ABSTRACT
The aim of this project is based on examine the factors that affect the effective teaching and learning of business studies in some selected junior secondary schools in ogbomoso Local Government, Oyo State. Questionnaire was used to collect data and these data were analyzed using simple percentage. Findings revealed that instructional materials and resources have a significant effect on pupils’ achievement in teaching Business studies and lack of school facilities in Business studies affects the pupils’ academic performance. The research went further to recommend that, Business Studies teachers should demonstrate a sound degree of professional competence and a working knowledge of epistemology of the subject, Business studies teachers should make learners learn to live a reasonable life by developing rule – governed behaviors and government should provide instructional materials for Business studies teachers.
TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
1.2 STATEMENT OF THE PROBLEM
1.3 OBJECTIVES OF THE STUDY
1.4 RESEARCH QUESTIONS
1.5 SIGNIFICANCE OF THE STUDY
1.6 SCOPE OF THE STUDY
1.7 LIMITATIONS OF THE STUDY
1.8 DEFINITION OF TERMS
CHAPTER TWO
LITERATURE REVIEW
2.1 CONCEPT OF BUSINESS STUDIES
2.2 COMPONENTS OF BUSINESS STUDIES
2.3 TEACHERS QUALIFICATION
2.4 TEACHERS’ QUALIFICATIONS AND THEIR IMPACT ON STUDENT
2.5 STRATEGIES FOR EDUCATING BUSINESS STUDIES STUDENTS FOR CORPORATEGOVERNANCE
2.6 DELINEATION OF TEACHERS’ PROFESSIONAL COMPETENCE
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 INTRODUCTION
3.2 AREA OF STUDY
3.3 RESEARCH DESIGN
3.4 POPULATION AND SAMPLING
3.5 SAMPLE AND SAMPLING PROCEDURES
3.6 RESEARCH INSTRUMENT
3.7 ADMINISTRATION OF INSTRUMENTS
3.8 METHOD OF DATA ANALYSIS
CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION
4.1 INTRODUCTION
4.2 DATA PRESENTATION
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 CONCLUSION
5.2 RECOMMENDATION
REFERENCES
APPENDIX
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Business Studies curriculum development agencies such as the
Nigerian Educational Research and Development Council (NERDC) and experts
further identified and disseminated the curriculum goals or purposes of the
subject in the school curriculum. These include citizenship education,
reflective inquiry and business studyies education, (Barth-shermis, 2000;
Barth-Norris, 2006; Dubey and Barth, 2000; Olawepo, 2004) among others. These
broadly stated goals must be clare to, and recognized as important as well as attainable
by teachers and other participants connected with the Curriculum if the
intentions or purposes must be realized and the investment of effort is to be
considered worthwhile (Feather, 2002;Meece,
Blumenfeld, & Hoyle, 2008). These intentions or purposes are prima facie
stated with clarity, but their perception or conceptualization by teachers and
scholars is still in doubt as Onyabe (2000) observed that the philosophy,
content and methodology of Business studies has remained vague to both scholars
and teachers. The incidence of conflicting conceptions of Business studies
curriculum is a cause for concern for three major reasons. First, the anchor or
strategic position of purposes or intentions in the curriculum development
process (Pratt, 2004) as illustrated in Tyler (2009) (Linear) and Wheeler
(2000) (cyclic) curriculum models, among others.
The National Policy on
Education (2004) made Business studies a core subject in the secondary schools
in Nigeria, with the objectives of inculcating in the learner in integrated
forms, basic skills, values, and attitudes for useful living. In simple terms,
the effective implementation of the UPE in secondary school through Business
studies instruction is inextricably dependent on quality Business studies
teachers who are adequately informed about what to teach, how to teach,
attitudes, values, and skills expected to be injected in the learner for the
realization of functional educational goals. Nworgu (2007) and Ibiam (2007) in
their respective studies established that most Business studies teachers are
not sufficiently informed about the demands, implications, and objectives of
education reforms in Nigeria, specifically the UPE. This anomaly is likely to
affect the potency, worth, and relevance of instruction delivered to the
learner.
Adamechi and Romaine
(2000) and Ukeje (2000) agreed that the focus of the UBE in Secondary schools
is to equip the learner with practical, creative skills, values, and ingenuity
to become a functional member of the society. Nwazuoke (2007) thought that this
is realizable when the Business studies teacher integrates creativity process
in the classroom instruction, as a means of energizing the thought processes of
the learners in thinking reflectively about their personal and national problems.
It is therefore instructive that Business studies teachers should be adequately
trained by teacher preparing institutes of education, the universities and
colleges of education by enriching their Business studies teacher education
programmes with current educational reforms and policies, as well as emerging
contemporary issues.
Secondly, curriculum goals or purposes, are indispensable
elements in instructions as far as effective implementation of an already
developed curriculum is concerned. Thirdly, the correct conception, investment
of efforts and ultimate realization of the purposes of the curriculum will
facilitate the realization of the overall aims of the Nigerian educational
enterprise.
1.2
STATEMENT OF THE PROBLEM
Presently, Secondary school student interest and academic
achievement in Business studies is declining. Lemchi (2001) noted that some
students are losing interest in the subject. Attitudes associated with Business
Studies appear to affect students ‘performance in the subject. Also, many
Business Studies teachers teach Business Studies without instructional
materials and facilities (Mberengwa 2004). The quality of teachers, and class
room facilities are grossly inadequate and obsolete. Owolabi et al. (2001) also
indicated that a serious disconnection exists between Business Studies training
in Secondary schools and the needs of the labor market, as students that do not
proceed to higher education have been found to be incompetent in the field of
work. Where students consistently perform poorly, the implication is that
adequate teaching and learning has not taken place in schools. Therefore, the
problem of this study is to examine the factors that affect the
effective teaching and learning of business studies in junior secondary
schools in ogbomoso Local Government, Oyo
State.
1.3
OBJECTIVES OF THE STUDY
The main purpose of this study is to examine the factors
that affect the effective teaching and learning of business studies in some selected junior secondary
schools in ogbomoso Local Government, Oyo State, Nigeria. Specifically, this
study sought to:
1. Find out the extent to which
students’ attitudes constitute problems to the teaching and learning of
Business Studies.
2. Assess the extent to which teacher
quality and quantity constitute problems to the teaching and learning of
Business Studies.
3. Find out the extent to which
instructional materials constitute problems to the teaching and learning of
Business Studies.
4. Determine the extent to which
curriculum issues pose problems to the teaching/learning of Business Studies.
5. Find out the problems and prospects
of teaching Business studies in junior secondary schools.
1.4
RESEARCH QUESTIONS
The following research questions were formulated to guide
the study:
1. To what extent do attitudes of junior
secondary School Students constitute problems to the teaching of Business
Studies?
2. To what extent do teacher quality
and quantity cause problems to the teaching of Business Studies?
3. To what extent do instructional
materials pose problems to the teaching and learning of Business Studies?
4. To what extent do curriculum issues
pose problems to the teaching and learning of Business Studies?
5. What are the problems facing
teachers teaching Business studies in junior secondary school students?
1.5
SIGNIFICANCE OF THE STUDY
The study gives various insights into the factors
that affect the effective teaching and learning of business studies in some selected junior secondary
schools in ogbomoso Local Government, Oyo State, Nigeria. These highlighted challenges
will enable stakeholders in the education sector to take adequate measures in
tackling these challenges, and make learning of Business studies a lot easier
for both teachers and pupils in junior secondary school levels.
1.6 SCOPE OF THE STUDY
This study covers the factors that affect the
effective teaching and learning of business studies in some selected junior secondary
schools in ogbomoso Local Government, Oyo State, Nigeria as a case study.
Findings and recommendations for the study may not reflect the true view of the
challenges of teaching Business studies in Nigeria, as the researcher could not
cover a wider area in Nigeria due to time and financial constraints.
1.7 LIMITATIONS OF THE STUDY
There are some limiting factors which influence the
researcher’s effort towards developing this work (project). The most prevailing
being time factor as other school extra curricula activities that had to be met
with.
1.8
DEFINITION OF TERMS
Problem:
something
that is difficult to deal with: something that is a source of trouble, worry,
etc.
Teaching:
the act,
practice, occupation, or profession of a teacher.
Teacher: is a
person who helps others to acquire knowledge, competences or values.
Business Studies is an academic
subject taught in schools and at university level in many countries.