FACTOR AFFECTING TEACHING AND LEARNING OF BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOL IN IKERE LOCAL GOVERNMENT AREA OF EKITI STATE .
This study investigates factors affecting the teaching and learning of Business studies in junior secondary schools in Ikere Local Government Area of Ekiti State. This study was a descriptive research design which comprises of all students from four selected secondary schools in Ikere Ekiti. The sample for the study was made up of One hundred (100) students. Simple random Sampling was employed to select the respondnets.Questionnaires were used as instrument for data collected. The data were analyzed using percentage method . The result shows that lack of fund, in availability of instructional materials, government policy, non-availability of related textbooks and lack of upgrading knowledge by so-called teachers of business studies are the factors affecting the teaching and learning of business studies.Based on the results, the researcher therefore recommended that the schools should ensure that their environment were favorable to teach the subject by ensuring that there are adequate class rooms this will encourage the students to learn. That teachers should ensure that they handle business studies as a subject in such a way that will encourage students to take the subject and Government should employ more teachers and provide resources for teaching and learning business studies in schools
Background of the study
Business Education are integrals part of general education that is concerned with education for business and education about business.
Business Education can be traced from the time when commercial secondary modern school were established in some part of the country and commercial subject such as typewriting , shorthand, commerce, principle of account and the use of English were being offered at the moment in the secondary schools in the country.
Some years back government policy on education was indebted to train more business personnel, so that business subject can be introduced the secondary school curriculum, with the aim of providing capable and competent hands to handle the finance and administration of the country. The national policy on education (2004) revised education stipulated that Business Education should be taught in tertiary institution such as College of Education, College of Technology, Polytechnics and in Universities.
Education is an important aspect of economic development. When citizens of a country are educated that is, a key to social economic and political stability (Ojiambo, 2009). The Nigeria government has considerably invested in education which is evidenced by the free primary education and the free day secondary education (Ojiambo, 2009). The main purpose of education is to transmit wisdom and knowledge from one generation to another, this prepares young people to be members of the society, maintain it and develop it.
Education also has positive influence on population, health nutrition and also increases value and efficiency for labour (Kising U, 2012). The unemployment problems facing the country can best be addressed through equipping the young people with skills that can lead to self-employment, the curriculum therefore should equip the learners with skills and more so entrepreneurial skills and this therefore indicates the importance of business education in the school curriculum.
The Business Education which was earlier referred to as Business education was introduced into public high schools in the U.SA. by tax payers demand during last part of nineteeth century. Parents insisted that public schools should provide Business education, otherwise they would take their children to private business colleges. Many district school introduced Business education courses, shorthand, typewriting and book keeping. Since then Business education has been undergoing scrutiny and transformation (Popham et al, 2005). In Nigeria Business Education in junior secondary school curriculum came about as a means of laying the foundation for national technological and economic advancement as articulated in the National Policy on Education (Federal Ministry of Education, 2011). The designers of the Business Education curriculum apparently considered that, in line with the current Nigerian Vocational curriculum philosophy (National Board for Technical Education, 1984), the obvious way to develop a curriculum that would give a broad introduction to the field of Business was to do away with the traditionally compartmentalized single subjects. Consequently, five such subjects (book-keeping, commerce, office practice, shorthand and typewriting) were brought together as units of a new subejct to be called Business Education . (Ekpenyoung 2006). The curriculum aimed at giving students knowledge and skills that should enable them to adapt to changes in office technology and develop a broad understanding of Business activities, the structure and functions of Business institutions and their inter-relationships.
In Nigeria a number of education commissions and education committees have been put in place to review the education system in Nigeria. the commissions have seen the Business Education evolve to its current status in the Nigerian education system. Fraser Report (2009) on Education recommended introduction of industrial education in schools as a means of providing skills to native labourers and artisans in large numbers for various purposes. During the colonial period, the colonial government opened a number of industrial schools in areas not effectively served by missionaries, some of the courses offered included Carpentry, agriculture, typing and blacksmithing (Kising 4, 2012), typing and office practice is a constituent of Business Education currently.
Onywoki (2011), the introduction of secondary Business education programme was based on the results of the manpower survey and its aim was to produce highly skilled manpower required for the growing commercial enterpises in the country. Specifically, the project was aimed at introducing Business education subjects in selected general secondary schools in nigeria, for example accounting, shorthand and typing with office practice and commerce. Because of the success of the project, there were about 120 secondary schools teaching Business education in Nigeria by 2000s (Oluoch, 2012).
According to Shiundu and Omulando (2012) integration of subjects emphasizes the relationship between various curriculum areas in an attempt to interrelate content or learning experiences in order to enable students perceived a unity of knowledge. Anuda (2000) asserts that by integrating the aspects of these disciplines, overlaps and cost have greatly been reduced. Business Education aims to provide the leaner with opportunities to acquire basic Business knowledge, skills and positive attitude for development of self and nation, being a dynamic subject it takes into account the need to address contemporary issues, trends in Business and current economic issues in society.
Onywoki (2011), Accounting, Commerce, Economics, Entrepreneurship and Office Practice are distinct subjects of study and have intrinsic values for the learners and teachers. Therefore, the distinctiveness of each discipline of study has to be preserved.
Statement of Problem
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 studies in secondary school is lack of libraries. The important of which cannot be over emphasized nor will not occupy lengthy discussion in this work.
In every teaching and learning process, there is bound to be some factors which may not allow for smooth running of the process such as inadequate time table, inadequate instruction materials these factors will definitely affect the achievement or attainment of the set objectives which may not thereafter have negative effect on the skills to be imparted on the learners. This situation will no doubt, affect the management and administration of today’s business.
Thus, this study is to examine those problems which can face learning and teaching of business studies and seek for ways of solving such problem.
Objective of the Study
This study is on the survey of the factors influencing the teaching and learning of business studies in junior secondary schools in Ikere local government area of Ekiti state
This study was guided by the following specific research purpose:
- To find out the factor affecting teaching and learning of business studies
- To identify social -based factors in teaching and learning of business study
- To determine the non-institutional factors in teaching and learning of business studies
- To suggest solution to the identified problems
Specifically, this study investigated the following questions:
- What are the factors affecting the teaching and learning of business studies in Ikere local government area?
- What are the social based factors affecting teaching and learning of business studies in Ikere Local Government Area of Ekiti State?
- What are the non-institutional based factors affecting teaching and learning of business studies in Ikere Local Government Area of Ekiti State?
- what are the suggested solution to the problem identified?
Scope of the Study
The research work is limited to junior secondary school students . The research is carried out to determine the factors affecting teaching and learning of business students in five selected secondary schools in Ikere local government area
Limitation of the Study
The following are the problems countered during the course of the research
- Time: The time allocated for the research work was merged with other academic works, thereby not giving enough time for a wider coverage.
- Human attitude: Respondents were not easily pinned down. Also the researcher needs to be on ground to explain the question the questionnaire to them to ensure that it was correctly filled.
Significant of the Study
This study will enable the teachers of Business studies to identify those factors affecting student’s performance, thereby helping them to proffer solution to them.
The government too will benefit from this study in that, it will beam it’s search high on provision of teaching material and other teaching facilities that should be made available for the use in the classroom
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