Comparative Effects of Guided Inquiry and Didactic Modes of Career Education on Vocational Maturity of Form Iii Students in Lagos.
| dc.contributor.author | Asinugo, C.C | |
| dc.date.accessioned | 2018-09-28T13:27:34Z | |
| dc.date.available | 2018-09-28T13:27:34Z | |
| dc.date.issued | 1989-04 | |
| dc.description | Full Text Attached | en_US |
| dc.description.abstract | The central question of this study was to weigh the efficiency of two modes of career education on the vocational maturity of students. Hence, this study examined the effectiveness of Herbart's didactic lecture method (Mode I) and Sorenson's Guided Inquiry Method (Mode II) in improving the vocational maturity of vocationally immature students. A total of 192 junior secondary school III (JSS III) students comprising 96 males and 96 females were randomly selected and assigned to three groups - Experimental group 1 (EXP, I); control group (CG) Experimental group II (EXP II) and Experimental group 1 received 20 lessons on career education by the didactic lecture method (Mode I); the Exp. group II received 20 similar lessons on career education by the guided inquiry method (Mode II); the CG did not receive any treatment. The modified career Maturity Inventory (attitude scale and competence test) was used for the measurement of students' vocational maturity. A pretest post-test 3 x 2 factorial design was utilized. Seven hypotheses were stated and statistically analyzed using Analysis of Variance (ANOVA), t-test paired comparisons and Analysis of co-variance (ANCOVA). Results indicated that: 1. Career education improves the vocational maturity of vocationally immature female students. 2. The guided inquiry method (Mode II) is more efficacious than the didactic lecture method (Mode I) for improving the vocational maturity of female students through classroom career education. 3. Some factors other than classroom career education treatment have positive influence on the vocational maturity of male students. 4. Both the didactic lecture and the guided inquiry methods are ineffective for improving students vocational attitudes maturity through classroom career education. In view of these findings, the following recommendations were made: 1. Career education should be included in the curriculum of junior secondary schools. 2. Sorenson's (1967) Guided Inquiry method should be used in exposing female students to classroom career education. 3. Counsellors should use methods other than classroom instructional methods, to promote students' vocational attitudes maturity. | en_US |
| dc.description.sponsorship | University of Lagos | en_US |
| dc.identifier.citation | Asinugo, C.C (1989) Comparative Effects of Guided Inquiry and Didactic Modes of Career Education on Vocational Maturity of Form Iii Students in Lagos. University of Lagos School of Postgraduate Studies Phd Thesis and Dissertation Abstracts.276pp. | en_US |
| dc.identifier.uri | http://ir.unilag.edu.ng:8080/xmlui/handle/123456789/3176 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Lagos | en_US |
| dc.relation.ispartofseries | Thesis and Dissertations;UL-396-EDF-89; | |
| dc.subject | Maturity Inventory | en_US |
| dc.subject | Vocational | en_US |
| dc.title | Comparative Effects of Guided Inquiry and Didactic Modes of Career Education on Vocational Maturity of Form Iii Students in Lagos. | en_US |
| dc.type | Thesis | en_US |