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1.1 Introductory Statement

Financial accounting is a branch of vocational education. Prior to the Nigerian civil war (1966-1970), vocational education had little or no impact on the educational scene in this section of Nigeria (Akwa Ibom State).

In other words, vocational education gained traction following the civil war, when vocational institutions were established in a few private locations with teachers who had no prior teacher training courses. In truth, these instructors were trained in these private vocational schools.

This generally means that upon course completion, graduates of these schools were frequently offered teaching positions at their alma mater.

However, as more people went to college or secondary school in the early 1970s, financial accounting began to gain prominence in the state. Students began to love this educational programme.

According to Ginzbert and his Associates (1975) in Umoh (2001), the government took over most private vocational institutions in the mid-1970s while efforts were focussed on developing additional secondary commercial and comprehensive secondary schools in the state.

As a result, financial accounting, which is the core goal of practically all education, attempts to produce an individual with marketable occupational skills that prepare him for employment and a place in society.

However, as technology advancements and population patterns make our society more aware of adolescent’s need for job and a position in society.

The discovery of the significance of the early formative years of growth, as well as the role that self-concept plays in financial accounting, has led to the recognition that vocational guidance for development is relevant during childhood, thus the pre-vocational junior secondary school in Nigeria’s New Educational Policy known as the “6-3-3-4.”

In truth, the financial accounting philosophy is to give skill to meet the social requirement for an educated labour force. As a result, vocational education must be responsive to contemporary society’s changes and needs.

Similarly, vocational education is regarded as a tool for social and economic advancement that must demonstrate the benefits received from it in order to justify any investment in the course.

Thus, vocational education broadly covers support for any programme that prepares an individual for gainful employment in any occupation that is not commonly considered to be professional and does not require a baccalaurate or higher degree.

Finance accounting may be used for the following reasons:

For students in high school and those who have completed or left higher education
For those who required training or retraining
For individuals who faced intellectual, socioeconomic, or other barriers to success.

Secondary school and vocational education can be regarded from a variety of angles. The absolute number of students involved; the percentage of enrolment in financial accounting at the secondary and postsecondary school levels;

the percentage of enrolment that this group represents the overall secondary school enrolment; and other similar variables can be examined. Each provides some idea of the educational opportunities accessible to kids as well as a general estimate of the progress that still needs to be accomplished.

However, because financial accounting is regarded as a programme that aims to produce people with employable occupational skills upon course completion, it would be pertinent to determine whether students are adequately exposed to financial or career information or whether socioeconomic background of parents or other environmental variables play any role in students’ choice of financial accounting.

1.2 Statement Of The Problem

The goal of vocational education, which is the goal of practically all basic training, is to generate work-ready individuals. In other words, vocational education seeks to produce individuals with employable occupational skills.

Thus, if a financial accounting study is done to determine what the final year students of those expect to accomplish upon course completion. After a period of reasoning on the side of the pupils, it appears that a variety of responses are bound to be obtained.

These reactions could range from seeking employment in a related field of study to furthering one’s academic or vocational education in order to attain some level of professionalism.

Anecdotal evidence suggests that forcing kids to work after finishing secondary vocational school or enrol in university courses in which they have no interest or prerequisite.

However, it is unclear whether their schools effectively prepare them for these careers, as there is no research to support this claim.

Furthermore, there is no study evidence to illustrate what influences students’ choice of financial accounting. As a result, the purpose of this study is to discover the numerous elements that influence students’ choice of financial accounting.


The primary goal of this research is to:

Determine what factors influence a student’s decision to major in financial accounting.
Determine the numerous agencies that provide this information (career information), and the extent to which these agencies impact the kids’ choice of school programme.
Determine whether the socioeconomic status of the parents or other environmental factors influence the pupils’ choice of school programme in any manner.
Determine whether counselling services are available to postsecondary students and what percentage of them receive them.
Before making a decision, determine whether or not the student’s self-concept influences the student programme to which they apply.
Finally, evaluate whether financial accounting programmes have any influence on prospective students, and if so, to what extent, or whether the influence is driven by social requirements or the concept of environment as it relates to learning.

The relevance of this study or investigation would be the support it would provide in the area of counselling on vocational prospects based on students’ interests, wants, aptitude, and values, while also assisting in the development of educational theory and practise.

This research would be useful in curriculum creation and development to reflect the state’s socioeconomic culture, as well as in assisting schools in selecting students for various vocational courses and training them to satisfy the state’s economic position and manpower needs.

As a result, the study will enhance future research into the factors that influence students’ educational programme selection.


The following study questions are prepared for testing in order to determine the characteristics that influence students’ choice of vocational education:

Are postsecondary students provided with enough vocational knowledge or counselling?
Does a student’s socioeconomic background influence his or her choice of school programme?
Is society influencing students’ educational programme selection?

Vocational Education: A vocational education programme is any programme that educates a person for gainful work in a certain occupation.

Affect: In this study, affect refers to the influence or impression on the feelings of others. Super (1957).

Press: An feature of the environment that is important in determining behaviour. Maslow, A. H. (1954).

Postsecondary education includes institutions of higher learning such as:Universities, polytechnics, and educational colleges, for example.

In all aspects, a peer group is a group of equals. Roe (1956).

Family: For the purposes of this study, family includes the father, mother, and immediate family members.

School: A social unit for formal education that includes teaching and non-teaching staff, pupils, and study facilities. Leonore was born in 1966.

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