BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
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STUDENT PERCEPTION OF STUDENT-TEACHER AND THEIR READINESS TO LEARN BUSINESS STUDIES AMONG JUNIOR SECONDARY SCHOOLS IN BARIGA LAGOS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Business education could be referred to as that area of vocational education that offers to courses in economic, commerce, book keeping, accounts, business mathematic typing and shorthand.
The international dictionary of education (1979) refers to it as both commercial studies and buiness education. The dictionary sees the commercial studies of education as the area that comprises such school subjects as typewriting, shorthand, book keeping and elementary accounting at defines buiness education a studies of commerce and management subjects.
This definition however does not indicate the level of education at which the title should be used.
The difference in title is a matter of sentiment which does not in any way determine the content of the courses at the various levels of education.
In the secretary school in Nigeria the course is regarded as buiness education but in the higher levels, in colleges and universities it is known as Business education or management science which covers subjects as well as related courses like business law, business management, accountancy, marketing data processing and computer.
Under the new system in education, these subjects are not studies in isolation in the junior secondary school. As a result of this problem, there has been less interest and motivation on the part of the students who offer business subjects in schools.
1.2 STATEMENT OF THE PROBLEMS
Business education in Nigeria is at its developmental stage at the initial introduction of this course into our education system there was no interest nor motivation from the government. According to Nsofor (1979) “The government was not only uninterested in including commercial subjects in the educational curriculum it made a deliberate and calculated attempt to frustrate the efforts of come of the philantiopicts”. Due to lack of attention which business education received at the introduction stage, efforts by the private proprietors no attention to crumple down. The proprietors gave no attention to the training of business teachers. This may be due to professional complications and financial burden which were not within their reach.
It is discouraging to note that despite all the problem business education faces at the earlier stage and the opportunities at had offended to the country, much has not been done to improve the situation. Schools, students still today lack qualified business teachers which may be as a result of the period of former inadequate when compared with the complexities and dynamic nature of knowledge required. A major problems that face business education today is lack of equipment which are very necessary for proper mastery of the subject. As a result of these problems, there has been less interest and motivation on the part of the students who offer business subjects in school.
Another problems which will inhibit a smooth teaching of buiness education in secondary school is lack of libraries. The important of which cannot be over emphasized nor will not occupy lengthy discussion in this work..
1.3 PURPOSE OF THE STUDY
The purpose of this study is to find out the problems and prospects of teaching and learning buiness education in secondary schools in Nuskka educational zone of Enugu state.
These include the following.
To identify the problems of teaching and learning buiness education in secondary school in Nsukka Educational Zone of Enugu state.
To find out if such problems test in Nsukka Educational Zone of Enugu state
To know the extent of these problems if they exist
To recommend actions to be taken to prevent or avoid/reduce future problems of teaching and learning buiness education in Nsukka Educational zone of Enugu State.
1.4 RESEARCH QUESTIONS
a. Does lack of buiness education teachers affect the teaching and learning of buiness education subject
To what extent are materials and equipment available for the teaching and learning of buiness education in the secondary schools.
Does lack of fund contribute to ineffective teaching and learning of buiness education in the secondary schools.
1.5 PURPOSE OF THE STUDY
The purpose of the study is to research, look deeply and to find out the teaching and learning of buiness education in secondary schools. It also attempt to blend the differing view points in such a ways as to stimulate interests not only in the casual readers.
1.7 SIGNIFICANCE OF THE STUDY
The significance of this study definitely lies on the hope that an early identification of the existing problem in the teaching of buiness education in secondary school call per measures to be adopted to eradicate them from the grass root. This will not doubt place the students on the right state with other areas to studies,
It would serve as a reference point for further research not will also assist the government and the people in designing future educational policies to meet the need of the people.
1.8 PROBLEMS OF BUSINESS EDUCATION
Business education in Nigeria is at it development stages.
At the limited introduction of this course into our educational system. There was no interest nor motivation from the government.
According to Nsofor (1979) “The government was not only uninterested in including commercial subjects in the educational curriculum. It made a deliberate and calculated attempts fir frustrate the effort of some of the philanthropists.
Due to lack of attention which business education received at the introduction stage, the efforts by the private proprietors stated to crumple down. The proprietors gave no attention to the training of business teachers. This may be due to professional complications and financial burden which were not within their reach.
Another problem that face business education today is lack of equipment which are very necessary for proper mastery of the subjects.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
PROBLEMS OF TEACHING BUSINESS EDUCATION IN POST-PRIMARY INSTITUTIONS OF LEARNING
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Business eduction could be referred to as that area of vocational education that offers to courses in economic, commerce, book keeping, accounts, business mathematic typing and shorthand.
The international dictionary of education (1979) refers to it as both commercial studies and business eduction. The dictionary sees the commercial studies of education as the area that comprises such school subjects as typewriting, shorthand, book keeping and elementary accounting at defines business eduction a studies of commerce and management subjects.
This definition however does not indicate the level of education at which the title should be used.
The difference in title is a matter of sentiment which does not in any way determine the content of the courses at the various levels of education.
In the secretary school in Nigeria the course is regarded as business eduction but in the higher levels, in colleges and universities it is known as Business education or management science which covers subjects as well as related courses like business law, business management, accountancy, marketing data processing and computer.
Under the new system in education, these subjects are not studies in isolation in the junior post-primary school. As a result of this problem, there has been less interest and motivation on the part of the students who offer business subjects in schools.
1.2 STATEMENT OF THE PROBLEMS
Business education in Nigeria is at its developmental stage at the initial introduction of this course into our education system there was no interest nor motivation from the government. According to Nsofor (1979) “The government was not only uninterested in including commercial subjects in the educational curriculum it made a deliberate and calculated attempt to frustrate the efforts of come of the philantiopicts”. Due to lack of attention which business education received at the introduction stage, efforts by the private proprietors no attention to crumple down. The proprietors gave no attention to the training of business teachers. This may be due to professional complications and financial burden which were not within their reach.
It is discouraging to note that despite all the problem business education faces at the earlier stage and the opportunities at had offended to the country, much has not been done to improve the situation. Schools, students still today lack qualified business teachers which may be as a result of the period of former inadequate when compared with the complexities and dynamic nature of knowledge required. A major problems that face business education today is lack of equipment which are very necessary for proper mastery of the subject. As a result of these problems, there has been less interest and motivation on the part of the students who offer business subjects in school.
Another problems which will inhibit a smooth teaching of business eduction in post-primary school is lack of libraries. The important of which cannot be over emphasized nor will not occupy lengthy discussion in this work..
1.3 PURPOSE OF THE STUDY
The purpose of this study is to find out the problems and prospects of teaching and learning business eduction in post-primary schools in Nuskka educational zone of Enugu state.
These include the following.
To identify the problems of teaching and learning business eduction in post-primary school in Nsukka Educational Zone of Enugu state.
To find out if such problems test in Nsukka Educational Zone of Enugu state
To know the extent of these problems if they exist
To recommend actions to be taken to prevent or avoid/reduce future problems of teaching and learning business eduction in Nsukka Educational zone of Enugu State.
1.4 RESEARCH QUESTIONS
a. Does lack of business eduction teachers affect the teaching and learning of business eduction subject
To what extent are materials and equipment available for the teaching and learning of business eduction in the post-primary schools.
Does lack of fund contribute to ineffective teaching and learning of business eduction in the post-primary schools.
1.5 PURPOSE OF THE STUDY
The purpose of the study is to research, look deeply and to find out the teaching and learning of business eduction in post-primary schools. It also attempt to blend the differing view points in such a ways as to stimulate interests not only in the casual readers.
1.7 SIGNIFICANCE OF THE STUDY
The significance of this study definitely lies on the hope that an early identification of the existing problem in the teaching of business eduction in post-primary school call per measures to be adopted to eradicate them from the grass root. This will not doubt place the students on the right state with other areas to studies,
It would serve as a reference point for further research not will also assist the government and the people in designing future educational policies to meet the need of the people.
1.8 PROBLEMS OF BUSINESS EDUCATION
Business education in Nigeria is at it development stages.
At the limited introduction of this course into our educational system. There was no interest nor motivation from the government.
According to Nsofor (1979) “The government was not only uninterested in including commercial subjects in the educational curriculum. It made a deliberate and calculated attempts fir frustrate the effort of some of the philanthropists.
Due to lack of attention which business education received at the introduction stage, the efforts by the private proprietors stated to crumple down. The proprietors gave no attention to the training of business teachers. This may be due to professional complications and financial burden which were not within their reach.
Another problem that face business education today is lack of equipment which are very necessary for proper mastery of the subjects.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
A STUDY OF PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF BUSINESS EDUCATION IN SENIOR SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE
CHAPTER ONE
INTRODUCTION
Background to the Study
Business Education could be referred to as that area of vocational education that offers to courses in economic, commerce, book keeping, accounts, business mathematic typing and shorthand. The international dictionary of education (2001) refers to it as both commercial studies and business studies. The dictionary sees the commercial studies of education as the area that comprises such school subjects as typewriting, shorthand, book keeping and elementary accounting and defines business education a studies of commerce and management subjects. This definition however does not indicate the level of education at which the title should be used. The difference in title is a matter of sentiment which does not in any way determine the content of the courses at the various levels of education. In the secondary school in Nigeria the subject is regarded as business studies but in the higher levels, in colleges and universities it is known as Business education or management science which covers subjects as well as related courses like business law, business management, accountancy, marketing data processing and computer. Under the new system in education, these subjects are not studies in isolation in the junior secondary school. As a result of this problem, there has been less interest and motivation on the part of the students who offer business subjects in schools.
The present situation in Nigeria can be compared to that of America when the National Business Education Association Chaired by A. C. Farkner (1993) 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 (2001) 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.
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.
Statement of the Problem
In the senior 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 instructional Materials, 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.
Purpose of the Study
The purpose of the study is to determine whether business education is meeting up with the challenges of business education in the 6-3-3-4 educational system in Oredo Local Government Area of Edo State. Specifically, the study was aimed at:
1. Finding out 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 Oredo Local Government Area of Edo State.
Research Questions
For the purpose of a greater sense of direction in the study, a number of questions to guide the research were formulated thus:
1. To what extent do teachers follow 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?
REVIEW OF RELATED LITERATURE
Concept of Business Education
In order to be able to understand the concept of business education, it would be necessary to look at the definitions of business education in the past and present time. This is because technology has helped to change definitions of certain things. It therefore, implies that business education, as a course of study has to move with time. Popham (1975) said when a group of people were asked what business education is? The reply was as follows: A business executive replied, “Business Education is education to produce goods and services”. A radical retorted: It is the avenue to make enormous profit. One teacher responded: Economic concepts necessary for living in a business economy. Another teacher answered: Learning skills to enter a business or distributive job. A person on the street said “Shorthand and typing, that’s it”. After looking at the different views of business educators, Popham came to a conclusion that: Business education is a course that prepares students for entry into and advancement in jobs within business and it is equally important because it prepares students to handle their own business affairs and to function intelligently as consumers and citizens in a business economy. Nolan, Hayden & Malsbary (1967) defined business education as those business programmes and courses taught ordinarily at the secondary school level. Osuala E. C. (1989) defined Business education as an essential part of the preparation of youths for live and living. In 2004, Osuala, gave another definition as a programme of instruction which consists of two parts (1) Office education – a vocational programme of office careers through initial, refresher and upgrading education and (2) General business education – a programme to provide students with information and competences which are needed by all in managing personal business affairs and in using the services of the business.
Still on the definition of business education, Njoku (1997) defines business education as that facet of educational training that helps the individual to acquire relevant skills needed for living.
Business Education and National Development
Business education has been defined in several ways, most of which highlight its vocational nature. It is a form of vocational education that is directed towards developing the learner to become productive in teaching, paid employment and self-employment (Idialu in Amoor, 2010). Business education prepares beneficiaries for gainful employment and sustainable livelihood. It is generally seen as education for and about business. Business education for business is that aspect of vocational education which provides instruction and preparation for office occupations such as secretary, shorthand-typist or stenographer, bookkeeper, data processor, word processor, computer analyst and accountant. On the other hand, education about business provides knowledge and understanding of the economic, financial, marketing, accounting, management system and other branches of business endeavour. In other words, education about business prepares students to function intelligently as consumers and citizens in a business economy.
Vocational and technical skills and competence has been identified (Rufia, 2013) as critical success factors in the actualization of Nigerian Vision 20:2020 which is about Nigeria becoming one of the first 20 economies in the world by the year 2020. Business education holds the prospect of contributing, through its job creation and self-employment packages, for the attainment of vision 20:2020. A gainfully employed individual contributes to GDP per capita, reduces poverty and unemployment which are some of the indices of development.
IMPEDIMENTS TO QUALITY BUSINESS EDUCATION
Business education provides the knowledge, kills, attitudes and understanding needed to perform in the business world as a producer and or consumer of goods and services that business offers. It includes virtually all the knowledge which holds prospect for gainful employment. The realization of lofty aims of business education depends on how much the following challenges are tackled.
Unqualified Teachers:
Teachers are critical stakeholders in curriculum implementation. The employment of unqualified teachers to teach business courses is a great disservice to quality of business education graduates. It is a well known fact that most of the higher institutions that offer business education programme suffer from shortage of qualified teachers (Amoor in Ugwuogo, 2012). Business education has become a dumping ground sort of for graduates from different disciplines employed in the name of business educator.
Obsolete Technologies:
Manual typewriters are still largely in use. Some available modern ICTs are grossly inadequate.
Under Utilization of Computers:
The department is not taking full advantage of shared printer, shared logic/resources and networking.
Large Class Size:
The high teacher-student ratio affects quality of delivery of practical courses like word processing, data processing, shorthand and others.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
PROBLEMS AND PROSPECT OF TEACHING AND LEARNING BUSINESS STUDIES IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Business studies could be referred to as that area of vocational education that offers to courses in economic, commerce, book keeping, accounts, business mathematic typing and shorthand.
The international dictionary of education (1979) refers to it as both commercial studies and business eduction. The dictionary sees the commercial studies of education as the area that comprises such school subjects as typewriting, shorthand, book keeping and elementary accounting at defines business eduction a studies of commerce and management subjects.
This definition however does not indicate the level of education at which the title should be used.
The difference in title is a matter of sentiment which does not in any way determine the content of the courses at the various levels of education.
In the secretary school in Nigeria the course is regarded as business eduction but in the higher levels, in colleges and universities it is known as Business studies or management science which covers subjects as well as related courses like business law, business management, accountancy, marketing data processing and computer.
Under the new system in education, these subjects are not studies in isolation in the junior secondary school. As a result of this problem, there has been less interest and motivation on the part of the students who offer business subjects in schools.
1.2 STATEMENT OF THE PROBLEMS
Business studies in Nigeria is at its developmental stage at the initial introduction of this course into our education system there was no interest nor motivation from the government. According to Nsofor (1979) “The government was not only uninterested in including commercial subjects in the educational curriculum it made a deliberate and calculated attempt to frustrate the efforts of come of the philantiopicts”. Due to lack of attention which business studies received at the introduction stage, efforts by the private proprietors no attention to crumple down. The proprietors gave no attention to the training of business teachers. This may be due to professional complications and financial burden which were not within their reach.
It is discouraging to note that despite all the problem business studies faces at the earlier stage and the opportunities at had offended to the country, much has not been done to improve the situation. Schools, students still today lack qualified business teachers which may be as a result of the period of former inadequate when compared with the complexities and dynamic nature of knowledge required. A major problems that face business studies today is lack of equipment which are very necessary for proper mastery of the subject. As a result of these problems, there has been less interest and motivation on the part of the students who offer business subjects in school.
Another problems which will inhibit a smooth teaching of business eduction in secondary school is lack of libraries. The important of which cannot be over emphasized nor will not occupy lengthy discussion in this work..
1.3 PURPOSE OF THE STUDY
The purpose of this study is to find out the problems and prospects of teaching and learning business eduction in secondary schools in Nuskka educational zone of Enugu state.
These include the following.
To identify the problems of teaching and learning business eduction in secondary school in Nsukka Educational Zone of Enugu state.
To find out if such problems test in Nsukka Educational Zone of Enugu state
To know the extent of these problems if they exist
To recommend actions to be taken to prevent or avoid/reduce future problems of teaching and learning business eduction in Nsukka Educational zone of Enugu State.
1.4 RESEARCH QUESTIONS
a. Does lack of business eduction teachers affect the teaching and learning of business eduction subject
To what extent are materials and equipment available for the teaching and learning of business eduction in the secondary schools.
Does lack of fund contribute to ineffective teaching and learning of business eduction in the secondary schools.
1.5 PURPOSE OF THE STUDY
The purpose of the study is to research, look deeply and to find out the teaching and learning of business eduction in secondary schools. It also attempt to blend the differing view points in such a ways as to stimulate interests not only in the casual readers.
1.7 SIGNIFICANCE OF THE STUDY
The significance of this study definitely lies on the hope that an early identification of the existing problem in the teaching of business eduction in secondary school call per measures to be adopted to eradicate them from the grass root. This will not doubt place the students on the right state with other areas to studies,
It would serve as a reference point for further research not will also assist the government and the people in designing future educational policies to meet the need of the people.
1.8 PROBLEMS OF BUSINESS STUDIES
Business studies in Nigeria is at it development stages.
At the limited introduction of this course into our educational system. There was no interest nor motivation from the government.
According to Nsofor (1979) “The government was not only uninterested in including commercial subjects in the educational curriculum. It made a deliberate and calculated attempts fir frustrate the effort of some of the philanthropists.
Due to lack of attention which business studies received at the introduction stage, the efforts by the private proprietors stated to crumple down. The proprietors gave no attention to the training of business teachers. This may be due to professional complications and financial burden which were not within their reach.
Another problem that face business studies today is lack of equipment which are very necessary for proper mastery of the subjects.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
A STUDY OF PREFERENCE OF COMMERCIAL SUBJECTS TO NON COMMERCIAL SUBJECTS AMONG SENIOR SECONDARY SCHOOL STUDENTS
CHAPTER ONE
INTRODUCTION
- Background of the study
Before the release of the National Policy on Ed ucation (NPE) in 1977 by the Federal Government, Secondary education was organis ed into grammar schools , technical s ch ools , vocational and commercial s ch ools . Th ere were a few comp reh ens ive s econd ary s ch ools in th e count ry, b ut th ey were mainly owned and managed b y p rivate p rop rietors . Attemp ts b y th e Fed eral Government in th e 1960s to intro d uce comp reh ens ive h igh s ch ools d id not get much p op ular s upp ort and th e p rop os al was ab and oned as a national s ch eme. Both p arents and stud ents p referred th e gramma r s ch ools , and th e tech nical s ch ools were accep ted as a s econd -b est ch oice.
Th e vocational and comme rcial s ch ools were p erceived as s anctua ries for th os e wh o could not p ass th e comp etitive entrance examinations into th e grammar and tech nical s ch ools , or d id not h ave enough money to enrol in th em.
Th e National Policy on Ed ucation wh ich was revis ed in 1981, marked a rad ical d ep arture from th e inh erited British s ystem to th e American system of ed ucation. Pop ularly referred to as th e 6-3-3-4 s ystem, th e Policy p rovid es for 6 years of p rimary s ch ooling, 3 years of junior s econd ary and 3 years of s enior s econd ary ed ucation, and 4 years of univers ity ed ucation. Sixth Form was ab olish ed , and th e d istinction th at h ith erto existed b etween grammar, tech nical, vocational and comme rcial s econd ary s ch ools was eliminated . In effect, every s econd ary s ch ool b ecame comp reh ens ive in comp os ition and ob jectives
- Statement of the problem
There have been the challenge of the proper orientation of secondary school students before they make choice of commercial subjects as a preference to non-commercial subjects. This work gives a further explanation and analysis into the subject of discuss.
- Objectives of the study
- To understand the impact of preference of commercial subjects to non-commercial subjects
- To understand the factors responsible for preference of commercial subjects
- Research questions
- What is the impact of preference of commercial subjects to non-commercial subjects
- What are the factors responsible for preference of commercial subjects
- Research hypothesis
H0: There is a relationship between students’ orientation and awareness and their preference of commercial subjects to non-commercial subjects
H1: There is a relationship between students’ orientation and awareness and their preference of commercial subjects to non-commercial subjects
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NEW TECHNOLOGIES CONSIDERED EFFECTIVE BY BUSINESS SUBJECTS TEACHERS FOR IMPROVING THE TEACHING OF BUSINESS SUBJECTS AT SENIOR SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Technology has become an integral part of the instructional process resulting in the development of new concepts in the logistics of instruction. The use of Information Communication Technology (ICT) gadgets and machines has made teaching and learning a bit easier, concrete, real and more result-oriented. Since the introduction of ICT, there has been a growing concern for the use of new technologies.
Technology is defined by Redmann and Kotrlik (2008) as the making, modification, usage, and knowledge of tools, machines, techniques, crafts, systems and methods of organization in order to solve a problem, improve a pre-existing solution to a problem, achieve a goal, handle an applied input or output relation or perform a specific function. Technology is ubiquitous, touching almost every part of our lives, our communities, our homes. Yet most schools lag far behind when it comes to integrating technology into classroom learning. Many are just beginning to explore the true potentials technology offers for teaching and learning. When properly used, technology will help students acquire the skills they need to survive in a complex, highly technological knowledge-based economy. Thus, technologies are applied in classroom situation to enhance teaching and learning processes.
Ekpenyong (2004) asserted that old technologies used in teaching have their origin from Paul Frefor banking of knowledge. At the period when educators were seen as the custodians and distributors of knowledge, whatever, the educators said were right and students must follow strictly all the dictates of the teachers. Ekpenyong (2004) condemned these old technologies applied in teaching as it was characterized by fatigue, poor relationship between students and teachers, low motivation for learning, teacher-centered and low retention of knowledge. Therefore, a business educator who has not been trained in the new technologies cannot be effective, efficient or able to deliver the knowledge and skills required by the students to succeed in a new work environment that is increasingly ICT based. It is in keeping with the dynamics of social change and the demands on education that the federal government of Nigeria (FRN, 2004) came up with some policy innovations and changes, one of which was the introduction of information and communications technology (ICT) into the school system.
Specifically, business education as a component of vocational technical education programme, prepares individuals for careers in business and to be an intelligent economic consumers of goods and services (Ugwoke, 2011). Therefore, for the business education programme to sustain its relevance in providing the needs of individuals and that of the society, it must embrace current trends in modern technologies in the academic and economic demands of the society.
New technologies in teaching and learning in business education programmes according to Ezenwafor (2012) include:
a) Using broadcast materials or CD-Rom for information collection and storage;
b) Using micro-computers with soft-ware applications to write or produce documents,
c) Skillful keyboarding,
d) E-mail and Messaging,
e) Internet browsing using search engines, windows messenger, yahoo chat room and so on.
f) Using opaque projectors, slide projectors and multimedia projectors.
g) Utilizing e-banking, e-commerce, e-economies, and so on and
h) Utilizing different computer software, and applications such as word processors, spreadsheets, power-point, desktop publishing, and graphics among others.
Other technological devices available for teaching and learning according to Osuala (2009) include media typewriter or processor, video tape recorder, sound on pepper system, e-commerce, advanced calculators, dial access system, digital library, individual audio application and audio-visual retrieval system. Although these technologies are not new in many advanced countries, they are relatively new in Nigeria. While some of them are already being utilized in some schools, they are yet to be used in many of Nigeria’s educational institutions.
New technologies in business education programme, according to Achugbue (2011) have posed many challenges to business educators in Nigeria. Achugbue (2011) further opined that business education in colleges of education would achieve the goals of teaching if such modern technological teaching aids like computers, electric typewriters, television sets, projectors, internet facilities, among others are adequately provided and utilized.Many colleges of education do not give adequate priority and attention to the acquisition and utilization of new instructional technologies needed for teaching and learning. The dearth of these facilities makes it difficult to teach and prepare business education students for the use of new technologies now and in future world of work.
However, Reigebuth and Joseph (2002) saw technology integration as focusing on “how” to use technology to support the way teaching and learning is currently being done in schools. It also enhances the use of modern instructional mode of teaching and learning in tertiary institutions to meet the demands of the current trends in academics. Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Effective technology integration must happen across the curriculum in ways that deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricula goals. Technology also changes the way teachers teach, offering educators’ effective ways to reach different types of learners and assess students’ understanding through multiple means. It also enhances the relationship between teachers and students. When technology is effectively integrated into subject areas, teachers become advisers, content experts, and coaches. Technology helps to make teaching and learning more meaningful and fun.
According to Nagel (2013), despite increasingly widespread adoption of technologies in virtually every aspect of education, significant challenges are preventing widespread affective implementation. Nagel observed that key among all the challenges is the lack of sustainable professional development for business educators who are required to integrate the new technologies into classroom practices. It is against this background that this study was carried out to ascertain the challenges of integrating new technologies into the teaching and learning of business education programmes in colleges of education. The study will also try to find out ways of improving the use of new technologies in business education in secondary schools in Anambra state
1.2 Statement of the problem
One of the aims of integrating new technologies is to improve the quality of education and expand access to education. The education sector is expected to be technologically driven and requires that technological resources are fully integrated in it. Unfortunately, the education sector seems to be lacking the necessary technological resources needed to bring the Nigerian education sector at par with international standards. Business education programme being a skills development programme seem to be worst hit by the dearth of requisite technological tools on the one hand and the skills needed to effect the integration on the other. The consequence is that the programme is faced with the challenge of producing the needed manpower for the world of work. For technology to be successfully useful and deliver the goods expected of it such as making business education graduates global workers, it should be made part of the educational delivery of learning.
1.3 Objectives of the study
The main purpose of this study is to ascertain the challenges of integrating new technologies in teaching and learning in the business education programme in secondary schools in Anambra state Specifically, the study sought to:
1. Ascertain the availability of new technologies for teaching and learning business education programmes in secondary schools in Anambra state
2. Ascertain the challenges of integrating the new technologies for teaching and learning business education programmes in secondary schools in Anambra state
3. Find out the ways of improving the use of new technology for teaching and learning business education programmes in secondary schools in Anambra state
1.4 Research questions
The following research questions guided the study.
1. What new technologies are available for teaching and learning business education programmes in colleges of education in South-East-Nigeria?
2. What are the challenges of integrating new technologies for teaching and learning business education programmes in colleges of education in South-East-Nigeria?
3. In what ways can the use of new technologies for teaching and learning business education programmes in colleges of education in South-East Nigeria be improved?
1.5 Research hypothesis
The following null hypotheses were tested at 0.05 level of significance
1. There is no significant difference in the mean responses of experienced and less experienced business educators on the challenges of integrating new technologies for teaching and learning business education programmes in colleges of education in South-East Nigeria.
2. There is no significant difference in the mean responses of experienced and less experienced business educators on the ways of improving the use of new technologies for teaching and learning business education programmes in colleges of education in South-East Nigeria.
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]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
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LEVEL OF COMPETENCIES POSSESSED BY JUNIOR SECONDARY SCHOOL TEACHERS IN THE TEACHING AND LEARNING OF BUSINESS EDUCATION SUBJECT FOR EFFECTIVE SERVICE DELIVERY
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Mkpa (1992), observes that standards of performance are basic to good teaching and learning. However, standard are not easy to determine; especially when education for job is concerned. he further noted that when standards were set, objectives were drawn up that would enable students to meet the standard. Student however may not affair such objectives of learning in all cases, but standards remain fixed unless they are altered due to changing circumstances in school system. School standards should be similar to job entry publication at the time the school is ready to enter into the business of learning.
According to Ekeruo (1999), ‘A teacher’s performance is primarily determined or measured by the end by the end product she can produce at any given time. He further noted that the teacher could not perform if she had no standard, sound knowledge or experience of the facts. She was supposed to impact to the child/student. Evaluation plays a vary important role in determining the teachers performance and that of the student. It provides information on the variations in the achievement of individual child/student by analyzing the achievement each child; the teacher gets to know the individual difference difficulties of his students. He is then in the position to direct his teaching to the specific problems identified and render help that is appropriate to the difficulties encountered.
Bloom et al (1981), noted that it was not an exaggeration to say that teachers developed an educational plan on the basis of subject matter content. Either through personal experiences with the field in which they are expert or the guidance provided by the standard textbooks, they decide what to be thought and in which sequence, time and teaching methodology.
Green (1991) on his own argued that teaching is basically meant for competency, understanding and problem solving. According to him a competent person in any area knows how to do his work well. as much important as teaching of facts and skills, in the acquisition of competency, and a standing problem-solving. He however, noted that not all competencies in life involve the ability to solve problems because, as a generalization, the more competent a person is in his business life, as well as his personal life, the fewer the problem he has to contend with. This according to him because person involved has so directed his life that problem-solving is an incidental part of it, rather than the total of it. Nevertheless, competency often requires problem-solving.
Following this, Green observes that, “one of the most important competencies of teacher is the ability to discriminate between facts worth mastering and those of which if learned may soon be forgotten. He therefore advised that we must learn those facts that are used most often, that are most difficult to find in reference books of various types. This according to him because learning precedes skill development by learner.
STATEMENT OF PROBLEM
Ude (1999) is of the opinion that a teacher is meant to impact the required stuff to his students. However, one of the reasons for the poor quality of teachers was an influx of men and women into the teaching field who claimed to be teacher under auxiliary teaching cadre. Most of the teachers were ill equipped or untrained that they could not impact the required stuff to the students, the same is true of most business education teachers in junior secondary school within Enugu education zone.
Besides, if the teacher do not master the subject matter very well it must surely affect his students performance in business education subjects. consequently, this problem has resulted to school producing poor academic students/pupils with poor results for junior secondary school certificate examination; and as such they stand to loose at the enrolment of student at the senior secondary level in such school. Also, the resultant effect is that such school enrolls very negligible number of students in the senior secondary school certificate examination. Sometimes they the one who are unable to find a better school and the are forced to continue in the same school and still perform below expectation in their academic achievements. These of course, are the major issues of concern that motivated the selection of this topic of study by the researchers.
PURPOSE OF STUDY
The main objective of the study are:
(I) To determine the level of competencies of teachers teaching in the junior secondary school for an effective service delivery in business education subjects in Enugu education zone.
(II) To identify the major problem confronting teachers of business education in junior secondary schools.
(III) To find out the difficulties encountered by the learners in business education subjects in schools
(IV) To find out workable strategies for improving both teachers and learners performance in business education at the junior secondary school level.
SIGNIFICANCE OF THE STUDY
This study will be of help to students and other researchers who might be interested in this and/or other related areas of the study. it would be of immense help to both present and perspective policy makers of the Nigerian educational system in the areas of planning and efficient utilization of resources. also educational planners, and administrators, teacher, parents and the students who are directly involved will realize the appropriate roles the study have to play for their performance in business education subject at their junior secondary school level. The study shall be beneficial and of immense help in identifying major problems confronting teachers of business education and factor responsible for this educational problem: the study will also propose the way forward.
RESEARCH QUESTIONS
For the successful execution of this study, the following research questions were posed:
I) What are the major role of business education teachers in the teaching and learning of business education subject at the junior secondary schools?
II) What are the possible problems confronting teachers in the teaching and learning of business education subject at junior secondary school level?
III) What are the workable strategies that could be employed by improving teachers and learners performance in teaching and learning of business education subject for effective service delivery?
SCOPE OF STUDY
I) This study is limited to the determination of the level of competencies of junior secondary school teachers in Enugu education zone in the teaching and learning of business education subject.
II) The major roles of business education teachers in the teaching an learning of business education subject at the junior secondary schools.
III) The difficulties encountered by teachers and students in the teaching/learning process of business education subject at the junior secondary school level.
IV) The workable strategies for improving teachers and learners performance in the teaching and learning of business education subject for effective service delivery.
Research Hypotheses
In this study the following null hypotheses were formulated and tested at 0.05 level of significance. They were stated as follows:
HO1: There is no significant difference in the mean ratings of specialist and non- specialist Fine Business education teachers on the competencies possessed for Competencies teaching.
HO2: There is no significant difference in the mean ratings of Urban and Rural Business education teachers on the improvisation of Business education teaching materials.
HO3: Gender is not a significant factor in the mean ratings of Male and Female Business education teachers on the application of Business education teaching methods.
DEFINITION OF TERMS
Teaching: teaching is the act of showing someone how to do something that he/she will not be able to do by himself/herself.
Business education: this is the study of computer and how they can be used.
Computer: computer is an electronic device/machine that can store, organize and find information, do calculation and control other machines.
Academic: connected with education, especially studying in school and universities.
Performance: performance is the act of doing something such as piece of work, duty or task
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
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Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
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OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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A RESEARCH INTO INFLUENCE OF CLASS SIZE ON TEACHING EFFECTIVENESS IN JUNIOR SECONDARY SCHOOL BUSINESS STUDIES
CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
Since Western education became firmly rooted in Nigeria, it has faced myriads of problems. Most of these problems are hardly lost on the various governments, whether during colonial or post-independence era. It has resulted in the setting up of various commissions (e.g. the Ashby Commission of 1960; the 1969 curriculum conference, etc) to examine Nigeria’s educational problems and make recommendations. These problems pertained to the quantity and quality of teachers, educational facilities, curriculum planning and development, etc. Adaralegbe (1983:16) noted that “a recurring feature in Nigerian secondary school system from its inception about 120 years ago was its poor staffing”. Adesina (1990:76) speaking on the physical facilities also observed “Post-independence Nigeria saw most Nigeria’s primary and secondary school buildings no better than they were during the colonial era”.
In fact, most of them are worse now having suffered from lack of maintenance and weather conditions (e.g. rain-storm). Though the various Governments, military and civilian, have given considerable attention to the provision of more teachers and schools, the reality in most schools today, from the primary to the tertiary levels, confirms that the problems still linger.
The problems of shortage of teachers and classrooms are intricately interwoven and when both combine with large pupil enrolment, the consequence is over-crowded classrooms. This is the sad truth in many Nigerian classrooms especially in the major towns and cities with many classes registering fifty (50) to
one hundred (100) students and above which is clearly above the internationally recommended standard (See Table 1).
The poor state of the physical facilities in the schools confirms Adesina’s (1990 p.76) observation that this aspect of the educational problem has been consistently ignored in educational “plans and reports”. He cited the ‘example of Banjo Commission (1961) in the then Western Nigeria and a similar One in the old Eastern Nigeria which failed to mention ‘inadequate physical facilities’ as one of the fifteen factors considered responsible for failing standard of education. Only the Old man Report on Northern Nigeria gave some attention to buildings and furniture in schools (Adesina, 1990). The consequence as noted by the West Africa study group of the Nuffied Foundation (1952) in their report on educational policy and practice in Tropical Africa is that “… most of the school buildings are poor and made worse by over-crowding…” (Adesina, 1990 p.70).
Ordinarily, the phenomenon of rural-urban drift in an emergent nation like Nigeria normally exerts pressure on the facilities and services such as hospitals, schools, transportation etc. However, the introduction of the Universal Free Primary Education (U.P.E.) first in the old Western Region in 1955 and later in the Eastern Region in 1957 as well as the launching of the U.P.E. Scheme by the Federal Government in 1976 compounded the problems of providing adequate facilities in schools to meet the resultant unprecedented upsurge in pupil enrollment (Akinyemi, 1983). With inadequate planning for the expected population explosion in schools, over crowded classrooms now become a permanent feature of academic setting at all levels of thee educational system.
In addition, Educational planning in Nigeria has always been thought of in terms of quantitative growth, which is usually above the financial capacity of the Government (Adesina, 1990). A recent example is the implementation of the current 6-3-3-4 system of education, which is seriously affected by lack of adequate funding and poor preparation. Even though the Federal and State Governments have shown serious commitment to educational development through their annual budgetary allocation to Education in recent years (allocation to Education sector is second only to Defense), the attention given to physical facilities is far from being adequate. The issue at stake is not how ‘huge’ the allocation is but how ‘adequate’. In a study by Ndagi (1983) on educational financing under military rule (1968-1978) it was found that:
of the financial resources allocated to secondary level institutions, over 80% -went to the personal emolument of staff and the maintenance of students while less than 10% went to the purchase of educational materials and equipment, (p. 195).
And in the case of the State Governments, the same study found out that.
of the resource allocated to secondary level education, on average, over 50% went to the personal emoluments of Staff and over 30% to the maintenance Of students while less than 15% was Used for the purchase of educational Materials and equipment; (pp. 195-196).
In the case of students’ furniture, some state Governments have completely handed off the supply. Students either pay to the school to purchase for them or they bring from home. The latter is more popular. Such furniture now come in all shapes and sizes presenting an ugly sight in the classroom.
The phenomenon of overcrowded classroom as well as poor quality and inadequate furniture in the classroom due to unlimited expansion has taken its toll on the educational system. Only few people will deny that the quality of teaching and learning is on the decline at all levels of the educational system. The poor result of the Senior Secondary School examination (SSCE) in almost all subjects in recent years is one potent indicator. The increase in examination malpractices cannot be divorced from poor seating arrangement in classrooms. The quantity and quality of interaction in the class are likely to be adversely affected due to lack of space for moving round the class and the over whelming number of students that the teacher has to deal with within a forty-minute lesson. Nolasco and Arthur (1988) also identified five likely problems of large classes:
coping with the noise, persuading the class to use Business studies, managing the introduction and setting up of activities, making limited resources go a long way and monitoring the work of individuals within the class (p.5).
These and many other problems inform the decision to conduct this study with the hope that it will help to draw more attention to this ugly situation under which learning is expected to take place and educational objectives are to be attained.
The Health and Physical Education domain provides students with knowledge, skills and behaviours to enable them to achieve a degree of autonomy in developing and maintaining their physical, mental, social and emotional health. This domain focuses on the importance of a healthy lifestyle and physical activity in the lives of individuals and groups in our society. This domain is unique in having the potential to impact on the physical, social, emotional and mental health of students. It promotes the potential for lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. Engaging in physical activity, games, sport and outdoor recreation contributes to a sense of community and social connectedness. These are vital components of improved wellbeing.
Students’ involvement in physical activity can take many forms, ranging from individual, non-competitive activity through to competitive team games. Emphasis is placed on combining motor skills and tactical knowledge to improve individual and team performance. Students progress from the development of basic motor skills to the performance of complex movement patterns that form part of team games. They learn how developing physical capacity in areas such as strength, flexibility and endurance is related to both fitness and physical performance.
Students progress from learning simple rules and procedures to enable them to participate in movement and physical activity safely, to using equipment safely and confidently. Students undertake a variety of roles when participating in sports such as umpire, coach, player and administrator and assume responsibility for the organisation of aspects of a sporting competition. This domain explores the developmental changes that occur throughout the human lifespan. It begins by identifying the health needs necessary to promote and maintain growth and development, followed by discussion of significant transitions across the lifespan including puberty, to gaining an understanding of human sexuality and factors that influence its expression. The exploration of human development also includes a focus on the establishment of personal identity, factors that shape identity and the validity of stereotypes. Students develop an understanding of the right to be safe and explore the concepts of challenge, risk and safety. They identify the harms associated with particular situations and behaviours and how to take action to minimise these harms.
Through the provision of health knowledge, this domain develops an understanding of the importance of personal and community actions in promoting health and knowledge about the factors that promote and protect the physical, social, mental and emotional health of individuals, families and communities. Students investigate issues ranging from individual lifestyle choices to provision of health services by both government and non-government bodies. In investigating these issues, they explore differing perspectives and develop informed positions. This domain examines the role of food in meeting dietary needs and the factors that influence food choice. Students progress from learning about the importance of eating a variety of foods to understanding the role of a healthy diet in the prevention of disease.
1.2 PROBLEM OF THE STUDY
The classroom is the heart of any educational system. No curriculum planning is complete without implementation and evolution, both of which are mainly carried out in the classroom. Most of the class activities take place while students are seated. The seating arrangement is therefore too important to suffer the kind of neglect being experienced by many secondary schools in the country. As rightly observed by Cohen and Manion (1983 p.221) “a careful attention to seating arrangement contributes as effectively as any other aspect of classroom management and control to overall success with a class subsequently”. Adesina (1990 p.13) also affirms that one potent index for evaluating educational standards and quality is an examination of the physical facilities available for learning experiences”.
The seating arrangement can make or mar any lesson. Ideally, in a secondary school, especially in a mixed ability grouping, as found in Nigeria schools, seats should be arranged in rows with a reasonable amount of space between them to allow for proper teacher-student and student-student interactions as well as allow for individual and group work (Cohen and Manion, 1983). To this end, the ratio of teacher to students should not exceed 1:30 or at most 40 judging by the size of the classrooms. But what one finds in many o these classes is between ratio 1: 50 and 1: 150 in certain cases.
This study was therefore interested in identifying the major problems caused by over-populated classes in Nigeria growing towns and cities with a view to making suggestions that could help to alleviate the problems. The popularity of class-size reduction may make it difficult for policymakers to increase class size across the board in order to sustain other investments in education during a period of budget reductions. In that context, state policymakers should consider targeting CSR at students who have been shown to benefit the most: disadvantaged students in the early grades, or providing a certain amount of funding for CSR but leaving it up to local school leaders on how to distribute it.
In settings where state mandates on maximum class size are relaxed, policymakers need to bear in mind that the effect of any increase in class size will depend on how such an increase is implemented. For example, a one-student increase in the pupil/teacher ratio in the NIGERIA. would reduce the teaching workforce by about 7 percent. If the teachers to be laid off were chosen in a way largely unrelated to their effectiveness, such as seniority-based layoffs, then the associated increase in class size might well have a negative effect on student achievement. But if schools choose the least effective teachers to let go, then the effect of increased teacher quality could make up for some or all of the possible negative impact of increasing class size.
The national policy on education revised in 2010 stipulates that the maximum teacher –student ratio is one teacher is to thirty students. The obvious reason for this standard is to ensure that the teacher not only controls the class but also to ensure that he understands the learning capabilities of each of the learner in the classroom. Ozochi (2008) affirms that there is a limit to which a teacher can effectively control, anything more than that according to him will affect the school objectives.
However, in most of our secondary schools today the teacher –student ration has gone far beyond the stipulation of the national policy on education. Students stay more than fifty in each class, seating arrangement altered, thereby making teaching and learning difficult. Educational planners in Nigeria have attributed the over bloated class size due to the explosion of the population of children of school age. Recently the Enugu State Government through her agently spliced most of the secondary schools located within the metropolis in order perpherps to expel the agony of overcrowded classroom.
Business education, like all other health science is an activity based subject, a situation whereby the learner is exposed mainly to the practical learning process under the guide and supervision of a teacher. Maduagwu et al (1998) opines that effectiveness of a classroom management results when the teacher and student achieve the purpose of which either are together in a class under an overcrowded classroom environment like what obtains in most of our schools today it becomes pertinent to ask, how effective is teaching and learning particularly in subject area that requires close monitoring of the learner by the teacher.
1.3 OBJECTIVE OF THE STUDY
1. To determine the effect of class seize on effective teaching and learning of business educationin Senior secondary schools.
2.To develop students’ motor and games skills and equip them with the knowledge, skills and attitudes to pursue and enjoy a physically active and healthy lifestyle.
3. To evaluate the implication of over-crowded class on students assimilation and understanding of business education.
4. To evaluate the level of competency and proficiency of teachers in teaching business studiesin Senior secondary schools.
5. To know the challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in business education.
6. To recommend solution to the problems.
To findout ways class size affects teaching and learning of business studiesin Senior secondary schools in Enugu North Local Government Area of Enugu State.
2. To examine the effectiveness of the policy guiding teacher-student ratio in Senior secondary school business studies
3. To examine how effective is the use of instructional materials in an overcrowded classroom environment.
1.4 RESEARCH QUESTIONS
1. What are the effects of class seize on effective teaching and learning of business educationin Senior secondary schools?
2.Can business studieshelp to develop students’ motor and games skills and equip them with the knowledge, skills and attitudes to pursue and enjoy a physically active and healthy lifestyle?
3. What are the implications of over-crowded class on students assimilation and understanding of business education?
4. How is it possible to evaluate the level of competency and proficiency of teachers in teaching business studiesin Senior secondary schools?
5. What are the challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in business education?
1.5 RESEARCH HYPOTHESIS
H0: The is no significant relationship between class seize of students and effective teaching and learning of business educationin Senior secondary schools.
H1: The is a significant relationship between class seize of students and effective teaching and learning of business educationin Senior secondary schools.
H0: Over-crowded class has negative implications on students assimilation and understanding of business education.
H1: Over-crowded class has positive implications on students assimilation and understanding of business education.
H0: It is impossible to evaluate the level of competency and proficiency of teachers in teaching business studiesin Senior secondary schools.
H1: It is possible to evaluate the level of competency and proficiency of teachers in teaching business studiesin Senior secondary schools.
H0: The are no challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in business education.
H1: The are challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in business education.
1.6 SIGNIFICANCE OF THE STUDY
1. The study when completed would enable the teacher and or instruction know the dangers associated with over-crowded classroom.
2. It would assist the government and education planner on recruitment and supervision of teachers bearing in mind the expected teacher-learner ratio.
3. The study will assist in providing a guide in the realization of one of the core objectives of Nigeria education which is to make Nigeria one of the technological advanced countries in the world.
1.7 SCOPE/ LIMITATION OF THE STUDY
The study is on the effect of class seize in effective teaching and learning of business studiesin Senior secondary schools. This study is limited to government Senior secondary schools located in Enugu North Local Government Area.
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. Teachers in government Senior secondary schools Enugu North Local Government Area find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
A STUDY OF IDENTIFICATION OF DIFFICULT TOPICS IN BUSINESS IN SELECTED SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
According to Horny (2000), the word “Identification is defined as the process of showing, providing or recognizing who or what somebody or something is”.
Therefore, the identification of difficult teaching and learning topics in SS3 business educationcurricula in Nigeria can be seen as the process of showing or providing or recognizing the difficult topics in teaching and learning business educationin SS3 curricula in Nigeria.
But, in order to identify the difficult teaching and learning topics in SS3 business educationcurricula, we have to look into how the definitions of the word curriculum have been offered by different educationists.
Curriculum, according Hosford (2005) in Badmus (2006), is a set of experiences planned to influence learners towards the goal of an organization. However, Lawis and Niel (2002) cited in Akanybon (2007) define curriculum as a set of intentions about opportunities for engagement of person to be educated with other persons and with things (all bearers of information, process, techniques and values) in certain arrangement of time and space.
On the other hand, Tanner and Tanner (2000) in Akangbon (2007) see curriculum as the cumulative tradition of organized knowledge, modes of thought, a planned learning environment, cognitive/affective content and process, an instructional plan, instructional outcomes and a technological system of production.
Therefore, the content of the curriculum and the methods employed to present the content have to be determined by the nature of the society and the nature of the learner.
Business educationis one of the three main branches of pure sciences, the other two being business education and. Business educationdeals with the composition, properties and uses of matter. It probes into the principles governing the changes that matter undergoes. So, it is not, of course, for those who teach business educationin schools to concern themselves directly with the economic future of the nations for which they work. But it remains a fact that students want to do useful things and that they will profit from being shown how they can contribute to a dynamic part of their country’s industry. This provides an added reason for teaching business educationin school.
The teaching and learning of business education, on the other hand, is not a simple job for those who teach the subject and learners. The fact that some terms in business educationcannot be observed or be related to the physical activities, makes the teaching and learning of some topics in business educationvery difficult for teachers and students. In other words, the teaching and learning of some topics in business educationinvolves mathematical expression and critical thinking.
is the science concerned with the study of physical objects and substances and of natural forces such as light, heat and measurement. As is based on exact measurements, every such measurement requires two things; first a member or quantity, and secondly a unit. All branches of it deal inevitably with difficulties whose solution, are often envisaged to benefit humanity. Unfortunately, some students in SS3 hardly register the subject in the SSCE examinations because they find some of its topics very difficult to understand. Many reasons, according to Charles and Chester (2001), might be broadly deduced for students’ poor performance in and these included:
Psychological factors like confidence, cognitive styled decisiveness, ideational fluency, intellectual ability attitude, curiosity and so on.
is the central subject from the post primary school level because it is the medium of instruction for all other subjects. It is therefore, the servicing subject for all other subjects. According to Anibueze (2007), there are many problem teachers and students encounter in course of teaching and learning . Such problems are classifies as:
- The problem in Equivocation: it refers to the problem students and teachers encounter when they read meaning of words, sentences and passages.
- The problem in elocution: it refers to the problems students envisage in their practice of oral delivery or in usage of the .
- The problems in transliteration: This is a problem that comes up because of the interference of the mother tongue
- The problem in expression: This is a problem in which people do not falls in a way or takes a process other people will understand and do not show their ideas, opinions, talks, feelings and information very clearly. And others.
Anibueze (2007) says that, there are factors militating against the effective teaching and learning of and other subjects. Such factors are:-
– There are the problems of poor development of listening and speaking skill. Teachers have no recorded utterance in Standard English for the teaching of the language. There is no teacher’s model reading for students to listen to in the classroom. No radio or television set has been brought into the class for students are urged to listen to each other in English but most often, they listen to all sorts of corrupt English or English full of errors. Some student’s most often, code-switch or code-mix when using the language. Sometime they pick nonsense varieties of English from home video, radio, television programmers and films, many of what they listen to is awful.
– In speaking-skills their spoken English is influenced by their native speech habit and their linguistic community. In other words, their mother-tongue interferes in their spoken words. They have the psychologist problems too.
– Students are taught without teaching aids or instructional materials. In the library, there are some antiquated materials that are not in any way related to the contemporary issues, syllabuses or scheme of work, which makes teaching and learning difficult.
The efficient use of different methods in the course of teaching helps, in no small measure, in the involvement of the three domains (cognitive, affective and psychomotor), which invariably will lead to the realization of business education, and teaching and learning objectives. Students and teachers also maintained that the topics are difficult because, instructional materials for teaching and learning of the topics are short in supply and the available ones are not properly in use for the teaching and learning of the difficult topics.
1.2 STATEMENT OF THE PROBLEM
In most of our senior secondary school certificate examination, there is always a mass failure in business education, and curricula, both students and teachers of business education, and complain of their difficult in getting on with the subjects. Most problems in teaching and learning of business education, and are:
- Poor performance of students in senior secondary school certificate examinations in , business educationand
- Low enrolment of students in and business educationin senior secondary school certificate examination
- Lack of qualitative and quantitative instructional material for teaching business education, and .
- Lack of qualified teachers to handle business educationat senior secondary school level.
1.3 PURPOSE OF THE STUDY
The purposes of this study are to find out:
- The difficult topics in senior secondary school three (SS3), business education, and curricula.
- The possible suggestions for effective teaching and learning of the difficult topics in business education, and curricula in senior secondary school class three (SS3).
1.4 SIGNIFICANCE OF THE STUDY
The identification of the topics that teachers find difficult to teach in the senior secondary business education, and curricula in Nigeria and the probable solutions to the problem will go a long way in solving the problem of ineffective teaching of all aspects of business education, and and improve on the students performance in internal and external examinations like WAEC, NECO, JAMB etc. in addition, the study would be significance for:
- The findings could form the focus for organizing workshops, use of resource persons to teach some difficult topics.
- It will also help the teachers who did not cover those areas when they were students to stop shying away from teaching difficult topics in business education, and .
1.5 RESEARCH QUESTIONS
The following research questions guided the study:
- What are the difficult topics encountered in senior secondary school three (SS3) business education, and curricula as perceived by science teachers in Nigeria?
- What are the possible suggestions for effective teaching and learning of the difficult topics in business education, and in senior secondary schools curricula?
1.6 HYPOTHESES
- There is no significant difference between the mean response of qualified teachers and learners in their perception of difficult topics in senior secondary school III business education.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
FACTORS RESPONSIBLE FOR PRIMARY SCHOOL PUPILS’ POOR ACADEMIC PERFORMANCES IN BUSINESS EDUCATION
CHAPTER ONE
INTRODUCTION
Background of the Study
Poor academic performance according to Aremu (2003) is a performance that is adjudged by the examine/testee and some other significant as falling below an expected standard. Poor academic performance has been observed in school subjects especially Mathematics and English language among primary school pupils (Adesemowo, 2005). Aremu (2000) stresses that academic failure is not only frustrating to the pupils and the parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy and politics.
Education at primary school level is supposed to be the bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment as well as an instrument that can be used to achieve a more rapid economic, social, political, technological, scientific and cultural development in the country. The National Policy on Education (2004) stipulated that primary education is an instrument for national development that fosters the worth and development of the individual for further education and development, general development of the society and equality of educational opportunities to all Nigerian children irrespective of any real or marginal disabilities.
The role of primary education is to lay the foundation for further education and if a good foundation is laid at this level, there are likely to be no problem at subsequent levels. However, different people at different times have passed the blame of poor performance in primary school to pupils because of their low retention, parental factors, association with wrong peers, low achievement, low retention, and the likes (Aremu & Sokan, 2003; Aremu & Oluwole 2001; Aremu, 2000).
Morakinyo (2003) believe that the falling level of academic achievement is attributable to teacher€
s non-use of verbal reinforcement strategy. Others found out that the attitude of some teachers to their job is reflected in their poor attendance to lessons, lateness to school, unsavory comments about pupil€s performance that could damage their ego, poor method of teaching and the likes affect pupils€ academic performance.
The question therefore is what is the cause of this fallen standard and poor academic performance of pupils? Is the fault entirely that of teachers or pupils or both of them? Is it that pupils of today are non achievers because they have low intelligent quotient and a good neutral mechanism to be able to act purposefully, think rationally and deal effectively with academic tasks? Or of is it because teachers are no longer putting in much commitment as before? Or is it in teachers€ method of teaching and interaction with pupils? Or is the poor performance of pupils caused by parents€ perception of the causes of poor academic performance among primary school students in Nigeria.
1.2 Statement of problem
The differential scholastic achievement of students in Nigeria has been and still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Nigeria (Adebule, 2004). Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of student€s low performance at both internal and external examination. This problem are attributed to poor foundation from primary school due to poor teaching standards as well as other factors such poor funding of education by government as well as negligence by parents.
It is against this constraints that the researcher sees the subject matter as an empirical problem worthy of investigation.
1.3 Objectives of the Study
The central objective of the study is to assess the factors responsible for the poor academic performance in public primary schools. The specific objectives are:
i. Ascertain environmental factors as causes of poor academic performance of pupils in primary schools in Zing lga.
ii. Examine teachers factors as causes of poor academic performance of pupils in primary schools in Zing lga.
iii. Determine the attitudes of pupils as causes of poor academic performance of pupils in primary schools in Zing lga.
iv. Find out attitudes of parent as causes of pupils poor academic performance in primary schools in Zing lga.
1.4 Research questions
i. What are environmental factors that serve as causes of poor academic performance of pupils in primary schools in Zing lga.
ii. What are teachers factors that cause of poor academic performance of pupils in primary schools in Zing lga.
iii. What are the attitudes of pupils that cause of poor academic performance of pupils in primary schools in Zing lga.
iv. What attitudes of parents cause of pupils poor academic performance in primary schools in Zing lga.
1.5 Research hypothesis
H0: Environmental factors and parental attitudes does not have a significant effect on pupils academic performance in primary schools
H1: Environmental factors and parental attitudes have a significant effect on pupils academic performance in primary schools
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>