In view of the importance of aquaculture in global fish supplies and particularly in Nigeria, there appears an urgent need to stimulate the interest of students in aquaculture so as to increase the intensification of fish production through various modern methods. Increasingly, young Nigerians have been choosing careers in animal science, soil science, crop science, and other areas of agriculture. Less frequently they have chosen careers in aquaculture. Such choices may reflect the current economy [1]. In most cases, students are easily prepared to imbibe new ideas and principles of existence. Once students get used to a particular ideology, they often stick to it [2]. Before students could be used to propagate any new concept or idea, they need to be convinced, educated, and enlightened. If students are informed, they can be counted as agents of change [3]. Despite the prospect and importance of aquaculture in any nation’s socio-economic development, years of neglect of this course by students have left very huge gaps in producing enough experts in aquaculture [4].

One of the tasks of high school students is to explore and plan for their postsecondary career options. Developmental theory of career development states that high school students are at the exploration stage of career development, which involves crystallizing and specifying their occupational preferences while also making preliminary decisions about their career choice [5]. To assist students' career development, the national standards of the American School Counsellor Association [6] thus require that students have competence in career decision-making. There is support for the idea that enough stability of personality, ability, and value exists from early adolescence through middle adolescence to predict satisfaction in later adolescence college or undergraduate placement [7]. Not only preparation in academic areas but also participation in activities influences career choice [8]. The content standards for career development guide the school counselling program to provide the foundation for the acquisition of skills, attitudes, and knowledge that enable students to make a successful transition from school to the world of work and from job to job across the life career span. Career development includes the employment of strategies to achieve future career success and job satisfaction as well as fostering understanding of the relationship between personal qualities, education and training, and the world of work. Capable students are likely to be perceptive about their own interests and aptitudes at an early age and thus are often able to choose careers that are realistic and appropriate to their personal qualities. The intellectually less capable, on the other hand, tend to make relatively unrealistic career plans that they must change later [9].

Existing literature suggests that various factors influence students’ decisions regarding their academic and career paths. These factors may include personal interests, family background, socio-economic status, educational opportunities, perceived job prospects, and societal influences [10, 11]. Understanding how these factors intersect and influence students’ choices in fisheries and aquaculture programs is crucial for designing effective recruitment strategies, curriculum development, and policy interventions. Moreover, the dynamics of student enrollment in fisheries and aquaculture programs may vary across different universities and regions due to contextual factors such as geographical location, institutional reputation, and industry linkages [12]. Therefore, conducting a comparative analysis across southeastern Nigerian universities will provide valuable insights into regional variations and enable stakeholders to tailor interventions accordingly. In light of the foregoing, this study proposes a comparative analysis to explore students’ choice of studying fisheries and aquaculture in southeastern Nigerian universities. By identifying the determinants of students’ decisions and comparing perceptions and motivations across institutions, this research aims to contribute to the development of strategies for enhancing recruitment, retention, and capacity building in the fisheries and aquaculture sector. There are many reasons why youths should consider registering to study fisheries and aquaculture [13]. It offers a unique and exciting career path. The industry is constantly evolving and requires individuals with a wide range of skills, from science and engineering to business and marketing. Those who study aquaculture will have the opportunity to work in a variety of roles, such as fish farmers, technicians, researchers, and managers, to name a few. With such a diverse range of career opportunities, youths will never be bored and will always have the opportunity to challenge themselves and grow professionally [14].

Studying aquaculture can have a significant impact on the world. As mentioned, the demand for seafood is growing rapidly, and wild fish populations are struggling to keep up. Aquaculture provides a way to meet this demand while reducing the pressure on wild fish populations and ocean ecosystems. This is particularly important as many wild fish populations are in decline due to overfishing and other environmental pressures [15]. By studying aquaculture, students will have the opportunity to help create a more sustainable future for our oceans and the species that call them home [16]. In addition to the positive impact that aquaculture can have on the youth and its environment, it also has the potential to provide economic benefits to communities. Aquaculture can create jobs and stimulate local economies, particularly in areas that are struggling. This can help to reduce poverty and improve the quality of life for people in these communities [17]. By studying fisheries and aquaculture, youths will have the opportunity to make a positive impact not only on the environment but also on the lives of people around the world [17]. The study of aquaculture also provides youth with a wealth of knowledge and practical skills [18]. It covers a wide range of subjects, including biology, chemistry, and physics, as well as specific subjects such as fish nutrition and water quality management. This multidisciplinary approach means that students will have the opportunity to learn about many different aspects of the industry and develop a well-rounded understanding of it. In addition to the theoretical knowledge gained from studying fisheries and aquaculture, students will also have the opportunity to develop practical skills. This may include hands-on experience with fish farming techniques, water quality management, and fish health management. These practical skills are highly valued by employers in the industry and will be of great benefit to students as they enter the workforce. This paper, however, examines the factors affecting students’ enrollment in fisheries and aquaculture programs in southeastern Nigerian universities [19].

Despite the critical role that the fisheries and aquaculture sector plays in Nigeria’s economy, there exists a significant gap in understanding the factors influencing students’ decisions to pursue higher education in these fields, particularly in southeastern Nigerian universities. This gap in knowledge hinders the development of effective strategies for recruiting and retaining skilled professionals in the fisheries and aquaculture sector, ultimately impeding its sustainable growth and development [20]. It is worth mentioning that the study of fisheries and aquaculture can be both challenging and rewarding. It is a complex and dynamic department that requires individuals with a passion for learning and a desire to make a difference (Emmey, 2020). Gaining admission into institutions to study fisheries and aquaculture is not what it should be; this is because of some challenges that both graduates and prospective students of fisheries and aquaculture encounter, but those who are willing to put in the time and effort will be richly rewarded [21].

The perennial shortfall in the number of applications received from prospective applicants for admission into the Faculty of Renewable Natural Resources gives a sign of imminent danger and bleak prospects for the future of the Faculty. The trend of dwindling numbers of applications received has compelled management to admit students with science backgrounds who fail to obtain admission into their preferred programs of choice. The obvious outcome has always been that many such students turn down the offer of admission into the fisheries and aquaculture department. The few who, out of frustration, accept the offer given them sometimes report and ask for a change of course. The department has for several years not been able to meet its target in student admission. This piece of research is designed to pry into the factors affecting students’ enrollment in the fisheries and aquaculture program in southeastern Nigerian universities [22]. The aim of this survey is to evaluate the factors affecting students’ enrollment in fisheries and aquaculture programs across selected universities in southeastern Nigeria.

Study Area

The study was conducted across five universities in each of the Southeastern states of Nigeria, with a focus on students enrolled in Fisheries and Aquaculture programs.  These universities include Nnamdi Azikiwe University, Awka, Anambra State; Michael Okpara University of Agriculture, Umudike, Abia State; University of Nigeria, Nsukka; Federal University of Technology, Owerri; and Ebonyi State University, Abakaliki. These departments usually have a smaller number of students compared to other departments within the universities. The target population for the study included all undergraduate students enrolled in the Fisheries and Aquaculture programs in these institutions, ranging from 100 level to 500 level.

Research Design

A descriptive cross-sectional survey design was employed to assess the factors affecting student enrollment in fisheries and aquaculture studies. The design enabled the collection of data from students at different academic levels across the selected universities within a defined period.

Sampling Technique

Given the relatively small population of fisheries and aquaculture students, a stratified sampling technique was used to ensure representation across both the academic levels and the universities. Each university formed a stratum, and within each university, students were further stratified by academic level (100 level, 200 level, 300 level, 400 level, and 500 level). From each university, a total of 25 students were selected, with 5 students per academic level. This produced a total sample size of 125 students, with equal representation from all five academic levels across the universities.

Data Collection Instrument

Data was collected using a structured questionnaire designed to capture demographic information and various factors influencing students’ enrollment in Fisheries and Aquaculture programs. The questionnaire was divided into sections to address key areas such as

• Demographic characteristics
• Perceptions of fisheries and aquaculture as a field of study
• Motivations for enrolling in the program
• Challenges faced during enrollment and throughout the course of study

Data Collection Procedure

The questionnaires were administered in person to the selected students in each university. In each stratum (university and academic level), students were selected randomly to avoid bias in the selection process. The data collection process was completed over a period of two weeks, ensuring that all respondents had sufficient time to complete the questionnaires accurately.

Data Analysis

The data collected from the questionnaires was subjected to analysis using descriptive statistics such as frequencies and percentages to summarize the demographic characteristics of the respondents and their responses to the factors influencing enrollment into the Fisheries and Aquaculture Program in Southeastern Nigeria.

Demographic Information of Respondents

The demographic characteristics of the respondents, including gender, age, academic level, and parental education, are presented in Table 1. In the gender distribution of the 125 respondents, 32% were male (n = 40), while 68% were female (n = 85). This indicates a higher proportion of female students enrolled in fisheries and aquaculture programs across the five universities. In the age distribution, the largest age group among respondents was 18-21 years (50%, n = 63), followed by 22-25 years (32%, n = 40) and under 18 years (17%, n = 21). Only 1% (n = 1) of respondents were aged 26-30, and no students were aged 30 and above. Respondents were evenly distributed across academic levels, with each level (100-500) contributing 20% (n = 25) to the total sample, reflecting a balanced representation of students at different stages of their academic progression. The majority of the respondents' parents had tertiary education (68%, n = 85), while 26% (n = 32) had secondary education, and 6% (n = 8) had informal education. None of the parents had only primary education.

Table 1: Demographic Distribution of Respondents.

Awareness and Interest of Respondents

The awareness and interest of respondents concerning the Fisheries and Aquaculture program were evaluated through a series of survey questions. The results are presented in Table 2, which details the frequencies and percentages of responses across various dimensions of awareness and interest.

The analysis of awareness and interest reveals a significant gap among respondents. A substantial majority of respondents (93%) indicated non-application for admission into the Fisheries and Aquaculture program during the Joint Admissions and Matriculation Board (JAMB) registration, while only 7% confirmed their application. This finding suggests a considerable lack of awareness or interest in the program prior to their admission. Furthermore, 85% of respondents reported no awareness of the program until their admission. The remaining participants indicated they learned about the program through university brochures (8%) or from friends and family (7%). Notably, none of the respondents indicated discovering the program through career programs or social media, which highlights a significant gap in outreach and awareness initiatives.

The factors influencing respondents' decisions to enroll in the Fisheries and Aquaculture program varied significantly. The majority (77%) reported being compelled by the university’s admission office, suggesting that institutional influences play a pivotal role in shaping enrollment decisions. Others revealed influences included personal interest in aquatic ecosystems (4%), perceived career prospects in fisheries and aquaculture (1%), and the influence of family and friends (8%). Additionally, 10% of respondents indicated that the program provided an easy pathway for university admission. These findings reveal the importance of institutional strategies and their impact on student choices.

Initial interest levels among respondents in the Fisheries and Aquaculture program upon entry into the university varied significantly. A notable proportion expressed a lack of interest, with 35% identifying as "very not interested" and 52% as "not interested." Only 6% of respondents reported being "very interested" or "interested," with another 6% remaining neutral. This pattern indicates a potential disconnect between students’ expectations and their actual interest in the program at the onset of their studies.

In assessing current interest levels in the Fisheries and Aquaculture program, 22% of respondents reported still being "not interested," while 48% maintained a neutral stance. Conversely, 18% expressed that they are now interested in the program, although 10% still identified as "not interested." This trend indicates a modest increase in interest for some students, while others have not experienced any change in their level of engagement.

The potential for transferring to another course of study emerged as another critical dimension explored in the survey. A significant 73% of respondents indicated a desire to transfer out of the Fisheries and Aquaculture program, whereas 37% expressed otherwise. The primary reasons for the inclination to transfer included a lack of interest, insufficient prior knowledge of the course, and the program’s perceived unattractive name. The majority of the respondents (58%) chose medical sciences to be their preferred course of study if given the opportunity to transfer, 24% chose other science courses, 10% preferred engineering, and 8% favoured other agricultural disciplines. The predominant reasons for favouring these alternatives included a lack of interest in the Fisheries and Aquaculture program and aspirations for careers in the medical field. Respondents' perceptions of job prospects associated with the Fisheries and Aquaculture program revealed mixed choices. Only 11% considered the job prospects to be "very promising," while 18% regarded them as "promising." Conversely, 44% of respondents expressed uncertainty regarding job prospects, with 18% categorizing them as "not promising" and 11% as "not very promising."

Table 2: Awareness and Interest in Fisheries and Aquaculture Program.

Barriers and Challenges Faced by Students in the Fisheries and Aquaculture Program

The results of the barriers and challenges faced by students enrolled in the Fisheries and Aquaculture program are presented in Table 3 below. These challenges significantly influence students' experiences and perceptions of the program, thereby impacting their decision to continue their studies in this field. The primary barrier identified by respondents is the unattractive name of the program, with 56% of participants indicating this as a challenge. Additionally, 33% of respondents expressed concerns regarding perceived limited job prospects, indicating that the lack of clear career pathways in the fisheries and aquaculture sector may hinder student interest and commitment to the program.

Table 3: Barriers and Challenges Faced by Students in the Fisheries and Aquaculture Program.

Furthermore, 98% of the respondents revealed they would prefer a change of name for the Fisheries and Aquaculture program. The preferred alternative names are presented in Figure 1 below, with names like Aquatic Resources Management (30%) and Aquatic Sciences (25%), amongst others.  Additionally, 66% of the respondents revealed that measures that could increase enrollment in the Fisheries and Aquaculture program include changing the program's name, which could significantly enhance its appeal. Other proposed measures as presented in Table 4 below include scholarship opportunities for prospective students (20%) and incentives for graduates (10%), indicating a need for additional financial support and incentives to encourage students to pursue careers in this field.

Figure 1: Preferred Alternative Names for Fisheries and Aquaculture Program.

Table 4: Factors for Increased Enrollment of Students into Fisheries and Aquaculture Programs.

Program Attributes

The survey results regarding students' satisfaction with various aspects of the Fisheries and Aquaculture program are presented in Table 5 below. Results observed that the highest mean score was for the "Quality of academic staff," which scored 3.8, suggesting a relatively positive perception among students regarding the competence and effectiveness of their instructors. However, other parameters, such as "Availability of program information," "Internship opportunities," and "Career support for students," received low mean scores of 1.5, 1.8, and 2.4, respectively, indicating significant dissatisfaction among students in these areas.

Table 5: Satisfaction with Program Attributes of the Fisheries and Aquaculture Program.

VD – Very dissatisfied, D – Dissatisfied, N – Neutral, S – Satisfied, VS – Very Satisfied.

This survey also revealed students’ preferences on other program attributes, such as effective and ineffective teaching strategies, as presented in Table 6 below. Students indicated effective teaching strategies include interactive lectures, digital course materials, and comprehensive lectures, while ineffective teaching strategies include unscheduled lecture cancellations, surprise continuous assessments, manual note-taking, and disorganized course materials. Respondents’ views regarding their intentions towards postgraduate studies in the fisheries and aquaculture field showed varying perspectives. The majority of respondents (50%) expressed no desire to pursue postgraduate studies, citing reasons such as lack of funding, lack of interest in the course, and general disinterest in further education. Regarding aspirations to work in the fisheries and aquaculture industry upon graduation, a significant number of respondents (46%) indicated that they do not aspire to work in this field, with reasons including interest in alternative job opportunities and lack of interest in fisheries-related jobs. Finally, students suggested several changes and improvements to enhance the Fisheries and Aquaculture program, including a change of name for the course, provision of more classrooms, establishment of a standard library, well-equipped laboratories, and increased awareness of the program.

Table 6: Respondents’ View on Other Program Attributes of the Fisheries and Aquaculture Program.

The results from the demographic information of the respondents revealed the composition of students enrolled in Fisheries and Aquaculture programs at southeastern Nigerian universities. The data, presented in Table 1, reveals that out of 125 respondents, a substantial majority were female, comprising 68% of the sample, while male respondents constituted 32%. This gender disparity indicates an important trend in student enrollment, suggesting that Fisheries and Aquaculture may appeal more to female students in this region. Previous research indicates that gender representation in agricultural and environmental science fields often skews towards female students, which may be influenced by socio-cultural factors and the perceived role of women in these areas [23]. However, this disparity raises important questions regarding the retention of male students in this field and highlights the necessity for targeted recruitment strategies that encourage male participation, which could enrich classroom dynamics and future professional landscapes in Fisheries and Aquaculture.

The age distribution of respondents showed that the majority (50%) fell within the 18-21 age bracket. This finding is consistent with the traditional university demographic, where most students are typically within this age range upon entering higher education. The age distribution also suggests that the program successfully attracts younger students, which is crucial for ensuring a pipeline of future professionals in the field. However, it is notable that 1% of respondents were aged 26-30, with no students over the age of 30. This limited age range may reflect barriers to entry for older individuals who wish to pursue a degree in fisheries and aquaculture, potentially related to career changes or economic constraints [24]. Additionally, the education levels of the parents of respondents reveal that a significant majority (68%) have attained tertiary education, while 26% have completed secondary education, and only 6% have informal education. This high level of parental education may likely influence students’ aspirations for higher education and their decision to enroll in specialized programs in the university. Research suggests that parental educational background significantly influences students' academic choices and career trajectories [25]. Consequently, understanding the demographic context surrounding students' enrollment can help institutions tailor their outreach and support programs more effectively.

This survey also reveals varying levels of awareness, interest, and perceptions regarding the Fisheries and Aquaculture program among respondents, as presented in Table 2. The low percentage (7%) of students who applied for the Fisheries and Aquaculture program during the Joint Admissions and Matriculation Board (JAMB) registration suggests a significant gap in awareness about the program, which is corroborated by the finding that a substantial 85% of students had never heard of the Fisheries and Aquaculture program prior to their admission. Such results align with previous research indicating that awareness plays a pivotal role in students' decisions to pursue specific academic programs (Hashish, 2019). Consequently, there is an urgent need for universities to enhance outreach efforts, targeting potential applicants through high school engagement, career developments, and effective use of social media platforms to inform students about the opportunities within Fisheries and Aquaculture [26]. Further analysis of enrollment motivations reveals that a majority of respondents (77%) cited compulsion by the university’s admission office as a significant influence on their decision to enroll. This finding underscores the effectiveness of institutional recruitment strategies; however, it raises concerns about the extent to which these strategies foster genuine interest in the field. A minority of respondents (4%) indicated personal interest in aquatic ecosystems as a motivating factor, highlighting a potential misalignment between institutional recruitment efforts and the intrinsic motivations of prospective students [27]. Thus, it is imperative for universities to develop recruitment campaigns that not only inform but also inspire students to engage with the environmental and economic significance of the fisheries and aquaculture sector.

The result of initial and current interest levels in the program presents a complex observation. Upon entering the program, 52% of students reported being "not interested," while 35% indicated they were "very not interested." This initial lack of enthusiasm is concerning and suggests that factors influencing students' perceptions prior to enrollment, such as misconceptions about the field or limited exposure to its relevance, may need to be addressed [28]. Over time, the fluctuation in interest indicates that while some students maintain ambivalence, 18% reported an increase in their interest in the program. This shift may reflect the impact of faculty engagement, hands-on learning experiences, and the overall curriculum on student perceptions [29]. Moreover, the propensity to transfer to other courses is significant, with 73% of respondents expressing a willingness to consider transferring. This inclination could be largely attributed to a lack of interest and insufficient prior knowledge of the course, suggesting a need for improved orientation and pre-admission counselling that adequately prepares students for their academic pursuits [30]. The preference for transferring to medical sciences, noted by 58% of students, highlights a societal perception that medical careers offer better job security and prestige, further complicating the recruitment landscape for Fisheries and Aquaculture programs [31].

Regarding perceptions of job prospects, the survey indicates considerable uncertainty among respondents; 44% expressed uncertainty about the career opportunities associated with the Fisheries and Aquaculture program, with only 18% viewing these prospects as "very promising." This uncertainty may stem from a lack of clear communication about potential career pathways within the field, which previous research has identified as a critical factor in students' academic engagement [32]. It is essential for educational institutions to actively communicate the diverse career opportunities available in fisheries and aquaculture, including roles in research, conservation, aquaculture management, and food security, to enhance students' perceptions of the program's value [33]. The findings from the study regarding the program attributes of the Fisheries and Aquaculture studies revealed several critical insights into student experiences and perceptions. A significant portion of respondents expressed dissatisfaction with the availability of program information, with 49 students indicating they were very dissatisfied and 33 dissatisfied. This aligns with previous research that highlights the importance of clear communication and information dissemination in enhancing student engagement and enrollment [34]. Lack of adequate program information can deter prospective students and contribute to lower enrollment rates in specialized fields such as fisheries and aquaculture.

In terms of the quality of academic staff, a mean score of 3.8 suggests a moderate level of satisfaction among students, with 48 respondents satisfied and 27 very satisfied. This finding is consistent with studies indicating that faculty academic quality significantly impacts student satisfaction and academic performance [35]. However, the concerns raised about practical training and laboratory facilities, which received a mean score of 1.8, indicate a pressing need for improvements. Practical training is vital for students in technical fields like fisheries and aquaculture, as hands-on experience enhances their understanding and prepares them for future careers [36].

This survey reveals a concerning trend in students’ intentions to pursue postgraduate studies, with only 10% expressing a definitive interest. This lack of enthusiasm can be attributed to several factors, including financial constraints and a perceived lack of career prospects in the field. Previous studies have shown that financial barriers significantly influence students' decisions to further their education [37]. Moreover, the low aspiration to work in the fisheries and aquaculture industry, with 46% of respondents indicating they do not plan to pursue careers in this field, suggests the need for improved job prospects and career guidance. According to Ezeafulukwe et al. [38], enhancing the visibility of career pathways in specialized programs is crucial for attracting and retaining students.

Student preferences regarding teaching methods also revealed significant results. The high regard for interactive lectures and digital course materials suggests a broader trend in education, where students increasingly favour active learning and technology-integrated teaching approaches [39]. Conversely, the negative perceptions surrounding unscheduled lecture cancellations and surprise assessments highlight significant areas for improvement in course delivery. Consistency and organization in teaching practices are essential for maintaining student engagement and motivation [40]. Finally, the students’ suggestions for improving the program, including a name change and better facilities, align with their expressed dissatisfaction with the current state of the program. Studies have demonstrated that program branding and visibility can significantly affect student enrollment decisions [41]. Addressing these concerns and implementing the suggested improvements may enhance the overall student experience, attract new enrollees, and foster a more supportive academic environment.

This survey highlights several key challenges affecting student enrollment, retention, and perception of the fisheries and aquaculture programs across universities in southeastern Nigeria. The observations demonstrate a general lack of awareness and interest in the program prior to admission, with the majority of students indicating that they were compelled by the university’s admission process rather than personal choice. The unattractive nature of the program's name and the perception of limited job prospects were also identified as significant barriers. Furthermore, the dissatisfaction with program attributes, such as inadequate practical training facilities and insufficient career support, exacerbates the challenges students face within the program. In light of these findings, it is evident that the Fisheries and Aquaculture programs require substantial reform to improve their visibility, appeal, and perceived value to both prospective and current students. Addressing the identified barriers could lead to better enrollment rates and improve students' outlook on their career prospects in this field. Ultimately, enhancing these programs is important for preparing a future workforce capable of addressing the growing global demand for sustainable fisheries and aquaculture practices.

Recommendations

Based on the results from the respondents, the following are hereby recommended:

1. Rebranding the Program: Universities should consider rebranding the Fisheries and Aquaculture program with more appealing names, such as "Aquatic Resources Management" or "Aquatic Sciences." This could help in changing the negative perceptions associated with the current name and attract more students to the field.
2. Enhanced Awareness Campaigns: Universities should increase awareness of the program through targeted educational campaigns, career fairs, and partnerships with secondary schools. Providing prospective students with detailed information about the program’s career prospects and societal importance could positively influence enrollment decisions.
3. Improved program support: There is a need to enhance the practical components of the program by investing in modern laboratory facilities, fieldwork opportunities, and internships. Additionally, universities should establish robust career support services to help students navigate job opportunities within the fisheries and aquaculture sectors.
4. Financial and Scholarship Incentives: Offering scholarships or financial aid to prospective and current students could alleviate the high cost of education, which was cited as a challenge. Financial incentives may also help to attract and retain students who are passionate about fisheries and aquaculture but lack the means to pursue their education fully.

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