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