s a n d sisters t h i n k h e is a g r e a t g u y , b u t h e

wonde r s w h a t he c a n d o a f ter h e f i n i s h e s s e c o n d a r y s c h o o l .

What d o you t h i n k ?

F With h i s good a t t i t u d e t o w a r d work , h e s h o u l d be a b l e t o d o dnyehiny hc: wants .

0 tie n e e d s t h e a d v i c e of someone else t o t e l l him wha t . k i n d

of p e r s o n h e r e a l l y is.

H His w i l l i n g n e s s t o work and h i s c o n c e r n f o r o t h e r s w i l l

h e l p him f i n d and h o l d a n y j o b .

If h e is now n o t s u r e a b o u t wha t he c a n d o in t h e future, he 'I1 b e e v e n nlore u n s u r e when h e s t a r t s l o o k i n g fo r a j o b .

K D o n ' t know,

W i l l i a m l i k e s t o d o t h i n g s r a t h e r t h a n s t u d y a b o u t t hem.

n i s i n t e r e s t i n s c h o o l is n o t v e r y s t r o n g , b u t h e s p e n d s a

g r e a t d e a l o f time on h i s h o b b y p h o t o g r a p h y . H e h a s d e v e l o p e d

i n t o a good p h o t o g r a p h e r o v e r t h e y e a r s and h a s j u s t s o l d some

o f h i s p i c t u r e s . tie r e a l i s e s t h e c o m p e t i t i o n i n p h o t o g r a p h y

a s a f i e l d is t o u g h , b u t h e t h i n k s h e h a s t h e t a l e n t .

What d o you t h i n k ?

.4 B e f o r e h e d e c i d e s a n y t h i n g , h e s h o u l d a s k h i s f r i e n d s w h a t

t h e y t h i n k .

B With t h e s t a r t h e h a s , t h e r e ' s n o d o u b t t h a t h e h a s t h e

t a l e n t i n p h o t o g r a p h y t o b e o u t s t a n d i n g .

C I t is u n l i k e l y t h a t h e h a s enough t a l c r l t i n p h o t o g r a p h y

t o be s u c c e s s f u l i n s u c h a h i g h l y c o m p e t i t i v e f i e l d .

U tie ha3 enough developed t d l e n t t o c o n t i n u e i n

, p h o t o g r a p h y u n t i l h e c a n d e c i d e if h e s h o u l d s t a y i n t h e

f' i e l d . E Lion ' t know

2 0 C e c i l i a h a s t r i e d t c , become i n t e r e s t e d i n s e v e r a l . d i f f e r e n t

t h i n g s , b l ~ t s h e h a s n o t s t a y e d w i t h a n y o f them f o r v e r y l o n g .

S h e w l l l s t a r t d n activity, s u c h a s f l o w e r a r r a n g i n g or d a n c i n g ,

b u t t h e n w i t h d r d w s i n a s h o r t time. It is h a r d f o r h e r t o I

d e c i d e o u t whal, s h e l i k e s t o d o ,

What d o y o u t h i n k ?

F S h e may j u s t b e g o i n g t h r o u g h a time o f t r y i n g d i f f e r e n t

t h i n g s ; a n d i n t e r e s t w i l l d e v e l o p i n o n e o f t h e m l a t e r o n .

G I t ' s a l m o s t i m p o s s i b l e f o r h e r t o know f o r s u r e w h a t h e r

i n t e r e s t s a r e .

n S h e s h o u l d b e i n t e r e s t e d i n a n y t h i n g s h e w a n t s ; s h e s h o u l d

g o a h e a d a n d g e t i n t o s o m e t h i n g .

3 ner p a r e n t s know h e r b e s t ; s h e s h o u l d a s k t h e m

w h a t h e r i n t e r e s t a r e .

K D o n ' t know.

STOP

W.4IT FOR FURTHER INSTRUCTIONS.

OCCUPATIONAL I FJIzORMATI ON

DIRECTIONS,

I n e a c h I t e m o f t h i s p a r t , y o u a r e g i v e n a b r i e f

d e s , s r i p t i o n of a j o b p e r f o r m e d by a p e r s o n . F o l l o w i n g t h e

d c s c i i p t i o n a r e f o u r o c c u p a t i o n a l t i t l e s . Read e a c h j o b

d e s c r i p t i o n and t h e n select t h c c o r r e c t o c c u p a t i o n a l

( j o b ) t i t l e f o r it. If [you h a v e ' n o i d e a , i n d i c a t e t t d o r ~ t t knowtt .

Mark y o u r a n s w r s t.0. t h i s p a r t o f t h e t e s t i n t h e

OCCUP4TIOK ,L INf-OHM4TION s e c t i o n o f t h e s e p a r a t e

4nswer S h e e t . Make s u r e t h a t y o u r m a r k s a r e h e a v y a n d b l a c k

a n d t h a t t h e y c o m p l e t e l y f i l l t h e s p a c e . E r a s e c o m p l e t e l y a n y

nn:swern yo11 w i s h t o c h a n g e . Make n o s s t r a y m a r k s o n thc: 4nswer

S h e e t . C o n t i n u e t o work u n t i l y o u r e a c h t h e ' crord STW.

I f ' you c o m p l e i ~ e t h i s p a r t b e f o r e t h e time is c a l l e d , you may

g o b a c k a n d c h e c k y o u r a n s w e r s .

Do n o t b e g i n t h e n e x t p a r t u n t i l you a r e t o l d t o d o s o .

W.4IT .

2 1 . J o s e t h o u g h t b a c k o v e r t h e y e a r s t o h i s f i r s t l e s s o n s , H o w awkward he w a s . Now, h e was w a i t i n g t o t r y o u t f o r a TV 'show w h i c h s h o u l d r u n t h e w h o l e s e s s i o n . h i s p a r t i n it would bt: l a r q e . bu t , it would g i v e him a " c r e d i t " w h i c h m i g h t l e a d t o d b i g g e r p a r t ncxt , time. tie had work( d h d r d Lo y: 1 t h i s f a r - n d n y holdrs of' h a r d work e a c h d a y . He a l s o s p e n t a l o t of money f o r l e s s o n s . C o m p e t i t i o n i n t h i s f i e l d is h i g h a n d it is n o t e a s y t ,o b e s u c c e s s f u l .

What is h i s o c c u p a t i o n ?

4 C o m m e r c i a l a r t i s t 0 D a n c e r C P h y s i c a l t h e r a p i s t D r o u s t a b o u t E D o n ' t know.

22 . CI-~ukurah w a t c h e d c a r e f u l l y a s t h e h u g e p r e s s r a n a t t o p s p c e d , t u r n i n g o u t t h e D a i l y S t a r e v e n i n g n e w s p a p e r . S u d d e n l y , h e

, p u s h e d a b u t t o n a n d s t o p p e d t h e p r e s s t o r e p a i r a t e a r i n t h e r o l l of p a p e r thl:it was f e e d i n g i n t o o n e o f t h e r o l l e r s . tie ~ 1 . ~ 0 c h e c k e d t h e . i n k t a n k s a n d f i l l e d t h o s e t h a t were r u n n i n g low. n e s t a : r t e d t h e p r e s s a g a i n a n d f i n i s h e d t h e f i r s t p a r t o f t h e n e w s p a p e r . Wi th new p l a t e s i n p l a c e f o r t h e r e m a i n i n g p a r t s , h e o n ~ c e a g a i n s t a r t e d t h e p r e s s a n d f i n i s h e d t h e j o b .

What is h i s o c c u p a t i o n ?

F l a b o r a t o r y t e c h n i c i a n C o f f ice m a c h i n e o p e r a t o r I p q i r i t e r 3 t o o - a n d - d i e maker . K D o n ' t know.

2 3 . Tony c a r e f u l l - y p l a c e d t h e p i c c c of i r o n b e t w e e n t h e j i y a on t h c s u r f a c e o f h i s d r i l l prcss. B e f o r e g o i n g o n , h c c h e c k e d h i s n i c a s u r e m e n t s a n d t h e e x a c t p l a c e w h e r e h c w a n t e d t o d r i l l t h e h o l e . tie t h e n l o w e r e d t h e d r i l l u n t i l i t s t a r t e d t o s p i n t h r c q h t h c m c t a l . Whcn h c f i n i s h c d , h c a y a i n m e a s u r c d 1;he i n s i d e of' t h e h o l e b e f o r e p l a c i n g t h e i r o n i n t h c b i n n e x t t o h i s b e n c h . T h i s was t h e l a s t p i e c e i n t h i s j o b ; a f t e r l u n c h h e would set u p h i s d r i l l t o work o n c o n n e c t i n g rods.

What i:s h i s o c c u p a t i o n ?

4 o p t i c i a n I3 i n s t rumer i t a s s e m 5 l e r C m a c h i n i s t D X-Ray t e c h n i c i a n 13 Don ' t know. -

- - .- -- -

24. Diana sa t a t h e r d e s k which was f i l l e d w i t h p i l e s o f o r d e r s ' and b i l l s f o r goods used by h e r company, t h e G e n e r a l Machine Company. She was c h e c k i n g t h e b i l l s for .due d a t e s when h e r s e c r e t a r y s a i d t h g t h e r 10 o ' c l o c k a p ~ o i n t m e n t was r e a d y t o , :She t a l k e d w i th h e r v i s i t o r , t h e sa l e sman f o r the^,

-. s t u r d e e Box Company, Tor a b o u t a n hour and p l a c e d an.Wrder w i t h him for 5,000 l a r g e s i z e d c a r d b o a r d boxes . She s p e n t t h e rest of t h e morning w r i t i n g ; s h e a t t e n d e d a b u s i n e s s mee t ing i n t h e a f t e r n o o n .

What is h e r o c c u p a t i o n ?

F bookkeeper C p r o d u c t i o n p l a n n e r n p u r c h a s i n g a g e n t 3 vendor K Don ' t know.

2 5 Melinda s m i l e d and handed Mr. Okoro two packages of q u a r t e r s , f i v e of f i f t y kobo n o t e s and t e n o f t e n kobo p i e c e s . S h e s a i d "have a n i c e dayv1, as he g a t h e r e d u p t h e money and

, l e f t . There was no one else a t h e r window; s o s h e t o o k the t i m e - t o c h e c k how much change s h e had lef t i n h e r moneyndrawe'r

L . - ..L--_-l.--- . - 7 , and f i l k d some n o t e s s h e would need t o b a l a n c q h e r c a s h ' m e / end of t h e day . What is h e r occcrpation?

4 a c c o u n t a n t B bank tel ler C buyer ,

I . D . p o s t a l c l e r k E Don% know.

2 6 Maria set t h e camera s o ,that. It was p o i n t e d a t &he man's c h e s t . She checked 'sobe measurementsand t h e n moyed him a <, l i t t l e t o t h e l e f t o f * c e n t r e of t h e $ach j n e I s p l a t f or* bef o r e s h e went beh ind a l e a d wall w h e r e t h e c o n t r ~ i s were. She a sked him t o ho ld h i s b r e a t h for a few s e c o n d s w h i l e s h e pushed a b u t t o n which s t a r t e d t h e machine. Then s h e was f i n i s h e d , . e x c e p t for d e v e l o p i n g t h e f i lm. . -

What is h e r occupa t ion?

4 machine t o o l o p e r a t o r C o p t o m e t r i s t n pho tographer 3 X-ray t e c h n i c i a n K Don ' t know.

GO ON TO NEXT P.4CE

. .- - -- -- -- . -. - - -.

27. Dele s i p p e d a s t eaming h o t c u p of coffee and t h o u g h t - a h e a d t o wha t h e had t o d o d u r i n g t h e d a y , F i r s t , he had c h o r e s - *

f e e d i n g and m i l k i n g t h e cows;' T h e n h e wanted t o f i n i s h knowing t h e n o r t h w e s t p a s t u r e s o th'at h e i n d some n e i g h b o u r s who would h e l p him, c o u l d s t a r t t y i n g t h e hay. It was g e t t i n g l a t e i n t h e s e a s o n , and h e could. n o t p u t off f i l l i n g t h e b a r n w i t h hay a n y l o n g e r . F i n a l l y , h e had some r e p a i r work t o d o on one of t h e wagons w h i l e t h e r e was still d a y l i g h t .

What .is h i s occupa t ion?

4 a n i m a l t r a i n e r B a g r i c u l t u r a l e n g i n e e r C farm equipment d e a l e r D farmer E Don ' t know.

28. Sheng checked t h e d rawings and t h e n s t a r t e d t o add f u r r i n g t o a basement wall b e f o r e f i n a l l y p a n e l i n g it. tie p l a c e d t h e two-by f o u r s l6cm on c e n t r e and f i x e d them t o a basement wall t o t h e lowest p a r t of t h e -wall w i t h a n a i l gum. H i s p l a n was t o n a i l t h e p a n e l i n g t o t h e f u r r i n g and f i n i s h t h e j o i n t s w i t h coves . S i n c e t h e room was go ing t o be f o r s t u d y , he a l s o had t o b u i l d i n bookcases and a work s u r f a c e w i t h f i l e d r a w e r s .

What is h i s k c u p a t i o n ?

F consumer c a n v a s s e r C c a r p e n t e r n i n t e r i g d e c o r a t o r 3 machine t o o l o p e r a t o r K Don I t know.

\ \

29. Denga looked a t t h e l o n g lists of numbers on h i s d e s k and ', wondered where he had made t h e mis take . He c o u l d n o t make t h e c r e d i t s and d e b i t s come o u t even . 4s he started t o add them a g a i n , h i s s e c r e t a r y t e l e p h o n e d h i m t o s a y t h a t a cus tomer was i n h e r o f f i c e w a i t i n g t o see him. It was Mr. S t e p h e n s , a p e t s h o p owner, who wanted t o know how t o r e p o r t a new sales t a x . During t h e d a y Denga t a l k e d w i t h c u s t o m e r s a b o u t o t h e r money matters, a s well as making more genera l . a u d i t s of t h e i r income and e x p e n d i t u r e s . What is h i s occupa t ion?

4 a c c o u n t a n t I3 bookkeeper C Lawyer D s t a t i s t i c i a n E Don ' t know.

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30. Agnes worked r a p i d l y on t h e e l e c t r i c a l p a r t which was l a i d o u t i n f r o n t of h e r on t h e workbench. n e r Job was t o pu t t h e o i r c u i t board and base i n t o t h e case. She $hen had t o s o l d e r t h e two p i e c e s t o g e t h e r and wrap t h e whole p i ece wi th a &eve which p ro t ec t ed it from h e a t and c o l d . Once the__- p a r t was f i n i s h e d , it would move a long t h e p roduc t ion l i n e and be pu t t o g e t h e r w i th o t h e r p a r t s t o make a space v e h i c l e .

What is h e r occupat ion?

F ins t rument assembler G key punch ope ra to r n Machinis t 3 o p t i c i a n K Don't know

3 1 3osephine works f o r t h e Family Welfare Agency, where s h e he lp s People w i th many t h i n g s , such pe r sona l ad jus tment , money and $bs, She makes ijp a c a s e h i s t o r y , t a l k s about t h e f a m i l y ' s problem a t meetings and tries t o f i n d a s o l u t i o n t o it. She a r r a n g e s c h i l d care, h o s p i t a l c a r e , l e g a l adv i ce , and o t h e r s e r v i c e s f o r t h e fami ly .

What is h e r Occupation?

.4 d o c t o r B p u b l i c r e l a t i o n s worker

, C s o c i a l worker D r e c r e a t i o n worker

,/I E Don't know.

32. R i t a was looking forward t o ano the r busy day i n he r job a t WE-WE-Store, t h e l a r g e s t c l o t h i n g s t o r e i n town. She was \ expec t i ng h e r o r d e r s of women's s e a s o n ' s f a s h i o n s t o a r r i v e , '

and t h i s meant g e t t i n g them ready f o r Chris tmas. She a l s o had t o make p l ans f o r an_o_4her t r i p t o Oni tsha t o look a t s e v e r a l new l i n e s o f c o a t s and d r e s s e s f o r r a i n y season . - What is he r occupat ion? . .

- - .

F buyer--- C Adver t i s ing copywr i te r H pub l i c r e l a t i o n s worker 3 s o c i a l worker K Don't know.

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33. 3im looked t h r o u g h the g l a s s bubble of t h e h e l i c o p t e r and ,, s p o t t e d a c l e a r i n g i n t h e woods where t h e y cou ld l a n d ; t h e n \ he c o u l d g o on f a c t t o " t imer cruise . I1 tie would b e picked up \ a t t h e same s p o t later i n t h e day after he looked a t - t h e in-;he area and checked a s t r i p which had been p l a t e d f o l l o w i n g

' l a s t y e a r Is f ire . oe found s e v e r a l trees which had t o b e J ,- removed, e i t h e r because t h e y were dy ing or were c a u s i n g o t h e r s t o d i e , and he marked them w i t h a n I1Xu. What is h i s occupa- ti on?

4 real estate salesman B F o r e s t e r C P i l o t D W i l d l i f e manager E Don't know:-

/ / 34. Andy looked up f rom t h e counter, where h e had just placed a \

p l a t e of blue-band and e g g s , and reached f o r t h r e e o t h e r o r d e r s which had been l e f t on t h e o o u n t e r i n f r o n t of him. One was for t h e b l u e p l a c e lunch , corned beef and cabbage t o d a y ; a n o t h e r was a s t e a k well done; and t h e t h i r d was pork chops . H e q u i c k l y s t a r t e d p r e p a r i n g each of t h e s e d i s h e s s o t h a t he would have them r e a d y b e f o r e new o r d e r 6ome i n .

What is h i s occupa t ion?

.4 cook B o r d e r l y C d ie t i c ian" - '3 Vendor

K Don't know

35. Rober t s was a t t h e h o s p i t a l by 8.a.m. and had f i n i s h e d h e r round by 10.a.m. She was now headed f o r h e r o f f i c e , where s h e had appointments u n t i l 3 p.m. She was t h e n d u e back a t t h e h o s p i t a l f o r a mee t ing , be fore t a k i n g h e r weekly t u r n on t h e emergency s e r v ice:,

--. - - . - -_- During t h e e v e n i n g F s h e t r e a t e d on ly one r e a l l y s e r i ~ u s cpse, a n e l d e r l y man who had been i n a n a c c i d e n t , t h e o t h e r s , were a l l minor c u t s and s c r o p s . ,

-- -- - - -. What is h e r occupat ion? 1, . . 4 h o s p i t a l a d m i n i s t r a t o r B medica l t e c h n o l o g i s t C p h y s i c i a n E Don 't know.

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36. Rose i s a p re t t y , well-dressed young woman who makes a good impressions and-can t a l k eas i l y w i t h her customers as she cuts, brushes, washes, and sets t h e i r ha i r . She o f ten had ideas f o r new ha i rcuts and f o r fashion t h a t go w i t h them. So&times she a lso gave manicures and scalp messages, and she i s t ra ined t o f i n d s k i n deseases even though she cannot t r e a t them.

What i s her occupation?

F beaut ic ian G fashion designer H recep t ion is t 3 personal maid K Don't know.

37. Ogunmola was i n a hur ry f o r the loading crew t o f i n i s h w i t h . his' " r i g f f . He wanted t o get on the road again; he always

*enjoyed being on the move, even i f i t were t o places he had been before. This t r i p , however, was . t o Enugu, and he had \, never been there. The b i g vffsemlw was f i n a l l y ready. t o go, and he made a last-minute check with the o f f i c e about h i s route and time of a r r i v a l . Wi th in a few minutes, he was on h i s way.

What i s h i s occupation?

.4 bus d r i v e r B routeman C r i gge r

: . D t r u c k d&iver E Don't know.

38. El izabeth scanned the .rrJenu once more before sending i t t o the k i tchen f o r the nekt day's meals. she had planned i t t o be both good t es t i ng and nu t r i t i ous , She a l so had t o worry about the cost, since she worked on a f a i r l y t i g h t budget. She t r i e d t o use lef tovers, bu t there was always waste whenever menus had t o be prepared f o r hundreds o f workers. She. depended on her t r a i n i n g i n n u t r i t i o n and food preparation t o s a t i . them as much as ~ o s s i b l e . -- - -- - What i s her Occupation?

F Chemist G cook n d i e t i c i a n 3 food technologist I< Don It know

39. Carolyn s o r t e d th rough a p i l e of c l o t h p i e c c s , s e a r c h i n q f o r one t l l a t wcruld g o wi.th -the l i v i n g room r u g i n t h e Bcnson house . She wanted t o have some i d e a s t o show t h e Bcnsons when t h e y met tlii :; a f t e r n o o n . S ! w a l s o needed t o p i c k o u t some curti1 i n f a b r i c s s o t h a t t h e y c o u l d p l a c e an o r d e r f o r them. Tha t would a b o u t f i n i s h t h e j o b , e x c e p t f o r some l a s t - m i n u t e t o u g h e s , such a s p i c t u r e s , v a s e s , and s o on.

What i s h e r oc.cupation?

4 a r c h i t e c t B comparison shopper C i n t e r i o r d e c o r a t o r D nphos Lcrer E Don ' t know.

40 I-inus l eancd b w k i n h i s b i g , s o f t c h a i r and l i s t e n e d - c a r e f u l l y a s t h e woman s i t t i n g a c r o s s from him t ~ l d how s h e ha:; t r i e ld t o make a s u c c e s s of h c r mdr r i age b u t now wanted t o f i l e f o r a d i v o r c e . H e e x p l a i n e d t h e s t a t e laws a b o u t d ivorces t o h e r and asked h e r i f s h e wanted tb g o t h r o u g h w i t h i L . She s a i d .:s ' , and he s t a r t e d t o g a t h e r t h e i n f o r m a t i o n needed t o , i l e t h e f i r s t p a p e r s .

Wh,at is h i s occupal;ion?

F Lawyer G m a r r i a g e counse Lor II crecl t i v c writer 3 P s y c h i a t r i:;t K Don ' t know

STOP

W.4IT FOR FURTHER INSTRUCTIONS.

SUB'TEST I V

PLANNING

I n e a c h it-1 1 of t h i s p a r t , you a r e g i v e n a n o c c u p a t i o n a l t i t l e and

t h r e e steps Lhdt a p e r s o n cou ld c o m p i a t o Lo prtspdt'e f o r and 6nl;ct

t h i s o c c u p a t i o n . You a r e t h e n g i v e n f o u r ways i n which t h e s e s t e p s

c o u l d be: o r d c r c d . Read t h e o c c u p a t i o n a l t i t l e and t h e s t e p s 2 n d t h e n

s e l c c t t h e c o r r e c t o r d e r f o r c o m p l e t i n g t h e t h r e e s t e p s . I f you h a v e

no i d e a i n d i c a t e " d o n ' t know". t i ~ r k y o u r a n s w e r s t o t h i s p a r t o f t h e

t e s t i n t h e F'I-4NbIING s e c t i o n of t h e s e p a r a t e .4nswer S h e e t . Make s u r e

t h a t y o u r marks a r e heavy and b l a c k and t h a t t h e y c o m p l e t e l y f i l l t h e

s p a c e . E r a s e c o m p l e t e l y a n y a n s w e r s you w i s h t o c h a n g e .

Make n a ~ s t r a y marks on t h e .4nswer S h e e t .

C o n t i n u e t o work u n t i l you r e a c h t h e word STOP. I f ybu

c o m p l e t e t h i s p a r t b e f o r e time is c a l l e d , you may g o back and

clicck y o u r a n s w e r s . Do n o t b e g i n t h e n e x t p a r t u n L i l you are t o l d

Lo d o s o .

WAIT.

61. C h a r i t y h a s d e c i d e d t o be a p r i n t e r . T h r e e s t e p s s h e c a n t a k e t o become one a r e :

. 1 t r a i n a s a n a p p r e n t i c e p r i n t e r 2 p a s s journeyman p r i n t e r ' s tests 3 . g e t a j o b a s a p r i n t e r ' s " d c v i l " ( a s s i s t a n t )

What is t h e c o r r e c t o r d e r o f t h e s e s t e p s ?

.9 :I 2 3 IJ 2 1 3 C 7 1 2 D 3 2 1 E d o n ' t know .,

62. . J u l i a n a w a n t s t o b e a b e a u t i c i a n . T h r e e s t e p s s h e c a n t a k e t o become one a r e :

I f i n d a j o b a s a b e a u t i c i . a n 2 ].:ass t h e g o v t . T r a d e s T e s t s f o r b e a u t i c i a n s 3 a t t e n d a s c h o o l o f b e a u t y c u l t u r e ( c o s m e t o l o g y )

What is t h e c o r r e c t . o r d e r o f t h e s e s t e p s ?

F 1 3 2 G 2 3 1 H 3 1 2 3 3. 2 1 K d o n ' t know.

6 3 . B a s s a g i h a s c h o s e n t o be a c a r p e n b e r . T h r e e s t e p s h e c a n t a k e l;o become one a r e :

1 l e a r n t o be c a r p e n t e r a s a n a p p r e n t i c e 2 t a k c . c a r p e n t r y c o u r s e s i n t h e h i g h s c l i o o l 3 pas!; tests t o q u a l i f y a s a journeyman c a r p e n t e r

What is t h e c o r r e c t o r d e r o f t h e s e s t e p s ?

.4 1. 2 3 B 2 1 3 C 1 3 2 D 3 2 1 E d o n ' t know.

GO ON TO NEXT PAGE.

64 Tony has decid,ed t o be a nurseryman. Three s t e p s he c a n t a k e t o become one a r e :

1 f i n d a f u l l - t i m e job i n a n u r s c r y 2. gel; a h igh s c h o o l d ip loma i n v o c a t i o n a g r i c u l t u r e 3 t a k e work-s tudy c o u r s e s i n h o r t i c u l t u r e a t

a two-year c o l l e g e .

M a t is t h e c o r r e c t o r d e r of t h e s e s t e p s ?

6 9 . Torn is i n t e r e z , t c d j.n be ing a f o r e s t e r . Three s t e p s he c a n t a k e t o become one a r e :

1 g c t a u n i v e r s i t y d e g r e e i n f o r c s t r y 2 work a s a j u n i o r f o r e s t c r o r t in ibcr c r u i s e r 2 p a s s c i v i l s e r v i c c tes ts f o r a job w i t h

t h e Forc:st S e r v i c e .

What is t h e cor:rect. o r d e r f o f t h e s e s t e p s ?

.4 1 3 2 B 2 2 1 C j 2 I D 3 1 2 E , don ' t know

66. E l i z a b e t h has chosen t o be a lawyer . Three s t e p s s h e c a n t a k e t o become one a r e :

1. p a s s h e r exams. 2 g o t o l.aw s c h o o l 3 ma J a r i n h i s t o r y inr u n i v e r s i t y

What is t h e c o r ' r c ~ : t o r d e r of t h e s e s t e p s ?

F J 3 2 G 2 3 1 n 3 1 2 3 3 2 .1 K d o n ' t know.

GO ON TO NEXT PAGE.

67. , A b d u l l a h i w a n t s t o b e a m a c h i n i s t . T h r e e s t e p s h e c a n t a k e t o become one a r e :

1 g c t a job a s a m a c h i n i s t 2 t a k e mcchan i cc l l c n g i n e c r i n g c o u r s e s i n s e c o n d d r y s c h o o l . 3 . g a i n e x p e r i e n c e i n s e t t i n g up mach ine

What i s t h e c o r r e c t o r d e r of t h e s e s t e p s ?

.4 2 1 3 B 2 3 1 C 3 1 2 D j 2 1 E d o n ' t know.

68. E d e t h a s c h o s e n t o b e a l i b r a r i a n . T h r e e s t e p s s h e c a n t a k e t o b e c o m one a r e :

I. maJor i n 1 j . b c r a l . a r t s i n u n i v e r s i t y 2 g a t a n ~ a s t c r 's d e g r e e ' i n l i b r a r y s c i e n c e j f jlle c r e d e n t i a l s w i t h a l i b r a r i a n " l p l a c e m e n t s e r v i c e .

What is t h e c o r r e c t o r d e r o f t h e s e s t e p s ?

F 1. 2 3 C, 2 1 3 h 2 3 1 3 3 2 1 K d o n ' t know.

6 9 . F r e d w a n t s t o b e a p o l i c e m a n . T h r e e s t e p s h e c a n - t a k e t o become one a r e :

1. p a s s p o l i c c q u a l i f y i n g tes ts 3 L. g o t o a p o l i c e c o l l e g e f o r t r a i n i n g 3 t a k e a g e n e r a l c o u r s c s i n s e c o n d a r y s c h o o l

Wlhat is t h e c o r r e c t o r d e r of t h e s e s t e p s ?

4 1 3 2 B ;! 3 1 C .j 1 2 D :3 2 1 E d o n ' t know.

GO ON TO NEXT PAGE.

70. Margaret wants t o be a s e c r e t a r y . Thrce s t e p s she can t ake t o become one arc::

1 take commercial courses i n sccondary school 2 go t o a business co l l egc 3 interview f o r a job a t some comniercial secondary school .

What i s 'the c o r r e c t order of t hese s t e p s ?

F 1 2 j G 1 3 2 i-l 2 1 3 3 3 1 2 K d o n ' t know.

71. Nma has decided t o be an i n t e r i o r decora to r . Three s t e p s she can take t o become one a r e :

1 graduate from a school of design 2 f i r ~ i s h an apprent iceship in a decora t ion s t u d i o 3 a t t e n d un ivc r s i ty f 0 r . a few years and t ake course i n

i n t e r i o r decora t ion and r e l a t e d s u b j e c t s .

What is the c o r r e c t order of t hese s t e p s ?

.4 1 2 3 B 2 1 3 C 2 3 1 D 3 1 2 E don ' t know .

Cl'e-Ojo t h i n l s he '11 be an instrument assembler. Three s t e p s he can takc t o become one a r e :

1 check . employment o f f i c e f o r jobs 2 receive on-thc job t r a i n i n g a s an assembler 3. t ake t echn ica l and p r a c t i c a l workshop course

i n secondary school .

What is t h e c o r r e c t order of t h e s e s t e p s ?

F 1 2 3 G 2 3 1 H 3 1 2 3 3 2 1 K d o n ' t know.

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73. 4nthonia had decided Lo be an a r c h i t e c t . Three s t e p s she can take t,o become one a r e :

1 major i n a r c h i t c c t u r c i n un ive r s i tv 2 pass government Tradc Tests f o r q r c h i t e c t s . 3 f i n i s h a thrcc-year apprent iceship i n an

a r c h i t e c t ' s of f i c e

What is the c o r r e c t order of these s t e p s ?

74. Edith has decided t o be a cook i n a l a rge r e s t a u r a n t , t h r e e s t e p s she can take t o become one a r e :

1 g e t promoted t o f r y cook 2 fi.ncl a f u l l - t i m e job as ' ;I vegetable cook 3 t ake home economics course and work p a r t t ime a s

a waitres-while i n secondary school'.

What i s t h e c o r r e c t order of these s t e p s ?

F 1 2 3 G 2 3 1 li 3 1 2 3 3 2 I K don'L know.

'75 . E l l e n ' s goal i s t o bc a dcpartmcnt s t o r e buycr . Three s t e p s she can take t o become one a r e :

.l work up to head of s tock and a s s i s t a n t buyer 2 g e t a job as. a :salcswoman i n a dc:vrtment s t o r e 3 earn a degree i n business adrninistrclLion i n

un ive r s i ty . W h ~ t i s t h e cor rec t order of these s t cps?

9 3 2 1. D 2 3 1 C 3 1 2 D 1. 3 2 E d o n ' t know.

1 7 4

7 6 . Akura w m t s t o I bc a l o n g - d i s t a n c e t r u c k d r i v e r . T h r e e s t e p s h e c a n t a k e t o become o n e a r e :

1 f i n d a j o b w i t h a t r u c k i n g company 2 g c t a h i g h g r a d e i n d r i v e r ' s t r a i n i n g 3 p a s s t h e tests f o r a c h a u f f c u r ' s l i c e n s e .

What i s t h e c o r r e c t o r d e r of t h e s e s t e p s ?

F 1 2 j G 2 1 3 n 2 3 1 3 3 2 1

K d o n ' t know.

77. C h a r l o t t o w a n t s t o be a d o c t o r . T h r e e s t e p s s h e c a n t a k e t o become o n e a r e :

1 f i n i s h a n i n t e r n s h i p 2 g o t o m e d i c a l s c h o o l 3 t a k e a r e s i d e n c y i n some m e d i c a l s p e c i a l t y .

What i s t h e c o r r e c t o r d e r o f t h e s e s t e p s ?

.4 1 3 2 B 2 1 3 C 3 2 1 E d o n ' t know.

78. Mary w a ~ n t s t o b e a n X-ray t e c h n i c i a n . T h r e e s t e p s s h e q a n t a k e t o become o n e a r e :

1 g r a d u a t e f r o m x - r a y t e c h n i c i d n s c h o o l 2 p a s s r e g i s t r y t e s t i n x - r a y t e c h n o l o g y 3 f i n d a j o b w i t h a h o s p i t a l o r c l i n i c

What is t h e c o r r e c t o r d e r o f t h e s e s t e p s

F .j I 2 G 1 3 2 k! 2 1 3 3 1 2 3 k d o n 't know.

7 9 . 3ohn . Ihds dcecided t o b e a n o f f i c e mdchine o p e r a t o r .

T h r e e s t e p s h e c a n t a k e t o become o n e a r e :

1. c o m p l e t e s e c o n d a r y s c h o o l i n d commerc ia l . c o u r s e 2! a p p l y f o r a j o b a t t h c s t a t e employment o f f i c e

GO ON TO NEXT p 4 ~ ~

3 take s p e c i a l t r a i n i n g a t a business school in off i c e rnach ines .

Whatt is t h e c o r r e c t order of these s t e p s ?

.4 1 2 3 H 1 . 3 2 C 2 3 ' 1 D 2 1 2 t Don ' t know.

80 Al icc wants t o bc a dancer. Three s t e p s she can take t o bccome one a r e :

I. go t o a dancing school 2 t ry out f o r pa r t s through a booking agency 3 l ea rn 1 cllf f e r e n t f orrns of dance, then s p e c i a l i z e

What is t h e c o r r e c t order t o these s t e p s ? . .

F I 3 2 G 2 1 3 ti j 1 2 3 3 2 1 K d o n ' t know

STOP

W.4IT FOH FURTHER INSTRUCTIONS.

CAREER MTUR 1 TY 1 NVENTORY

( C M I )

ANSWER KEY

ATTITUDE SCALE

SUBTEST 1 (PART I)

SELF-APPRAISAL

SUBTEST I I (PART I I 1 0XUPATIOr:AL INFORMATION

SUBTEST I V (PART IV)

PLANN ING

61. . C

62: . 3

63. D

64. ti

b!j . .4

66. 3

67. 0

68 ' F

09 . D

70. F

CAREER M4TURITY INVENTORY

(C M I )

ANSWER SHEETS

FOR

Your SchocJ and Place: -

Your Sex

Your 4ge

(Male o r Female );

( 4pprclximate .Age) :

AlTITUDE SCALE

180

SUBTEST I (PART)

SELF-APPRAISAL

OCCUPATIONAL I I+OVlATIOr.I n

PLANNING