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 „police‟ 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.
Career considerations among male and female mass communication
student would be an interesting area for further study.
63
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66
APPENDIX
Department of Mass communication,
Imo State University
P. M. B 2000, Owerri
November, 2019.
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
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