The relationship between female students’ perception of technical industrial trades and their enrolment in technical and secondary schools in the Kumba III municipality
Abstract
When girls‟ access to technical industrial education is limited or hampered, it would mean that women participation in nation building will be lagging behind as far as technical know-how and application is concerned This study investigated female student’s perception of Technical Industrial trades and their enrolment in technical schools in Kumba III municipality. The theories that were used to support the findings of this study were the gender base schema theory and human capital theory,. The research methodology employed comprised of a combination of quantitative and qualitative techniques in data collection. Triangulation was preferred in other to enlarge information possibilities. It was designed to respond to questions as to whether female student’s perception of Technical Industrial trades influences their enrolment. The sample consisted of 75 female students drawn from three technical schools in Kumba III municipality. A Likert-scale question cuve was used for data collection and the respondents were required to strongly agree, Agree, strongly disagree and to disagree with the questionnaire items. Data were analyzed using descriptive and inferential statistical analysis, using the statistical package for social science (SPSS) version 22.0. The main findings of the study revealed that female student’ perception of technical industrial trade has an influence on their enrolment. On the basis of this finding, recommendations were made to improve on female students’ enrolment in technical industrial trades. Based on the results of the finding stated above, we discussed the findings using the gender schema theory of Bem (1981), the human capital theory of Becker (2005) and career choice theory. We conclude that female students perception have a strong influence on their access to technical industrial education at the secondary level. Given these results we have made recommendations to stake holders include; government, teachers, parents, female students and the community regarding girls‟ access to technical education.
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