Evaluation of the Use of Virtual Reality for Career Guidance in Secondary Schools in Makurdi Local Government Area, Benue State

Evaluation of the Use of Virtual Reality for Career Guidance in Secondary Schools in Makurdi Local Government Area, Benue State

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Background of the Study

Career guidance plays a crucial role in helping students make informed decisions about their future education and professional pathways. Traditionally, career counseling in secondary schools has relied on face-to-face interactions, printed career materials, and general aptitude assessments (Okonkwo & Musa, 2024). However, these conventional methods may not effectively expose students to the realities of different careers, limiting their ability to make well-informed choices. The advent of Virtual Reality (VR) technology presents a transformative approach to career guidance by providing immersive, experiential learning environments that allow students to explore various career fields in a simulated, interactive manner (Adebayo & Usman, 2023).

Globally, VR-based career guidance systems have gained traction as innovative tools that enhance career exploration by allowing students to experience different job roles, workplace environments, and industry-specific tasks in a virtual setting (Anderson & Lee, 2023). These technologies offer realistic career simulations that help students understand the skills and qualifications required for different professions. Studies have shown that students who engage with VR-based career guidance tools develop a clearer understanding of career options and demonstrate increased motivation toward achieving their professional goals (Olawale & Bello, 2024).

In Nigeria, career guidance remains a significant challenge in secondary schools due to the limited availability of trained counselors, inadequate career exploration resources, and a lack of exposure to diverse career options (Aliyu & Ibrahim, 2023). Many students in Makurdi Local Government Area, Benue State, have minimal access to career guidance services and often rely on family influences or peer suggestions when making career decisions. The lack of proper guidance may result in career mismatches, underemployment, and dissatisfaction in future professional choices.

This study aims to evaluate the use of Virtual Reality for career guidance in secondary schools in Makurdi Local Government Area, Benue State. It seeks to determine its effectiveness in enhancing students' career awareness, decision-making skills, and overall preparedness for future career opportunities.

Statement of the Problem

Career misalignment is a prevalent issue among Nigerian students due to inadequate guidance and exposure to diverse professional fields. Many secondary school students lack the necessary insights to make informed career decisions, which often leads to frustration and dissatisfaction in their future careers (Ojo & Bala, 2024). Traditional career counseling methods, such as career talks and printed brochures, may not sufficiently engage students or provide them with realistic insights into different professions.

Virtual Reality presents an opportunity to bridge this gap by offering immersive career exploration experiences that allow students to virtually engage with various professions. However, despite its potential benefits, the adoption of VR for career guidance in Nigerian secondary schools remains limited due to high implementation costs, lack of technical expertise, and inadequate digital infrastructure (Abdullahi & Musa, 2023). Additionally, there is limited empirical evidence on the effectiveness of VR-based career guidance in improving students' career readiness in the Nigerian educational context.

This study seeks to evaluate the impact of Virtual Reality on career guidance in secondary schools in Makurdi Local Government Area. It will assess the effectiveness of VR in improving students' career knowledge, decision-making confidence, and engagement with career exploration activities. The findings will provide valuable insights into the feasibility of integrating VR into career guidance programs in Nigerian secondary schools.

Objectives of the Study

1. To examine the impact of Virtual Reality on students’ career awareness and decision-making in secondary schools.

2. To assess the level of adoption and utilization of VR-based career guidance tools in secondary schools in Makurdi Local Government Area.

3. To identify the challenges associated with implementing Virtual Reality for career guidance and propose possible solutions.

Research Questions

1. How does the use of Virtual Reality influence students’ career awareness and decision-making in secondary schools?

2. What is the current level of adoption and utilization of Virtual Reality for career guidance in secondary schools in Makurdi Local Government Area?

3. What are the challenges hindering the implementation of VR-based career guidance in secondary schools, and how can they be addressed?

Research Hypotheses

1. The use of Virtual Reality significantly enhances students' career awareness and decision-making.

2. The adoption and utilization of Virtual Reality for career guidance in secondary schools in Makurdi Local Government Area are still at a low level.

3. The major challenges affecting the implementation of Virtual Reality for career guidance include high costs, lack of technical expertise, and inadequate digital infrastructure.

Significance of the Study

This study is significant as it explores the potential of Virtual Reality in transforming career guidance for secondary school students. The findings will benefit educators, school administrators, and policymakers by providing empirical evidence on the effectiveness of VR in enhancing career awareness and decision-making. Additionally, this study will contribute to the growing body of research on technology-driven career guidance solutions and offer practical recommendations for integrating VR into Nigerian secondary school systems.

Scope and Limitations of the Study

This study is limited to secondary schools in Makurdi Local Government Area, Benue State. It focuses on evaluating the adoption and effectiveness of Virtual Reality for career guidance and its impact on students' career decision-making. The study does not extend to primary schools or tertiary institutions.

Definitions of Terms

1. Virtual Reality (VR): A technology that creates immersive, computer-generated simulations that allow users to interact with virtual environments.

2. Career Guidance: The process of providing students with information, advice, and support to help them make informed decisions about their future careers.

3. Immersive Learning: A learning approach that uses digital simulations to provide realistic, interactive experiences that enhance understanding and engagement.

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