PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF BUSINESS STUDIES IN SECONDARY SCHOOL - UNIPROJECTS

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PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF BUSINESS STUDIES IN SECONDARY SCHOOL



PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF BUSINESS STUDIES IN SECONDARY SCHOOL
TABLE OF CONTENTS
Title page
Approval pages
Certification
Acknowledgement
Table of contents
Abstract

CHAPTER ONE: INTRODUCTION
Background to the Study
Statement of the problem
Purpose of the study
Significance of the study
Scope of the study
Research Questions
Research Hypothesis
Delimitation of the study

CHAPTER TWO: LITERATURE REVIEW

CHAPTER THREE: RESEARCH METHODOLOGY
Research Design
Area of the Study
Population of the study
Sample and sampling Techniques
Research Instruments
Method of Data Collection

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Result
Discussion  

CHAPTER FIVE:  SUMMARY, CONCLUSION
AND RECOMMENDATIONS
 Discussion of Results
Conclusion
Recommendations
Limitation of the studies
Summary
REFERENCES
APPENDICES

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ABSTRACT
This study examines the problems facing the teaching and learning of Business studies in some secondary schools in Ondo West Local Government Area of Ondo State.
          It focuses also on why some students have no interest in Business subjects. Information were obtained from five [5] schools in Ondo West Local Government Area through questionnaire and Oral interview.
          The analysis of data was done, using random sampling. The results indicated that professionally trained teachers of Business studies are in short supply in the schools
          Teaching aids which could have been used to arouse students interests in the subject are not used.
          Text books written by specialists are not available in sufficient quantity due to students inability to purchase them at the recent high price.
          Moreover, the students conceptions of the subjects as difficult also creates a problem.


CHAPTER ONE
INTRODUCTION
Background of the study
          Business studies are integrals part of general education that is concerned with education for business and education about business.
          Business studies can be traced from the time when commercial secondary modern school were established in some part of the country and commercial subject such as typewriting , shorthand, commerce, principle of account and the use of English were being offered at the moment in the secondary schools in the country.
          Some years back government policy on education was indebted to train more business personnel, so that business subject can be introduced the secondary school curriculum, with the aim of providing capable and competent hands to handle the finance and administration of the country. The national policy on education (2004) revised education stipulated that Business studies should be taught in tertiary institution such as College of Education, College of Technology, Polytechnics and in Universities.
          Education is an important aspect of economic development. When citizens of a country are educated that is, a key to social economic and political stability (Ojiambo, 2009). The Nigeria government has considerably invested in education which is evidenced by the free primary education and the free day secondary education (Ojiambo, 2009). The main purpose of education is to transmit wisdom and knowledge from one generation to another, this prepares young people to be members  of the society, maintain it and develop it.
          Education also has positive influence on population, health nutrition and also increases value and efficiency for labour (Kising U, 2012). The unemployment problems facing the country can best be addressed through equipping the young people with skills that can lead to self-employment, the curriculum therefore should equip the learners with skills and more so entrepreneurial skills and this therefore indicates the importance of business education in the school curriculum.
          The Business studies which was earlier referred to as Business education was introduced into public high schools in the U.SA. by tax payers demand during last part of nineteeth century. Parents insisted that public schools should provide Business education, otherwise they would take their children to private business colleges. Many district school introduced Business education courses, shorthand, typewriting and book keeping. Since then Business education has been undergoing scrutiny and transformation (Popham et al, 2005). In Nigeria Business studies in junior secondary school curriculum came about as a means of laying the foundation for national technological and economic advancement as articulated in the National Policy on Education (Federal Ministry of Education, 2011). The designers of the Business studies curriculum apparently considered that, in line with the current Nigerian Vocational curriculum philosophy (National Board for Technical Education, 1984), the obvious way to develop a curriculum that would give a broad introduction to the field of Business was to do away with the traditionally compartmentalized single subjects. Consequently, five such subjects (book-keeping, commerce, office practice, shorthand and typewriting) were brought together as units of a new subejct to be called Business studies. (Ekpenyoung 2006). The curriculum aimed at giving students knowledge and skills that should enable them to adapt to changes in office technology and develop a broad understanding of Business activities, the structure and functions of Business institutions and their inter-relationships.
          In Nigeria a number of education commissions and education committees have been put in place to review the education system in Nigeria. the commissions have seen the Business studies evolve to its current status in the Nigerian education system. Fraser Report (2009) on Education recommended introduction of industrial education in schools as a means of providing skills to native labourers and artisans in large numbers for various purposes. During the colonial period, the colonial government opened a number of industrial schools in areas not effectively served by missionaries, some of the courses offered included Carpentry, agriculture, typing and blacksmithing (Kising 4, 2012), typing and office practice is a constituent of Business studies currently.
          Onywoki (2011), the introduction of secondary Business education programme was based on the results of the manpower survey and its aim was to produce highly skilled manpower required for the growing commercial enterpises in the country. Specifically, the project was aimed at introducing Business education subjects in selected general secondary schools in nigeria, for example accounting, shorthand and typing with office practice and commerce. Because of the success of the project, there were about 120 secondary schools teaching Business education in Nigeria by 2000s (Oluoch, 2012).
          According to Shiundu and Omulando (2012) integration of subjects emphasizes the relationship between various curriculum areas in an attempt to interrelate content or learning experiences in order to enable students perceived a unity of knowledge. Anuda (2000) asserts that by integrating the aspects of these disciplines, overlaps and cost have greatly been reduced. Business studies aims to provide the leaner with opportunities to acquire basic Business knowledge, skills and positive attitude for development of self and nation, being a dynamic subject it takes into account  the need to address contemporary issues, trends in Business and current economic issues in society.
          Onywoki (2011), Accounting, Commerce, Economics, Entrepreneurship and Office Practice are distinct subjects of study and have intrinsic values for the learners and teachers. Therefore, the distinctiveness of each discipline of study has to be preserved.
Statement of the problem
          However, the researcher through discussion with some of the Business studies teachers in JSS and through interaction with some of the students offering Business studies at JSS realized that Business studies  has not recorded a remarkable success. Many of the students that offered the subject in examination have failed woefully. Some of them that secured clerical job have not been able to adjust to the practical working of Business and finally some of those that gained admission for further studies have not been able to cope due to their poor foundation in Business studies.
          In every teaching and learning process, there is bound to be some factor which may not allow for smooth running of the process such as inadequate time table, inadequate instructional materials, these factors will definitely affect the achievement or attainment of the set objective which may not thereafter have negative effect on the skills  to be imparted on the leaners. This situation will no doubt, affect the management and administration of today’s business.
          Thus, this study is to examine those problems which can face learning and teaching of business studies and seek for ways of solving such problem.
Purpose of the study
          The study aims at identify the problems of teaching and learning of Business studies in secondary school (with reference to Ondo West Local Government Area).
          Identification of problems will give a better insight into rectify the situation and it will also help the government to identify the problem and  find possible solution to them.
          Finally, it is hoped that the future researchers on work similar to this nature can build on the foundation laid by this work.

Significance of the study
          The present study was designed to identify the problem confronting the teaching and learning process of Business studies in secondary schools in Ondo West Local Government.
          This study is important because it will point out the attitude of the learners and teachers as well towards the subject.
          Recommendation given here will help in improving the methods of teaching and learning of Business studies in Schools.
          The study will help the curriculum planners confronting the teaching and learning of the subject as to review  some of its contents.

Scope of the study
          This research work is limited in theme to the problems of teaching and learning of Business studies in the secondary schools in Ondo West Local Government Area of Ondo State. gender and religion formal the major variables of the study

Research Questions
          This study attempts to answer the following questions:
i.                   Does the students have interest in the subject?
ii.                 Are there any specific textbook that the student can be used?
iii.              Are there any specific method that can be used to impact the knowledge to the mind of the students?
iv.              Are there any positive way that the government put towards the subject.

CHAPTER II
REVIEW OF LITERATURE
          In this section, literature related to the subject matter were reviewed. For effective coverage, the literature reviewed are grouped and discussed under the following sub-headings:
·        Concept of Learning
·        Concept of Teaching Method
·        Inadequate teaching methods
·        Shortage of qualified Business studies teachers
·        Lack of maintenance of equipment
·        Inadequate textbooks, workbooks and other Business teaching materials
·        Inadequate funding of Business studies
·        Teacher’s attitude towards the teaching of Business studies
·        Students’ attitude towards the teaching of Business studies
·        Attitude of government towards the teaching of Business studies
·        Societal attitudinal values concerning the teaching of Business studies
·        Summary of literature Review