An Investigation Into The Factors Which Determine Students' Choice Of Discipline in the University
1.1 background of the study
To address the demands that they face, every human being needs a certain degree of education. Individual skills and helpful educational therapy play a major role in achieving one's long-term goals and deciding on a career path. In their reports, Singaravelu, White, and Bringaze (2005) and Yakushko (2007) addressed the value of educational lines that suited students' abilities and concluded that students cannot develop and succeed in their future careers unless they choose the right educational direction for them. There is a lack of adequate instruction for pupils, which leads to incorrect and improper educational course choosing. In their research, Raza and Kazmi (2012) point out that recent developments in some fields encourage young people to change their educational paths, even though their skills do not fit that area. Many individuals are forced to change their professional speciality due to a blind pursuit of current events, even though they have finished their schooling and have a respectable career (Raza & Kazmi, 2012). Students are persuaded to adjust their professional disciplines through family stresses, social pressure, personal preferences, affordability, and job counselling (Pargett, 2011). Students chose management sciences without understanding their strengths and potentials because commerce and management studies were common and are still in high demand. Latest research have also shown that students try to enrol in traditional and predictable fields of study in order to guarantee a potential employment (Duberley, Cohen and Mallon, 2006; Yakushko, 2007). Thus, expert opinion, current business patterns and expectations, parental and peer pressure, as well as students' own interests, all affect instructional discipline collection (Singaravelu, White & Bringaze, 2005). The majority of individuals who undergo an Educational Career Transition (ECC) are pleased with their new discipline (Feldman & Thomas, 2007). People change their educational paths for a variety of reasons, but they are not required to be happy with their current educational direction (Carless & Bernath, 2007). Students seem to be perplexed in their choice of educational fields because several factors affect their decision, such as their parents' preference for a specific educational area, which could be responsible for pressuring young students to choose that field. Even after obtaining a master's degree, a limited percentage of students have been observed shifting educational directions.
1.2 STATEMENT OF THE PROBLEM
A good person may have a specific vision and aim, however several influences can influence his or her path. For example, influences such as new and dominant marketing trends may have a major effect on one's educational career choice (Ahamd, Alam & Alam, 1997). Current patterns and innovations, on the other hand, have made it more difficult for young people to make informed decisions and to establish viable paths and transfers from school to jobs (Anderson, 1999) Various studies have looked into the connection between work satisfaction and one's career goals (Carless & Bernath, 2007). The main element in establishing a realistic education career target is career preparation. This ability aids people in being realistic about themselves and their careers. Lack of proper preparation contributes to education career transition (Carless & Bernath, 2007); therefore, proper guidelines are needed for students to recognise their aptitude and potentials and to follow the educational discipline that better suits their capabilities (De Vries, 1998). A young boy's studies could be boring, but he may be a fantastic artist, or a languid boy may be an effective scholar. Professional guidance is the most important element in identifying a young person's secret characteristics (Pargett, 2011). If students do not receive enough information about the relationship between courses of study, job prerequisites, and career paths, they are more likely to make study choices that are ill-suited to their own capabilities (Duberley, Cohen, & Mallon, 2006). They are also less likely to arrive at their destinations safely and successfully if they do not have the necessary map and advice (Anderson, 1999; Frost, 1994). As a result, it can be confidently stated that an incorrect educational career path can obstruct their jobs and career goals, as well as being unrelated to the needs of the larger community and industry.
1.3 OBJECTIVE OF THE STUDY
II. To assess if male and female students' discipline choice is heavily influenced by their parents and peers.
III. To assess if students, both male and female, choose their educational path based on their personal interests.
1.4 RESEARCH HYPOTHESES
i. Male and female students' discipline choice are also affected by current developments.
ii. Male and female students' discipline choice is heavily influenced by their parents and peers.
iii. Students, both male and female, choose their educational path based on their personal interests.
1.5 SIGNIFICANCE OF THE STUDY
This study would be useful to students because it would assist them in making the best choice possible when choosing a discipline. as well as serving as study material for other researchers
1.6 SCOPE OF THE STUDY
Students from government schools in Lagos State were the subject of this research, which focused on Investigation Into The Factors That Determine Students' Choice Of Discipline in the University.
1.7 LIMITATION OF STUDY
The researcher was only able to perform his survey in a secondary school in Ojo LGA, Lagos State, due to financial and time constraints; this sample does not fully represent the behaviour of the entire student body.
1.8 DEFINITION OF TERMS
Discipline: the practice of training people to obey rules or a code of behaviour, using punishment to correct disobedience.
STUDENTS: a person who is studying at a university or other place of higher education.
Ahamd, K., Alam, F. K. & Alam, M. (1997). An empirical study of factors affecting accounting students career choice in New Zealand. Accounting Education, 6(4), 325–335.
Anderson, D. (1999). Navigating the rapids: The role of educational and careers information and guidance in transitions between education and work. Journal of Vocational Education and Training, 51(3), 371 – 399.
Carless, S. A., & Bernath, L. (2007). Antecedents of intent to change careers among psychologists. Journal of Career Development, 7(4), 12-34.
De Vries, J. L. (1998). School-to-work planning: Career guidance and development functions at community colleges. Community College Journal of Research and Practice, 22(1), 67 – 77.
Duberley, J., Cohen, L., & Mallon, M. (2006). Constructing scientific careers: Change, continuity and context. Organization Studies, 21(5), 55-84.
Feldman, D. C., &Thomas, W. H. (2007). Careers: Mobility, embeddedness, and success. Journal of Management, 33(9), 112-135.
Pargett, K. K. (2011). The effects of academic advising on college student development in higher education. Educational Administration: Theses, Dissertations, and Student Research. Univeristy of Nebraska. Retrived from: http://digitalcommons. unl.edu/cehsedaddiss/81
Raza, I., & Kazmi, N. (2012). Determinants of educational career change decisions and their effect on success of decision: A study of professionals of IT sector. International Journal of Academic Research in Business and Social Sciences, 2(4), 313-332.
Singaravelu, H. D., White, L. J., & Bringaze,T. B. (2005). Factors influencing international students’ career choice: A comparative study. Journal of Career Development, 32(46), 110-123.
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