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THE STATUS
OF BUSINESS EDUCATION IN SECONDARY SCHOOLS IN ENUGU NORTH LOCAL GOVERNMENT AREA
ABSTRACT
This study
was concerned with the status of business education in secondary schools in
Enugu North Local Government Area.
The study
was guided by four research questions. A
questionnaire was designed and used to collect data from population of 34
respondents comprising of the business education teachers in Enugu North Local
Government Area.
The data
collected was analyzed by the use of percentage and mean statistics, and
analyzed data revealed that:
1. Business education curriculum
contents are not properly covered in the secondary schools.
2. Facilities and equipment and
not enough for the teaching of business education in secondary schools.
3. There are qualified teachers
to teach business education in secondary schools.
4. The government does not
adequately play its roles in implementing the national policy on education as
it affects the teaching of business education.
Appropriate
recommendations were advanced to include:
1. Serious efforts should be
made the properly lever the business education curriculum contents in the
secondary schools.
2. Government should provide
some basic facilities and equipment to the schools so that they do not lack the
resources with which to impact knowledge to the students.
3. Government should from time
to time send school supervisors to supervise the teaching learning activities
in schools.
4. Government should also make
special allocation to the schools especially for business education programmes.
TABLE OF
CONTENTS
CHAPTER ONE
Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Basic Assumption
1.7 Delimitation of the Study
1.8 Limitation of the Study
1.9 Definition of Terms
CHAPTER TWO
Review of
Related Literature
2.1 Philosophy Behind and Teaching of
Business
Education in
the 6-3-3-4 Education System
2.2 Teaching Business Education in
Nigeria
Secondary Schools
2.2 Facilities and Equipment for
Teaching
and Learning
of Business Education
2.4 Business Education Teacher in the
Secondary School
2.5 The Instructional Programme of Business
Education.
2.6 Summary of Related Literature
CHAPTER
THREE
Research
Methods
3.1 Research Design
3.2 Area of Study
3.3 Population of Study
3.4 Instrument for Data Collection
3.5 Validity of the Instrument
3.6 Reliability of the Instrument
3.7 Method of Data Collection
3.8 Method of Data Analysis
CHAPTER FOUR
Presentation
and Analysis of Data
4.1 Research Question 1
4.2 Research Question 2
4.3 Research Question 3
4.4 Research Question 4
CHAPTER FIVE
Summary,
Conclusions, and Recommendations
5.1 Introduction
5.2 Restatement of the Problem
5.3 Summary of Procedures Used
5.4 Principal Findings
5.5 Conclusion
5.6 Recommendations
5.7 Suggestions for Further Study
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The present
technological advancement in many countries of the world requires that an
individual be given a type of education that will prepare him as an all round
consumer or producer of human and material resources in any society he may find
himself.
Nigeria
economy is facing technological changes in business and industry. Hence the increasing demands for competent
and efficient personnel in these sectors. The economy today is such that
specialization is required in the labour market. It is no longer a period for pen pushers and
letter writers but a time for people who possess the necessary skills and
knowledge in various occupations, such as business and office occupations.
The present
situation in Nigeria can be compared to that of America when the National
Business Education Association Chaired by A. C. Farkner (1963) observed that
office and distributive occupation constitute one of the fastest growing
employment groups in the labour market. The Nigeria economy is expanding in
line with the demand for youths prepared for occupations in these areas.
Preparing youths for various occupations and providing occupational information
for the same group of youth is the duty of business education. There is, therefore, an urgent need for the
expansion of the programme of business education in our secondary schools. The expansion does not however, mean much,
unless the programme maintains a corresponding high status, which of course is
measured by the attitude of the general public i.e the Government, schools,
parents, students and teachers towards it as well as the effectiveness of
teaching the subject.
Among the
objectives of teaching business education in secondary schools as outlined in
the business education curriculum for junior secondary school (1983) include:
1. That the student may, after
completing the junior secondary school will have opportunity for a job in a
business organization or/and apprenticeship in industry.
2. That the student may go
through senior secondary school, technical colleges and on to polytechnics or
universities.
3. To offer prospective
graduates an opportunity to develop those skills, abilities and understanding
that will enable them to handle competently their personal business affairs.
4. To provide them with
occupational intelligence to enable them get job satisfaction in the labour
force of the economy.
5. To provide business oriented
graduates who can be self-reliant in future.
6. To produce skillful graduates in business
education.
The teaching
of business education in secondary schools today is not encouraging as there
are insufficient qualified teachers, lack of teaching facilities, textbooks and
workshops. Besides, period allocations for the teaching of the subjects as a
teaching unit are hardly enough to cover the scheme within the specified
period.
Yet schools
continue to produce students who pass through the teaching of business
education as a subject without the requisite acquisition of skills.
Business
education at the secondary school level is regarded as business studies. The Jess business study is a single subject,
which comprises five integral areas of commence, bookkeeping/accounting, office
practice, shorthand and typewriting.
Business studies at the senior secondary school comprise five separate
subjects which are economics, commerce, bookkeeping/accounting, shorthand, and
typewriting. Students should be equipped
with the appropriate skills in each of the units in business education after
graduation from the school systems. Only then can one conclude that the
objectives of teaching these subjects in secondary school have been achieved.
It is,
therefore, necessary to find out the present teaching situation and the status
of business education to know whether it is capable of achieving the objectives
for which it was established.
1.2 STATEMENT OF THE PROBLEM
In the junior secondary school,
business education subjects are treated as interpreted subject, as business
studies, which comprises commerce, office practice, bookkeeping and accounting,
shorthand, and typewriting. In the
senior secondary school, it is treated as single subjects where the students are
allowed to choose the subjects they feel they can do. These subjects are economies, commerce,
bookkeeping and accounting, shorthand and typewriting. For the effective teaching and learning of
business education subject, there should be enough qualified teachers, enough
teaching facilities, enough period of teaching allocated to the subject and
adoption of practical oriented teaching method, these will lead to the
realization in teaching of the subject in school.
Moreover,
the availability and utilization of the instructional facilities in most of the
schools cannot be guaranteed and the training in the subject areas where they
will specialize in future. This is
because most universities and colleges of education allow their undergraduates
to specialize in a particular option of their choice, thereby producing
graduates who are not all round specialists.
In the
senior secondary, the students are allowed to choose their subject, but in a
course like typewriting and shorthand which go on parri passu a student may be
good in one area and not very good in another, but since the two subjects go
together it poses a problem in teaching of the course.
In order
that business education should meet up with the challenges, all the business
subjects including typewriting and shorthand must be properly taught both in
theory and practice to produce the type of individuals needed in the society. This is not always the case. The problem of this study, therefore, is on
the need to find out the extent to which the teaching and learning of business
education in secondary schools are carried out for better understanding of the
subject.
1.3 PURPOSE OF THE STUDY
The purpose
of the study was to determine whether business education is meeting up with the
challenges of business education in the 6-3-3-4 educational system in Enugu
North LGA of Enugu State. Specifically,
the study was aimed at:
1. Finding the content coverage of business
education by the teacher during the teaching of the subject with respect to
business education programme, as stipulated in the national policy on
education.
2. Identifying the equipment and
other facilities available for teaching business subject in secondary schools.
3. Ascertaining the number of
professionally trained teachers who teach these business subjects in secondary
schools.
4. Determining the extent of
support from government for business education programme in secondary schools
in Enugu North L.G.A.
1.4 SIGNIFICANCE OF THE STUDY
The following will benefit from the
findings of the study; the students, the teachers, researchers and the
government. This study will be of
immense benefit to the students to enable them gain a better understanding of
the business education. It will also
form a base for the teachers in business education in the execution of their
duty after gaining a better understanding of the business studies. This
research finding will form a base for further researchers who will be
conducting research in a similar area. It will also be of immense help to both
the government and the problem of unemployment and producing capable hands in
the business sector.
1.5 RESEARCH QUESTIONS
For purpose of a grater sense of
direction in the study, a number of questions to guide the research were
formulated thus:
1. To what extent do teachers
carry out the business education curriculum content during the teaching of
business education in schools?
2. What facilities and equipment
are available for the teaching of business subjects in secondary schools?
3. What are the qualifications
of the teachers in business subjects in the secondary school?
4. What are the roles of the
government in implementing the national policy on education as it affects the
teaching of business education in secondary schools in Enugu North L.G.A.?
1.6 BASIC ASSUMPTION
It was
assumed that all the information that was supplied to the researcher by the
respondents on the status of business education in secondary schools in Enugu
North Local Government Area was correct, and reliable.
1.7 SCOPE OF THE STUDY
To carry out a study of this nature, the
researcher was expected to cover a wider area to enable him collect enough
facts for the study. The scope covered
the curriculum content coverage of Business Education, equipment and facilities
available for teaching Business Education, quality of professionally trained
teachers and the extent of support from Government. The study was also delimited to Enugu North
L.G.A. only.
1.9 DEFINITION OF TERMS
Status: It is the social, legal or professional
position of somebody/something in relation to others.
Enugu North
Local Government Area: It is one of the federally recognized Local Government
Areas in Enugu State that cover terms and areas like New Haven Independence
Layout, G.R.A., Asata, Ogui, Coal Camp, Ogui New/Layout and Iva Valley.
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