STUDENTS’ PERCEPTION AND INTEREST IN MOTOR VEHICLE MECHANIC WORK AS A CAREER CHOICE IN TECHNICAL COLLEGE IN POTISKUM LOCAL GOVERNMNET AREA, YOBE STATE

This study investigated students’ perception and interest in Motor Vehicle Mechanic (MVM) work as a career choice in Technical College in Potiskum, Yobe State. The objectives were to examine students’ perception of MVM work, determine their level of interest, identify influencing factors, and analyze the effect of societal perception and parental influence on career choice. The study adopted a descriptive survey design, targeting all students enrolled in the MVM trade. A stratified random sampling technique was used to select participants, and data were collected through a structured questionnaire validated by experts and tested for reliability using Cronbach’s Alpha. Descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation and Chi-square tests) were used for analysis at a 0.05 significance level. Findings revealed that students generally have a positive perception of MVM work (overall mean = 3.50) and a high level of interest (overall mean = 3.69), with many expressing entrepreneurial ambitions and enthusiasm for practical work. Key factors influencing perception and interest included availability of good facilities, scholarships/incentives, access to modern tools, role models, and effective teaching styles. Societal perception and parental influence significantly affected career choices (Dz = 18.54, p = 0.002), with parental encouragement, financial support, and community respect serving as strong motivatoionship between perception and interest (r = 0.612, p < 0.05) and a significant correlation between training resources and interest (r = 0.488, p < 0.05). The study concludes that improving public perception, engaging parents in career guidance, and providing adequate training facilities are crucial to sustaining student interest in MVM work. It recommends enhanced awareness campaigns, investment in modern workshop facilities, provision of scholarships, and active involvement of parents and community leaders in vocational education advocacy.