The sample for the study was pinched from ten thousand two hundred and fifty (10, 250) population of the students of senior secondary schools in the metropolis from the three bodies including the private schools, in order to obtain the actual representation of the entire population.
75
Table 3.4.1: SS III Students Population and the Sample Size of the Selected Schools
S/No Name of Schools SS III
Population
Sample Size of the Study
1 Government Day Secondary School Arkilla. 542 64%
2 Government Day Secondary School K/Marke. 256 30%
3 4 5 6 7 8 9
Sultan Attahiru Secondary Secondary School Sokoto.
Government Technical College R/ Sambo.
Government Day Secondary School 'Yar’akija.
Sheikh Abubakar Gummi Memorial College Sokoto.
Hafsat Ahmad Bello Arabic Secondary School Sokoto.
Nagarta College Sokoto.
Government Girls' College Sokoto.
411 150 130 302 710 135 177
49%
18%
15%
36%
84%
16%
21%
Total 2813 333
The sampling procedure used was purposive. A total number of nine 9 senior secondary schools out of forty three 43 schools were selected for this study, within the metropolis with total population of two thousand eight hundred and thirteen 2813 students from SS III, in order to obtain an accurate representation of the entire population, as according to Sambo (2005). Also, the researcher felt that, the population of this study was too large to handle. Therefore, the researcher used table for determining the sample size (Krejcie and Morgan 1970) in order to get the representative sample size. And the sample size was three hundred and thirty three (333) respondents. (See appendix A).
In order to determine the sample size of each school from the nine (9) selected senior secondary schools, proportionate sampling technique was applied. Proportionate sampling according to Kerlinger cited in Shinco (2003) is a method of drawing a sample of population so that each number has an equal chance of been selected. However, the random sampling technique was employed using a lucky deep method of "Yes and No"
76
to select the respondents from each school, as Omolaye cited by Umar (2011) termed it to be used in selecting the sample for the study.
3.5 Instrumentation The following instruments were used to obtain data for this study:
i. Adopted version of Akinboye’s sub-scale A of adolescent personal data inventory (APDI) which measure self-concept.
ii. Adapted version of C.G. Bakare (1977) motivation for occupational preference scale (MOPS) to measure student's motivation for occupation.
3.5.1 Description of the Instruments
Akinboye (1985) Adolescent Personal Data Inventory (APDI)
The adolescent personal data inventory (APDI) was adopted from Akinboye (1985) in an attempt to develop the course; psychology of Nigerian adolescent at the Department of Guidance and Counselling University of Ibadan.
The section ‘A’ of the inventory scale consisted of 30 items that basically examined the various ways the child perceived himself. According to Akinboye (1985) the items of this section were generated from clinical interviews with some adolescents in some Nigerian secondary schools.
However, in actual sense, this sub-scale deal with the general self perception scale that can be used in relation to academic, social, intellectual ability and perception of students. It is also based with the assumption that human behavour is often initiated and determined by self concept. It is also in line with this, that Akinboye declares that the section A of APDI can be useful in assessment and management of a growing child.
With this in mind the researcher finds it suitable and therefore adopted it, to use in this current research.
77 3.5.2 Validity of the APDI Sub-Scale A
In validating the instrument the researcher adopted the instrument adopted by Tambawal (2001) on self-concept inventory the 30 items was checked and validated by the group of experts on the quality of the items and the instrument was adjudged to possess content validity and was accepted. Thus, the current researcher adopted it for use in this research.
3.5.3 Reliability of the APDI Sub-Scale A
The reliability of the sub-scale A of the APDI by Tambawal (2001) was obtained through stability method. The result of the test-retest produced a fairly high co-efficent Alpha of 0.874. Since the APDI has been found to be reliable and valid, the current researcher considered it adequate for this study, and then adopted it for this study.
3.5.4 Scoring the APDI Sub-Scale A
The scoring of this inventory was done using Likert type five-point scale method. The rating ranges from ''Least like me'' to ''Most like me''. So putting 4 against any positive item would indicate that the statement was somehow ''Most like me''. All the negative items were reversed, for example item 16 (I am un reliable), if the student rated this item as zero (0) in this case will be reversed to 5 before adding the rate. On the other hand, if the respondent put 4 or 5 against any positive item. This would indicate that the statement was ''Most like me'' and if 1or 2 was put against any positive items, it would indicate ''Least like me''. So with the 30 items the highest score obtained was 150 and the least equal to 30. Therefore, the total score obtained by a student in this instrument represents the level of his or her self-concept. The following represented the breakdown of the cut-off points:
78
a. 30 – 50 = Low self-concept.
b. 51 – 100 = Moderate self-concept.
c. 100 – 150 = High self-concept.
3.5.5 Adapted Version of the Motivation for Occupational Preference Scale (MOPS)
Bakare (1977) Motivation for Occupational Preference Scale (MOPS) was adapted and used to measure the student's vocational interest, after surveying the
available literature on vocational choice, the scale was found most suitable for adaption.
The motivation for Occupational Preference covers statement of occupational preference, which was designed to elicit information about the reasons why students chose their occupation. The scale was classified into three sections.
SECTION A: Is designed to yield information on student's personal data which include sex, age, class, school, town/village, fathers and mothers occupation.
SECTION B: Comprised questions relating to the type of occupation or profession students would like to engage in when they complete their education.
SECTION C: Contained reasons why students chose the occupation they preferred and the factors that influenced their choices.
3.5.6 Validity of the Adapted Version of the Motivation for Occupational Preference Scale (MOPS)
The validity of the instrument was established by using the content validity method, hence, the items in the questionnaire aimed at meeting the content specification set for it, i.e. the items represented the content of the test to which it was designed to measure.
79
In validating the instrument, the questionnaire contained two sections – section A (personal information) had only two items and three additional items to elicit more information from the respondents which made it five in that section. While section B consisted of 16 reasons why people entered an occupation, an addition of more 4 reasons was made to make them 20 items and elicit more information from the respondents about their occupational preference. In addition, the original instrument (MOPS) was five point Likert Scale which consisted five columns, but in the process of adaptation one column was eliminated to make it four points.
In view of the above changes in its original composition, the researcher took the items to the lecturers in the Department of Educational Foundation Usmanu Danfodiyo University, Sokoto for Validation. The obtained independent judgment from the experts indicated the degree to which the items could actually measure what they were designed to measure, and thus the current researcher adapted it for use.
3.5.7 Reliability of the Adapted Version of the Motivation for Occupational Preference Scale (MOPS)
The reliability estimate of the questionnaire was obtained through a pilot study.
It was conducted by using a group of students who had almost similar features of the actual samples of the study. Therefore, Sultan Bello Secondary School Sokoto was chosen for the pilot test in which a set of (50) students' was randomly selected and given the questionnaires to complete.
In establishing the reliability estimate of the instrument, the test re-test method was used. The questionnaire was administered twice to the same group of students with an interval of four weeks. After four weeks of the first administration, the instrument was re-administered after which the scores of the two tests were computed separately
80
and then correlate them using Pearson Product Moment Correlation to determine its reliability index. The text yielded (Alpha value) of 0.72 which was found to be high enough to determine the reliability index of the instrument. The current researcher therefore adapted the instrument for used.
3.5.8 Scoring of the Adapted Version of the Motivation for Occupational Preference Scale (MOPS)
The items under demographic data were analysed using correlational method.
The remaining reasons that could influence ones occupation were also scored using modified 4 points Likert scale. The scoring ranges from 4(Extremely Important) to 1(No importance) so that final score indicated the level of importance in motivating a student's interest for the occupation, and the score obtained by a students in all the five sections under this instruments were computed to give the total score of the respondent on the questionnaire. The range of scores for the (5) sections was 20 – 80.