EVALUATION OF CAREER PREFERENCES AMONG MASS COMMUNICATION STUDENTS. (A SURVEY OF SELECTED INSTITUTIONS IN IMO STATE) BY CHIMEZIE NATHAN UCHENNA 15/31943 DEPARTMENT OF MASS COMMUNICATION, FACULTY OF SOCIAL SCIENCES, IMO STATE UNIVERSITY. NOVEMBER, 2019 TITLE PAGE EVALUATION OF CAREER PREFERENCES AMONG MASS COMMUNICATION STUDENTS. (A SURVEY OF SELECTED INSTITUTIONS IN IMO STATE) BY CHIMEZIE NATHAN UCHENNA 15/31943 A PROJECT SUBMITTED TO THE DEPARTMENT OF MASS COMMUNICATION, FACULTY OF SOCIAL SCIENCES IMO STATE UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF BACHELOR OF SCIENCE (B.Sc) IN MASS COMMUNICATION SUPERVISOR DR. KINGSLEY NWORGU NOVEMBER, 2019 ii APPROVAL PAGE This research project “Evaluation of career preferences among mass communication student : A survey of selected institutions in imo state” has been certified and accepted in partial fulfillment of the requirements for the award of Bachelor Of Science ( B.sc) in mass communication, Imo state university. …………………………… .. Dr. Kingsley Nworgu ………………………….. Date (Supervisor) …………………………… .. Dr. B.J.C. Anyawu ………………………….. Date (Head of Department) …………………………… .. Prof. Patrick Nnamocha ………………………….. Date (Dean Faculty of Social Sciences) …………………………… .. External Supervisor ………………………….. Date iii DEDICATION This research work is dedicated to God for his guidance and provisions and also to my Parent and siblings for their moral support and continuous belief in me throughout the period of study. iv ACKNOWLEDGEMENTS This study came in to reality due to enabling roles played by various individuals. I am eternally grateful more than I can adequately express to God almighty who has been my help and fortress and has again, granted me my heart desire. Sincerely, I wish to express my humble gratitude to my mother Mrs.Joy Chimezie. You have once again squeezed water out of stone to see me through this academic ladder. I say, you are the best amongst your equals! I cannot forget the immeasurable efforts of my project supervisor Dr.Kingsley Nworgu. This project could not have been better without your constructive criticisms and inputs. To my lecturers in the Department of Mass Communication, Imo state university, I say a big thank you for allowing me to drink from your cups of knowledge. I’ll not forget to acknowledge the invaluable contributions of the following persons. Mr. Bonwood Chimezie, Mr. Alexander Chimezie, Mr. Celestine Iwuofor, Hon. Collins Ugorji, Mrs. Beatrice Ubah, Mrs. Elizabeth Ubah, Mrs. Chinakota amaka and Mrs. Joy Ogbuokiri. I will forever remain indebted to my sisters, Miss. Nkeiruka Chimezie, Miss. Chinenye Chimezie and to my beloved brother, Mr. Nnamdi Chimezie and to my little nephew, Kingsley Amaka (junior) and Kamsi Amaka. I say thank you for being there for me. And to my uncles, Mr. Augustine Chimezie, Mr. Lawrence Chimezie, Mr Chijioke Ubah, Mr. Martins Chimezie and Mr. Christain Chimezie. My heartfelt appreciation goes to all my cousins. Lastly I wish to express my sincere gratitude to my special friend Osondu Obinna Fidelix. TABLE OF CONTENTS v Title page……………………………………………………………. i Approval page……………………………………………………….ii Dedication………………………………………………………….. iii Acknowledgement…………………………………………………...iv Table of contents …………………………………………………….vi List of tables………………………………………………………….viii List of figures………………………………………………………...ix Abstract………………………………………………………………..x CHAPTER ONE INTRODUCTION 1.1 - Background of the study- - - - - - - - - - - - - - - - - - - - - - - - - - -1 1.2- Statement of the problem- - - - - - - - - - - - - - - - - - - - - - - - - - -4 1.3- Objectives of the study- - - - - - - - - - - - - - - - - - - - - - - - - - - --6 1.4- Research Questions- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -7 1.5- Hypothesis of the Study - - - - - - - - - - - - - - - - - - - - - - - - - - - 7 1.6- Significance of the study- - - - - - - - - - - - - - - - - - - - - - - - - - -8 1.7- Limitations of the Study - - - - - - - - - - - - - - - - - - - - - - - - - - -8 1.8- Delimitations of the Study - - - - - - - - - - - - - - - - - - - - - - - - - -9 1.9- Operational Definition of Terms - - - - - - - - - - - - - - - - - - - - - 10 CHAPTER TWO LITERATURE REVIEW 2.0- Introduction- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -12 2.1- Historical Development of Mass Communication Education in Nigeria- - - - - - - - - -- - - - - - - - - - - - - - - - - - - - -12 2.2- Current State of Mass Communication Education in Nigeria - - -14 2.3- The Choice of Mass Communication as a Course of Study- - - - -18 2.4- Career Prospects in Mass Communication- - - - - - - - - - - - - - - - 21 2.6- Theoretical framework- - - - - - - - - - - - - - - - - - - - - - - - - - - - - -26 CHAPTER THREE RESEARCH METHODOLOGY. vi 3.1- Research design- - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - -26 3.2- Description of the Research Population- - - - - - - - - - - - - - - - - - 26 3.3- Sampling size- - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - -26 3.4- Sampling Technique- - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - 27. 3.5- Instrument for data collection- - - - - - - -- - - - - - - - - - - - - - - - - -28 3.6- Validity of the instrument- - - - - - - -- - - - - - - - - - - - - - - - - - - - -29 3.7- Reliability of the instrument- - - - - - - - - - - - - - - - - - - - - - - - - - -29 3.8- Method of Data Collection- - - - - - - - - - - - - - - - - - - - - - - - - - - - 29 3.9- Method of data analysis- - - - - - - -- - - - - - - - - - - - - - - - - - - - - - -30 CHAPTER FOUR DATA PRESENTATION AND ANALYSIS 4.1- Introduction- - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 31 4.2- Data presentation and Analysis- - - - - - - - - - - - - - - - - - - - - - - - - -31 4.3- Presentation and Analysis Of Section B- - - - - - - - - - - - - - - - - - - - 34 4.4- Test of Hypothesis - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 46 4.5- Discussion of Findings- - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - -52 CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATIONS. 5.1- Introduction - - - - -- - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - -58 5.2- Summary- - - - -- - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - 58 5.3- Conclusions- - - - -- - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - 60 5.4- Recommendation- - - - -- - - - - - - -- - - - - - - - - - - - - - - - - - - - - - -60 5.4.1-Recommendations for further research- - - -- - - - - - - -- - - - - - - - 62 REFERENCES- - - - -- - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - -64 APPENDIX- - - - -- - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - 67 LIST OF TABLES vii PAGE Table 1: Gender of Respondents ……………..…………………… 31 Table 2: School Category of Respondents ……………..…………. 32 Table 3: Year of Study of Respondents……………..……………… 33 Table 4: Education level of Parents/Guardians of Respondents……… 34 Table 5: Occupation of Parent/Guardian of Respondents……………. 35 Table 6: Was mass communication your initial choice of course……. 36 Table 7: Are you aware of careers opportunities in Mass communication……………………………………….. 37 Table 8: Respondents Source of information about Careers in mass communication…………………………… 38 Table 9: Why did you choose to study mass communication………… 39 Table 10: Have you made any decision about your preferred career….. 40 Table 11: What is your preferred career choice in Mass communication……………………………………… 41 Table 12: Is there negative perception as a student towards mass communication as a career…………………………. 42 Table 13: Which of the following Academic activities are shaping your career choice in mass communication………………. 43 Table 14: Which of the following factors motivated your career choice in mass communication…………………………….. 45 LIST OF FIGURES viii PAGE Figure 1: Gender of Respondents ……………..…………………… 32 Figure 2: Year of Study of Respondents ………………………..….... 33 Figure 3: Education level of Parents/Guardians of Respondents…… 34 Figure 4: Occupation of Parent/Guardian of Respondents…………… 35 Figure 5: Was mass communication your initial choice of course……. 36 Figure 6: Are you aware of careers opportunities in Mass communication……………………………………….. 37 Figure 7: Respondents Source of information about Careers in mass communication…………………………… 38 Figure 8: Why did you choose to study mass communication………… 39 Figure 9: Have you made any decision about your preferred career….. 40 Figure 10: What is your preferred career choice in Mass communication……………………………………… 41 Figure 11: Is there negative perception as a student towards mass communication as a career…………………………. 42 Figure 12: Which of the following Academic activities are shaping your career choice in mass communication………………. 44 Figure 13: Which of the following factors motivated your career choice in mass communication…………………………….. 45 ix ABSTRACT This research work seeks to evaluate the preferred mass communication student’s career preference in selected university and polytechnic in IMO State. The study aims at finding out the student’s career choice and the academic activities and factors that shapes career choice of students. Survey method was adopted and the instrument used for data collection was the questionnaire. The population of the study of mass communication students in the selected institution was 2404 students out of which 342 were sampled using taro Yamani’s formula for getting sample size. Data collected was analyzed in tables and simple percentages. The findings indicated that Broadcast journalism, advertising and public relations are found to be the major mass communication professions preferred by the students. Equally, courses taught, lecturers and learning facilities are the major academic factors that motivate career choice in mass communication among the students while diversified knowledge, role models and parent’s choice are non academic factors that motivate career choice in mass communication among students. The study concluded that the most preferred professions by students of mass communication in Nigeria are broadcast journalism, advertising and public relations. It was recommended that Students should choose the career which is according to their capabilities and of their interest. x CHAPTER ONE INTRODUCTION 1.1 Background to the Study In this age of information, everyone wants to be aware of the happenings around them. The media is the source of all that information, be it print media like the news papers, magazines and journals, the broadcast media radio and television or the electronic media like the internet etc. They are all called “journalism”. The dawn of journalism in Nigeria, in the mid nineteenth century, was marked by a preponderance of non-professionals who used their publications either to propagate a cause or to deliver punches with colonial authorities. Early publishers like Henry Townsend, Herbert Macaulay and Richard Blaize, who were gainfully employed in the religious ministry, in engineering and in the legal profession, respectively, may not have considered journalism as a full-time career. All they wanted was to set up printing workshops and to disseminate, through their periodicals, whatever information or opinion they wanted to pass to the public. This trend continued until the late 1930s when a 'new breed' of publishers who had acquired some skills and professional qualifications came into the scene. A notable name in that lot was Nnamdi Azikiwe who sought, among other goals, to demonstrate that journalism, like any other field of endeavor, could be made a successful business venture (West Africa Pilot, Nov. 22, 1937). His success in this direction engendered a new model among other practitioners who began to take up journalism as a full-time job. 1 It was, however, not until the early 1960s that formal and full-time education in journalism started in Nigeria. The pioneer degree-awarding journalism department in Nigeria was established at the University of Nigeria in 1961. Six years later, in 1967, the University of Lagos introduced a diploma course in Mass Communication and a degree programme in 1970. Bayero University, Kano, commenced a degree programme in mass communication in 1978. In that initial period, candidates were reluctant to enroll in journalism. They seemed to have preferred to pitch their tents in other and more established courses like medicine, engineering, law and architecture. Initial intakes in the pioneer journalism departments were very small the department of journalism at the University of Nigeria, for example, began with three students out of whom two were graduates in 1964. The lack of interest in journalism then was largely attributed to the low regard in which journalism was held at the time. Today, there is a public debate on the problem of unemployment. Unemployment among new graduates is a phenomenon that is found not only in IMO but also in other states of the country. Among the other causes, one important causes of unemployment can be considered as the mismatch between market requirements and the employability of graduates that higher education institutions produce. According to the Ministry of Labor and Employment, Govt. of Nigeria as at December 2018 the number of enrolment in higher education in the country is growing day by day, while in other hand rate of 2 unemployed graduates is increasing. Career is a regular occupation or profession in which one is making a living. Career preference is the occupation with the highest positive valence among alternative form of work value. Career Preference according to Wikipedia is one of the biggest dilemma and challenges in any undergraduate’s life. It involves interplay of many factors which are intricately intertwined. It is not a straightforward task and involves a difficult process of decision making. Career development occurs in broad sequential stages; starting from childhood till death. The earliest stage is often a non-realistic conceptualization of one’s potentials and the world. But with time, the child begins to be more realistic in appraising himself with potential jobs. This second phase normally extends from about the end of primary school to secondary school. The third stage is referred to as realistic choice making. In the real sense, good career such as engineers, lawyers, accountant, doctors demand good academic foundation. Choosing a career is a significant decision facing the students of tertiary institutions in various disciplines around the world. “Students career choices may fulfill their needs, values, and interest and hence influence the quality of their lives” (Guay, Ratelle, Senecal, Larose & Deschenes, 2006, p.235). The motivations for chosen a particular profession as a career is determine by complex socio-economic and political factors. Several studies have confirmed that there are several factors that influenced the career decision of students: Gambo et al, 2012;Mudhovozi & Chireshe,2012;Kinanee, 2009;Onoyase & 3 Onoyase, 2009; Onojigin, 2009;Lavonen et al, 2008; ; . Some of these factors start developing at the early stage of family and school life, some at the level of interactions with the peer group and the larger society, while others develop at the stage of acquiring higher education and exposure to career information. One's career choice has a lasting impact on an individual. It serves to be a predictor and determinant of their prospective level of income, nature of work and consequently leaves a mark on the personality, demeanor and outlook of an individual. Thus one wrong decision can change the fate of an individual. It is difficult for everyone to make a decision regarding their career. This individual action is manifested on a larger scale in the economic prosperity of a nation. Individuals who are misfits in their workplace tend to be less productive and efficient, and therefore are unable to achieve their goals. The concept has been explained by Onyejiaku (as cited in Jones & Larke, 2005), who defines occupation as a means of living, which has the power to change personalities, determine social status, predict expected earnings, determine social groups etc. Thus its importance cannot be undermined. Given its complexity, it is then a point to ponder upon as to how career decisions are made. 1.2 Statement of Problem Many countries, Nigeria included, spend a lot of resources in education. There may be the need of a well thought out link between education and progression into careers and the world of work. Career Preference has meaning 4 in the context of employability demands in a knowledge economy. It is therefore very important to have an empirical understanding of the factors that influence students' choice of Particular careers in Mass Communication. Ignorance about one's career is not bliss and planning one's career is better than leaving it to chance or fate. Mass communication academic programme is offered by several public and private universities, polytechnics and colleges in Nigeria. As an academic field of study, mass communication comprises of some areas of specialization which includes print journalism, broadcast journalism public relations, advertising, media studies and communication research, film production, printing and book publishing. The students are expected to build a career in one of these communication professions after graduation. With this in mind, Oluwafisayo (2015) states that many factors are considered influential in the aspirations and career choices of university students in Nigeria. Emenyeonu, (2014) disclosed that the inculcation of social values, especially occupational prestige, is reflected in students' aspirations to employment, but intellectual capacity is an important consideration since the individual can find entry into professions that require educational preparation considerably prohibited. In Nigeria, according Ezinwa, (2015) it came to a point before the Buhari administration with the aspiration on agriculture that family occupations such as fishing and agriculture was no longer accepted by undergraduates as the country was rapidly changing from a traditional agricultural country to an industrialist 5 (Ezinwa, 2015). This change has made career aspiration a complex among undergraduate students of Mass Communication. This professional aspiration process of Mass Communication undergraduate students is specifically difficult due to ignorance of available job opportunities, environmental influences, such as parental pressure, peer group pressure, courses, value for Prestige occupations, gender differences and some other directly responsible undergraduate aspiration factors. 1.3 Objective of Study This study sought to determine student's career preference among mass communication students in selected higher institutions of learning in Imo State other objectives of the study are: 1. To determine the level of awareness about career opportunities among mass communication students in Federal polytechnic nekede and Imo state university. 2. To find out the most preferred career options among students of mass communication in Federal polytechnic nekede and Imo state university. 3. To find out the factors that motivate career choices among mass communication students in federal polytechnic nekede and Imo state university. 6 1.4 Research Questions The study sets out to answer the following questions: 1. What is the level of awareness of career opportunities among mass communication students of Federal polytechnic nekede and Imo state university? 2. What are the most preferred career options among students of mass communication in federal polytechnic nekede and Imo state university? 3. What are the factors that motivate career choice of mass communication students in federal polytechnic nekede and Imo state university? 1.5 Hypothesis of the Study H01- There is no level of awareness of career opportunities among mass communication students of Federal polytechnic nekede and Imo state university. Ha1- There is a significant level of awareness of career opportunities among mass communication students of Federal polytechnic nekede and Imo state university. H02- There are no most preferred career options among students of mass communication in federal polytechnic nekede and Imo state university. Ha2 -There is a most preferred career options among students of mass communication in federal polytechnic nekede and Imo state university. H03- There is no factor that motivates career choice of mass communication 7 students in federal polytechnic nekede and Imo state university. Ha3- There is factors that motivate career choice of mass communication students in federal polytechnic nekede and Imo state university. 1.6 Significance of the Study This study aims investigating career aspiration of undergraduate students: A good knowledge of these important factors that are responsible for the vocation will help to guide undergraduate students to the employment decision wish. Such meaning will provide information on a lot of what has been done and how they were made in those areas that are currently focusing our interest. This study will also provide the solution that greatly needs to guide university students on the career aspirations that will improve their future lives. It should be useful to career educators, guiding and helping students make a realistic career choice, thereby reducing disappointments in jobs and checking the pitiful wages among undergraduates. Another great importance of this study is that it also contributes to the general understanding of the process of career aspirations of the first cycle. The study will also shed light on the amount of knowledge undergraduate have about career options of mass communication available in Nigeria. 1.7 Limitations of the Study The study was designed to sample student's career preference in mass communication education and training in Imo state. As a major constraint, the 8 findings of the study are based on individual research work and have limited generalization. In the same vein, the study was carried on limited number of students. Hence, the findings of the study will not be generalized and is only applicable to the study area. Time is certainly going to be another limitation in this study especially when viewed against the backdrop of the dynamism of man, which makes it difficult to carry out research of this nature. Considering the prevailing economic situation in the country, funds are always a major problem in carrying out researches and this research would certainly not be an exception. 1.8 Delimitations of the Study The study was designed to sample student's career preference in mass communication education and training in selected educational institutions in Imo state. The research sample is composed of mass communication students from these educational institutions. The primary data gathering method used was questionnaire and interview to determine the student's career preference in mass communication education and training. This research used purposive and convenience sampling in which an equal representation for gender and grade level among the respondents was applied. The gathered data were analyzed using tabulation format and in simple percentages. 9 The study is delimited to mass communication students and lecturers of Federal polytechnic nekede and Imo state university. 1.9 Operational Definition of Terms Student: A student is primarily a person enrolled in a school or other educational institution who attends classes in a course to attain the appropriate level of mastery of a subject under the guidance of an instructor and who devotes time outside class to do whatever activities the instructor assigns that are necessary either for class preparation or to submit evidence of progress towards that mastery. In the broader sense, a student is anyone who applies themselves to the intensive intellectual engagement with some matter necessary to master it as part of some practical affair in which such mastery is basic or decisive. Career: An occupation or profession, especially special training, followed as a work of life, which is the journey of an individual through learning, work and other aspects of life because it could be progress of the person or a general course of action through life or through a phase of life, as in a profession or a company, like wanting to become a journalist. Preference: It is a greater liking for one alternative over another or others. Career preference: This is the occupation with the highest positive valence among alternative form of work value. 10 Mass communication: is the study of how people exchange information through mass media to large segments of the population at the same time. In other words, mass communication refers to the imparting and exchanging of information on a large scale to a wide range of people. Institutions: In this regard institutions are universities or polytechnics. These are education institution in any state that admits as regular student only persons having a certificate of graduation from a school providing secondary education and is legally authorized within such state to provide a program of education beyond secondary education. 11 CHAPTER TWO LITERATURE REVIEW 2.0 Introduction Research is continuous process. For any specific investigation, previous findings provide basis to research. The review of literature is one of the important aspects in the research process. It helps the researcher to keep his work goings in right and appropriate direction. Hence, an attempt has been made to review the research and some have been presented below. 2.1 Historical Development of Mass Communication Education in Nigeria Amenaghawon (2010: 5) states that “when journalism in Nigeria started, it had a foreign staff content; it was mostly run by missionaries”. However, Okunna (1987) notes that the University of Nigeria, Nsukka pioneered journalism education in 1961 at the Bachelor of Arts (B.A) degree level. The Department of mass communication, University of Lagos started in 1967 as a UNESCO backed institute of mass communication. The Institute of Management and Technology (IMT) in Enugu State was premier mass communication Department at the Polytechnic level as it commenced lectures in 1978. Aside University and Polytechnic level journalism education, records showed that varying typologies of training had existed in Nigeria. Akinfeleye 12 (2007) includes the Daily Times Training School established in 1965 formerly referred to as Times Journalism Institute (TJI). The Federal Radio Corporation of Nigeria (FRCN) training school commenced in 1959 primarily to provide onthe- job training for journalists and other broadcasting staff. The Nigeria Institute of journalism (NIJ) started in 1971, while the International Institute of Journalism (IIJ) run by the Nigerian Union of Journalists (NUJ) was opened in 1995. These two offer diplomas and postgraduate diplomas in mass communication. According to Akinfeleye (2007) in the pre-independence period, for instance, some semblance of journalism training has been witnessed in Nigeria. In 1954, a two week journalism programme was packaged for working journalists by the University College of Ibadan. The Nigerian Broadcasting Corporation (NBC) also organized a two-year on-the-job training, for broadcasters in Nigeria. Also of mention was the United States Information Services (USIS) sponsored training organized by the international federation of journalism (IFJ) in 1960 (Amenaghawon, 2010: 6). The brochure for entrance examinations into Nigerian Universities and Polytechnics has a list of 66 Journalism or communication schools. These schools offer certifications ranging from Diploma to PhDs. This is made up of twenty-three (23) Polytechnics and Monotechnics and forty-three Universities. Aside this, the Nigeria Union of Journalists (NUJ) had established the International Institute of Journalism (IIJ) in 1994. Amenaghawon, 2010: 6 stated 13 that there are many tertiary institutions including universities and polytechnics that run journalism courses without the required accreditation from appropriate bodies. Every year, thousands of students pass through these low standard institutions and are foisted on the larger society. 2.2 Current State of Mass Communication Education in Nigeria The question of training journalists and educating media professionals has often raised debates among scholars. According to Nnamdi (2015) citing Golding (1983: 295) noted that “in industrialized countries, though most notably in Britain, media occupations very often eschew formal training and education. The creative skills associated with journalism and productions are deemed innate, though the technical skills are recognized as requiring tuition, not necessarily of a formal kind.” This assumption has not succeeded in preventing journalism training and mass communication education, world over. Nigeria is one of the countries of the world where journalism training and communication education is seen as imperative for effective practice. Writing about the state of journalism education in Nigeria, Ashana (2012, Para. 1) noted as follows: The state of journalism education is in dilemma as a result of certain ailments that have besieged the profession… Going by the available sources and record, Nigeria started its early training in journalism in the year 1954. Today, Nigeria has more than 150 universities and polytechnics that offer a degree and diploma in journalism education. These include: Bayero University, 14 University of Nigeria, Nsukka, University of Lagos, University of Maiduguri and so on. Akinfeleye (2003, 2008) and Momoh (2005) noted that the number of journalism schools in Nigeria had doubled. While only two Journalism-training Institutions were established between 1962 and 1980, in 2009, the number had risen to sixty-three (63) – some accredited others unaccredited or unaccreditable. Akinfeleye (2009) further noted that “the proliferation of Journalism-Institutions without the accompanying human and financial capital as prerequisites, inadequate funding, powerful regulatory bodies, proper accreditation benchmarks and enforcement of a few existing legal frameworks – inability for the Journalists to „policeā their own ranks, abandonment of journalistic integrity, left-footed professional ethical codes and their enforcement to mention a few, have negatively affected good and enduring professional standards”. In most cases, these problems can be narrowed down to the degree of attention paid to journalism training in the country. There is no doubt that the average undergraduate programme is three or four years in Nigeria. At the end of these years, the general expectation is that a journalism student must have taken courses in media history, ethics, writing, editing, graphics, analytical thinking and research methods before they graduate. These are usually categorized as knowledge and skills courses i.e. “category A”. What about a journalist looking at practicing in an African context? How will he/she 15 understand community problems and dynamics if taught only “category A” courses in the university? What about applying their understanding of the workings of the media to poverty, maternal and infant mortality, HIV/AIDS, energy, environmental degradation, unemployment, governance, etc? How about making sense of how people diagnose and seek solutions to these problems in their local context and explaining the role the media can play in making this possible? The latter set of knowledge and skills, which can be called “category B”, has been treated as peripheral in many journalism programmes, but increasingly, it is becoming very clear that there is a growing need there. This is partly because communities now do have some access to a wide range of media. Technologies like the mobile phone, for instance, can be used to bridge the gap between rural people and previously inaccessible “mainstream” media. What do journalism training institutions do to equip a journalist with both type A and type B knowledge and skills within the limited space of three or four years? (Chibita, 2009) The peripheral attention paid to “category B” knowledge has really limited the level of knowledge received by most students of journalism and mass communication education in the country. This has also affected the practice of the profession in the country. Most graduates of mass communication leave school looking for white-collar jobs and failure to get one makes them redundant at home because the quality of “category B” knowledge in them is shallow. Unlike other professions in the country, if a doctor does not 16 get a job for himself, he/she can practice. The same thing is applicable to lawyers, engineers, pharmacists, etc. Still lamenting about the state of journalism training in Nigeria, Taylor, Nwosu and Mutau-Kombo (2004: 1) opine that journalism and mass communication education “elsewhere has experienced widespread growth in human communication specialties in such areas as intercultural communication, speech communication, interpersonal communication and others…” They argue, inter alia: “the time is ripe for the discipline at African (Nigerian) universities to expand by shifting towards emphasis on human communication. Such a transformation would permit better understanding of the African/Nigerian communication environment as well as enable scholars to better respond, from a communication perspective, to the challenges of development in such areas as conflict resolution and, interethnic disputes among others”. In the quest to improve journalism training in Nigerian institutions, some departments of Language Art have introduced some variations in their master’s programme. Ogundimu, Oyewo and Adegoke (2007: 18) as cited in Oyewo (2009) noted that “a practical internship programme was required for all undergraduates in the third of their four-year programme, students for the Masters Degree in Communication Arts (MCA) are required to serve a 3 – 6 month internship with a professional media organization… many of the courses … are primarily skill focused”. This underscores the dual nomenclature of the department. Courses in Communication and Language Arts such as listening, 17 reading, writing and speaking are recommended to be taken by the students. More of this type of improvement is required in all aspects of the academic development of the profession. 2.3 The Choice of Mass Communication as a Course of Study. Recent literature reveals much concern about the feminization of Mass communication. The number of women working in careers in mass communication and the number of female students enrolled in mass communication courses has risen sharply in recent years. Studies conducted by Canadian researchers Gertrude Robinson and Armande Saint-Jean have found that 28 per cent of newspaper editors are female. And according to San Diego State University communications professor Martha Lauzen, 18 per cent of the directors, executive producers, writers, cinematographers and editors on the 250 top-grossing films of 2011 were women. Membership in the International Association of Business Communicators was 63% female in 1986 (Staff, 1986), and 48% of the membership in the Public Relations Society of America was female in 1988. According to a Salary Survey conducted by Press Gazette, it revealed a significant gap between median annual salaries of male and female in the media almost three-quarters of the highest-paid staff are men, with women making up 61.6 per cent of the bottom quartile. However, much of the discrepancy may be attributed to other variables. Barnes (1989, p. 18) suggested that male who 18 engage in career in the media are generally older and have more experience, work in larger departments or firms, have management positions, and are in higher-paying specialties. Female practitioners are younger, have less experience, work in smaller departments or firms, have entry-level or juniorlevel positions, and are concentrated in lower-paying areas. This study confirmed trends noted in earlier literature (Ames, 1986; lABC, 1986). DeRosa and Wilcox (1989) hypothesized that students have preference to certain careers in mass communication as a result of: (1) perceived job possibilities, (2) opportunity to use communication skills, (3) having a job valuable to society, (4) a career path to management, (5) a distaste for working with numbers, and (6) an enjoyment of "working with people." Results of their survey of students in California supported their hypotheses, and they concluded that students, both male and female, take the profession seriously and reject common stereotypes of communication practitioners. Results of DeRosa and Wilcox's research indicated only slight gender differences among mass communication students. The conclusion offers promise that gender differences are not as significant as might earlier have been thought. However, results of their survey are reported in terms of women vs. men. Their study is replicated here to some extent with the emphasis on "students" rather than "female students" and "male students." Basic to advising mass communication students is an understanding of how and why they have made specific choices, that is, what are their perceptions and career preference of mass communication? 19 Psychologists Lin and Dumin (2009) reported a correlation between access to occupations and fathers' occupations and ties with relatives, friends and acquaintances. Students whose fathers are professionals were most likely to have access to (and information about) professional jobs. This might be extended to their mothers' occupations as more and more women have entered the work force. Women entering the professional world have a measurable impact on the career preference of their children. In homes where both father and mother are in the work force, parents will likely hold less traditional attitudes about abilities and interests and career choices of men and women (Zuckerman, 2007). A majority of the students surveyed by Matthews and Schweitzer (2008) did not identify anyone other than "self" as significant to helping them choose mass communication as a major. After self-choice, males indicated "friend" and females indicated "relative" as influencing their decisions. Students prefer certain career based on their perceptions of the field and what it will be like to work in that field (Endres & Wearden, 2007). What influences these perceptions prior to entering undergraduate school and what role educators have in developing student perceptions are significant to students' meeting the expectations of professionals upon graduation (Endres & Wearden, 2007). Endres and Wearden surveyed 416 students at five undergraduate mass communications/journalism schools. Although the sample was purposively 20 selected, there is little reason to think the students are not representative of journalism/mass communications majors nationwide. The results of Endres's and Wearden's survey have strong implications for the role of educators in influencing students. Students indicated they received the most information about their career choice from observing media performance and from journalism/mass communications Department. However, students further indicated that their best information came from journalism/mass communications department, with observing media performance second. Media work experience, textbooks, and articles about the media followed. And, both in the case of quantity and quality of information received, friends and parents/family ranked last. 2.4 Career Prospects in Mass Communication Globally, higher educational institutions are playing a significant role of providing career guidance and counseling services to the students. The academic programmes in institutions of higher learning are designed to train professionals that will occupy important positions in various careers in the labor industry. The major mass communication professions which are available to mass communication students in Nigeria to build their career around them include the following: journalism, public relations, advertising, film production and book publishing. These professions emerged and developed in Nigeria at different time and perspective. According to Zelizer & Allan (2010, p.63); 21 Journalism refers to the organized and public collection, processing and distribution of news and current affairs materials. Implied has been a sense of the evolving crafts, routines, skills and conventions employed in news work, spanning the occupational roles of editors, reporters, correspondents and photographers among others”. The aforementioned can be applied to the print or broadcast media journalism practice. The practice of journalism profession in our contemporary society was carried out in these two distinctive forms. The print journalism comprises of the journalist that are working in a newspaper and magazine industries, while broadcast journalism comprises of the journalist working in radio and television organizations. Secondly, a Public relations is another professional area of specialization in mass communication industry. According to Johnson & Zawawi (2004, P.6) public relation is: ‘The ethical and strategic management of communication and relationships in order to build and develop coalitions and policy identify and manage issues and create and direct massages to achieve sound outcomes within a socially responsible framework.’ Thirdly, advertising is also an area of specialization in mass communication industry. It’s a form of marketing communication that is being used by both government and private organizations. According to Hoffmann 22 (2007, p.9) advertising is “a paid media, form of communication from an identifiable source, designed to persuade the receiver to take some action now or in the future”. In another definition advertising is: “A form of controlled communication that attempts to persuade an appropriate audience, through the use of a variety of appeals and strategies, to make a decision to buy or use a particular product or service” according to Chambers (2013) citing Defleur & Dennis, (1996, P.320). Film production is an area of specialization in the Nigerians mass communication industry. Film production in Nigeria was introduced by nationalists and Europeans with the commencement of the first film exhibition in 1903 (Ali, 2004). During the early period of film industry in Nigeria, only foreign films that were produce in America, Europe and Asia are available. Also foreigners dominate the film importation and distribution in Nigeria (Ali, 2004). This trend continues from pre to post independence era. By late 1960s indigenous films begin to appear in Nigeria. The practitioners of film industry in Nigeria today includes the producers, directors, script writers, editors and actors of the Nigerian film industry. Finally, Book publishing is also an area of specialization in mass communication industry in Nigeria. Book refers to “a collection of printed pages bound together, defined by UNESCO as haven more than 49 pages” (Chandler & Munday, 2011:p.35). Also, publishing is “the activity of mass producing and disseminating information either via the medium of print or 23 electronically on the internet” (Chandler & Munday, 2011:p.345). According to Hoffmann (2007, p.232) a publisher is “the person in charge of the overall management of a publication especially as it relates to business and advertising decisions”. Therefore, book publishing is an occupation of producing books on varieties of topics. 2.5 Theoretical Framework This study is hinged on the Perception Theory of mass communication. This theory is based on the assumption that mass communication wants audiences to pay attention to the messages, learn the contents of the messages and make appropriate decisions and make changes in attitudes, beliefs or produce appropriate behavioral responses. Thus Folarin (1998) believed that people seek information that cater for their own interests, conform to their beliefs and boosts their own ego. Here the views of Berelson and Steiner (1964) as cited in Anaeto, Olufemi and Osifeso (2008:66) that perception is “the complex process by which people select, organize and interprete sensory stimulation into meaningful and coherent picture of the world.” Arising from this, Benneth, Hoffman and Prakash (1989) as cited in Anaeto Olufemi and Osifeso 2008:66, believed that “perception is notably active. It involves learning, updating perspectives and interacting with the observed”. From these observations, it is thus clear that certain psychological factors like the physical aspects of the 24 stimuli, introduce subjectivity into the perception process. Here, issues like selectivity comes to decision making in the way people perceive a message. Such selective influences may, according to (Anaeto, et al) include wants, needs, attitudes, and other psychological factors. Here the assumption is that selective perception plays an important role in communication of any sort. It means that people can react to the same message in very different ways. This is where this theory has a relevance to this study. Why do mass communication students choose certain careers? Is their perception of the course as a result of the way they see those in the field or out of conviction. Another aspect of the study which also influences the way people perceive issues is the uses and gratification theory. In line with Folarin’s view, the theory believes that people tend to selectively choose, attend to, perceive and retain the media message on the basis of his or her own needs, beliefs, etc. thus, influencing the effect process of the media messages. This effect process of the students of mass communication ties up with the way they perceive the course and what influences them in their choice. 25 CHAPTER THREE RESEARCH METHODOLOGY 3.1 Research Design The study will adopt the survey design. The reason for this is that whenever the major source of primary data for a study is the views of members of the public or any particular group, a survey is a better approach. The aim of survey is to provide empirical data collected from a population of respondents on which valid conclusions can be made. Therefore, research designs simply imply a comprehensive plan or blue print showing how the research will be used to solve the already identified problems. 3.2 Description of the Research Population The population of this study will be drawn from the mass communication students in the selected educational institutions in Imo state namely Imo State University with the population of 1,005 students and Federal polytechnic nekede with 1399 students. Therefore the total population of this study is 1005 Students and 1399 students = 2404 students 3.3 Sampling Size The sample size for this study is 342. It was determined using Taro Yamani Formulae. 26 The formulae states as follows; n=N 1+n (e2) Where n=Desired sample size N=Population Size e=Margin Errors n= 2404 1 + 2404(0.05²) n= 2404 1 + 2404(0.0025) n= 2404 = 2404 1 + 6.01 3.4 = 342 after approximation 7.01 Sampling Techniques Sampling techniques and purposes where adopted for this study. The stratified sampling techniques will be used to group the total population of 2404 into the two educational institutions, therefore ensuring that there is equal representativeness of the population being studied. Hence, Imsu = 1005× 100 = 50% 2404 27 Nekede = 1399 × 100 = 50% 2404 After the percentage calculations the researcher purposely sampled 171 students of mass communication from Imo state university and 171 mass communication students from Federal Polytechnic Nekede. 3.5 Instrument for Data Collection The formation to be reported in this work will be obtained from a sample of mass communication undergraduates in the selected higher institutions in Imo State and the lectures in this institution. A self-administered questionnaire will be the major instrument of data collection. However, interviews will also be used to elicit necessary support information from the lecturers. The use of questionnaire as the major instrument of information is borne out of the fact that it is about the most reliable means of drawing out information from respondents without threatening their confidentiality. Also, it enables the respondents the time to actually think on the issues and make meaningful contribution; whether the questionnaire is structured or open-ended. Furthermore, the use of interview as a support instrument is justified by the fact that it allows for physical interaction between the researcher and the respondents, which gives room for further clarification of issues. This study made use of two forms of data collection namely – primary and secondary data. The primary source are data gotten from respondents as answers to questionnaire administered to them while the secondary source are 28 data generated from library materials, authoritative books, internet, government publications, journals, news papers and magazine reports that are relevant to the study. 3.6 Validity of the Instrument Validity is defined as the degree to which an instrument actually measures what it sets out to measure. Wimmer and Dominick (2003:159). Its determination is purely judgmental and can be done by using a panel of persons who shall judge how well the instrument meets the standard. To achieve this objective, Above all, suggestions and corrections effected by the supervisor, so as to tailor the questions to the objective of the study. 3.7 Reliability of the Instrument A study is reliable when repeated measurement of the same material results in similar decisions or conclusion; Wimmer and Dominick (2003:156). Pretest technique was used in establishing the reliability of the instrument. In this way, the questionnaire was tested for coherence, ability to elicit responses, comprehensibility and consistency. 3.8 Method of Data Collection The main data collection method or technique for this study is questionnaire. The questionnaire contained questions which helped the researcher to get the right opinion or view of the subjects or respondents. The 29 questionnaire gave the respondents considerable choice of responses. The researcher will personally administer these questionnaires and personally collect them immediately the respondents are through with the questions. 3.9 Method of Data Analysis The data generated from this study will be presented in tabulation format and in simple percentages. The researcher believes that the two methods will not only make it concise to package and present the data but will also help in making the data understandable. 30 CHAPTER FOUR DATA PRESENTATION AND ANALYSIS 4.1. Introduction In this chapter, data collected were tabulated and analyzed according to the questionnaire distributed. Data analyzed is the process of analyzing information or data gathered at the end of the field work. The analysis of each response is apprehended by its corresponding table and figures. 4.2 Data Presentation and Analysis Three hundred and forty-two questionnaires were administered to different respondents from the two selected institutions in imo state. Out of the three hundred and forty-two (342) questionnaires, three hundred and forty were correctly answered by the respondents while two (2) could not be used because the improper answering by the respondents made them void. Table 1: Gender of Respondents Gender Number of Percentage% respondents Male 146 42.9 Female 194 57.1 Total 340 100% Source: field data 2019 31 Figure 1 Gender of respondents Male 43% Female 57% The data in table 1 shows that one hundred and forty-six (146) respondents were male; this represents 42.9% of the sample size. One hundred and ninety-four (194) respondents were females and this represents 57.1% of the sample size. Table 2: School Category of Respondents School No of Percentage No of quantity Percentage questionnaires administered returned returned 171 50 171 50.3 171 50 169 49.7 342 100% 340 100% administered Imo state university Federal polytechnic nekede Total Source: field data 2019 The above table shows that three hundred and forty-two (342) questionnaires were distributed to two selected educational institutions in the state. One Hundred and seventy-one (171) were distributed to each of the institutions. One 32 Hundred and seventy-one (171) representing 50.2% where retrieved from Imo state university while one hundred and sixty-nine (1690 questionnaire representing 49.7% were retrieved from Federal polytechnic nekede. Table 3: Year of Study of Respondents Year No of Respondents Percentage Year 1 83 24.4 Year 2 61 17.9 Year 3 76 22.4 Year 4 120 35.3 Total 340 100% Source: field data 2019 Figure 2 Year of Study of Respondents Year 4 35% Year 3 22% Year 1 25% Year 2 18% Eighty-three (83) respondents were in their year 1 which represents 24.4% of the sample. Sixty-one (61) fell under year 2 which is 17.9% of the sample size. Respondents who were in year 3 were seventy-six (76), which also corresponds to 22.4% of the sample size. As for the year 4 the numbers of respondents were one hundred and twenty (120) or 35.3% of the population. 33 4.3 PRESENTATION AND ANALYSIS OF SECTION B Table 4: Education level of Parent/Guardian of Respondents Education level No of Respondents Percentage Illiterate 62 18.2 Primary 83 24.4 High school 98 28.8 Graduate 69 20.4 Post graduate 28 8.2 Total 340 100% Source: field data 2019 Figure 3 Education level of Parent/Guardian of Respondents Post graduate 8% Graduate 20% High school 29% Illiterate 18% Primary 25% Table four (4) indicated that Sixty-two (18.2%) of the respondent’s parents/guardians were illiterates, while Eighty-three (24.4%) completed primary education, ninety-eight (28.8%) were high school passed outs. Similarly, sixty-nine (20.4%) of the respondent’s parents/guardians were graduates and only Twenty-eight (8.2%) were postgraduates. 34 Table 5: Occupation of Parent/Guardian of Respondents Occupation No of Respondents Percentage Unemployed 35 10.3 Farming 54 15.9 Small business/small 67 19.7 Private job 98 28.8 Govt job 76 22.4 Other 10 2.9 Total 340 100% shop Source: field data 2019 Figure 4 Occupation of Parent/Guardian of Respondents Other 3% Govt job 22% Private job 29% Unemployed 10% Farming 16% Small business/small shop 20% The above data in table five (5) revealed that Thirty-five (10.3%) of the respondents parents/guardians were unemployed, Fifty four (15.9%) were in occupation of farming, Sixty seven (19.7%) were doing small business, while Ninety eight (28.8%) were into private jobs, Seventy six (22.4%) were doing 35 government job and only Ten (2.9%) were others. Table 6: Was mass communication your initial choice of course? Initial choice of No of Respondents Percentage Yes 273 80.3 No 67 19.7 Total 340 100% course Source: field data 2019 Figure 5 Was mass communication your initial choice of course? No 20% Yes 80% The data furnished in table six (6) indicated that majority of the students with Two hundred and seventy three (80.2%) agreed that Mass communication was their first choice of study while Sixty-seven (19.7%) disagreed that Mass communication was their first choice. 36 Table 7: Are you aware of careers opportunities in mass communication. Level of awareness No of Respondents Percentage Well aware 158 46.5 Aware 154 45.2 Not aware 2 0.6 Somehow aware 25 7.4 Indifferent 1 0.3 Total 340 100% Source: field data 2019 Figure 6 Are you aware of careers opportunities in mass communication Not aware 1% Somehow Indifferent 0% aware 7% Well aware 47% Aware 45% The results from table 7 shows that One hundred and fifty-eight (46.5%) are well aware of careers in mass communication while about one hundred and fifty-four (45.2%) are aware of careers in mass communication, twenty-five (7.4%) indicated that they were somehow aware. Similarly, two (0.6%) stated that they were not aware of careers in mass communication and only One (0.3%) was indifferent. 37 Table 8: Respondents Source of information about careers in mass communication. Sources No of Respondents Percentage Radio 37 10.9 Television 98 28.8 Internet 142 41.8 Print media 55 16.2 Others 8 2.3 Total 340 100% Source: field data 2019 Figure 7 Source of information about careers in mass communication. Print media 16% Others 2% Radio 11% Television 29% Internet 42% From table 8 above, one hundred and forty-two (41.8%) of the respondents stated that internet gives more information. Ninety-eight (28.8%) of the respondents indicated the use of television as a reliable source. Fifty-five (16.2%) of respondents indicated the print media as a source of information on careers while Thirty-seven (10.9%) relied entirely on radio, whereas Eight (2.3%) indicated other sources. 38 Table 9: Why did you choose to study mass communication? Options No of Respondents Percentage Parental influence 45 13.2 Peer pressure 22 6.5 Dream course 89 26.2 Job prospect 58 17.1 Change of admission 53 15.6 Early school counselor 14 4.1 Gender 50 14.7 Others 9 2.6 Total 340 100% Source: field data 2019 Figure 8 Why did you choose to study mass communication? Others 3% Early school counselor 4% Change of admission 16% Gender 15% Parental influence 13% Peer pressure 6% Dream course 26% Job prospect 17% Table nine (9) revealed that Eighty nine (26.2%) of the respondents choose mass communication because it was their dream course, though Fifty eight (17.1%) choose it because of the job prospects, Fifty three (15.6%) stumbled into the course due to change of course during admission by the 39 school, while Fifty (14.7%)indicated that their gender was the reason they choose to study mass communication, Forty five (13.2%) choose it due to parental influence, Twenty two (6.5%)indicated that peer pressure was their reason. However, fourteen (4.1%) choose mass communication because of early school counselor and Nine (2.6%) indicated others. Table 10: Have you made any decision about your preferred career? Options No of Respondents Percentage Yes 293 86.2 No 0 0 Undecided 47 13.8 Total 340 100% Source: field data 2019 Figure 9 Have you made any decision about your preferred career? No 0% Undecided 14% Yes 86% The table above shows that the majority of the respondents Two hundred and ninety-three (86.2%) have made their decision about their preferred career, Forty seven (13.8%) were undecided. 40 Table 11: What is your preferred career choice in mass communication? Preferred career No of Respondents Percentage Print journalism 35 10.3 Broadcast journalism 101 29.7 Public relations 54 16.0 Advertising 63 18.5 Film production 26 7.6 Book publishing 13 3.8 Undecided 47 13.8 Other (teaching) 1 0.3 Total 340 100% Source: field data 2019 Figure 10 What is your preferred career choice in mass communication? Book publishing 4% Film production 8% Other (teaching) Print journalism 0% 10% Undecided 14% Broadcast journalism 30% Advertising 18% Public relations 16% The data furnished in table eleven (11) shows that the majority of the respondents One hundred and one (29.7%) preferred broadcast journalism as the most preferred profession. Advertising is the second with Sixty-three (18.5%) of the respondents, this is followed by public relations with Fifty-four (16.0%) of 41 the respondents. The fourth most preferred profession is print journalism with Thirty-five (10.3%) of the respondents. Film production is the fifth with Twenty-six (7.6%) of the respondents, while book publishing is the sixth with Thirteen (3.8%) of the respondents. Forty-seven (47) respondents could not decide their career path, they constitute (13.8%) of the total respondents while One (0.3%) respondent intended to build his career outside mass communication professions. Table 12: Is there negative perception as a student towards mass communication as a career? Perception No of Respondents Percentage Strongly agree 70 20.6 Agree 180 52.9 Strongly disagree 25 7.4 Disagree 50 14.7 Undecided 15 4.4 Total 340 100% Source: field data Figure 11 Is there negative perception towards mass communication as a career? Disagree 15% Strongly disagree 8% Strongly agree 22% Agree 55% 42 The results from table 12 shows that One hundred and eighty (52.9%) are agreed that mass communication is a good career, while Seventy (20.6%) strongly agreed, fifty (14.7%) disagreed that mass communication is a good career, twenty-five (7.4%) strongly disagreed while Fifteen (4.4%) were undecided. Table 13: Which of the following Academic activities are shaping your career choice in mass communication? Perception No of Respondents Percentage Courses studied 109 32 Teachers/lecturers 68 20 Learning materials 55 16.2 Grades scored 35 10.3 Excursions 28 8.2 Public lectures 21 6.2 Guidance &counseling 16 4.7 Others 8 2.4 Total 340 100% Source: field data 2019 43 Figure 12 Which of the following Academic activities are shaping your career choice in mass communication Guidance Others &counseling Public lectures 3% 5% Excursions 6% 8% Grades scored 10% Courses studied 32% Learning materials 16% Teachers/lecturers 20% From the table, it is ascertained that One hundred and nine (32%) of the respondents choose courses taught at school as the major academic factor that motivated their career choice in mass communication. Similarly, sixty-eight (20%) indicated that their teachers/lecturers where the determining factor, while Fifty-five (16.2%) of the respondents choose the learning facilities with Thirtyfive (10.3%) of the respondents stating that their grades was the factor for their choice. Twenty-eight (8.2%) indicated excursions, twenty-one (6.2%) of the respondents revealed that Public seminars/lectures was their determinant factor, Guidance and counseling was a major factor for Sixteen respondents (4.7%) and Eight (2.4%) indicating other factors. 44 Table 14: Which of the following factors motivated your career choice in mass communication? Perception No of Respondents Percentage Parents choice 47 13.8 Job Opportunities 40 11.8 Economic stability 24 7.1 Prestige of profession 35 10.3 Working 18 5.3 Diversified knowledge 70 20.5 Travel opportunities 16 4.7 Career growths 21 6.2 Role models 59 17.4 Others 10 2.9 Total 340 100% hours/conditions Source: field data 2019 Figure 13 Which of the following factors motivated your career choice in mass communication? Others 3% Role models 17% Parents choice 14% Job Opportunities 12% Career growths 6% Travel opportunities 5% Diversified knowledge 21% Prestige of profession 10% Economic stability 7% Working hours/conditions 5% 45 The table indicates that Seventy (20.5%) of the respondents choose diversified knowledge acquired during the course of the career as a major academic factor that motivated their career choice in mass communication. More so, Fifty-nine (17.4%) indicated that their Role models where the determining factor, while Forty-seven (13.8%) of the respondents choose a particular career because it was their parents choice, Forty (11.8%) of the respondents revealed that job opportunities was the factor for their choice. Similarly Thirty-five (10.3%) indicated prestige of the profession, twenty-four (7.1%) of the respondents revealed that Public economic stability was their determinant factor, Career growth was a major factor for Twenty-one respondents (6.2%), Sixteen (4.7%) choose travel opportunities while Ten (2.9%) other factors. 4.4 Test of Hypothesis In this section, the hypothesis proposed in the study shall be tested. Relevant items in the questionnaire were used to get the observed frequency. The chisquare goodness of fit test would be adopted respectively to test the hypothesis. H01- There is no level of awareness of career opportunities among mass communication students of Federal polytechnic nekede and Imo state university. Ha1- There is a significant level of awareness of career opportunities among mass communication students of Federal polytechnic nekede and Imo state university. (Question 4 of the questionnaire addresses this question) 46 Question 4: Are you aware of careers opportunities in mass communication? Table 7: Are you aware of careers opportunities in mass communication. Level of awareness No of Respondents Percentage Well aware 158 46.5 Aware 154 45.2 Not aware 2 0.6 Somehow aware 25 7.4 Indifferent 1 0.3 Total 340 100% Source: field data 2019 Chi-Square presentation of the table7 above. Ei oi - ei {Oi –ei}2 {Oi –ei}2/ei Well aware 158 68 90 8100 119.1 Aware 154 68 86 7396 108.8 Not aware 2 68 -66 4356 64.1 Somehow 25 68 -43 1849 27.2 Indifferent 1 68 -67 4489 66 Total 340 Options Oi aware 385.2 Chi-square X2 = 385.2 Degree of Freedom = df Df = 5 – 1= 4 Using error limit of 0.05 Table value = 9.49 47 Decision Rule: Given that calculated value 385.2 is greater than the table value 9.49, the alternate hypothesis is accepted and the null hypothesis rejected. In other words, there is a significant level of awareness of career opportunities among mass communication students of Federal polytechnic nekede and Imo state university. H02- There are no most preferred career options among students of mass communication in federal polytechnic nekede and Imo state university. Ha2 -There is a most preferred career options among students of mass communication in federal polytechnic nekede and Imo state university. (See question 8 of the questionnaire) Question 8: What is your preferred career choice in mass communication? Table 11: What is your preferred career choice in mass communication? Preferred career No of Respondents Percentage Print journalism 35 10.3 Broadcast journalism 101 29.7 Public relations 54 16.0 Advertising 63 18.5 Film production 26 7.6 Book publishing 13 3.8 Undecided 47 13.8 Other (teaching) 1 0.3 Total 340 100% 48 Chi-Square presentation of the table7 above. Options Oi Ei oi - ei {Oi –ei}2 {Oi –ei}2/ei Print 35 42.5 -7.5 56.25 1.32 101 42.5 58.5 3422.5 80.5 54 42.5 11.5 132.25 3.11 Advertising 63 42.5 20.5 420.25 9.89 Film 26 42.5 -16.5 272.25 6.41 13 42.5 29.5 870.25 20.5 Undecided 47 42.5 4.5 20.25 0.48 Other 1 42.5 41.5 1722.25 40.5 journalism Broadcast journalism Public relations production Book publishing (teaching) Total 340 162.71 Chi-square X2 = 162.71 Degree of Freedom = df Df = 8 – 1= 7 Using error limit of 0.05 Table value = 14.07 Decision Rule: Given that calculated value 162.71 is greater than the table value 14.07, the alternate hypothesis is accepted and the null hypothesis rejected. In other words, there is a most preferred career options among students 49 of mass communication in federal polytechnic nekede and Imo state university. H03- There is no factor that motivates career choice of mass communication students in federal polytechnic nekede and Imo state university. Ha3- There is factors that motivate career choice of mass communication students in federal polytechnic nekede and Imo state university. (Although the question can be answered with two questions but See question 11of the questionnaire) Question 11: Which of the following factors motivated your career choice in mass communication? Table 14: Which of the following factors motivated your career choice in mass communication? Perception No of Respondents Percentage Parents choice 47 13.8 Job Opportunities 40 11.8 Economic stability 24 7.1 Prestige of profession 35 10.3 Working 18 5.3 Diversified knowledge 70 20.5 Travel opportunities 16 4.7 Career growths 21 6.2 Role models 59 17.4 Others 10 2.9 Total 340 100% hours/conditions 50 Chi-Square presentation of the table7 above. Options Oi Ei oi - ei {Oi –ei}2 {Oi – ei}2/ei Parents choice 47 34 13 169 4.97 Job 40 34 6 36 1.06 24 34 -10 100 2.94 of 35 34 1 1 0.03 18 34 -16 256 7.53 70 34 36 1296 38.1 16 34 -18 324 9.53 Career growths 21 34 -13 169 4.97 Role models 59 34 25 625 18.4 Others 10 34 -24 576 16.9 Total 340 Opportunities Economic stability Prestige profession Working hours/conditions Diversified knowledge Travel opportunities 104.43 Chi-square X2 = 104.43 Degree of Freedom = df Df = 10 – 1= 9 Using error limit of 0.05 51 Table value = 16.92 Decision Rule: Given that calculated value 104.43 is greater than the table value 16.92, the alternate hypothesis is accepted and the null hypothesis rejected. In other words, there is factors that motivate career choice of mass communication students in federal polytechnic nekede and Imo state university. 4.5 Discussion of Findings The evaluation of career preference among mass communication students in selected higher institutions is enormous and these have propelled this study. The research questions which to a larger extent guided this study are discussed as follow. Research Question 1: What is the level of awareness of career opportunities among mass communication students of Federal polytechnic nekede and Imo state university? From the analyzed data, table 7 shows that the respondents are well aware of career opportunities in mass communication. For instance out of 340 respondents, 46.5% of the respondents identified that they are well aware. 45.2% acknowledged that they are aware of these career opportunities. The study also reveals that some students are somehow aware of this career opportunities though they are of fewer numbers, 7.4% of the respondents responses points to the fact that they are somehow aware of the career opportunities available to them in mass communication. 52 However, 0.3% respondents indicated that they were not aware of career opportunities in mass communication, with only 1 indifferent to this question. This also re-echoed the fact as discussed by Aina (2009) and Ojomo (2014) that students studying mass communication are well aware of diverse career options in mass communication. Also, this corroborates with the findings of Patricia E. Chioma (2015) which reveals that majority of mass communication students are well educated on the various career options available in the journalism profession. Research Question 2: What are the most preferred career options among students of mass communication in federal polytechnic Nekede and Imo state university? Table 11 posed a question of “what is your preferred career choice in mass communication”. The analysis in table 11 and Figure 10 provides answers to the question. Majority of the respondents 29.7% admitted that broadcast journalism was their most preferred profession. Advertising is the second with 18.5% of the respondents; this is followed by public relations with 16.0% of the respondents. 10.3% indicated print journalism as their most preferred profession, 7.6% stated Film production, while 3.8% of the respondents choose book publishing. The table also revealed that 13.8% respondents could not decide their career paths while 0.3% respondent intended to build his career outside mass communication professions. 53 These findings are in accordance with the findings of CIMA (2012) that mass communication graduates in Nigeria preferred to build career in the broadcasting industry and they preferred public relations than core journalism practice. Also, in line with the findings of Atfield and Purcell (2010) and Alkazemi et’ al (2013) which reported that students of higher institutions preferred to build career in their area of study. Moreover, the students’ interest to build a career in broadcast journalism, advertising and public relations as their first, second and third most preferred mass communication professions has reaffirm the argument of Perception Theory of mass communication of Berelson and Steiner that the complex process by which individuals select, organize, and interpret sensory stimulation into a meaningful and coherent picture of the world, involves the processes of: selective exposure- paying attention to media messages that are in agreement to already conceived attitude, selective attention -paying attention to certain aspects of media messages that are consonant with strongly held beliefs/ behavior, and selective retention –the recall of information based on the need for such information (Anaeto, Osifeso and Onabajo, 2008 p.66 & 68). Although the theory is often directly applicable to studies on media effect, it is considered applicable here in that the manner in which mass communication students perceive their career consideration is determined by any of the three selective processes of perception as informed by the information they have been exposed to on mass communications, their interaction with lecturers and personal convictions of the profession. The choice 54 of broadcast journalism and public relations as the preferred professions by the students was in line with the findings of Diyo (2015). Research Question 3: What are the factors/activities that shaped the career choice of mass communication students in federal polytechnic nekede and Imo state university? Table 13 and 14 provides answers to this question. The analysis of response in table 13 showed that 32% of the respondents choose courses taught at school as the major academic activities that shaped their career choice in mass communication, 20% indicated that their teachers/lecturers where the determining factor, with 16.2% of the respondents choosing the learning facilities were as 10.3% of the respondents stated that their grades was the factor for their choice. The remaining academic activities in the analysis shows that excursions, Public seminars/lectures, guidance and counseling services and other factors are the least academic activities that shapes career choice of mass communication students with respondents indicating them of 8.2%, 6.2%,4.7% and 2.4% respectively. In table 14, 20.5% of the respondents choose diversified knowledge acquired during the course of the career as the major factor that motivated their career choice in mass communication, with 17.4% indicating that their Role models where the factor for their choice, while 13.8% of the respondents choose a particular career because it was their parents choice, 11.8% of the respondents revealed that job opportunities was the determining factor. Similarly 10.3% 55 indicated prestige of the profession, 7.1% of the respondents revealed that economic stability had a factor in their choice, Career growth was a major factor for 6.2% respondents, 4.7% choose travel opportunities while 2.9% notified of other factors. These were in line with the findings of Afzal et’al (2010) that there is a reciprocal relationship between student’s motivation and academic performance. Another similar study which was carried out by Emenyeonu, (2014) disclosed that the inculcation of social values, especially occupational prestige, is reflected in students' aspirations to employment, but intellectual capacity is an important consideration since the individual can find entry into professions that require educational preparation considerably prohibited. Also, it is in accordance with assertion of William & William (2011) on students’ motivation and findings of Onoyose & Onoyose (2009) and Bakoshi et,al (2012) that guidance and counselling is not significant in the career choice of students. It’s also similar with the findings of Mudhovozi & Chireshe (2012), Shumba & Naong (2012), Mutekwe et,al (2011), Chuang et’al (2009) that teachers, academic major and faculty staff have significant influence on the career choice of the students. Also the findings falls in line with Patricia, Samuel, Oluwafisayo, Ifeoluwa, Omolayo (2015) findings that stated that the interest in careers in mass communication was because it would afford them the opportunity to gain diversified knowledge. Therefore, based on the findings its evident that the major academic factors that motivate career choice of mass 56 communication students in federal polytechnic nekede and Imo state university are courses taught at school, teachers/lecturers, learning facilities in the institution and grades scored. 57 CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 5.1 Introduction This chapter presents a summary, recommendations and suggestions for further research based on the results of the study. The findings were based on the objectives of the study. 5.2 Summary This study examined student's career preference in mass communication education and training in Federal polytechnic Nekede and Imo State University. The objective was to determine the level of awareness about career, ascertain the most preferred career options among students of mass communication as well as find out the factors that motivate career choices among mass communication students in federal polytechnic nekede and Imo state university. The study findings discussed in the previous chapter can be summarized as follows: On the level of awareness about career in mass communication, the findings of this study reveals that majority of the mass communication students of both institutions are aware that there are diverse career options in mass communication. This shows that the students are well educated on the various career options available in the mass communication profession. The study also sought to establish most preferred career options among 58 students of mass communication. From the respondents, the outcome of this study has indicated that the students have interest on the major mass communication professions; print journalism, broadcast journalism, public relations, advertising, film production and book publishing. Thus, very few were undecided to practice one of these mass communication professions as a career after graduation. Therefore, the most preferred careers among students of mass communication in Federal polytechnic Nekede and Imo State University are broadcast journalism, public relations and advertising. The responses on the factors that motivate career choices among mass communication students in federal polytechnic nekede and Imo state university were broken into two categories the academic and other factors. The student’s preferred career options was motivated by several academic factors, however courses taught at school, lecturers learning facilities are the major ones. While the other factors that motivated the career choices among mass communication students in federal polytechnic nekede and Imo state university was because it would afford them the opportunity to acquire wider and diversified knowledge, because they see their role model and wants to imitate or emulate and also the parental factor in their choice. 5.3 Conclusions From the findings of the study, the researcher would like to make the following 59 conclusions. 1. Students are well aware of career options in mass communication. 2. The most preferred careers among students of mass communication in Nigeria are broadcast journalism, public relations and advertising. 3. Factors that influence students' career choice do not exert their influence in a mutually exclusive manner. Several factors may be at play in combination when determining what career choice a student makes. 4. Courses taught at school, lecturers, learning facilities are the major academic factors that motivate career choices among mass communication students in federal polytechnic nekede and Imo state university. 5. Although some other factors like role models, parent’s choice of careers also motivates students career choice, diversified knowledge is the major factor for their choice. 5.4 Recommendation In line with the findings and conclusions of the study, the researcher would like to make the following recommendations: 1. Students should choose the career which is according to their capabilities and of their interest. In this decision, the school should help the student by making centers of counseling for students. Thus students easily understand which career is best for them. 60 2. At the point of entry, an orientation should be organized for students where they are taught what the course is all about and the unlimited career prospect in it. 3. The media such as print, visual based information technology exposure to media and interaction with peers can help to develop a growing sense of responsibility for acquiring knowledge and awareness. 4. Government should make effort to address the various challenges faced by mass communication institutions, especially provision of adequate modern learning facilities for training students, in order to equip them for practice with new innovations brought by digital revolution in the mass communication industry. 5. Counseling Units should be instituted in all secondary schools, where students’ progress in various subjects can be monitored and advised on the courses suitable for them in higher institutions. 6. Any student who sees any discipline as a dumping ground, and not because he/she is convinced of what prospects, should be advised to discontinue with the programme and seek admission in relevant field. 7. It is very important that, even though the students are of tender ages, they should be given the opportunity to make their contributions in taking decision(s) on issues that impact on their lives. Moreover, parents should always take time to talk things over with their wards rather than imposing their opinions on the children. 61 8. The department should help students understand that a career must enable one to make a living over and above the personal fulfillment and satisfaction. Monetary and material reward is a very important determinant of career choice. However, they should know that it should not be the supreme consideration. After entering the right career, monetary and material rewards will be natural consequence. 9. It is important to take into account the personality characteristics that have an influence on the career preference of students. Personality grooming classes could also be arranged for students. 10. Compatibility between parents and youths is important so family resource centers could be opened, to start parent education program. These programs can develop new skills in parents that will help them better use their time and more open minded approach to decision making. 5.4.1 Recommendations for further research Arising from the research findings and recommendations, the researcher wishes to make the following suggestions for further studies. 1. The researcher wishes to state that this research may not be free from unavoidable human errors and therefore suggests that further research be carried out on this topic but with a different sample size and different institutions. 2. There are other factors, which influence students' career choice other than 62 the ones established in the study. That would also form a basis for further research. 3. The relevance of certain careers in mass communication and the job market would be an interesting area for further study. 4. 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Dear Respondent, REQUEST FOR COMPLETION OF QUESTIONNAIRE The researcher is seeking your assistance and participation in collecting information on Evaluation of career preference among mass communication students: A survey of selected institution in Imo state in Nigeria. The completion of this questionnaire is voluntary and any pertinent information arising will be kept confidential. Your participation will be highly appreciated. Yours faithfully CHIMEZIE NATHAN UCHENNA 67 A PROJECT RESEARCH WORKS ON EVALUATION OF CAREER PREFRENCES AMONG MASS COMMUNICATION STUDENTS: A SURVEY OF SELECTED INSTITUTION IN IMO STATE. Name of Supervisor: Dr. K.O. Nworgu NOTE: Please tick once for each question in the boxes provided and where necessary fill in reasons where appropriate. A. GENERAL INFORMATION 1 .Name of student: ……….…………………………….. 2. Gender: Male Female 3. Category of your school University Polytechnic 4. Year of study ……………………………. SECTION B: QUESTIONS 1. Education level of Parent/Guardian (tick a. Illiterate b. Primary c. High school the appropriate one) d. Graduate e. Post graduate 2. Occupation of Parent/Guardian (tick a. Unemployed job b .Farming e. Govt job the appropriate one) c. small business/small shop d. private f. Other 3. Was mass communication your initial choice of course? (Tick the appropriate one) a. Yes b. No 4. Are you aware of careers opportunities in mass communication? (Tick the appropriate one) 68 a. Well aware b. Aware c. Not aware d. Somehow aware e. Indifferent 5. Which of these sources gave you information about careers in mass communication? (Tick a. Radio b. Television the appropriate one). c. Internet d. Print media 6. Why did you choose to study mass communication? (Tick e. Others the appropriate one). a. Parental influence b. Peer pressure c. Dream course d. Job prospect e. Change of admission by the school f. Early school counselor g. Gender h. Others 7. Have you made any decision about your preferred career? (Tick the appropriate one) a. Yes b. No c. Undecided 8. What is your preferred career choice in mass communication? a. Print journalism b. Broadcast journalism c. Public relations d. Advertising e. Film production f. Book publishing g. Undecided h. Other professions 9. Is there negative perception as a student towards mass communication as a career? (Tick a. Strongly agree the appropriate one)? b. Agree c. Strongly disagree d. Disagree e. 69 Undecided 10. Which of the following Academic activities are shaping your career choice in mass communication? a. Courses studied b. Teachers/lecturers c. Learning materials/facilities d. Grades scored e. Excursions f. Public seminars/lectures g. Guidance and counseling h. Others 11. Which of the following factors motivated your career choice in mass communication? a. Parents choice b. Job Opportunities c. Economic stability d. Prestige of profession e. Working hours/conditions f. Diversified knowledge g. Travel opportunities h. Career growths i. Role models j. Others 70 71