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Chapter Four Presentation and Analysis of Data: Group - Items of Direct Instructional Strategies Remarks X
Chapter Four Presentation and Analysis of Data: Group - Items of Direct Instructional Strategies Remarks X
follows:
Research Question 1
S/N GROUP 1 -
Items of Direct Instructional Strategies X Remarks
Among the items of direct instructional strategies, only item 13, Scaffolding
business teachers. It has a mean value of 3.67. Item 3 was considered fairly
for teaching job skills by business teachers with their mean values of 1.80,
2.32, 1.77. 2.04, 1.47, 1.79, 2.15, 2.29, 1.50, 1.67, 1.58 and 1.54
teachers for teaching job skills at secondary school level. They have mean
values of 1.42 and 1.15 respectively. A Grand Mean of 1.81 implies that
very effective. On the other hand, items 22 and 23 have mean values of
3.64 and 4.19 respectively, therefore are items which business teachers in
28 have mean values of 3.32, 3.42, 2.75, 2.60, 3.11 and 3.21. These items
were considered fairly effective by the respondents for teaching job skills.
Research Question 3
values of 4.74, 4.62, 4.83, 4.72, 4.71, 4.58 and 4.77. They were items of
mean values of 3.73, 4.00, 4.36, 4.46, 3.67, 4.09, 3.58 and 3.71
items 34,41,47,48 and 49 with their respective mean values of 3.18, 3.06,
3.00, 3.00 and 3.20 were considered fairly effective for teaching job skills at
the secondary school level by the respondents. Finally, with a Grand Mean
Research Question 4
S/N GROUP 4 -
Items of Experimental Instructional Strategies X Remarks
S/N GROUP 4
Items of Experimental Instructional Strategies - Remarks
X
54. Laboratory exposure method 4.77 Very effective
4.96, 4.82, 4.94, 4.77, 4.92, 4.52, 4.85, 4.87, 4.57, 4.79, 4.56, 4.85 and 4.88
strategies was considered effective. While item 57 with mean value of 3.00
was considered fairly effective. Items 58 and 64 with their respective mean
teaching job skills. They have mean value of 0.00 each. The Grand Mean
considered very effective for teaching job skills at the secondary school
level.
Research Question 5
mean values of 4.86, 4.78, 4.80, 4.78, 4.85, 4.94, 4.75, 4.92, 4.85 and 4.85
effective for teaching job skills. Items 76 and 81 with their mean values of
3.00 each were considered fairly effective. While items 79 and 83 with mean
values of 1.00 and 0.00 respectively were considered very ineffective for
teaching job skills at the secondary school level. A Grand Mean value of
teachers as effective. They have mean values of 3.88, 3.74, 3.90, 4.23, 4.43
and 4.46 respectively. Also, items 88, 89, 91 and 92 have their respective
mean values of 2.06, 3.00, 3.44 and 3.00. These items were considered
fairly effective for teaching job skills. Only item 97 with a mean value of 2.14
were considered ineffective. Items 87, 90, 94, 95, 98 and 100 with their
respective mean values of 1.00, 1.18, 1.30, 1.00, 1.00 and 1.40 were
considered very ineffective for teaching job skills at the secondary school
level. The Grand Mean of 2.93 shows that materials/visual aid strategies
was considered fairly effective for teaching job skills at secondary school
level.
5.1 Result
strategies.
discussion,
participation and sharing among the students and teacher. Here, the
students learn from each other, the teacher and persons coming from
business students to learn to give and take ideas, work in teams or with
others. In the same direction, Nwalado (2008) urged that in using group
discussion, each group should operate under a leader and every student
assigned project.
teaching job skills. The same table showed that the calculated z-test value
of 7.43 was greater than the critical z-test value of 1.96. This implied that
the null hypothesis was rejected. It means that location influenced their
students.
5.2 Discussion
Based on the results of the finding and the test of hypothesis, it is pertinent
school level.
business teachers suffer from lack of focus and proper direction on how to
use effective instructional strategies for teaching job skills at the secondary
school level.
Lack of job skills among our school leavers was traced back to the absence
country, the use of effective strategies for teaching skills become inevitable
in all secondary schools.
5.3 Findings
would enable the students to acquire the necessary skills for paid or
crimes.
2. Government should have the political will and act swiftly enough in
(c) Give financial rewards and awards to teachers who use effective
activities.
Bransford, J. & Brown, A. (2000). How people learn: Brain, Mind and
Experience. Washington DC; National Academy Press.
Claude, W.I. (2009). New career education strategy fit for the 21st
Century. (Retrieved June 20, 2011)
From www.dcsf.gov.uk/everychildmatters/n
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Conover, H.H. (Ed.) (1978). Administration and supervision in
business education. Virginia, USA; National Business Education
Association.
Ekpenyong, L.E. & Ojo, K.E. (2008). Business educators views on the
entrepreneurial competencies needed by business education
graduates. Delta Business Education Journal 1(3) 200-204