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PROBLEMS AND
PROSPECTS OF TEACHING BUSINESS STUDIES IN SECONDARY SCHOOLS
ABSTRACT
The 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.
Government
should provide Guidance and counselor to ensure that the teaching of Business
studies is utilized.
CHAPTER ONE
1.0
BACKGROUND OF STUDY:
Business
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.
Business
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:
· Knowledge integration
· learning objectives
· spiral and concentric sequencing of
course content.
· Modular or specific competency
requirements.
The 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).
The 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 final year.
However,
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.
While 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.
The
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
space.
It 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.
Although
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.
Inadequate
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:
The 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:
This
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
secondary schools.
1.3 STATEMENT OF THE PROBLEM:
The 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.
It 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.
1.4RESEARCH QUESTION:
The
following research question will serve as a guide to the study.
1. What method does teachers use to teach
Business Studies to students?
2. What are the students attitudes towards
learning of Business Studies?
3. What are the instructional materials
available for teaching Business Studies?
4. What are the necessary qualifications for
teaching Business Studies?
5. What are the necessary experiences needed
for teaching Business Studies?
1.5 SCOPE OF THE STUDY:
The 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.
The 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:
This
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.
1.7DEFINTION
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.
3.METHOD: It
is the way in which people are organized in order to conduct an educational
activity with the purpose of achieving a set goal.
4.TEACHING:
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
something.
5.PROBLEM:
It is something difficult to deal with or understand.
6.PROSPECT: It is the possibility of something occurring
or chances for success.
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