Perception of Female Students Towards Vocational and Technical Education in Adamawa State

This study explores the perceptions of female students towards vocational and technical education in secondary schools in Adamawa State, North East Nigeria. Gender disparities in technical education enrolment remain a persistent challenge in Nigeria, with girls significantly underrepresented in trade areas such as metalwork, auto mechanics, and electrical installation. The study is underpinned by social learning theory, which holds that societal norms and role models significantly shape occupational aspirations. A descriptive survey design is employed, targeting 250 senior secondary school female students in Yola North, Yola South, and Girei local government areas. A structured questionnaire with validated items measures students perceptions of vocational education in terms of relevance, self-efficacy, and sociocultural acceptability. Data are analysed using frequency counts, percentages, and chi-square tests of association. Findings are expected to reveal that negative stereotypes, parental discouragement, and lack of female role models in technical fields contribute to low female enrolment in vocational programmes. The study also examines the influence of teacher attitude and school environment on female students interest. Recommendations include gender-sensitive curriculum delivery, targeted counselling programmes, and community engagement campaigns to reposition vocational education as a viable career pathway for girls. The study contributes to gender equity discourse in Nigerian technical education and offers evidence-based insights for educators and state-level education policy reform in the North East zone. Keywords: female students, vocational education, gender perception, Adamawa State, technical education