Abstract:
The purpose of this study was to determine the components of life-skills education that girls in the South-South States need to acquire. The design of the study was descriptive survey design. The population of the study was female SSII students of 2015/2016 academic session drawn through multi-stage sampling procedure. The instrument used for data collection was Life-Skills Education for Girls’ Questionnaire with reliability of 0.83.The sample size for this study was 672 SS11 female students. Ten research questions and ten hypotheses guided the study. The research questions were answered using descriptive statistics (mean values and standard deviation). The ten hypotheses were tested at 0.05 level of significance using Analysis of variance (ANOVA). The findings from the study reveal that there is no significant difference in the mean response of girls on components of life-skills education relating to self-awareness and empathy in the South-South States of Nigeria. On the other hand, there is significant difference in the mean response of girls on components of life-skills education relating to creative thinking, interpersonal relationship and others in the South-South States of Nigeria. Professional counsellors have vital role to play in promoting girls education through constant counselling and creation of awareness programme in the society and Nigerian schools. The girls will have self-awareness of themselves, of what it would take them to acquire life-skills education and solve the necessary school problems. Based on these findings it is recommended among others that life-skills education for the girls is very necessary and important.
