VALLEY VIEW UNIVERSITY, TECHIMAN CAMPUS

DEPARTMENT OF EDUCATION

FACTORS INFLUENCING CAREER CHOICE AMONG THE SENIOR

HIGH SCHOOL STUDENTS IN THE TANO NORTH DISTRICT OF

BRONG AHAFO REGION, GHANA

STEPHEN FRIMPONG

(215PE010146)

MAY, 2016
 VALLEY VIEW UNIVERSITY, TECHIMAN CAMPUS

DEPARTMENT OF EDUCATION

FACTORS INFLUENCING CAREER CHOICE AMONG THE SENIOR

HIGH SCHOOL STUDENTS IN THE TANO NORTH DISTRICT OF

BRONG AHAFO REGION, GHANA

STEPHEN FRIMPONG

(215PE010146)

A Thesis in the Department of Education, Faculty of EDUCATIONAL STUDIES

Submitted to the School of Graduate Studies, Valley View University, Techiman

Campus, in partial fulfilment of the requirements for award of the Post Graduate

Diploma in Education (PGDE) degree

MAY, 2016

i
 DECLARATION

STUDENT’S DECLARATION

I, STEPHEN FRIMPONG hereby declare that this dissertation, with the exception of

quotations and references contained in published works which have all being identified

and duly acknowledged, is entirely my own original work, and it has not been submitted,

either in part or whole for another degree elsewhere

SIGNATURE: .............................................................................

DATE: .........................................................................................

SUPERVISOR’S DECLARATION

I hereby declare that the preparation and presentation of this work was supervised by me

in accordance with the guidelines for the supervision of dissertation laid down by the

Valley View University, Techiman.

NAME OF SUPERVISOR: ..............................................................

SIGNATURE: ...................................................................................

DATE: ..............................................................................................

i
 DEDICATION

I dedicate this work to all those who made immense contribution towards its success and

to my little Serwaa, I could have finished earlier if not for your disturbances.

ii
 ABSTRACT

The research was set out to investigate factors that influence career choice among the

senior high school students in the Tano North District of Brong Ahafo Region, Ghana,

and the extent to which those factors influence students’ choice. Survey design was used.

The main instrument used for data collection was questionnaire. Simple random sample

techniques was used to select 78 students from three public second cycle institutions in

the District. Descriptive statistics was used in analysing data. The results show that, there

are no laid down steps students follow in making career decisions and students don’t

attend any career workshop in selecting their desire careers. Parents sometimes aid their

wards in selecting the course of study when they go to the senior high schools hence,

deciding for them what they should become in future. Government policies sometimes

also affect career choice of students especially when the government becomes the sole

medium of employment. It was recommended that Career Education and Guidance

should be introduced in the primary school to enable children to explore the world of

work as young people need to make a smooth transition from primary school to the initial

years of senior high school and the Ministry of Education should allocate funds for a

Guidance and Counselling activities in all basic and second cycle schools. It is also

prudent for the District Educational Offices to organise career workshops to aid the

students in the quest to make career selection.

iii
 ACKNOWLEDGEMENT

I am most grateful to the Almighty God for His loving care and mercy which has made it

possible for me to complete this work. I also wish to acknowledge with gratitude, the

encouragement, corrections and guidance given to me by Mr. Dominic Frimpong, my

supervisor.

Finally I wish to express my gratitude to all those who helped in diverse ways throughout

the entire work for their criticism, encouragement and corrections. Special thanks go to

all the lecturers in Department of Education and all those who took their time to see to it

that the necessary corrections were carried out.

iv
 TABLE OF CONTENT

CONTENT PAGE

Title Page

Declaration i

Dedication ii

Abstract iii

Acknowledgement iv

Table of Content v

List of Tables ix

List of Figures ix

CHAPTER ONE

1.0 Introduction 1

1.1 Background to the Study 1

1.2 Statement of the Problem 3

1.3 Purpose of the Study 3

1.4 Research Questions 3

1.5 The Significance of the Study 4

1.6 Delimitation of the study 4

1.7 Definition of Terms 4

1.8 Organisation of the Study 5

v
CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction 6

2.2 Empirical and Contemporary Work 6

2.1.1 Career 6

2.1.2 Career Decision 6

2.1.3 Why People Choose Career 7

2.1.4 Factors Influencing Career Choice 8

2.2 Theoretical Review 12

2.2.1 Theories of Career Choice 12

2.2.2 Accidental Theories 13

2.2.3 Talent Matching Theories 13

2.3 Summary 14

CHAPTER THREE

METHODOLOGY

3.0 Introduction 15

3.1 Research Design 15

3.2 Population 15

3.3 Sample and Sampling Procedure 16

3.4 Research Instrument and Data collection 16

3.5 Validity of the Research 17

3.6 Reliability of the Research 17

3.7 Data Collection Procedure 17

vi
3.8 Data Analysis and Procedure 18

CHAPTER FOUR

PRESENTATION, ANALYSIS AND DISCUSSIONS

4.0 Introduction 19

4.1 Personal Data 19

4.1.1 Sex Distribution of Students 19

4.1.2 Age Distribution of Students 20

4.1.3 Programme Pursue by Students 21

4.2 Career Goals Available for Students 22

4.2.1 Intended Career of Students 22

4.2.2 Special Enquiries on Career Choice 24

4.2.3 Interest in Intended Occupation 24

4.2.4 Job is easy to access 26

4.2.5 Good Salary Influence Choice of Career 27

4.2.6 Government Policies and Career Choice 28

4.2.7 Thinking about Career Choice is a waste of time 29

4.3 The Steps involved in Career Selection 29

4.3.1 There is a laid down Steps Students follow in making Career Choice 29

4.3.2 Workshop on Career Choice 31

4.3.3 My Parents influenced me on Career Selection 32

4.3.4 My Teacher influenced my Choice of Career Selection 33

4.3.5 Career Guidance 34

vii
CHAPTER FIVE

CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction 37

5.1 Summary of the Findings 37

5.2 Conclusion 39

5.3 Recommendations 40

References 42

Appendix 44

viii
 LIST OF TABLES

Table Page

4.1 Programme distribution 21

4.2 Students intended career choice 23

4.3 Interest in intended occupation 24

4.4 Job is easy to access 25

4.5 Influence of good salary 26

4.6 Government policy 27

4.7 Lay down steps in career selection process 29

4.8 Career workshop 30

4.9 Parental influence on career 31

5.0 Influence of the teacher on career selection 32

LIST OF FIGURES

Figure Page

4.1 Sex distribution of students 20

4.2 Age distribution of respondents 21

4.3 Special enquiries in career selection 25

4.4 Career guidance 36

ix
 CHAPTER ONE

INTRODUCTION

1.0 Introduction

The choice of career has been a serious problem among the senior high school

students in Ghana. No matter what one’s age is, the choice of career or desire

is an important question for everybody. Students in senior high schools are

concerned about early entry into the occupational world and finding

productive and rewarding places quickly after school in this modern society

where wages employment is unlikely to be available on a scale sufficient to

absorb more than a small fraction of the young people when they do arrive at

the labour market.

1.1 Background to the study

Education is universally recognized as the answer to socio- economic

problems of the world. Nations and individuals look up to education to

provide a cure for poverty, ignorance, drought, excessive rainfall, mental

deficiency, joblessness, bad government, poor communication system, hunger

and inadequate shelter among other things. Every nation of the world aspires

toward quality of life and social status. Career selection is one of many

important choices students will make in determining future plans. This

decision will impart them throughout their lives.

Career development, for most people, is a lifelong process of engaging the

work world through choosing among employment opportunities made

available to them. A major turning point in adolescents’ lives involves the

1
career choice that they make while in senior high school. Frequently, it is

viewed by family and community as a mere start to workplace readiness,

however, this decision plays a major role in establishing youth in a career path

that opens as well as closes opportunities.

How the young people of today meet the problems of tomorrow will depend

upon the amount of success they make in planning for that tomorrow.

Planning for tomorrow itself is primarily the responsibilities of the parents,

teachers and school counselor. Students need general orientation into the

world of work through the curriculum. The choice of career is a delicate issue

that requires caution and serious considerations. According to Alutu (2001),

career choice should be initiated as early as the nursery school years through

the primary, secondary and to the tertiary school levels. Career choice decision

making is not an easy task, yet at one time or the other, individuals are faced

with the task of making choice in career, preparing for it, starting it and

making progress in it. This choice point is undoubtedly the most critical stage.

This is because making a wrong career decision can mar one’s happiness in

life as this could result to career maladjustment. The kind of career the youths

pursue can affect their lives in many ways. For example, it can determine

where the individual lives and the type of friends kept. It can reflect how much

education one will have and determine the amount of money one will earn.

People desires from a career are different; many people desire high income,

others want adventures while some others want to serve people to make the

world a better place ( Olawaiye and Olamide, 2013).

2
1.2 Statement of the problem

There is no clear process that senior high school students used to make career

choices. This has made it difficult for students to select appropriate courses to

suit their career desires. Many of them do not make adequate research on their

own career nor do they receive adequate directions from their school guidance

coordinators. This study therefore seeks to find out the factors that exist to

guide senior high school students in Tano North District in setting up career

goals.

1.3 Purpose of the study

The purpose of this study is to identify those factors that influence students’

decision concerning choice of career in the Tano North District and the extent

to which these factors influence their choices. It would also allow students to

examine processes they use for career selection.

1.4 Research questions

The research therefore seeks to answer the following questions;

1) What are the career goals available for student in Tano North District?

2) What are the steps involved in the selection of career goal for student in

Tano North District?

3) What are the factors available which students in Tano North District can be

guided in selection of career goal?

3
1.5 Significance of the study

Many factors affect career choices of senior high school students. Identifying

these factors would give;

(a) students the opportunity to explore career possibilities before they finish

their senior high school,

(b) parents and educators an idea as to where students place most of their trust

in the career selection process.

(c) government the opportunity to examine where, why, and when it could be

beneficial for it to invest resources to train and educate students.

1.6 Delimitations of the study

It would have been ideal to stretch the scope of this study to cover more

schools in the Brong Ahafo region, but for the minimum resources available

and time factor, the area of the study of this project is delimited to three senior

high schools in the Tano North District. While the size of the study is large

enough to conclude reasonable assumptions, the sample data is obtained from

one senior class in each of the three high schools in the district and may not

have been indicative of the larger population.

1.7 Definition of terms

Career: is a pattern of work related to preparations and experiences which is

carried through a person’s life.

Job: is a piece of work carried out for a pay.

4
Work: physical and mental effort directed towards doing something. It is a

job in the broader sense.

Career choice: The broad opportunities that exist for lifelong vocations.

These vocations are set out in a framework of strategies moving toward

personal goals.

Peers: Peers are adolescents who are about the same age of maturity level.

Socio- economic status: This can be stated also as the family background of

people.

Vocation: The feeling of wanting to do special work to help others. The job

which we do because we think we have a special fitness or ability to give

service to other people.

Student: refers to a learner in a senior high school.

1.8 Organization of the study

The whole study was organized in five main chapters. The first chapter deals

with the background to the study, the statement of the problem, the purpose of

the study, research questions, and the significance of the study, delimitations,

and definition of terms. The second chapter reviews related literature that are

relevant to the study. Chapter three focuses on the methodology, the research

design, population, sample and sampling procedure, instrumentation- validity,

reliability and method of collecting data and its analysis. Chapter four deals

with data presentation, analysis, and discussion and finally, the fifth chapter

covers summary of the major findings, conclusions, recommendations.

5
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction

In this chapter, attention is given to the reviewed literature related to the topic

under discussion (The Factors Determining the Choice of Career among

Senior High School Students in Tano North District). It is organized under two

sections which are the empirical review and the theoretical framework.

2.1 Empirical and contemporary work

2.1.1 Career

The oxford advanced learners dictionary of current English defines career as

''a job or profession especially one with opportunities for progress or

promotion'' A profession is therefore, ''a dignified occupation based on

intellectual training and desirable mental exercise with the purpose of

rendering service''.

Henry-bell (2006) stress that ‘’career is the totality of experience through

which one learns about and prepares to engage in work as a part of his way of

living’’. Career is an unending process that occurs throughout our live. It is

rational that students desire help in order to make satisfying choice of the

occupation that will affect their future existence.

2.1.2 Career Decision Making

Decision making can be defined as “an act of choice by which an executive

selects one particular course of action from among possible alternatives for the

attainment of a desired end or as a solution to a specific problem” (Attieku,

6
Dorkey, Marfo-Yiadom & Tekyi, 2006). It involves conscious or unconscious

attempt at making a choice out of competing alternatives. It implies selecting

from alternative policies, procedures, and programmes. Career decision

making is vital as the country is faced with the problem of unemployment

which is the result of poverty and other social vices in the country. Lawer

(2007) that majority of students in the second cycle schools in Ghana are not

aware of major occupation groups in Ghana, knowledge of training and

qualification necessary for employment in the various occupations, conditions

of work, earning and other rewards of occupation, and did not have better

understanding of their career interest, aptitudes and abilities mostly because of

the unavailability of career selection processes.

2.1.3 Why people choose career

We must decide what manner of man we wish to be and what walking in life

will follow and this is most difficult problem in the world. Oladele (2001)

Observed that senior high school students need right decision on choice of

career as career work should enable them choose a life rather than simply a

living, the chosen occupation will globally shape the person and his life style,

lead to occupational satisfaction among individual students, to bridge the gap

of individual different, that our society may not be run by disgruntled,

frustrated and unrealistic and unrealistic individuals.

According to Caplow (2000) career choices are made at a time when the

student is still remote from the world of work. They are made in terms of

school requirement, which may call for quite different abilities and taste from

those which will be related to eventual jobs.

7
Career choice has become a complex situation with the advent of information

technology, the emergence of industrial uprising and job competition. Today,

one has not only to make due career planning but also exhaustive career search

before making a career choice so as to adjust with the evolving socio-

economic conditions facing the country. Thorough attention given to career

decisions and creating of career awareness will lead to the reduction and

minimization of unemployment level bedeviling the nation.

2.1.4 Factor influencing choice of career

Many deeper factors are generally accepted as bearing influential in the career

development of students. Michael, B.T. (2002) discovered that students

choose career without considering the factors that influenced career choice.

However, it should be noted that there are individual differences in the relative

influence of factors on our career choice. By this is meant that most important

factors shaping the career choice of one person may be among the least

influential factors for another person. Some of these factors are;

Environment influence: Environmental factors are necessary for developing

abilities to levels close to capacity levels. Children are generally influenced by

what surrounds them and take inspiration from what they see around.

Personality Factor: How students have seen themselves in a role in which

personality is a determining factor may influence a chosen career. Some

careers demand that you have the personality to match the qualities of the

occupation. For example, sales people have to be out- going and have the

ability to convince others. A student’s personality must be self motivated type,

as to examine career possibilities from early on in their lives, and not the

8
procrastinating type that waits until they are compelled to decide. Although

some personality characteristic like self concept and interest have being

discussed there are still other personality variable that influences career

choice. Generally, people choose vocations to reflect their personality traits.

Introverts usually find themselves choosing career that are not people oriented,

while extroverts select careers that enable them work with people.

Physical characteristics: An individual’s health is a factor that matters in

career choice. How healthy a person is, physically and mentally will determine

the career or job he goes for. Furthermore, some occupations (like the

regimental ones) require a display of strengths in the recruitment into the

police, army and paramilitary occupation.

Interest: An individual’s preference in a particular occupation as against the

others is his career interest. However, it has been found that men in particular

occupations have characteristics set of life and dislike which differentiate them

from men in other occupation. Thus, it is important for any young person to

discover early what his preferences are and to work toward them. Also, it is

noted that interest changes much before adulthood; they becomes more stable

as the individual matures in age.

Eduwed (2005) Opined that, interest is one of the essential factors that help an

individual to choose a career the individual may be interested in and it

involves frequent interaction with people and demonstration of love of

dealing with people by being humorous, friendly, helpful and understanding.

Adjin (2004) in his work showed that interest was the most motivating factor

that influenced career choice among students in Sogakope Senior Secondary

and Dabala Secondary Technical Schools without considering ability,

9
monetary reward, and prestige. This suggests that, students in the second cycle

institutions consider their interest in selecting career rather their abilities and

the salaries they will receive.

Employment prospect: Another important consideration nowadays in the

choice of careers is whether there are good employment prospect for a

particular career or profession. It is fine saying some graduates have been

without jobs, either because of the course they read or the entry requirements

of the job they hope to pursue. All the same, with the little avenues in the

educational sector, many have chosen to read related course as to easily get

employment.

Salary package and condition of service: Economic consideration matters to

most people when it comes to career choice, the size of the home pay, as well

as the general condition of service must be reasonable before an individual

think of accepting some job offers. The salary package is considered as it

motivates one to make a choice in an occupation. Apart from salary package,

the condition of service such as the security involvement is consider while

choice a vocation or job. According to Attieku (2005), each individual would

like to work at a place where there is effective machinery for negotiating pay

increases or conditions for employment, where selection of most appropriate

methods of calculating the wages or salaries which are important for

cooperation and high morale, and department for the setting of wages and

salary scales and the procedure to be followed should be clearly defined.

Parental influence: There is no doubt to say, the parents play the strongest

influential role on their children’s choice of career. For instance a parent

whose son was admitted to read veterinary medicine in Ghanaian university

10
once retorted, I cannot sponsor my child to study veterinary medicine as

anybody who does not go to school can take care of cows and goats. With this

historical insight, it will be dearly noted that the nature of parental influence

on career choice and how parental influence is exerted may become an

obstacle to career choice of young people. This influence is felt explicitly

when decisions such as subject or choice or university entrance are being

considered.

Influence of teacher: Young people may have teachers as parent influence on

them with regards to career choice selection. More so, the teachers who play

an important role in the student choice of career can as well influence the

student to make a wise or wrong decision. The teacher can encourage a student

who is trying well in science subject to go for medicine or discourage him

from reading medicine as he (the teacher) is the career builder.

2.1.5 The Role of Guidance and Counselling Co-ordinator in Career

Choice and Development

Gibson and Mitchell (1995) postulate career counselling, career assessment,

resource person and consultant as the role of school counsellor in student’s

career development. It is clear that most of the students are having problem

with their choice of school programme and some are not certain about what

they will do after school. For the educational goal of students to be achieved

the counsellor has a career guidance role to play.

Career counselling: Since many students cannot make critical decision about

career planning and decision making on their own, professional counsellors

are to come out with programmes of career education which are designed to

11
equip students for eventual selection of a career. This can be achieved through

group counselling, group guidance activities, and parental counselling.

Career assessment: Here students are taken through career education

programme to assess their personal qualities in relation to career planning and

decision making. The counsellor who is in charge of the career programme has

the duty of assessing student’s needs and evaluating their abilities. Students

need to know the different types of careers that fit their personalities and

attitudes.

Resource person and consultant: Basically, the counsellor is to be the active

agent training the student to make good career selection. The counsellor is

expected to know the various sources from which materials concerning career

development could be obtained. The counsellor should also serve as a

consultant to teachers responsible for training students in career choices. The

counsellor should be aware of the contemporary materials to aid the career

selection processes. Knowledge in the industrial demands should also be

known at all time by the counsellor in other to be abreast with the new trend of

workers the industry demand.

2.2 Theoretical review

In addition to the above, the following theories will also help the individual to

be equipped with other factors that influences choice of career.

2.2.1 Theories of career choice

1. Accidental theories

2. Talent theories

12
2.2.2 Accidental theories

Caplow’s (2000) chance theory is also referred to as Accident theory. The

theory states that the degree of freedom which a person has is for occupational

choice is hunted by chance factor. Meaning, what is available in the society is

what one is exposed to and is bound to choose what is available and not what

one is interested in. The theory is very true in today’s situations in Ghana

where school leavers and university graduates accept jobs that are available

even if they did not prepare for them. What chance brings is what is taken as a

career. Implication of this theory to counselling is that counsellors should

prepare their students for both their chosen careers in life and occupations that

may come to them by chance. The chance situation can be avoided by means

of providing students with skills in some career of which they can develop into

entrepreneurships.

2.2.3 Talent matching theories

This theory was developed by Donald Super in 1957 as cited in Zunker

(1994). He posited that, individual have different strength and weaknesses.

This is why those who are concerned with career guidance should focus or pay

attention to the assets of a particular individual in order to match the assets

against the requirement of occupations. This approach appears to have been

the cornerstone underlying the career guidance in the study. The theory

contains these basic elements;

1. Occupational choice is a development process which typically takes

place over a period of time.

13
 2. The process is largely irreversible.

3. It ends in a compromise between interest and the opportunities which

are available. According Super (1957), there are three (3) period of

occupation choice. These are the;

a. fantasy stage is governed largely by knowledge about capabilities

and value.

b. growth stage (0-14 years). This is a stage in which a child’s

develop self concept relating to his parents and other within his

environment.

c. exploration stage (14-24) this is a stage exploration relating to

work and tentative career choice implementation etc.

2.3 Summary of related literature reviewed

This chapter is concerned with the review of related literature. It covered areas

like factors influencing career choice. It also dealt with career awareness and

barriers to career choice, e.g. unavailability of job, job discrimination,

unawareness of availability of job, etc. It also included the theoretical models

of the study.

14
 CHAPTER THREE
METHODOLOGY
3.0 Introduction

This chapter deals with the methodology used for the research. It presents the

research design, population, sample and sampling procedure, the

instrumentation and data analysis.

3.1 Research design

A survey research design will be used, employing both the quantitative and

qualitative approach. Agyedu, Donkor and Obeng (1998) ‘define survey as use

of cross-sectional, longitudinal and pooled studies using questionnaires or

structured interviews for data collection with the intent of generalizing from

sample to a population’. According to Cobb (2001) ‘survey allows one to

study large numbers of people through self-report measures supplied by

interviews or questionnaires’. It is a technique of descriptive research that

seeks to determine present opinions of a specified population.

3.2 Population

The research will be conducted in three public second cycle institutions in the

Tano North District namely: Boakye Tromo Senior High School, Yamfo

Technical/Vocational Institute and Yamfo Aglican Senior High. The final

year students are the target group from whom the information will be sought.

The final year students are 389 in all. This population consist of 202 boys and

187 girls.

15
These groups of students are chosen because they are more likely to have a

career in mind. They would soon complete school, and end up determining

their career or choose a career without necessarily furthering their education

and will be in better position to respond adequately to the questionnaire.

3.3 Sample and sampling procedure

In selecting sample for the study, the researcher made use of simple random

sampling technique in selecting students. Simple random sampling means that

each member of the sampling population has an equal chance of being

selected. Conceptually, simple random sampling is the simplest of the

probability sampling techniques. It requires a complete sampling frame.

Advantages are that it is free of classification error, and it requires minimum

advance knowledge of the population other than the frame. Its simplicity also

makes it relatively easy to interpret data collected via simple random

sampling.

The sample size calculation that was used can be found in Cochran (1977)

formula

Where; Z represents the level of confidence of 95% which is equal to 1.96,

p represents the population of 389 students, and

d representing the margin of error or deviation of 10%.

A total of seventy eight (78) students will be selected from the three schools.

Students’ questionnaires will be administered in each school based on the

enrolment of the final year students and their programs offered.

16
3.4 Research instrument for data collection

Factors influencing students’ choice of career questionnaire will be used for

collecting data from students. The questionnaire consists of two sections.

Section A deals with bio data and section B with the three main factors that

influence students’ choice of career. The questionnaires will be administered

by the researcher right at the school premises.

3.5 Validity of the research

To ensure validity of the instrument the questions will be presented to the

project supervisor for criticism, suggestion correction and modification on the

face validity in relation to the topic of the study.

3.6 Reliability of the research

Reliability will be determined by conducting a pilot test. The pilot test is used

to establish reliability of the instrument. Upon review of the pilot data and

feedback from the respondents, the researcher will make the changes in the

affected areas of the questionnaire to go well with the study before it will be

sent out for data collection.

3.7 Data collection procedure

It is a public knowledge among researchers that the instrument used in data

collection is an important factor for determining the success or otherwise of

any research paper. It is for this reason that questionnaires will be employed

for collecting data for this research work. The researcher will be at the schools

to administer the questionnaires personally to ensure maximum response. The

investigator will explain the instructions and the various items to the students.

17
This will help to obtain desired responses. Twenty-five minutes will be given

for them to respond to the questionnaires. Answered questionnaires will be

retrieved on the same day.

3.8 Data Processing and Analysis procedure

The researcher will use the Statistical Package for Social Sciences software

program to analyze all data. The data will be saved in a Microsoft excel

database and converted for analysis. Descriptive statistics will be used, such as

frequencies and percentages to describe the influence of career choices. The

responses on the respondents will be analyzed using mean and standard

deviation on the likert –type scale scored thus Strongly Agree (5),Agree

(4),Undecided (3), Strongly Disagree(2), Disagree(1).

18
 CHAPTER FOUR

PRESENTATION, ANALYSIS AND DISCUSSION

4.0 Introduction

Analyses and discussion of the data collected from the respondents from the

three public second cycle institutions in the Tano North District of the Brong

Ahafo Region is presented in this chapter. It first focuses on the preliminary

analysis which dealt with bio data and the qualitative analysis of data collected

from the students on the factors that influence their career choice. Data

collected is analysed using descriptive statistics.

4.1 Personal data

The Sex distribution, age distribution, and programmes pursued by the 78

students are analysed.

4.1.1 Sex Distribution of Students

Figure 4.1: Sex Distribution of Students

19
Data on the sex of respondents were collected as shown in Figure 4.1 indicates

that out of the total sample size of 78 students, 48 were males representing

61.5% of the total number of respondents, while the rest 30 representing

31.5% were females. Looking at the population of the final year students in

the District, it suggests that both male and female students were fairly

represented as far as this study is concerned.

4.1.2 Age Distribution of the Students

Figure 4.2: Age Distribution of the Students

The students were requested to tick the age range that applied to them as

showed in Figure 4.2. With regard to the age of students, thirty of them fell

within 14-16 range representing three percent (38.5%), forty three of them

were in the range 17-19 representing 51.1%, and 5 were in the 20 and above

range representing 6.4% of the respondents. Thirty (38.5%) of the respondents

were below the prescribe age for the senior high schools. Five (6.4%) of the

20
respondents were also above the prescribed age for the senior high school

students. The age range 17-19 years represents those students within the

prescribed age for senior high students and they were the majority. It implies

that majority of the students in the Tano North District enrolled in school at

the prescribed age.

4.1.3 Programme Pursued by Students

Question three in the bio data sought to find out the programmes pursued by

the respondents in the second cycle institutions. The responses are shown in

table 4.1.

Table 4.1: Distribution of Respondents by Programme

Programme frequency (f) Percentage (%)

General Arts 22 28.2

Science 14 17.9

Business 13 16.7

Vocational 19 24.4
Agriculture 6 7.7
Technical
4 5.1
Total 78 100

Source: field study (April, 2016)

Data collected as showed above indicates that 14 respondents representing

17.9% of the sample size were offering Science; 22 respondents representing

28.2% were offering General Arts; 19 respondents representing 24.4% were

pursuing Vocational programme; 6 of them representing 7.7% offering

Agricultural Science; 4 of them representing 5.1% were pursuing Technical;

and 13 of the respondents representing 16.7% were pursuing Business. The

21
number of students offering Agricultural and Technical programmes were

very low; which implies that low proportion of school leavers will go in for

jobs in the Technical and manufacturing, and Agricultural sectors.

4.2 Career goals available for student in Tano North District

4.2.1 Intended Careers of Students

Items four on the questionnaire requested the respondents to state their

intended choice of career. The responses were grouped as in Table 4.2 below.

Table 4.2 indicates that 27 of the respondents representing 34.6% were of the

intention to work in the Health Care sector, 13 of them representing 16.7%

intended to serve in the Administrative, Managerial, and Administrative

support sector, 5 of them representing 6.4% had the intention of working in

the Technical and Manufacturing sector, 8 respondents representing 10.3%,

intended to work in Communication and Legal Sector, 13 of them representing

16.7% intended to work in the Education and Other Services, 6 of the

respondents representing 7.7% intended to work in the Agricultural related

areas and another 6 of the respondents representing 7.7% intended to work in

the security services.

34.6% of the respondents with the intention to work in the health sector and

7.7% to work in the agricultural sector showed that majority of the students

are aiming at the health sector and very few at the manufacturing sector and

agricultural sector which has only 6.4% of the respondents having interest in.

This may be as a result of the availability of very few industries in the country

as a whole and specifically in the Brong Ahafo region. This demotivate the

students in the second cycle to choose a career in such fields since at the end

22
of the day, their chances of securing jobs will be less or minimal relative to the

other sectors. Also, the required skill that is needed for one to work in the

manufacturing sector takes years to build especially in area of craftsmanship;

this requires special training and technical education which very few of the

respondents are interested in as illustrated in table 4.1. This finding is not

different from that of Dickson Onoyase and Anna Onoyase (2009) which

indicated that a great number of students indicated their interest for prestigious

career like health, Law and Engineering and administration instead of those

that match their personality type and ability. Many students are ignorant of not

only subject combinations that lead to their career, but also the type of course

that fits their career, probably, this was why almost all the students took

prestigious careers.

Table 4.2: Distribution of Students by Intended Choice of Career

Frequency Percent
Valid Health care sector 27 34.6
Administrative, Managerial, and
Administrative support sector 13 16.7
Technical and Manufacturing 5 6.4
sector
Communication and Legal 8 10.3
Sector
Education and Other Services 13 16.7
Security services 6 7.7
Agriculture 6 7.7
Total 78 100.0
Source: field study (April, 2016)

23
4.2.2 Special enquiries in career selection

Students were asked whether they make enough enquiries concerning their

desire careers and the response shows that, as illustrated in figure 4.3, 52 of

the respondents representing 66.7% strongly disagree with the assertion that

they make enough enquiries on their career choices, 19 of them representing

24.4% disagree with the statement and only 9% of the total respondents agrees

with the statement. This shows clearly that students in the Tano North District

do not make any proper enquiries before the settle on them. This could lead to

career mismatch taking into consideration the students’ abilities.

Figure 4.3 Special enquiries in career selection

Source: field survey, 2016

4.2.3 Interest in intended occupation

Item five on the questionnaire sought to find out the extent to which a

respondent has an interest in intended future occupation. The results are

tabulated below; The background information revealed that, out of 78

respondents, 8 representing 10.3% disagree with the assertion that they have
24
interest in their intended occupation, 10 of the respondents representing 12.8%

are not sure of their liking of the intended profession. 39.7% of the

respondents forming the majority agree to the fact that they have interest in the

intended occupation in future. This means that, majority of students in the

Tano North district have specific areas they have interest in working in future.

Table 4.3 Interest in intended occupation

Frequency Percent Valid Percent

Valid Disagree 8 10.3 10.3

Undecided 10 12.8 12.8

Agree 31 39.7 39.7

Strongly Agree 29 37.2 37.2

Total 78 100.0 100.0

Source: field study (April, 2016)

This finding is similar to the study of Adjin (2004) which showed that interest

was the most motivating factor that influenced career choice among students

in Sogakope Senior Secondary and Dabala Secondary Technical Schools

without considering ability, monetary reward, and prestige. This suggests that,

students in the second cycle institutions consider their interest in selecting

career rather their abilities.

25
4.2.4 Job is easy to access

Respondents were also asked on how easy their intended occupations could be

accessed and the responses are tabulated as follows;

Table 4.4 my career job is easy to access

Cumulative

Frequency Percent Percent

Valid Undecided 15 19.2 19.2

Agree 27 34.6 53.8

Strongly Agree 36 46.2 100.0

Total 78 100.0

Source: field study (April, 2016)

The above information reveals that, 15 of the respondents representing 19.2%

were not sure if their intended occupation is easy to be accessed, 36 of the

respondents forming 46.2% of the total respondents strongly agree that their

intended jobs are easy to come by. This means that, majority of students in the

second cycle schools in Tano North district choose careers that are accessible

and easy to come by.

26
4.2.5 Good salary influences career choice

Respondents were also asked whether their career choice is being influenced

by good salaries and the results are shown in table 4.5.

Table 4.5 Good salary influence my choice

Cumulative

Frequency Percent Percent

Valid Strongly Disagree 8 10.3 10.3

Disagree 32 41.0 51.3

Undecided 8 10.3 61.5

Agree 26 33.3 94.9

Strongly Agree 4 5.1 100.0

Total 78 100.0

Source: field study (April, 2016)

Table 4.5 shows that, 40 of the respondents representing 51.3% disagree with

the statement that good salary influence their intended career choice; 30 of the

respondents representing 38.4% agree that good salary has influenced their

decisions to choose such careers in the future. 8 of the respondents

representing 10.3% were undecided. This means that, most of the respondents

interviewed, have a genuine likeness to their intended occupations and not

necessary the amount of remuneration they are going to receive.

This findings goes contrary to the viewpoint of Attieku et al (2005) that each

individual would like to work at a place where there is effective machinery for

negotiating pay increases or conditions for employment, where selection of

27
most appropriate methods of calculating the wages or salaries which are

important for cooperation and high morale, and department for the setting of

wages and salary scales and the procedure to be followed should be clearly

defined.

4.2.6 Governmental policies and career choice

The respondents were requested to tick the range that applied to their opinions

on how a government policy affects career choice and the response is shown

below.

Table 4.6 Government Policy affects career choice

Cumulative

Frequency Percent Percent

Valid Strongly Disagree 6 7.7 7.7

Disagree 13 16.7 24.4

Undecided 7 9.0 33.3

Agree 31 39.7 73.1

Strongly Agree 21 26.9 100.0

Total 78 100.0

Source: field study (April, 2016)

The response shows that 52 of the respondents representing 66.6% agree to the

statement that government policy affects career choice of second cycle schools

in Tano North district whiles 19 of the respondents representing 24.4%

disagree with the statement, 9% of the respondents were not sure of the

statement.

28
This means that, government policy do affect career choice as most people

who initially planned of working in the administrative sectors reversed their

decisions because of the frequent embargo on employment being imposed by

government in recent years. Again, the intension of government to cancel

teacher and nursing training allowances has demotivated many students in the

second cycle institutions to choose such areas of occupation in the future.

4.2.7 Thinking about career choice now is a waste of time

Respondents were also asked on their views on career selection in their

periods at the senior high school. 44 of the respondents forming 56.4% of the

total respondents disagree with the statement that thinking of career choice at

this stage is a waste of time. 27 of the respondents representing 34.6% agree

with the statement and 9% of the respondents were undecided. This shows

that, majority of senior high school students in the Tano North district believe

that career selection at the senior high school level is very important and

hence, the necessary attention should be given to it.

4.3 The steps involved in the selection of career goal for student in Tano

North District

4.3.1 There is a lay down steps students follow to make career decisions

Item ten on the questionnaire sought to find out if there is a lay procedure or

steps that students follow in making career decisions. The findings are

tabulated below in table 4.7.

29
From the respondents, 67 representing 85.9% disagree with the assertion that

there is a lay down steps students follow in making career decision. Only 6 of

the respondents agree with the statement. This means that there is no formal

guidance given to students to assist them makes career choices, only the

student that decide what is best for them base on their ability and interest.

Table 4.7 There is a lay down steps I follow to make career choice

Cumulative

Frequency Percent Percent

Valid Strongly Disagree 40 51.3 51.3

Disagree 27 34.6 85.9

Undecided 5 6.4 92.3

Agree 6 7.7 100.0

Total 78 100.0

Source: field study (April, 2016)

This brings to mind the findings made by Lawer (2007) that majority of

students in the second cycle schools in Ghana are not aware of major

occupation groups in Ghana, knowledge of training and qualification

necessary for employment in the various occupations, conditions of work,

earning and other rewards of occupation, and did not have better

understanding of their career interest, aptitudes and abilities mostly because of

the unavailability of career selection processes. Most of them were concerned

about their future career and were of the view that there was inadequate career

guidance in the school.

30
4.3.2 Workshop on career selection

Item eleven on the questionnaire sought to find out whether the respondents

have attended some career workshop that will aid them in making career

selection and the results reveals that all the respondents do not agree with the

statement as shown in table 4.8. This means that student in the senior high

school at Tano North district do not get any orientation or training on career

selection processes. There is no significant difference between the results of

this project work compared with the past research work conducted. The study

conducted by Michael, B.T. (2002) lends credence to this finding. He

discovered that students chose career without considering the factors that

influenced career choice such as career workshop. In his study, he interviewed

200 students and 74% of those interviewed do not attend any career workshop

before taking a career decision. This makes it difficult for students to get the

clear-cut career plans. Training has become a constant force for both at work

and in life outside of work. However, training often brings opportunities,

flexibility, versatility and adaptability during transitional times, which can be

the keys to career- building success.

Table 4.8 I have attended a workshop on career selection

Cumulative

Frequency Percent Percent

Valid Strongly Disagree 40 51.3 51.3

Disagree 38 48.7 100.0

Total 78 100.0

Source: field study (April, 2016)

31
4.3.3 My parents influenced me choosing my senior high school course

This item on the questionnaire sought to find out the influence the parents

exert on students choosing their senior high school courses and it was revealed

that, as tabulated in table 4.9, 33 respondents representing 42.3% disagree

with the statement that parent and influence them in selecting their senior high

school courses whiles the majority of the respondents forming 57.7% of the

total respondents agree with the statement that their parents and teachers

influenced them selecting their senior high school courses. This finding is not

different from the previous studies by Tope (2011). He studied 100 students

from schools. The results revealed factors such as parents, peer group

pressure, societal valued jobs and the school teachers directly influences

students’ choice of career. This means that, students are more likely to set up a

career goal base on what their environment tells them; generally, the choice of

a career is influenced by parents, teachers, and counselors. Oladele (2005)

stresses that parent sometimes censoriously set up standard worthy of

emulation for their children and this motivates them to be achievement

oriented.

32
Table 4.9 Parents influence me on career selection

Cumulative

Frequency Percent Percent

Valid Strongly Disagree 13 16.7 16.7

Disagree 20 25.6 42.3

Agree 19 24.4 66.7

Strongly Agree 26 33.3 100.0

Total 78 100.0

Source: field study (April, 2016)

4.3.4 Teachers influence my choice of career

Information gathered from the respondents reveals that, as illustrated in table

5.0, 46 of them representing 59% of the total respondents disagree with the

statement that teachers influence their choice of career. 32 of the respondents

representing 41% of the total respondents agree with the statement. Very few

of them were influenced by the teachers. It suggests that career decisions taken

by students are mainly influence by students themselves or their parents with

little influence from others.

The finding also showed that the choice of career of students can be

influenced by teachers also. This situation implies that teachers have a lot to

do in the form of guidance activities to equip students to make informed

decision as far as the choice of their career is concerned. The view that career

education and guidance are often considered to be the sole responsibility of the

33
specialist career guidance staff, rather than the joint responsibility of all

members of the teaching staff has to be discarded.

Table 5.0 Teachers influence my choice of career

Cumulative

Frequency Percent Percent

Valid Strongly Disagree 27 34.6 34.6

Disagree 19 24.4 59.0

Agree 25 32.0 91.0

Strongly Agree 7 9.0 100.0

Total 78 100.0
Source: field study (April, 2016)

4.3.5 Career guidance

This item on the questionnaire sought to find out whether students in the Tano

North district receive any career guidance when selecting their career choices

and the response shows that 22 of them representing 28.2% strongly disagree

with the assertion that they receive career guidance from their schools in

making career choices, 44 of them representing 56.4% disagree with the

statement and the remaining 12 of the respondents were not too decisive on

that statement. This suggest there is little or no career guidance counsellors in

the schools and that is affecting the students when it comes to making good

decisions that will affect their future. This is illustrated in figure 4.5 below.

34
Figure 4.4 Career guidance

35
 CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

5.0 Introduction

In the previous chapter, the data analyses were dealt with. This chapter deals

with discussion, summary of the findings, conclusions, and recommendations.

It also suggests areas of further research on the study carried out to find out

factors that influence students’ choice of career in the senior high schools in

the Tano North District.

5.1 Summary of findings

The study is aimed at finding senior high school students in Tano north district

in the Brong Ahafo region. The instrument used was the questionnaire. The

statement provided in the questionnaire was such that it require the

respondents to take a stand on five point likert scale with the options strongly

agree, agree, undecided, disagree and strongly disagree.

The respondents were randomly chosen from 389 students to which 78

students from three senior high schools in the district were selected.

The data collected were analysed using descriptive statistics. The main

findings are summarised below:

(i) On intended career of the respondents, majority of the respondents

representing were of the intention of working in the Health Care sector. Very

few of the respondents were interested in working in the agricultural and

industrial avenues mainly because of the little incentives in the agriculture

sector and unavailability of industries in the district.

36
(ii) With regards to students having interest in their intended occupation,

majority of the respondents have interest in their intended occupation and

made selection based on interest.

(iii) Majority of the students believe that their intended career choice is easy to

access. This means that, students in the Tano north district make career choice

taking into consideration how accessible their choice is before settling on

them.

(iv) Most of the students interviewed disagreed with the assertion that good

salary influenced their choice of career. This suggest that, student make

choices base on their strong liking to that field of work and not necessarily the

remuneration they will receive.

(v) Majority of the students interviewed agreed with the fact that government

policies do influence career choice and therefore considers the policy direction

of the government when making the career decision.

(vi) Largely, the students interviewed agreed to the assertion that thinking

about career choice as a senior high school student is not a waste of time. This

means that career selection needs a very serious attention in the senior high

schools in the district since the students consider it as paramount.

(vii) Mostly the students interviewed disagreed with the statement that there is

a lay down steps they follow in making career choice. This makes it difficult

for the students in making career decisions.

(viii) Students in the senior high school at Tano north district do not attend any

career workshop and this affects their career selection process.

37
(ix) Parents influence students’ career selection process in the Tano north

district. Parents, based on what they would like their children to be in the

future, guided students in selecting their courses of study at the senior high

school.

(x) It was found out that there were no school counsellor in the school visited

to guide the students on the choice of career as well as how or what subject the

students should read for a specified choice of career.

5.2 Conclusion

The study clearly shows that:

1. Lack of proper laid down procedures or steps to guide students in career

selection process affects students in making good career decisions that will

have influence in their lives in future. Students don’t attend workshops on

career selection and explorations and this limit their abilities to exploit their

full potentials since they know little on what they can do.

2. Both teachers and parents have a role to play in influencing students’ choice

of career as educators and providers of students’ need respectively if they are

to make an informed judgement as far effective career choice is concerned.

Their guidance and contribution will go a long way to change the lives of their

students and their wards respectively. Parents, knowing what is best for their

children, should also consider their abilities when assisting them choosing

their courses at the senior high school.

3. The individual choose a career base on the interest he/she has for the job as

important and useful. One strong desire of wanting to be successful in life and

achieve great things lies on the career one find himself in and students make
38
their interest paramount when expressing their future careers. There are

multiple ways to approach our interests; everyone is an individual with their

own way of doing things; only the student can decide what is best for them.

Students must remember that while there are countless number career choice,

they must decide for themselves what is good for them. The student can

choose most of the careers available, but it is the make-up of the student’s

personality, drive, ambition, and creativity that gives him success.

5.3 Recommendations

In the light of the findings made in this study, it is recommended that;

1. All teachers should be equipped with counselling skills by the Ghana

Education Service to enable them involve in career guidance activities of the

school. Career education and guidance should be the responsibility of the

entire staff and not only the career guidance specialist.

2. Persons that offer career advice to students should ensure that they are well

informed so as to provide accurate information that will lead students to make

correct career choice. Career counsellors should provide students with

experiences that expand the exploration process and a wide range of career

information on all the available careers so that they can be able to explore

widely before making their choices.

3. The Government has to recognize career guidance as one of the school

subjects and attach to it the same value like other subjects. This will ensure

that all schools in Ghana treat career guidance equally, and not only the

schools, which can afford qualified career guidance teachers. To make it

interesting, it could be blended with topics in social studies, such as decision-

39
making skills, HIV/AIDS and other social and economic related problems,

which are facing the youth today.

4. The study also recommends that parents and teachers should motivate their

children and wards respectively to have higher goals than to only finish

school. Parents could also contribute to the development of their children if

they try to find out what their children’s interests, abilities and aspirations are

from an early age and try to develop those areas.

5. District education directorate should also take career development serious

by organising career workshops in all educational districts. With this, seasoned

entrepreneurs and career men and women could be invited to give speeches

and training as a form of motivation to the students and this will go a long way

to help them make good career choices.

40
REFERENCES

1. Adjin, L. S. (2004). Career choices in Senior Secondary School: A

case study of Sogakope Secondary and Dabala Secondary Technical School in

the Volta Region of Ghana. Winneba: University of Education (Unpublished

B.Ed. Long Essay).

2. Agyedu, G. O., Donkor, F. & Obeng, S. Y. (1999). Teach yourself

research methods. Winneba, Kumasi Campus: University College of

Education.

3. Alutu, A.N.G. (2004). Vocational Guidance. Masters Degree

classroom lecturer notes. University of Benin. Unpublished. University of

Benin.

4. Attieku, B. Dorkey, T., Marfo-Yiadom, E. & Tekyi, K. (2006).

Business management- GABET series (1st ed.). Cape Coast: Nyakow Printing

Press

5. Avugla, D (2011). Factors influencing career choice among the senior

high school students in the South Tongu District of Volta Region, Ghana.

Winneba: University of Education (Unpublished M. Phil Dissertation).

6. Caplow, T. (2004) The sociology of work: university of

Minnesota Press, Minneapolis U.S.A.

7. Cobb, N. J. (2001). Adolescence continuity, change and diversity (4th

ed.). London: Mayfield Publishing Company.

8. Cochran, W.G. (1977). Sampling techniques,2nd edition, New York:

John Wiley and Sons,Inc.

9. Eduwed R. A. (2005) Essentials of guidance and counselling;

Ambik press, Lagos, Nigeria

41
10. Gibson, R. L. & Mitchel, M. H. (2005). Introduction to counselling

and guidance (4th ed.). New Jersey: Prentice Hall, Inc.

11. Lawer, T. D. (2007). Assessing the effectiveness of career guidance in

SSS in Kumasi Metropolitan. Winneba: University of Education (Unpublished

M. Phil Dissertation).

12. Michel B. T. (2002). Gender differences in anticipation. Edo Journal

of Counseling Vol. 4, Nos. 1 & 2.

13. Oladele, J. O. (2001) Guidance and counselling a fundamental

approach Focus on Education System, third edition John Lad publishers Ltd.

14. Oladele, J. O. (2005) Guidance and counselling a

fundamental approach; Lagos John Lad Ltd.

15. Olawaiye S. and Olamide S. The Factors Determining the Choice of

Career among Secondary School Students: Federal College of Animal Health,

Oyo State, Nigeria. (Unpublished M. Phil Dissertation).

16. Onayase, D, and Onayase, A. (2009). The Relationship between

personality types and career choice of secondary school students in Federal

Government Colleges in Nigeria. Anthropologist

17. Zunker, V. G. (1994). Career counselling: Applied concepts of life

planning. California: Brooks/Cole Publishing Company.

42
APPENDIX

VALLEY VIEW UNIVERSITY

TECHIMAN-CAMPUS

FACTORS INFLUENCING STUDENTS’ CHOICE OF CAREER QUESTIONNAIRE

Dear Respondent,

I am PGDE student of Valley View University, Techiman undertaking a study on the factors

that influence Career Choice of Students in Senior High Schools.

The study is for educational purpose and your readiness to respond appropriately will make its

outcome beneficial to other students. I wish to assure you that your identity and whatever

information you provide will not be disclosed to anyone.

Thank you for your cooperation and assistance.

STEPHEN FRIMPONG

SECTION A: Bio Data

1. Sex: Male Female

2. Please tick the age range that applies to you.

14-16 17-19 20 and above

3. What programme are you offering? Please tick.

Science (Gen.) General Arts Vocational

Agricultural Technical Business

4. Which occupation or profession would you like most to engage in when you complete your

education?

Health care sector

43
 Administrative, Managerial, and Administrative support sector

Technical and Manufacturing sector

Communication and Legal Sector

Education and Other Services

Security services

Agriculture

SECTION B:

Read carefully and decide the career goals available for you in your school district.

Statement Strongly Strongly

Agree Agree Undecided Disagree Disagree
5 4 3 2 1
5 I have interest in my intended occupation 5 4 3 2 1

6 My career job is easy to access 5 4 3 2 1

7 Good salary influences my choice 5 4 3 2 1

8 Governmental policies do affect choice of career

among secondary school students 5 4 3 2 1

9 Thinking about career choice now is a waste of

time 5 4 3 2 1
10 I made special effort (e.g. enquiries, reading
relevant literature) to obtain more information 5 4 3 2 1
on the careers I am interested in.

44
SECTION C:

Read carefully and select the one that best fit your opinion on the lay down steps available in your school
district that helps you make career decision.

Statement Strongly Strongly

Agree Agree Undecided Disagree Disagree
5 4 3 2 1
11 There is a lay down steps i follow to make 5 4 3 2 1
career decisions
12 I have attended a workshop on career selection 5 4 3 2 1

13 My parents influenced me choosing my senior 5 4 3 2 1

high school course

14 My teacher/school counsellor assisted me 5 4 3 2 1

choosing my senior high school course

15 My school offers enough career guidance to help 5 4 3 2 1

me to make a sound career decision.

45