need to check the Problems and Prospects of teaching Business Studies as necessitate
this research work. This Study was carried out at five selected schools at Shomolu
Local Government Area of Lagos State.
The total Population comprises of 80 which is categories into two for which the
students population as 65 and Teachers population is 15 and a sample is used
for the analysis (25 fro each schools). The Instrument used for the collection
of the data now questionnaire which made up of
9 question items for the teachers and 11 question items for the students
which were analyze using simple percentage. It was found among others that
Prospects of Teaching Business Studies,
it is recommended that more equipments should be brought to and the students
learning, especially in the study of typewriting as this is a branch of
Business Studies which emphasizes the practice of typing. That the provision
and choice of textbooks could be a headache to the teacher and the students
because of the difficulty in finding textbooks which suit the local and
particular needs of both teachers and the students in the classroom.
should provide Guidance and counselor to ensure that the teaching of Business
studies is utilized.
TABLES OF CONTENTS
Title page pages
Chapter one: Introduction.
1.0 Background to the study. 1-2
of problems 3
of the study. 3-4
of the study 5-6
and limitations of the study. 6-7
Chapter two: Literature Review.
2.0 Introduction 8
environment of learning 8-10
working condition 10-12
materials of learning 12-15
motivation towards teaching 18
period of learning 18-19
Chapter Three: Research methodology
3.1 Research Design 20
of study 20
of the study 21
and sampling techniques 21
for data collection. 21
of Instrument 22
Chapter Four: Analysis of research Question and Results
3.0 Introduction 23
4.1 Analysis of research question 1 23-25
4.2 Analysis of research question II 25-28
4.3 Analysis of research question III 29-31
4.4 Analysis of research question IV 32-35
4.5 Analysis of research question V 35-38
4.6 Summary of the findings. 38
Chapter Five: Interpretation and Discussion of result
and discussion of results. 39
and discussion of results. 39-43
implication of the study. 44
of the study. 45
for further studies 46
of the entire study 46
1.0 BACKGROUND OF STUDY:
Studies has been discussed as a social science discipline which ought to be
taught in all post primary schools in Nigeria as stated by the National
Policy on Education.
Studies is made up of a number of subject areas. In other words, it is an
integrations of many subjects, it is offered as an integrated subject at the
Junior Secondary level comprising, office practice, commerce, shorthand,
typewriting and book-keeping. However, at the Senior Secondary level, the
subjects are separated into shorthand, typewriting, economics, book-keeping and
accounting with a view to providing career options. The introduction of
Business Studies into the national curriculum as reflected in the national
policy on Education (Federal Republic of Nigeria, 1981) and the Junior
Secondary School (J.S.S) and senior Secondary School (S.S.S) national
curriculum (Federal Ministry of Education, 1984, 1985) has created an enormous
challenge for the trainers of Business Studies teachers, particularly at the
N.C.E and the undergraduate levels. This challenge has emerged in the area of
designing programmes that would meet the following requirement as reflected in
the provocation (J.S.S) and vocational (S.S.S) curricular in terms of:
spiral and concentric sequencing of
Modular or specific competency
key features of Business Studies curriculum as highlighted above resulted in
behaviorally orientated curriculum patterns, particularly at the J.S.S. level. Again, the organization
of course content has depended prepondentantly on specifying units of
instruction. This has been achieved through spiral sequencing (for theory based
subject, e.g. commerce) and concentric sequencing (skilled –based subject e.g
typewriting). of the content of each subject. Efforts to meet course objectives
on the other hand, gave rise to the definition of performance objectives which
are intended to foster concepts, inquiry, learning and utilization relatedness
as explained in Ekpenyong (1994).
first impressive effort to training N.C.E teachers that would meet the curriculum
structure and course objectives of J.S.S and S.S.S. Business Studies programmes
was undertaken by the National Board for
Technical Education (NBTE), (1987). The (NBTE) Business Studies curriculum had
several features that were intended to produce teachers who be adequately
suited for teaching Bossiness Studies at the
secondary school level. Courses were specified in modules with the
performance objectives for each module clearly specified common core subject
which every student had to study for the first 2 years, were specified. Specialization
in either accounting or secretarial options were reserved for the third and
when the (National Commission for college of Education (NCCE), inherited
the N.C.E curriculum from the NBTE in
1990, it decided to shed most of the features of the N.C.E curriculum as
developed by the latter. For instance, the modular structure and course
specifications, as well as a statement of objectives were abandoned. What can
be seen, therefore, as a serious weakness in the National Commission for
college of education curriculum for teachers of Business Education is that of stating course outlines
in syllabus context. This, certainly, can hardly help in experienced students/teachers who
need guidance in formulating their lesson objectives appropriately.
the above defects remain, the National Commission for college of education must
be commended for its effort in trying to bring about the important innovations
in the business teachers education curriculum, especially the bid to introduce
new courses such as entrepreneurship and information technology in its revised
curriculum which was scheduled to take off in the 2002/2003 session.
importance of facilities to the overall success of any educational enterprise
has never been in doubt. It is on this account that Buremoh (1985), Olutola (1989)
and Morphet and Roe (1974) emphasize the need for the provision of adequate
training facilities. In business teachers education as is applicable to other
technical course, the need for the availability of functional training
facilities and equipment, such as modern office machines terms of computers,
word processors and electronic typewriters, and office copiers is to say the
least critical, there is also a drive
need for adequate working and storage
was on this account that in developing the teacher education curriculum, the
design teams for various subject areas such as accounting, commerce, word
processing and office management produced a list of minimum instructional
equipment that, would be needed for the provision of quality instruction.
Oyedeji (1991) could not find a significant difference in the performance of
Business Studies with sufficient Instructional equipment and those without it, experience
Business Education Teaching indicates that lack of equipment can seriously
hamper student progress, particularly in skill subject areas.
workforce supply has, for along time been recognized as a major factor
militating against the successful and effective teaching of Business Studies at
both Junior and Senior Secondary School levels of education. The pitiable
situation in low Business teachers supply can be explained in terms of
structural imbalance in the educational system (Aina. 2000). These problems are
reflected in the continuous poor performance of Business Studies.
1.1 PURPOSE OF THE STUDY:
problem associated with the teaching Business Studies, if not critically looked
into will make the objectives of the subject unattainable and difficult to have
impact on the learners. The purpose of
the study will be to find out some of
the problems that are encountered in the teaching of Business Studies. The study will look into
the possible solution and how their knowledge of the subject to students and
the method adopted by them.
1.2 SIGNIFICANCE OF THE STUDY:
research will find out the reason for the short comings in the expectation
of Business Studies educators and
scholars in improving students academic performance in Business Studies. It
will point out the important qualities of teachers (qualification use of
teaching and learning aids, manipulation of the teaching environment and
personality in enhancing a positive attitude in students towards Business
Studies). Above all, this study will broaden the knowledge of Business Studies
educators on the various problems and prospects of teaching Business Studies in
1.3 STATEMENT OF THE PROBLEM:
problems in teaching Business Studies like any other subject have been
attributed to the lack of materials for teaching, sometimes some teachers are
not qualified to teach the subject. In some cases however, there are qualified
teachers but they lack the necessary teaching materials without, which efforts,
become futile. Also sometimes the student or learner are rather not interested
in the subject and hence they perform below expectation.
is worthy to note that the method of teaching employed by the teacher may
render the subject uninteresting. This is simply because, a good teacher with a
bad method of teaching gets a poor result. This study investigates both the Problem and Prospects of
teaching Business Studies.
1.4 RESEARCH QUESTION:
following research question will serve as a guide to the study.
What method does teachers use to teach
Business Studies to students?
What are the students attitudes
towards learning of Business Studies?
What are the instructional materials
available for teaching Business Studies?
What are the necessary qualifications
for teaching Business Studies?
What are the necessary experiences
needed for teaching Business Studies?
1.5 SCOPE OF THE STUDY:
scope of the study will cover the whole spectrum of business teaching, learners
attitude to the subject, the methodology of teaching, teachers qualification,
experience, the types and uses of textbooks in the classroom.
study is delimited to secondary schools in Shomolu Local Government. This is
due to the fact that such needs easy collection of data and analysis as well as
to reduce cost.
1.6 SAMPLING DESIGN AND PROCEDURE:
research is aimed at finding out the Problems and Prospects of Teaching
Business Studies in Secondary Schools, therefore the sampling population will
include secondary school students and teaches in some selected schools in
Shomolu Local Government Areas of Lagos State.
1.7 DEFINTION OF TERMS:
1. BUSINESS: The
study of the management of individuals organizing to maintain collective
productivity toward accomplishing particular creative and productive goals
(usually to generate profit).
2. TECHNIQUES: Is
the process by which the learner is associated with the learning task by the
teacher, techniques are generally used within a method. They form part of a
method of approaching a topic.
It is the way in which people are organized in order to conduct an educational
activity with the purpose of achieving a set goal.
This is simply the process of impacting knowledge, it means the process of
giving instruction to somebody or causes somebody to know or be able to do
It is something difficult to deal with or understand.
6. PROSPECT: It is the possibility of something occurring
or chances for success.