TABLE OF CONTENTS
CHAPTER ONE
Introduction
Background of the study
Statement of the Problem
Purpose of the Study
Significance of the Study
Research Question
Limitation of the Study
Definition of Terms
CHAPTER TWO
LITERATURE REVIEW
The Nature and Scope of Business Education
The Methods of Teaching Business Education
Expository Technical
Problem /Questioning Technique
Groups Discussion Technique
Student past Experience Techniques
Field – Trip Techniques
Committee Technique
The Materials and Equipment in Business Education
CHAPTER THREE
Methodology
Sample and Sampling Procedure
Description of the Instrument Used.
Reliability of the Instruments
Validation of the Instrument
Administration of the Instrument
Method of Data Analysis
CHAPTER FOUR
Presentation and analysis of data
CHAPTER FIVE
Summary, Conclusion and Recommendations.
Summary
Summary of Findings.
CONCLUSION
Recommendations
Area of Further Study
REFERENCES
APPENDIX A: Introduction Letter
APPENDIX B: Questionnaire for Business Studies Students
APPENDIX C: Questionnaire for business studies teachers
CHAPTER ONE
Introduction
Background of
the study
Whitehead
(2002) defined education as the transmission of culture values of the
society from one generation to another.
In
the same view Bello
(2002) defined education as the aggregate of all the processes by means of
which a person develops abilities, attitude, and forms of behaviour of positive
value in the society in which he lives.
Education
can be viewed from the dimension of formal, informal and non – formal
education. Complete education cannot be acquired within the classroom only. A
large part of education can be acquired from outside the classroom. Such source include the home, peer groups,
travels and other non-classroom situations.
Formal education means any form of
teaching- learning process, which has a generally accepted and regular set of
rules organization and pattern. In order words, formal education means
schooling. The formal education is unique in the sense that it has control,
curriculum, regular financing, staffing and evaluation of examination.
Information education is an aspect of
socialization. This is the process of fitting individuals into an organized way
of life and established tradition of a society.
Informal education begins at early childhood and
continues throughout life. Unlike formal education, informal education has no
organized curriculum, laws, teaching methods, control mechanism, evaluation
procedures or specially trained staff. Schools, parent, peers and the media
carry on informal education process. Learning takes place mostly through
interaction with others in a particular setting.
Non-
formal education is the learning of activities and skills outside the formal
school system. Like formal education, non-formal education can be deliberately
planned, staff and financed.
Business
education is a part (specialized education) of the aggregate of formal and
non-formal education.
For
proper understanding of researcher’s discussion in this paper, it should be noted
that in Nigeria, commercial subject or business education or business studies
mean the same thing and which term one may wish to call it, is grouped under
vocational and technical education curriculum of the Nigeria school system
under the 6-3-3-4 system as provided in the national policy on education 1977
revised 1981. Business studies are regarded as a single subject in the
pre-vocational group of subjects.
According
to Nanassy (2003) business education is an aspect of the total
education, which provides students with the necessary skills, knowledge,
attitudes and values to enable them enter into various occupational field.
Ulinfun (2001) also defined business education as
education for business, or training in business skills, which are required for
use in business offices and clerical occupations and business policy analysis.
In Nigeria,
business education had a slow start and develop less quickly than other forms
of education because the advents of formal education in this country neglect
business education entirely.
Even when effort were made to recognized it, the image
portrayed was very poor at it because the public saw it as the education meant
for the handicapped, the drop-outs, the never do – well and mentally mal
–adjusted.
The idea of
business education in Nigeria
started as far back as 1882 by colonial masters. The main purpose was to get
people to interpret the scared book known as Bible, and also people to work as
clerks, and interprets of Holy Book, so their education was confined to knowledge
and skill such as typewriting and filling, which would achieve these goals.
Training in
vocation business studies on what came to be known later as commercial
education started about 1930 with the establishment of a clerical training
center at Oshogbo
in the former in the former western Region, now Osun State.
The purpose of the center was to train clerical officers that were badly needed
at the time to fill positions in the office.
By 1955, many commercial secondary schools were
established in the western region and subject like shorthand, typewriting and
business methods etc. were taught.
The awareness and impact of business education to
the economy was first mentioned in the Ashby report, the Ashby commission in it
report in 1960 noted the imbalance in out educational system and shortage of
caliber of workers in our industries and offices. Then he suggested the
offering of commercial courses in the schools, which include among others.
English, shorthand and typewriting. The report also suggested that the
technical institutes should provide full – time post – secondary general
commercial course. The purpose for this was then maintained, was to train
stenographers and junior clerk for up – grading to more responsible post.
Later the curriculum conferences of 1969
provide the recognition of business education as an indispensable field of
study in a developing industrial economy. The recommendation of the curriculum
conference led to the development of new business education curriculum in Nigeria, including
elementary, secondary technical and university education. The new policy has
strong impact on the development of vocational business education for example,
business studies is grouped under the pre –vocational subject.
At the junior secondary level, business
studies is taught as an integrated subjects, comprising all the vocational
business areas, which include five basic subjects, book – keeping, commerce,
office practice, shorthand and typewriting.
At the senior secondary school level,
however, business subject are allowed to stand on their own as separate
subjects. At this level the students move towards a career option, which he is
likely to pursue further at the college of technology or polytechnic for a
higher professional training or at the university.
The basic objective of business
education is preparation for an ultimate occupational choice (pre –vocational
training).
At the junior secondary level, the new
business curriculum is expected to:
1. Provide the students an introductory
material to be covered at a higher level.
2. Build a strong background and help create
attitudes towards a selected career option:
3. Help the students develop attitude towards a particular
profession and plan for a future career in business
Looking at these objectives, we can therefore observe that the emphasis
is laid on primary need for business education for the preparation of students
to enter into the business world and to participate actively as producers and
or as consumers of goods and service by business.
For these objective to be
achieved the business teachers must be effective in the teaching and learning
of business studies.
Therefore, for any teaching
to be effective both teacher and learner must work in an atmosphere of mutual
respect and trust.
Uge (2000) states that a successful or effective teaching should
be guided by certain principle. Such as
1. Learning is an active process in which the learner must
involve. That is learning is more
effective if the learners participate in whatever learning experiences the
teacher has chosen.
2. Keen awareness of objectives will sustain interest encourage
perseverance. Objective should be clearly stated. The purpose of every teaching
is to bring about changes in behaviour; that is to bring learning whatever
methods a teacher adopt must awaken desire, stimulate purpose, direct thought
and action towards some objectives.
3. The life of the students must serve as a starting point. That is
the learning should start from know to the unknown, from simple to complex or from
the familiar to the unfamiliar.
4. Teaching aids promote learning. The teacher should endeavor to
provide make appropriate use of suitable audio – visual aids. Free use of
chalkboard is of immense value. Teacher should make use of illustration; this
does not refer only to pictorial images. It includes explanation conveyed
through suitable words.
In Mainland Local Government, here are the 8 sample secondary schools. Namely:-
1. Aje Comprehensive Secondary
2. Akoka
High School Yaba
3.
Birrel Avenue
4. Eletu
Odibo Secondary
School
5. Herbert
McCaulay
6. Lagos City
College Sabo Yaba
7. Mobolaji Bank Anthony
Secondary School
8. Western College Secondary School
In Mainland
Local Government Area of Lagos State, the teaching and learning of business
studies has not begins effective, that is why the researcher took interest in
investigating the root cause of ineffective teaching and learning of Business
Education.
Statement of the Problem
The
National Policy on Education (1981), it is stated that the end of Junior
Secondary School, the business studies students must have acquired basic
knowledge and develop skills which enable them to further their education to
senior secondary school stage so as to complete their six –year secondary
education while others expected to go out into the world of work and be
employed or self –employed.
The new system aims at minimizing the problem of
unemployment and idle school drop – outs. But these well planned programme has
been difficult to achieve its aim because of lack of qualify teachers in
business education. Other reasons include that the age at which the students
complete their Junior
Secondary School is
tender. They are not exposed to the world of work and can hardly survive in the
world of work. There is no adequate time allocated for the teaching of business
studies in the school’s timetable.
Also, there are wrong methods of teaching business
studies whereby the students end up learning more theory than practical and
this hinders acquisition of adequate skill needed. Lack of sustained interest
on the part of the students especially in shorthand, lack if adequate office
equipment like typewriters, duplicating machines, photocopiers etc. there is
also population explosion in our secondary schools, which invariably leads to
classroom overcrowd ness. These and other problems have made the teaching and
learning of business studies to be ineffective as far as acquisition of technological
skills is concerned.
Purpose of the Study
The
purpose of this study was to ascertain the factors affecting the effective
teaching and learning of business studies at the Junior Secondary School
in Mainland Local Government. Specifically the study is to:
1. Examine the educational and professional
qualifications needed by teachers to excel.
2. Determine the number of periods allocated
to business studies on the school timetable.
3. Examine the teaching aids and textbooks use
by teachers and students to facilitate the learning and teaching of business
studies.
4. Ascertain the adequacy of materials and equipments for the
teaching of business studies.
5. Examine the availability of functional
libraries.
Significance
of the Study
The study is
essential for the students, the teachers, the schools, colleges and the
ministry of education on how to improve the standard of business education
subjects as it affects the secondary schools in Mainland Local Government Area
of Lagos State. Specifically the study:
Enable the
students to have positive attitude towards business studies and put more effort
in the learning of business studies so as to improve their performance.
It provides
the teachers with the necessary ingredients needed for them in order to make
the teaching and learning of business studies effectives.
It will
enable the school to give the necessary supports such as provision of fund for
the effective teaching and learning of business studies.
Finally, it
also enables the ministry of education to provide adequate, and relevant
instructional text materials for effective instruction in business studies.
Research Question
Business
studies which provide the students the basic knowledge and skills that will
enable them to further their education to Secondary Schools has not been
effectively taught in Junior Secondary Schools in Mainland Local Government
Area of Lagos State. And this has led to question such as:
1. What are the qualifications required by
teachers of business studies.
2. To what extent are the periods allocated to
business studies adequate?
3. What are the teaching aids and textbooks needed to facilitate
the teaching and learning of business studies?
4. What are the materials and equipment needed
for the teaching of business of business studies?
Limitation of the Study
The research
work covers eight secondary schools in Mainland Local Government. These eight
schools include private and Government owned secondary schools.
Definition of Terms
The under
listed terms will be used in the study and been defined in the context of the.
1. Local government:- This is the government which is
concerned with the recognition of those affairs which are of direct and
immediate interest to the inhabitants of a particular area and provision of services
and amenities that makes life comfortable, pleasurable in that area.
2. Vocational education:- Is an
organized learning experience given to somebody that has chosen an occupation
and require further development in the calling for the living.
3. Business education subjects:- Refers to subjects like
accounting, commerce, office practices, business methods, shorthand and
typewriting.
4. Business students:- Refers to the students offering some
of the business education subjects.
5. Business teachers: Refers to teachers that have undergone
some training in business education and how teaches business subject.
6. Course:- It is discrete segment of a programme which
covers specific measurable behavioural objectives of knowledge, attitude,
practices related to a given discipline or occupation.
7. Instructional facilities (materials): Is anything that enhances
the effectiveness of the technique being used.
8. Guidance: - Is a learning process
that assists a person to make his own choices and decision wisely.
9. Counseling: - Is service by which
one human being can help one or more human beings to grow into integrated
harmoniously personalities.
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