University of Nigeria

Research Publications
Author

AZUAMA, Stella Nkechinyere

PG/MED/02/33113

Strategies for Improving Teaching and

Title

Learning of Business Studies in Secondary Schools

In Umuahia Education Zone, Abia State
Faculty

Education
Department

Vocational Teacher Education

Date

December,2004
Signature
 TITLE PAGE

STRATEGIES FOR IMPROVING TEACHING AND

LEARNING OF BUSINESS STUDIES IN
SECONDARY SCHOOLS IN UMUAHIA
EDUCATION ZONE, ABIA STATE J

AZUAMA, STELLA NKECHINYERE

PG/MED/O2/33113

A PROJECT SUBMITTED TO THE

"%#
DEPARTMENT OF VOCATIONAL TEACHER
EDUCATION (BUSINESS EDUCATION)
UNIVERSITY OF NIGERIA, NSUKKA

DECEMBER, 2004
 APPROVAL PAGE

'THIS PROJECT HAS BEEN APPROVED FOR 'I'HE DEPARTMENT OF

VOCATIONAL TEACHER EDUCATION, UNIVERSITY OF NIGERIA,
NSUKKA

DR (MRS) C.A. OBI

(SUPERVISOR)

.-
h &--4!-=ee-&:-!?
& rzAol
DR (MRS) B.C. EBOH
(HEAD OF DEPARTMENT)
 CERTIFICATION

AZUAMA, STELLA NKECHINYERE, a postgraduate student of the

Department of Vocational Teacher Education of the University of Nigeria,

Nsukka with registration number PG/MED/02/33113 has satisfactorily

completed the requirements for course and research work for the degree M.ED.

The work embodied in this project is original and has not been submitted in

part or full for any other Diploma or Degree of this or any other University.

AZUAMA, S. N. (MRS) DR (MRS) C.A. OBI

(STUDENT) (SUPERVISOR)
 DEDICATION

TO GOD ALMIGHTY
 ACKNOWLEDGEMENT

In profound reverence and adoration, I give thanks to the Almighty God, ECK

and the Mahanta for the knowledge, wisdom and continual love granted me

throughout the period of this academic programme.

My gratitude goes to my supervisor, Dr. (Mrs) C.A. Obi for painstakingly

guiding me in the study, including reading the manuscript and making necessary

corrections.

Equally appreciated are the professional touches of Professor E.C. Osuala the

reader of this study and Dr (Mrs) B.C. Eboh for her motherly advice.

The researcher acknowledges the contributions of the various authors and

writers whose books and journal articles the researcher has consulted and borrowed

their ideas to complete this work. The researcher wishes to express her gratitude to

the Federal Ministry of Education for the TTTP awards to pursue this course.

I am particularly grateful to my lovely husband, Mr. Nwachinemere A.

'IL

Azuama, Akuoma, Izuchukwu, Ihechukwu and Nmesomachukwu for their support

and understanding during the programme.

.May the blessings of God be.

Azuama S.N. (Mrs)

DECEMBER, 2004
 TABLE OF CONTENTS

Page
Title Page ... ... ... ... ... ... ...
Approval Page ... ... ... ... ... ...
Certification ... ... ... ... ... ... ...
Dedication ... ... ... ... ... ... ...
Acknowledgement ... ... ... ... ... ...
Table of Contents ... ... ... ... ... ...
List of Tables ... ... ... ... ... ...
Abstract ... ... ... ... ... ... ...

CHAPTER I
INTRODUCTION ... ... ... ... ... ... ... 1
Background of the Study ... ... ... ... ... ... 1
Statement of the Problem ... ... ... ... ... ... 6
F'urpose of the Study ... ... ... ... ... ... 7
Research Questions ... ... ... ... ... ... 8
Research Hypotheses ... ... ... ... ... ... 8
Significance of the Study ... ... ... ... ... ... 8
Delimitation of the Study ... ... ... ... ... ... 10

CHAPTER I1
REVIEW OF RELATED LITERATURE ... ... ... ... 11
Conceptual and Theoretical Framework on Teachmg
And Learning ... ... ... ... ... ... ... 11
Teacher Preparation in Business Studies ... ... ... 17
Improving Teaching of Business Studies ... ... ... 21
Improving Learning of Business Studies ... ... ... 27
 vii

Problems Encountered in Teaching of Business Studies...

Learning Difficulties Encountered by Students in
Business Studies ... ... ... ... ... ... ... 32
Review of Related Empirical Studies ... ... ... ... 33
Summary of Related Literature ... ... ... ... ... 36

CHAPTER I11
METHODOLOGY ... ... ...
Design of the Study ... ...
Area of the Study ... ... ...
Population of the Study ... ...
Sample and Sampling Techniques
Instrument for Data Collection ...
Validation of the Instrument ...
Reliability of the Instrument ...
Method of Data Collection ...
Method of Data Analysis ... ...

CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA ... ... ... 43
Research Question One ... ... ... ... ... ... 43
Research Question Two ... ... ... ... ... ... 44
Research Question Three ... ... ... ... ... ... 45
Research Question Four ... ... ... ... ... ... 47
Hypothesis One ... ... ... ... ... ... ... 48
Hypothesis Two ... ... ... ... ... ... ... 49
Hypothesis Three ... ... ... ... ... ... ... 50
Hypothesis Four ... ... ... ... ... ... ... 52
Hypothesis Five ... ... ... ... ... ... ... 53
 viii

Hypothesis Six ... ... ... . ... ... ... 54

Findings of the Study ... ... ... ... ... ... 55
Discussion of the Findings ... ... ... ... ... 59

CHAPTER V
SUMMARY. CONCLUSION AND RECOMMENDATIONS...
Re-statement of the Problem ... ...
Description of the Procedures Adopted
Major Findings of the Study ... ...
Conclusion ... ... ... ... ...
Implications of the Study ... ... ...
Recommendations ... ... ... ...
Suggestions for Further Research ...
REFERENCES ... ... ... ... ...
APPENDICES ... ... ... ... ...
 LIST OF TABLES

TABLE PAGE
1 Distribution of the Population size according to Local
Government Area
2 Sample size according to Local Government Area
3 Mean Responses of Teachers and Students on Teachmg
Strategies for Improving Teaching of Business Studies in
Secondary Schools
4 Mean Responses of Teachers and Students on Learning
Strategies for Improving Learning of Business Studies in
Secondary Schools
5 Mean Responses of Teachers and Students on the Problems
Encountered in Teaching Business Studies
6 Mean Responses of Teachers and Students on the Learning
Difficulties Encountered in Learning Business Studies
7 The t-test Result of the Mean Responses of Teachers and
Students' Perceptions of Strategies for Improving the
Teaching of Business Studies
8 The t-test Results of the Mean Responses of Teachers and
Students' Perceptions of Learning Strategies for Improving
Learning of Business Studies
9 The t-test Result of the Mean Responses of Teachers and
Students' Perceptions of Problems of Teaching Business
Studies
10 The t-test Result of the Mean Responses of Teachers and
Students' Perceptions of Learning Difficulties Encountered
in Business Studies
11 The t-test Result of the Mean Responses of Urban and Rural
Teachers' Perceptions of Strategies for Improving Teaching
b
of Business Studies
12 The t-test Result of the Mean Responses of Urban and Rural
Students' Perceptions of Strategies for Improving Learning
of Business Studies
 Abstract

This research study aimed at validating the strategies for improving teaching and
learning of Business Studies in Secondary Schools in Umuahia Education Zone of
Abia State. The study was undertaken to address the problem of poor performance by
students in business studies. Hence, there is need to identifj and validate the
strategies for improving the teaching and learning of business studies. The
instrument used was the questionnaire and the population comprised 240 teachers
and 4,500 students in junior secondary schools. Forty-eight (48) business studies
teachers and nine hundred (900) students were randomly selected from 30 secondary
schools out of 60 secondary schools. Data collected were analysed using mean,
standard deviation and t-test. The major findings include: use of appropriate teaching
aids; showing concern for students' ability; use of demonstration; and individualizing
instruction. Problems encountered by business studies teachers include: inadequate
provision of equipment and facilities; the absence of special incentives such as in-
service training, study leaves allowance; allocation of insufficient periods. Learning
difficulties encountered by students include: inadequate equipment for participation;
not acquiring appropriate study materials. The following recommendations are made
based on the findings: The government, schools and ministries should provide
facilities, equipment and machines to aid in teaching and learning of business studies.
Business studies teachers should be motivated through enhanced salaries and
allowances.
 CHAPTER I

INTRODUCTION

Background of the Study

The Federal Government of Nigeria since independence has been coining up
with laudable educational policies, for instance, the 6-5-4 system of education, the
Universal Primary Education (UPE), the Universal Basic Education (UBE), the 6-3-3-
4 systein of Education and others. Educational Policies were formulated to ensure that
what is taught in schools relates to the national manpower needs of society. However,
it was not until 198 1 in the National Policy on Education (NPE) that pre-vocational
subjects were included in the secondary school curriculum. The National Policy on
v
Education (NPE) which established the 6-3-3-4 system of education states that after
the first tier of secondary education which has two tiers - 3 years of junior and 3 years
of senior secondary (3-3) that school lcavcrs should acquire enough skills to make
them easily employable after the first tier.
According to Obi (1998), Business Studies is an integrated Pre-Vocational
I
course taught at the Junior Secondary School (JSS) level. It is made up of Commerce,
Book-keeping, Office Practice, Shorthand and Typewriting. Obi pointed out that these
flve subjects are naturally dynamic and their contents respond to the changes in the

-. business world. For example, methods of communication before now included

telegrains and excluded e-mails, fax, and others but today, telegrams are presented
only to show the trend in the development of information technology. Also, methods
of typing before now, included manual and electric typewriter excluded computer, but
b

today almost everything is computerized. As a result of this dynamic nature of

a Business Studies, the subject teachers need to review their knowledge and skills
r :gularly if they must remain relevant and also produce school leavers who would
mcet the needs of the business world.
These five subjects of Business Studies relate specifically to business and
+
distributive operations and they are coinpulsory in junior secondary schools. Together

4
they are part of vocational education which cncourages the use of the head and hands
in acquiring specific practical training required in business and industry. They provide
 2

valuable skills which put students in line for some of the important professions such as
accountancy, banking, secretaryship, and others.
The normal requirement for good perforinance in these subjects is a good
foundation involving clear ideas on their users' interest and a good grounding in
English language and Mathematics. With these and keenness in the technical aspects
of education, the sky is the limit when the graduates of secondary schools who learnt
Business Studies enter employment from the bottom of the ladder (Majasan, 1995).
Majasan stated that, if students show promise early or much interest, say at the end of
the junior secondary school, they will acquire a good foundation on which the senior
secondary education will be built. Majasan further explained that for any developing
nation like Nigeria to curb unemployment among school leavers, she must operate an
effective and efficient Business Studies. Odoh (1991) also reported that a nation
desirous of economic growth and development need to emphasize Business Studies as
one of the educational strategies. Odoh observes Business Studies is the type of
education that helps the learncr acquire skills and competence required for the basic
jobs in both public and private sector.
One of the objectives of the Business Studies is the provision of orientation and
basic skill with which to start a life of work for those who may not undergo further
training. In spite of this laudable objcctive, present day students still perform below
expectation in the Junior Secondary School Certificate Examination (JSSCE) of
Business Studies. In Abia State for instance, according to the Chief Examiners Report
of 2000 to 2003 sessions, the performance of students who sat for Business Studies in
the JSSCE was generally poor. In Umuahia Education Zone, for 2001 session only
b

1,258 of the 3,376 candidates were successful. For 2002 session only 1,517 of the
.3,350 candidates were successful, and for 2003 session only 1,427 of the 3,574
candidates were successful.
A study carried out by Obi (1989) revealed that the poor performance of
students in Business Studies is as a result of the fact that the students are taught by
non-business education teachers. Obi observed that many schools were unable to
tcach nusiness Studies and most of the schools which offered Business Studies did not
tcach all the five subjects of the integrated Business Studies due to inadequate number
of business education teachers, and equipments. The poor performance of students in
Business Studies especially in the JSSCE has caused concern to many well informed
Nigerians (Odoh, 1991; Obi, 1989 and IJlinfun, 1990). Odoh (1991) observed that
these observed deterioration in students' achievement in Business Studies must have
been contributed by the methods of teaching students Business Studies. Odoh also
stated that many classroom teachers still use teaching methods which do not arouse the
interest of the students. Such teaching methods include the lecture method (chalk-talk
method), which is not activity oriented and is mainly teacher centred. This method
does not motivate the students and do not contribute to the child acquiring the required
skills of Business Studies.
Douglas, Blanford, Anderson (1972), the teaching of business studies requires
application of different strategies or techniqucs to make it interesting and meaningful.
Strategies in this study refer to the teachers' techniques used in the classroom, his
activities, behaviour and/or actions taken to improve students' interest, participation
a,ld performance in his subject. Strategies are unique to subject matter and vary from
teacher to teacher. It could bc an expertise, talent or trait. Akuezuilo (1989) said that
teaching strategies include not only the manner of presentation that the teacher
employs but everything that he does in the way of arranging conditions, grouping
students, guiding activities, making assignments and providing information to aid
Icarning .
Alcpan (1991) defined teaching (strategies) techniques as the practice and
r4nement of presentation which a teacher uses to make his teaching more (effective)
interesting when using a specific method or teaching aid.
According to Ukoha and Eneogwe (1996), strategies are processes adopted by
veteran teachers to inject variety in their teaching, stimulate it and maintain the
students' interest in it. Therefore in order to avoid student's lack of interest in
business studies. they need to be well taught and motivated by using different
strategies. Hornby (1998) defined strategy as a plan designed for particular purposes
or the process of planning something or carrying out a plan in a skillful way.
Nwachukwu (200 l), described teaching strategies as decisions about organizing
students, materials and ideas to provide learning. That is, ways of approaching the
 students to get them interested and understand the subject. Therefore every business
studies teacher inust devise a means or develop strategies, which he can reach out to
students to learn and be interested in business studies. This also means that many
techniques should be employed for effectiveness of the lesson. Nwachukwu further
states that teachers need to vary their teaching strategies in different classroom
situations. Etuk (2000) asserted that use of a single approach causes boredom and
discipline problems in the classroom.
Offorma (1994) maintained that teachers have to use different resources and
teaching strategies to teach students of different abilities and interests. The teachers of
business studies should try to make class activities interesting to the students. This can
be done by identifying the needs and interests of the students and thereby incorporates
them into the class activities. Making use o l a variety of strategies to teach a particular
sclbject inatter can help to attract and maintain the interest of the students to take active
part in the subject. This will make mastery of the subject easy and successful in
examinations. The implication of the use o l different strategies in teaching business
studies is that it will affect the attitudes and behaviour of students positively.
Narasiinhan (1 997). has observed that what facilitates students' understanding
and acquisition of knowledge have been found to be dependent on such learning
environment, the teacher's knowledge level and the instructional approaches used.
Narasiinhan went further to stress that the teacher characteristics, teaching approaches
among others, are aspects of the teacher that are considered very important in
influencing students ' learning and understanding.
Supporting this, Finch (1997) is of the opinion that the teaching approach of a
6

teacher is the most crucial factor in acquisition of knowledge and in addition to the
,knowledge of the subject matter and objectives of the topic, the teacher inust also use a
good teaching approach that will facilitate understanding among his students. It is for
this same reason that Ukanwoke (199 1) is of the view that a teacher who uses real life
experiences and siinulation of life situations facilitates students' understanding of the
0.
subject inatter being taught.
A Teaching has remained a noble profession in the world over, and all over
history. Teaching has also been seen as an attempt geared towards assisting the learner
to change his behaviour in a specific context. In this sense, it could be a change of
attitude, knowledge, idea, skill or appreciation (Pauk, 1997). Therefore, the desire to
find effectivc qualified teachers has persisted. The persistence in finding effective and
qualified teachers is the realization that the quality of teachers in proportional to the
quality of their pupils and students. The quality of students in any particular country,
according to Aina (1990) is proportional to the quality of her citizenry. These are
among other reasons why individuals have expressed fears about availability of
adequate and effective teachers for the 6-3-3-4 system of education, if it would
succeed. Nigeria has realized this fact, hence the Federal Republic of Nigeria (1981)
reported that all teachers in our educational institutions fiom pre-primary to the
University will be professionally trained.
The production of knowledge, progressive and effective teachers noted
Uwameiye (1993) will not only teach, but also inspire students to learn. Professionally
trained and effective teachers possess the capability to inspire and to develop positive
attitudes in their subjects which is conducive to good performance. There is no
educational system that can succeed without adequate supply of qualified teachers.
Teachers are the foundation of any good educational programme. If the
teachers are poorly prepared, the educational programme no matter how well-
structured, would collapse. According to Fafunwa (1976) the most compelling and
persistent educational problcln in Africa is the training of a competent teacher. He
observed that in all social, political and economic spheres of activities there is always
the complaint of inadequate or need for trained manpower. Fafunwa, also noted that
adequate training cannot take place without competent teachers to handle the
*
programmes.
For the fact that Business Studies subject is more of practical and should be
taught practically, the Comparative Education Study and Adaptation Centre (CESAC)
committee on Business Studies gave a very serious consideration to the issue of
materials and equipment. Some of the equipment and materials that CESAC
considered as basic for enhancing teaching and learning of Business Studies include:
Typewriters, stapling machines, Alarm-Clock, Perforators, Stop-watches, Tape
Recorders, File jackets, Ruled Chalkboard and others.
 The committee also recommended, among other things, that:
i. a minimum of 5 periods for teaching Business Studies;
..
11. special consideration be given to shorthand and typewriting - to be taught at
least two periods a week;
...
111. adequate materials and equipment be made to a class of 40 students; and
iv. industrial visits be undcrtaken by students to relevant places during the
course of training.
Frender (1990), defines learning as changes in perception, knowledge of an
individual. Learning, the acquisition of new knowledge and skills, is generally
regarded as a constructive activity such as working-memory capacity and general
knowledge. Gibbs (1992), suggests that "learning is much more an evolutionary,
sense-making, experimental process of development than simple acquisition.
Thercfore learning is a process which causes a change in behaviour of an individual.
According to Ziininerman (1990), the acquisition, integration, organization and
storage of new knowledge are all facilitated by the use of effective and efficient
learning strategies and study sltills. In his own opinion, Okorie (1999) outlined some
study habits that will enhance learning: development of power of concentration;
regular class attendance; selection of a comfortable environment; discovery of a
relative learning speed; and others. Teachers should endeavour to teach their students
how to learn.

Statement of the Problem

Thc importance of Business Studies for the nation's economic development
can'not be overemphasized. In the same vein, the present poor performance of students
in Business Studies as reflected in the Junior Secondary School Certificate
Examination (JSSCE) report by the Chief Examiner on students performance cited in
Umuahia Education Zone from 200 1 to 2003 sessions is of utmost concern. According
to Oltonltwo (1995), inadequate qualified Business Studies teachers results to poor
+ performance of students in Business Studies. This poor academic achievement in
Business Studies programme in Nigeria is unsatisfactory. This state of affairs is very
%

disturbing.
 Many factors, including the ineffective and poor teaching stratcgics adopted by
Nigeria Business Studies teachers do not worth they sought. According to Ekunno
(1994), poor teaching methods used in teaching of Business Studies gives rise to
inadequacy of learning of the required skills of Business Studies. Students
performance in Business Studies cannot be improved unless teachers adopt suitable
methods and approaches of teaching Business Studies.
Commenting on students' attitude toward study, Paul< (1997) found that it is a
common feature presently in school system to see students exhibiting non-challant
attitude towards learning. This is partly due to lack of interest by students, probably
owing to the poor teaching strategies adopted by teachers while teaching. Obi (2001),
also stated that most schools are not equipped to provide students with learning
experience necessary for the development of basic skills needed in Business Studies.
While hoping that material resources could be provided someday, it is necessary to
ensure that the teaching and learning of Business Studies be improved on.
Therefore, based on the above, the major concern of this study is to establish
strategies for improving teaching and learning of Business Studies in junior secondary
schools in Umuahia Education Zone of Abia State.

Purpose of the Study

The major purpose of this study was to establish strategies for improving
tcaching and learning of Business Studies in Junior Secondary Schools in Umuahia
Education Zone, Abia State.
Specifically the study sought to:
establish teaching strategies that could improve the teachers
effectiveness in teaching Business Studies;
establish learning strategies that could enhance the students' ability for
learning Business Studies;
determine problems militating against the teaching of Business Studies;
and
ascertain learning difficulties encountered by students in Business
Studies.
 Research Questions
The following research questions were answered in the study:
%
What are the teaching strategies that could improve teachers' effectiveness for
teaching Business Studies?
1. What are the learning strategies that could enhance the students' ability
for learning Business Studies?
2. What are the problems militating against the teaching of Business
Studies?
3. What are the learning difficulties encountered by students in Business
Studies?

Y Research Hypotheses
The following null hypotheses were tested at .05 level of significance.
Ho,: There is no significant difference in the mean perception of students and
teachers with regard to strategies for improving the teaching of Business
Studies.
Hoz: There is no significant difference in the mean perception of students and
teachers with regard to strategies for improving learning of Business Studies.
110~: There is no significant differences in the mean perceptions of students and
teachers with regard to problems encountered in teaching Business Studies.
Hod: There is no significant difference in the mean perception of students and
teachers with regard to problems encountered in learning Business Studies.
Ho5: School location is not a significant source of difference between urban and rural
' Business Studies teachers on the strategies for improving teaching of Business
Studies.
FTo6: School location is not a significant source of difference between urban and rural
Business Studies students on the strategies for improving learning of Business
Studies.

Significance of the Study

The need for the adoption of appropriate strategies for teaching business studies
in junior secondary schools should not be overemphasized. This is because present
 day youths constitute future leaders of this country. The production of better business
s~udiesoriented students who are prepared to be more useful to themselves and for the
overall development of the nation could prove a good asset, hence this study would be
of help to the government, business teachers, students, industrial sector, society and
curriculum planners.
The outcoinc of this study would be beneficial to the government, being the
policy maker in planning and decision-making. It would help in policy formulation,
implementation, evaluation and reformation. The study will reveal to the govcrnment
the appropriate strategies needed for improving teaching and learning of business
studies in our school system, with thc aim of helping to adopt them by providing grant
in aid to secondary schools.
1'0 the business studies teachers, the study will reveal appropriate teaching
strategies that could iinprovc the teachers effectiveness as well as ways to conduct
excursions to various business firins for improving learning of business studies. It is
hoped that the teachers will employ them, thereby improving teaching and learning
process.
Business studies students would benefit for relevant manipulative skills would
be acquired and hence make them a saleable member of the society. It would also
build thc confidence in them as they contribute their quota in the society thereby
making good living from the acquircd skills. The students who have acquired such
skills would be self-reliant and useful to themselves, industrial sector and society at
large. The study also will help students become more strategic learners who can take
significant responsibility for thcir learning.
The industrial sector would benefit in all facets of their activities as the study is
a to x-ray the causes of inadequate teaching in business studies, hence the aftermath of
the investigation would bring about an improvement in teaching and learning of
business studies which will lead to industries having enough skilled and effective
personnel for high productivity and vibrant economy. Furthermore, the industries
+
would make more profit which will make them to retain their employees and job
* satisfaction is guaranteed.
 The society would benefit as people, especially the youth would be occupied
when thcy are skilled. "an idle mind is the devils workshop". When the citizens
possess functional and saleable skills, the issue of unemployinent would be reduced to
the barest minimum and every individual would be useful to himself and to the
society. The act of thuggery, hooliganism, burglary and thcft in the society would be
reduced, since the majority are skillful and masters in their own areas. Also when
business studies teaching and learning is improved, it may even yield more
employment opportunities for other members of the society.
Curriculum planners will from the result of this study be armed with reliable
information which will help to improve the business studies syllabus. It is hoped that
this will lead to a changed orientation in the general image of business studies.

Delimitation of the Study

This study concentrated on the strategies for improving teaching and learning of
business studies subject in thc Junior Secondary Schools (JSS) in Umuahia Education
Zone of Abia State.
 CHAPTER 11

REVIEW OF RELATED LITERATURE

In this Chapter literature related to the study is reviewed under the following
sub-headings:
Conceptual and Theoretical Framework on Teaching and Learning.
Teacher Preparation in Business Studies.
Improving Teaching of Business Studies.
Improving Learning of Business Studies.
Problems Encountered in Teaching Business Studies.
Learning Difficulties Encountered by Students in Business Studies.
Review of Related Empirical Studies.
Suinimary of Related Literature Review.

Conceptual and Theoretical Framework on Teaching and Learning

It is generally accepted that the development of a country is related directly to
the educational level of its people. It then follows that countries of the world that are
considered to be the most developed technologically and economically are also those
countries which are distinguished by the excellence of their educational systems (Aina,
1990). Such countries, in addition to providing higher education opportunities for
their citizens who possess the ambition and capabilities to make full use of them, also
provide educational opportunities to all of their youths.
b

Teaching is an act common among people everywhere in the world (Majasan,

1995). Majasan further explains that teaching is an endeavour geared towards the
transmission of knowledge. This endeavour inay not always lead to positive
consequence, the consequence could be negative. For instance, experienced and older
members of a society inay make conscious effort to transit such knowledge that will
t
result in societal progress and stability. This kind of knowledge if acquired could be

* considered positive and worthwhile. On the other hand, a gang of robbers may busy
themselves transmitting such information that will transform their inexperienced
members to experts. Based on societal standards, this type of knowledge is negative
 and anti-society. Whether the knowledge acquired is positive or negative, the
conscious attempts made at helping or making a person or group of persons to acquire
knowledge could be referred to as teaching.
Teaching has also been viewed as an attempt geared towards assisting the
learner to change his behaviour in a specific context. In this sense, it could be a
change of attitude, knowledge, idea, skill or appreciation (Onwuka, 1985).
Defining teaching from this perspective, Akinboye (1992) sees teaching as "a
deliberate activity made by an instructional agent (the teacher) to help another person
(the learner) effect some change in behaviour in a specified context." He pointed out
that the teacher creates the opportunities for learning and guides the learner to make
appropriate responses. The expectation is that the provision of these opportunities and
the guidance activities will result in desirable change in the behaviour of the learners.
In the same vein Gary (1990) defines teaching as two or more people being
involved, one of whom knows is able to do more than the other, engaged in a
relationship for the purpose of conveying knowledge or skill from one to the other.
Gary pointed out that in teaching there are features to notice. One obvious feature is
that, in each case, two persons are involved in the activity. Another feature is that the
two persons are engaged in a particular way. On looking at the nature of this
engagement, one notes that one person knows, understands, or is able to do something
that he is trying to share with the other person. That is, the person in possession of the
knowledge or skill (the teacher) intends to convey it to the other person (the learner).
The learner 111ust be ready to receive the content that the teacher is teaching before
effe~tiveteaching and learning can take place. Also the two must always be involved
before an activity can properly be called teaching.
Gary (1990) also reported that some educationist (or authors) states that there
can be no teaching without learning for there is a very tight connection between
teaching and learning. Also that the concept of teaching depends on the concept of
learning and because learning so often occurs after teaching. Therefore we may easily
+
be lulled into thinking that one causes the other. In his own opinion, Gary stated that,
c there is a way learning differs from teaching. Learning can be done by oneself; it
,occurs within one's head, but teaching on the other hand, is most often done with at
 least one other person present; it is not something that occurs within the head of a
single individual. Also that learning involves acquiring something but teaching
involves giving something. Therefore they are two different phenomena.
In his own contribution on teaching, Majasan (1995) emphasized that the efforts
towards helping someone to learn may not always be successful. While some who
teach may record outstanding success, some may not achieve satisfactory result at the
end of their teaching endeavour. This situation results from the coinplex nature of the
business of teaching. A lot of activities are involved in the teaching process and these
activities require pi-oper understanding and skillful manipulation if learning will take
place effectively and efficiently. He stated that the complicated nature of the concept
of teaching pose the problem of arriving at a definition that is generally acceptable.
Still on tcaching Majasan emphasized that authors in the field of education tend to
conceive teaching differently depending on their theoretical orientations. Teaching
was traditionally perceived as "a process of making impression on passive pupils and
hammering in the facts." (Majasan, 1995). This view is in line with the theoretical
position of John Loclte in Ngwoke and Eze (2002). John Locke conceives of the
human mind at birth as a table rasa which requires impression from the outside for its
development. The process of teaching here will require the presentation and
hammering in the facts, in the learners or stuffing them with the information.
It may not surprise anyone, that in present day Nigeria many still conceive of
teaching in this light. The expectation is that the teacher who is inore knowledgeable
and experienced should pass on the knowledge already acquired to the less
knowledgeable and experienced learners. The objectives of instruction are believed to
be achieved when the learners can satisfactorily reproduce the facts as presented to
thein by the teacher.
This conception of teaching is no longer acccptable among many modern
educational practitioners. The modern view of teaching reflects the current perception
of the learner as an active participant in the teaching-learning process. Drawing from
+
this perspective, Encyclopedia for Education Research (1998) has defined teaching as
.*. the presentation of learning experiences and guidance activities to enhance the
opportunity of learning by the learners. Here, both the teacher and learner are active
 and play an interactive role in the process of teaching and learning. The learner lcarns
through active involvement in the learning activities while the teacher guides the
learner as much as is necessary to ensure that learning takes place. This perspective
was further strengthened by Farrant (1980) in Majasan (1995) who noted that teaching
is "a complex process of cooperation and inter-communication betwccn teachers and
learners. not a one-way traffic in information from teacher to learner." The teacher
interacts with the learners in such a way that not only the learners learn but the
teachers also continue to learn too.
Supporting the above statement, Majasan (1995) concluded that, "Education is
a continuous process and spans from cradle to grave." Therefore, teachers as
vanguards of our educational aspirations can never be tired of learning especially now
we are adopting new system of education (6-3-3-4). For effective teaching within the
school situation, Onwuka (1985) stressed that teaching will have to involve the
following activities:
P The setting of worthwhile objcctives;
P The selection and arrangement of learning experiences;
> Guidance and motivation of learners; and
> Evaluation of the learner's learning to determine the extent of attainment
of set objectives.
lr These are the major activitics involved in the process of teaching and any guide to
effective teaching will require a due consideration of them.
In terms of conceptual framework of learning, Encyclopedia Research for
Education (1998) outlined that an interest in learning strategies is the natural
outgrowth of a change in orientation from behaviourist theories to cognitive theories of
learning. The behaviourist (or S-R) approach to learning as developed from thc work
of Hull, Spence and Skinner - focuses on how presentation of material influences
behaviour. As Bower and Hilgard (1975) point out, this S-R approach is bascd on the
idea that "a stimulus goes in, a response comes out, and what happens in between is
t
summarized by a hyphen.
.* In contrast, the cognitive approach to learning seeks to understand how
incoming information is processed and structured in memory. Bower and Hilgard
 (1975) notes that "with the emergence of cognitive psychology in the 1960's . .. now,
instead of a hyphen, we have mental structures and processes". The cognitive approach
has changed our conception of the teaching-learning process in several ways. Instead
of viewing learners as passively recoding the stimuli that the teacher presents, learning
is viewed as an active process that occurs within the learner and which can be
influenced by the learner instead of viewing the outcome of learning as depending
mainly on what the teacher presents, the outcome of learning is supposed to depend
jointly on what information is presented and on how the learner processes the
information. Hence, there are two different kinds of activities that influence the
encoding process:
(i) teaching strategies such as the teacher; and
(ii) learning strategies, such as the learner actively organizing or elaborating or
predicting about the presented material.
While the traditional S-R approach has focused educators attention on the first kind of
activity, the cognitive approach requires also focusing on the second kind of activity.
Cook and Mayer (1983) analysed four main components of teaching-learning
4

process :
Selection - the learner actively pays attention to some of the information
that is impinging on the sense receptors and transfers this information into
working memory (or active consciousness).
(ii) Acquisition - the learner actively transferred the information from working
memory into long-term memory for permanent storage.
diii) Construction - the learner actively builds connections between ideas in the
information that have reached working memory.
' (iv) Integration - the learner actively searches for prior knowledge in long-term
memory and transfers this knowledge to working memory. The learner then
builds external connections between the incoming information and prior
knowledge.
Under theoretical framework of learning Ngwoke (1995) defines theory as a
+ systematic interpretation of an area of knowledge. Ngwoke pointed out that learning
-.hds been variously defined by different theorists from different perspectives. He
observed that the classical or respondent conditioning theorist defines learning as
association. Learning is the establishment of stimulus-response bonds between initially
unconnected stimuli or events (Watson, 1930 in Ngwoke 1995). A classical
conditioning theorist states that learning is repeating what one did in the circumstance.
To them learning, therefore, is primarily a inatter of forming habits.
To the instrumental or operant conditioning theorist, learning is selccting and
cmfirining responses. Responses that are followed by satisfaction are reinforced and
become more probable in future; responses that are not reinforced are weakened and
are less likely to reoccur in future (Thorndike, 1932; Skinner, 1948 in Ngwoke, 1995).
Learning is a inatter of repeating that behaviour that rewarded in the past.
The social-learning theorist states that learning is imitating (Bandura, 1962 in
Ngwoke, 1995). That is to say that learning is a matter of observing a model
identifying with the model and then imitating the model.
Another distinctive perspective is cognitive theorists. According to this group
of theorists, learning is development of new insights or changing of old insight
(Kohler, 1925 in Ngwolte, 1995). Learning is doing something and seeing the
meaning. In other words, learning is changed in perception, knowledge of an
individual (Frender, 1990). Therefore, we can define learning as a process which
causes a change in behaviour of an individual.
The choice of theory of learning greatly influence thc instruction by a business
teacher. Obi (2002) , explained that two learning theories can be applied by a business
teacher. Obi pointed out the two widely accepted theories as connectionism and
Gestalt theories of learning. Obi observed that Connectionism is based on Stimulus-
b

Response bonds otherwise known as "S-R bonds." According to Obi, it was

developed by Thorndike (1932). Thorndike developed this theory through
experimentation with monkeys where learning came about through stamping in correct
responses and stamping out incorrect ones. Thorndike's theories are greatly applied in
vocational training (Obi, 2002).
Obi observed that the Stimulus could be represented in business studies by the
printed letter in typewriting and a corresponding response will be the striking of the
identical letter on the keyboard. The more often the typist sees and strikes the same
 key letter, the more competent hc becomes in striking the key in a passage. A stronger
bond is established between the stimulus and the response. This theory emphasizes
neural reaction rather than perception.
According to Obi (2002). the gestalt principle is translated in psychology as
"pattern" or "configuration". The principle assumes that analysis of parts, however
thorough, cannot provide an understanding of the whole. Thus, learning is based on
insight and understanding as the bases for drill and repetition.
Obi also reported that learning through connectionism should be applied to the
motor sltills. such as typewriting or machine operation. While the connectionist
emphasizes trial and error, the Gestaltist emphasized the pattern of the expert. The
implication of the two theories of learning to this study is that any business teacher
who believes rnorc in connectionism should emphasize practice in typewriting in order
to strengthen the S-R bonds, but the teacher who believes more in Gestaltism will
demonstrate every pattern he wants the learner to attain before the learner attempts to
practice. However, a good teacher will adopt and adapt to any theory of learning
provided it is suitable to his teaching and effective in his attainment of the instructional
objective.
Teacher Preparation in Business Studies
'Teaching has remained a noble profession in the world over, and all over
history, the desire to find effective qualified teachers has persisted. The persistence in
finding effective and qualified teachers is the realization that the quality of teachers in
proportional to the quality of their students. The quality of students in any particular
country, according to Aina (1990) is proportional to the quality of her citizenry.
According to Fafunwa (1979) the most compelling and persistent educational
problem in Africa is the training of a competent teacher. He observed that in all social,
pditicai and economic spheres of activities there is always the complaint of inadequate
or need for trained manpower. He therefore, noted that adequate training cannot take

+ place without competent teachers to handle the programmes. Fafunwa also pointed
out that at less formal levels, the competent teacher is a good citizen, a community
-a
leader, an innovator, or an enlightened parent. Nigeria has realized this fact, hcnce the
- Federal Republic of Nigeria (1981) reported that all teachers in our educational
 institutions from Pre-primary to the University will be professionally trained. Teacher
education programmes will be structured to equip teachers for the effective
perforrnanccs of their duties.
The production of knowledge, progressive and effective teachers noted
Uwaineiye (1993), will not only teach, but also inspire students to learn.
Professionally trained and effective teachers possess the capability to inspire and to
develop positive attitudes in their subjects, which is conducive to good performance.
To achieve this level of quality, the Federal Republic of Nigeria Policy on Education
(1998 revised) stated the following as the purpose of the Nigeria teacher education
programmes :
to produce highly motivated, conscientious and efficient classroom teachers
for all levels of our educational systems;
to encourage further the spirit of enquiry and creativity in teachers;
to hclp teachers to fit into the social life of the community and society at
large and to enhance their commitment to national objectives;
to provide teachers with the intellectual and professional background
adcquate for their assignment and to make them adaptable to any changing
situation not only in the life of their country, but in the wider world;
to enhance teacher's coininitment to the teaching profession.

There is no educational system that can succeed without adequate supply of

qualified teachers because teachers are the driving force in effective teaching-learning
situation (Odoh, 1991). One of the implications of the new system is the need for
much' more business education teachers than before both at the junior and senior
secondary schools.
Writing on the teacher preparation in business subjects, Blockhus (1955) noted
that primary emphasis should be placed on special methods of teaching business
subjects, rather than on skill acquisition of typewriting and shorthand only. Blockhus
+ observed that under the training as a business teacher, the special methods of teaching
business subjects will help teachers to enable the learners develop attitudes, also he
Ir
will be able to exhibit fairness, firmness and an understanding of individual
differences in his relationship with students. This is because a business teacher who
 lacks discipline cannot help students achieve the competence or proficiency required
in the business subjects.
According to Osuala (1998) a stenographer is not qualified to be called a
business educator if he has not undergone specific training in the area of professional
education at the college or university level. Thus, one does not have to be an expert
shorthand writer or typist to be qualified as a business educator. We pointed out that
the field of study one has undergone at the college or university level determines one's
qualification as a business educator. Any certificate, diploma or a degree in business
education will qualify one as a business educator. Osuala explained that a professional
business educator who is able to teach all the subjects in the following six components:
(1) General education component; (2) General business subject component; (3)
9

Secretarial component; (4) Marketing and distribution subjects; (5) Professional

education component; and (6) Accounting as well as teaching practice and industrial
work experience, is a business educator. Thus, a graduate of general business,
Management, Accounting, Marketing, secretarial Administration without professional
education component is not a business educator. He is merely regarded as a business
teacher. It is not easy, therefore, for a general business graduate to teach business
education subjects but it is easy for a business education graduate to teach general
business subjects. This therefore implies that teacher preparation in business studies
should be based on the six components mentioned above in order to have enough
competent teachers in business studies in our secondary schools. Business Teacher
Education is a specialised form of education which prepares an individual for
employment mainly in the teaching of Business subjects and for vocational (Osuala,
1998).
Osuala (2002) specified the job description of the business teacher to include
preparing students as workers and consumers. In addition, he should be able to teach
the basic business subjects of the new system of education in Nigeria of today. Kanu

+ (1987) supported the idea when he noted the growth of office automation in business
which automatically affects the training programme. For instance the recent
+ introduction of mini computers in secondary schools by the government is a great
=
challenge to business educators. As a result of these challenges, the subject teachers
 need to review their knowledge and skills regularly, if they must remain relevant and
also produce school leavers who would meet the needs of the business world (Obi,
4
2002).
The present curriculuin demands of business education at the junior secondary
I
1
A school level as reflected in the National Policy on Education (1998 revised) is Pre-
Vocational business education to be provided to students. As a result of its clustered
naturc it is imperative that the teacher has wider coverage and greatcr depth of subject-
matter in order to be better equipped to teach or administer business studies subjects at
that level (Anyaduba, 1986). As a matter of fact, no educational system should be
better or stronger than the teachers.
The business teacher education prograinmc of the Rivers State University of
Science and Technology and the College of Education, according to Njoku (1992)
were designed to train highly motivated, conscientious and efficient classroom
teachers for business education. The studies in business education are given in many
areas such as Accounting, Marketing, secretarial, and others. The students graduate
after three to four academic years, having, in addition acquired experience in teaching
practice and exposure in supervised industrial training. However, Aina(1990) has
generally stated the fact that the course offered in these programmes in the country are
at variance with what the teachers are required to teach on graduation. Furthermore,
hc observed that the level at which the business teachers are going to function is hardly
reflected in the depth of their preparation.
No educational programme can be effectively planned without giving adequate
consideration to the teaching personnel who will translate educational policies into
reality. Therefore, any positive attempt to arouse the standard of education to be
'effective must start with the improvement of the quality of teaching personnel
(Bloclthus, 1995). He further remarked that it is a truism that teachers are the hub of
any educational system, that upon their number, their quality and their devotion

-?
depends on the success of any educational system. The teacher however has a central
role to play in inalting the students realize the needed potential for positive self-cffort.
+ Most business teachers currently in the system are not yet capablc of teaching
the cluster of Commerce, Book-keeping, Office Practice, Shorthand and Typewriting
as business studies. In such a situation, team-teaching is adopted in some schools.
This of course, is not without problems of accurate records of continuous assessment
of students' performance. This fact was further highlighted by Ulinfun (1986) as he
observed that: in Nigeria today it is even more difficult to get qualified teachers for
business education. Most teachers that we have are those who may have taken a few
business courses in Colleges and Univcrsities. They are the non-business education
majors, provided to the teaching field. To alleviate this problem however, many
higher institutions engaged in teacher preparation have to re-design their programme
to produce the real business teacher.
In terms of preparation, Obi (1989) outlined the appropriate qualifications
required of a business teacher to cover the various levels of junior and senior
secondary schools as the Technical teacher's certificate (TTC), Advanced Craft
Certificate, National Certificate of Education (NCE) Technical, Bachelor of Education
(B.ED) Technical and others. The teacher is expected to have prepared himself in a
wide variety of subjects within the business area.

Improving Teaching of Business Studies

'Teaching is a complex exercise, which involves systematic interaction with
human beings in order to enable them acquire lifc-long skills, live good lives, improve
upon existing standards and also solve social as well as economic problems when the
need arises. Appropriate teaching skills, if well utilized are therefore the major
ingredients for teaching effectiveness (Amadi, 1997).
Availability of adequate competent qualified business teachers is a prerequisite
b

for the successful implementation and teaching of business studies at the Junior
Secondary Schools. Like all other subjccts, business studies adopts to a variety of
teaching methods and techniques. This means that business studies levels itself to the
adoption of inany and varying of these methods and techniques. Ellis, et a1 (1996)
reveals that a variety of teaching methods and techniques can be adopted to make
teaching effective. Such methods Ellis et a1 suggests include demonstration,
discussion and lecture methods, problem solving, field trips, role-playing, and others.
Inviting guest speakers or resource persons to give talks in business studies in
secondary school is among the good strategies for improving teaching of business
 studies. According to Okoro (1999), the guest speaker strategy of teaching is useful in
secondary schools because it provides variety to the teaching situation and stimulates
to study hard. He maintained that students have the opportunity to interact with people
who are actually engagcd in various occupations. Osuala (1996) supported invitation
of guest speakers and stated that listening to someone from the actual business
community can make the students understand the importance of the subject.
Contributing on effective mcthod for teaching and learning business studies,
Blockhus (1995) states that lecture method is another inethod which students can be
taught business studies in junior secondary schools. He observed that, subject matter
could be presented in an organized manner to a large group of students who benefit
from the knowledge and experience of an expert or the teacher.
Okorie (1984), criticized lecture method, saying that it is generally regarded as
one way of teaching operation which may lead to indiscipline in the classroom.
Lecture inethod does not provide the students the opportunity to think, to research or
to adopt a problem solving approach. It makes the students to be dependable. Okorie
further outlined that with lecture method, it is difficult to foster students' initiative
through this method. In fact the teacher may end up killing what is there already,
instead of nursing it. Since students participate very little in a lecture method, they do
not develop their ability to communicate and think. A lesson or lecture can easily
7 . become so boring that students lose intcrest.
Okorie (1984) writing on deinonstration method has this to say, "the
deinonstration inethod is one of the teachers greatest asset in arriving at fundamental
skills and practice in a very short amount of time.'' lIe went further to say that this
inethod is valuable to the job trainers in industries, to teachers of various trades and to
learn a way of doing something. The importance of this method in teaching of
practical lesson cannot be overemphasized as it contributes immensely to the rapid
development of desired sltills. He pointed out that demonstration inethod is used
mainly when the teacher wants the students to learn a skill. It is the opinion of the
researcher that deinonstration method should constitute the major strategy adopted by
teachers in teaching skill-oriented subjects such as business studies.
 studies. According to Okoro (1999), the guest speaker strategy of teaching is useful in
secondary schools because it provides variety to the teaching situation and stimulates
to study hard. He maintained that students have the opportunity to interact with people
who are actually engaged in various occupations. Osuala (1996) supported invitation
of guest speakers and stated that listening to someone from the actual business
community can make the students understand the importance of the subject.
Contributing on effective method for teaching and learning business studies,
Blockhus (1995) states that lecture method is another incthod which students can be
taught business studies in junior secondary schools. He observed that, subject matter
could be presented in an organized manner to a large group of students who benefit
from the knowledge and experience of an expert or the teacher.
Okorie (1984), criticized lecture method, saying that it is generally regarded as
one way of teaching operation which may lead to indiscipline in the classroom.
Lecture method does not provide the students the opportunity to think, to research or
to adopt a problem solving approach. It makes the students to be dependable. Okorie
further outlined that with lecture method, it is difficult to foster students' initiative
through this method. In fact the teacher may end up killing what is there already,
instead of nursing it. Since students participate very little in a lecture method, they do
not develop their ability to coininunicate and think. A lesson or lecture can easily
7 . bccoine so boring that students lose interest.
Okorie (1984) writing on demonstration method has this to say, "the
demonstration method is one of the teachcrs greatest asset in arriving at fundamental
sltills. and practice in a very short amount of time." He went further to say that this
method is valuable to the job trainers in industries, to teachers of various trades and to
learn a way of doing something. The importance of this method in teaching of
practical lesson cannot be overemphasized as it contributes immensely to the rapid
development of desired skills. He pointed out that demonstration method is used
mainly when the teacher wants the students to learn a skill. It is the opinion of the
researcher that demonstration inethod should constitute the major strategy adopted by
teachers in teaching skill-oriented subjects such as business studies.
 Tonne and Nanassy (1970) in Obi (1998) defines method as the procedure by
which the teacher meets the learner at his level, starting with his interest and his
problems, and then establishing conditions that enable him to proceed to his set goals
i:l the most possibly effective manner. The teacher is able to effect learning through
the application of certain principles of teaching. His ability is also enhanced by his
knowledge of educational psychology and the adoption of a philosophy of education.
Therefore, a teaching technique is thc ability to use the knowledge of teaching
effectively. Hence, any art or style applied by the teacher to complement his method
of teaching is called a teaching technique (Obi, 1998). Obi therefore suggest some of
the effective methods of teaching business studies as laboratory method, field trips,
demonstration method, use of visual aids, use of group work and projects. She further
suggested that integration of these various methods into a form that would bring about
total involvement on the part of the students.
Berkey (1 995), while writing on the selection of teaching methods said that:
(a) the instructional objectives to be achieve by the students must be
considered;
(b) the teaching resource available for use;
(c) characteristics of the students to be taught; and
(d) the teachers abilities and prcferences.
Berkey further outlined three methods of bringing about improvement in the
teaching of business subjects as thus:
1. in-service workshop for teachers of business studies;
2. self-directed study experience by the teacher; and
3. feedback information from observers.
H e further buttressed his views that one of the conditions of improving teaching is a
favourable attitude towards improving one's teaching and methods. Also Berkey states
that if the teacher does not bring with him an open mind regarding his teaching

t
expertise, little improvement can be experienced.
It is the opinion of the researcher that well co-coordinated teaching method and
+ technique to a large extent helps student response to a subject. Such teaching pattern
according to McNamara (1994) is often characterized by interaction of the teacher
 with the students in class. A subject like business studies already filled up with
activities by its very nature can then be made very interesting if the teacher can bring
active coordination into it. Demonstration method is used to teach a new skill. like in
typewriting. This method is very effective because during the process of
demonstration, seeing, hearing, discussing, questioning and doing are all employed.
Also by having regular demonstrations on typewriting machines, the students;
involvement is assured. Hence, the objectives and that of subject matter to be taught
largely determine the method to be used in teaching.
Frender (1990) in the early experiences of childrcn they learn both to do and to
know better by doing things. Through practice, learners' movements in the case of
psychomotor activities, become more skilled. At the same time their knowledge grows
'rr
and they also develop certain attitudes. Since skill is necessary to the growth of
knowledge the learner must continually undertake some activities in connection with
the sub.ject matter in school. Indigenous education was and is still carried on through
participation in concrete situations. Emphasis is on practical experience. There is
hardly any subject without abundant opportunities for practice in schools today.
4

Therefore, every teacher should assist his own teaching by encouraging activities on
the part of the pupils or students.
E'render (1990) still on the teaching method said, if we substitute "finding out"
for "discovery" it would be realized that there is no part of teaching work in which this
discovery inethod cannot be usefully employed in some way or other. Almost every
subject, Business Studies, Mathematics, Chemistry etc., has opportunities for teachers
to discover new facts and value for themselves resulting to effective teaching and
learning.
Obi (2001) stated that when one is confronted with a problem, normal human
beings always endeavour to discover its solution, so the problem method is related to
the discovery method. Attempts to solve problems often lead to the discovery of new

C
facts. This contributes to the growth of knowledge. Obi further stated that the
solution of a problem often takes a number of steps:
3 1. Determine the problem;
-. 2. Set limits to it;
 stimulate learning - by making students apply facts and principles as
they analyse problems;
help students to develop a feeling of confidence and success which
lead to greater motivation and competence in organizing ideas and
speaking fluently; and
encourage cooperation between members of the class through group
activities and shared responsibilities.
Langltub and Eule concluded by saying "for questioning to be most effective, a
definite procedure needs to be adopted, the teachers therefore should carry out the
following steps:
1. emphasize the correct answer;
2. listen to students' answer;
3. call on students by name; and
4. pause so that all think of an answer.
Langkub and Eule advocate learning through references as a teaching technique
for improving the teaching of vocational subjects in secondary schools. They also
suggested the following as necessary steps vital for references as a teaching technique.
Having given reference to the students, the teacher then has to find out whether they
have read thein or not. This can be done in following ways:
(i) ask questions based on the assigned references;
(iii) set written questions based on the references; and
(iv) give the students a list of questions to be answered as the teacher reads the
b reference.
Olaitan (1 996) explains that reference help students to gain additional credit for report,
more students will participate in writing special report on informative topics. He
cmcluded that reference as a technique of teaching is an effective technique for
providing a challenging experience for more able students.
+ In using assignments as a technique for improving teaching of business subjects
Berkey (1995) state that assignments are very useful way of increasing the thinking
-4
and organizing ability of students. It also improves the rate of recall of students; as
'students remember things they achieve on their own for a long time and can recall the
 3. State already known facts and skills needed to solve it;
4. Determine or acquire new facts and sltills needed to solve it;
5. Determine all possible solutions:
6. Select the best solution; and
7. Apply or test the solution, that is, evaluate it for acceptance or rejection.
On the other hand Pauk (1997), indicated that another method is asking
questions (Questioning) in class discussion, tests or assignment is one basic way by
which the teacher can stimulate pupils to think, listen and learn. By asking questions
and studying the answers the teacher can measure and evaluate the progress of
students in thinking, listening and learning. He concludes that for questions to
enhance learning experience, it has to be well worded, rationally and logically
constructed, this he reveals will evaluate the abilities at remembering, reasoning,
judging and creative thinking.
Writing on questioning, Langkub & Eule (2001) prescribed the major quality
characteristics of effective and thought provoking questions:
1. Questions should be concise - while lengthy and wordy questions tend to
confuse students, concise questions using straightforward language tend to
encourage students and also stimulate interest, curiosity, thought and
participation.
2. Questioning must vary in difficulty: Teachers should ensure that they
prepare questions of varying difficulty and depth to cater for the interest and
capacity of slow and active learners in the class.
3.. Good questions are designed to measure the students' understanding of a
subject. The teacher should therefore avoid "Yes" or "No" answer
questions. As a set induction questions should be introduced during a
teaching-learning of subjects as questions according to him help the teacher
achieve the following:
(i) stimulate the interest of the students in the lesson;
(ii) establish communication between the teacher and the students;
(iii) focus the students' attention on the major points or principles to be
remembered:
events within the environment and facilities used in completing the
Contributing towards the efIectiveness of assignments, Berkey
as guidelines for giving assignments:
(i) the teacher should discuss details of the assignment with the students; and
(ii) the teacher should advise the students to cany out the
and conducive atmosphere with no distractions.
On "note taking" as a method and technique of teaching Lanltub and Eule
(2001) observed that taking notes help students to organize their material and
determine salient points in the teaching. However, he outlined what the teacher should
do to enhance proper use of "note taking" skill by the students, thus:
(i) as the teacher presents a lesson, he should make notes of the key points on
the blackboard. This he observes gives the students a model to follow in
making their own notes;
(ii) give students practice in taking notes from reference materials(: give
students a chapter and ask them to take soine summary note from it. Quote
soine materials and be sure that students copy them accurately;
(iii) check to see that all notes are accurate; and
(iv) encourage students to practice note-taking during discussion, field-trips or
excursions, lectures, meetings, school-radio and television programmes.

Improving Learning of Business Studies

There is an increasing need for school to help students to become self-
renewing, that is, educable, not just educated members of society. Therefore, a teacher
ought to have a thorough ltnowledge of the elements of the learning process, for it is
.hoped that what the school teaches the learners will transfer to other situations in life.
Situation analysis in the elements of the learning process is related to this expectation
of transfer. The degree of transfer of learning is a function of the adequacy of the
initial learning (Zimmerman, 1990).
Supporting the above statement Ngwoke (1995) stated that a careful planning of
the initial learning situation includes the provision of learning cues which will help the
lcarner to acquire responses that are appropriate to both immediate and extended
objectives. Therefore, it is expected that the teacher selects and arranges materials to 1
 reflect not only the immediate learning environment, but also the expectations from
the distant society.
Disu (1991) observed that learning would be facilitated if the classroom
environment is comfortable, satisfying and attractive. Therefore, the business studies
classrooin should be neat, clean, organized, noiseless and well ventilated to ensure the
circulation of fresh air. Thcse will yield effective learning of business studies. Nosiri
(1.997) supports this view by stating that a well-equipped classroom with material
resources is not only to improve students' interest but also to make the classroom neat
and attractive.
Field trips, is another very good strategy from improving teaching 01business
studies in secondary schools. Trips to business centres. companies and others can help
students to see in practice and concretize what they have learnt in class. Okpara and
Onyemerekeya (1994) maintained that field trips afford students opportunity of seeing
clerlts and others on duty, machines and equipment they have heard about in thcir
class. Osuala (1996) suggested that field trips to various business establishments
should be organized to give students opportunity to observe and analyse bookkeeping
as it is practiced in the business community. While Okoro (1999) said that field trips,
like guest lectures are useful because they provide variety and relate what students
learnt in school with what actually obtains in the world of work. The importance of
v field grips in improving learning of business studies cannot be overemphasized.
In terms of strategies for improving learning, Ngwoke (1995) pointed out that
learning is an active process. He observed that learning proceeds more economically
and effectively when the learner participates actively in the process. Ngwoke cited
John Dewey, that children learns what they do but forgets what they hear. Indeed
children learn those experiences he lives. Also, in the Piagetian Psychology active
interaction with the environment is regarded as the most basic requirement for proper
intellectual development. It is the view of Piaget that knowledge is constructed

* through the learner's actions on the object of knowledge.

It is of the researcher opinion that the teaching of business studies should be
t maintained based on activity method, which will help the students to discover the
skills in the subject. It is based on the principles of learning by doing, by observation
 and from proceeding from known to unknown, concrete to abstract and others. This
method if properly used, makes the subject (business studies) interesting since it is full
* of a lot of activities. Supporting this Obi (2002) said that it is important to make
business studies interesting so that children will want to learn. She went further to
- explain that if students are motivated very well, the process of learning business
studies would be easy.
'This type of learning method is also supported by that cognitive learning theory
of Piaget in Ngwoke (1995). This theory sees learning as a personal environment,
which entails restructuring and reorganizing of perception and insight. The theorist
believes that when an individual is ready to learn, the organization and restructuring of
perception should occur as to facilitate insight in what occurs suddenly. According to
rg
thein, reorganization and restructuring of individual's perception is necessary in
facilitating purposeful activity. Generally, this theory advocates perceptions,
motivation, activity and logical reasoning as some of the ingredients that will help in
perceiving new relationship (Ngwoke, 1995). The implication of this study is that
business studies should be taught in a way to arouse the interest of the students so as to
.*

inale them learn the subject since it is the most fundamental of the acquisition of skill
for self-reliant and therefore is clearly essential hence the need for this study.
l h e development of effective study habit is imperative if a student is to realize
v his academic potential. 'The teacher should make a quick evaluation, and then help the
student develop his study skills (Okorie, 1999). Hc pointed out that it is quite
pertinent that students study best when they are self-motivated and self-disciplined.
Oltorie further outlined that a good reading habit backed by positive reinforcement
plays an important role in influencing the learning process. Still on study habit,
' Okorie state that to be able to acquire an effective study habits, that will improve
learning, the following guidelines are helpful:
(i) development of a profitable study pattern;

+- (ii) development of power of concentration;

(iii) selection of a comfortable environment;
7 (iv) discovery of a relative study duration;
- (v) regular class attendance;
 (vi) embarking on individual study; and
(vii) study should be done on regular basis.
Oltorie concluded by saying that if all these guidelines of study habits is
properly used it will improve students learning of any subject. Its implication to this
study is that business studies needs a good study habit so that the students learning
should be improve, which will help to acquire the skills needed in the subject.
Ngwoke (1995) observed that frequent repetition of a response to a class of
situations helps mastery learning. He outlined that practice makes perfect. Also that
frequent repetition of response to a class of situations increases the strength of the
stimulus-response (S-R) bond. It makes the future occurrence of the response to the
situation more probable. It leads to a high level of proficiency. This principle is very
useful particularly in skill acquisition.
Another strategy of improving learning is attention. Then on the need to
organize instruction around important problems, the teacher should first emphasise
general principles before taking time to develop the details. The learners' attention
should be directed to relevant information in the learning environment (Ngwoke,
1995). In addition, Obi (2002) also outlines some strategies for improving students
learning in business studies as follows: Listening attentively whenever lesson is going
on is important and help to improve learning. Taking down notes is important; but it is
very important to observe demonstrations step by step while the teacher is illustrating
for quick understanding and effective learning. In her study using acronyms to learn
list of items, which obtained the highest mean rating is very popular among secondary
school students, who need to learn the methods of paragraphing and books of original
entry. Also, the second most important learning strategy as rated by the students is
reviewing past question papers. This strategy is mostly used to prepare for
examinations like self-questioning.
Keyword learning strategy obtained a very important mean rating (Obi, 2002).
t Obi, observed that the use of this strategy is actually encouraged by the fact that
WAEC marking is based on keyword in many subjects. On the other hand,
summarizing materials during study was rated lowest probably because some students
* v;ere not familiar with the strategy. Also, they may find it cumbersome to use.
 Sichler and Snowman (1990) in Obi (2001), acronyms and keyword are
mnemonic devices that help a learner transform or organize information to enhance its
retrievability. The results of this study confirm the assertion of Sichler and Snowman
that mnemonic devices are popular, easy to learn, interesting, effective and motivating
in learning list of names, dates, definitions, and others.

Problems Encountered in teaching of Business Studies

A good number of educational researchers and authors have made significant
attempts to highlight the various problems encountered in teaching of business studies.
Nwoltolo (1990) noted that business disciplines lack basic instructional tools for
effective skills training. He outlined that at the junior secondary school level, virtually
all schools have received their consignment of introductory technology machines
whereas little or nothing has been done about the provision of typewriters for
integrated business studies; that the Nigerian Certificate in Education Programme was
choked up and the students were left with little or no time to devote the skills; that
many secondary schools allocated very few hours a week to business studies; and that
many secondary schools still erroneously feel that business studies is a second-best
discipline and should be given time-table space only after most other courses.
Nwokolo observed that there was a serious dearth of textbooks and other
instructional materials for business subjects; and that the few books available are
outlandish and do not reflect the socio-economic values of the INigerian business
environment. He also noted that a serious dearth of well trained business educators at
all levels of the educational system and that research in business education in Nigeria
was very much at its infancy.
There is a general shortage of qualified business educators at the secondary
schools. As a result of this there are very few business teachers and they are being
given so much heavy load of period in teaching Business studies. In some cases where
it is only one business teacher in a school, the teacher is to teach from JSS 1 to JSS 3,
f

making the person inefficient in his work at the end of the day (Osuala, 1998).

B Another problem encountered in teaching of Business studies is lack of

equipment. No teaching in Business studies can be effectively done where there are
acute shortage of teaching equipment and facilities. Business studies subjects are very
 good for effective learning while business studies teachers should be exposed to
annual workshops for effective teaching.
The implication of Obi's study to this research work is that there is need for
business studies teachers to make efforts to teach their students how to learn in order
to improve teaching and learning of Business Studies.
Another study carried out by Okonkwo (1995) was on teachers qualification
and students performance in business studies examination in Owerri Education Zone.
Four research questions and two hypotheses were formulated to guide the study. A 35
item questionnaire was developed and administered to400 students and 117 business
teachers in 58 secondary schools in Owerri Education Zone. Questionnaire was used
to collect relevant data for the research questions, while t-test statistic was employed to
test the null hypothesis at the 0.05 level of probability. Rased on the findings, the
study revealed that inadequate qualified business studies teachers results to poor
performance of students in business studies.
The relationship between Okonkwo's study and this research work is that there
is need to provide adequate qualified business studies teachers in order to improve
teaching and learning of business studies.
Uwakwe (1996) researched on ways of promoting students interest in the study
of business studies in Delta State. The population of the study was 135, made up of
120 students in business studies and 15 business teachers. Information was collected
through the questionnaire administered directly on the students and teachers of all the
secondary schools in Delta State. The data collected was analyzed using the Mean.
The results of study showed among others, that:
(i) Business studics have poor image and low status in the society;
. (ii) Parents do not want their children to study business studies; and
(iii) The teaching of business studies consists more of theory than practical.
The relationship between Uwaltwe's study and this research work is that junior
Y secondary school students offering business studies are associated with poor image
and low status in the society, hence parents do not encourage their children to study
+ business studies.
practical subjects where students learn by activity, observation, and others. Therefore
business education subjects at any level require enormous equipments and facilities for
it to be properly taught (Eltunno, 1994).
Aquah, (1998) said that experience and observation have shown that teaching
equipment are inadequate in most secondary schools in Nigeria. In the same vein,
Olaitan (1996) in his article, Vocational Education and National Power Development
Constraints and Strategies, reported that money voted to provide equipment in
secondary schools for vocational education was diverted to solving other problems
because of lack of understanding of concept of vocational education and its purpose.
Langltub and Eule (2001) pointed out that absence of equipment, infrastructural
facilities, buildings, laboratories, workshops and others were the major problem
encountered in teaching. The implication of this problem is that teaching cannot be
effective no matter the best method and techniques used in teaching Business studies.

Learning Difficulties Encountered by Students in Business Studies

According to Oyedeji (1987), the learning of business studies subject in Nigeria
has a lot of problems that need reappraisal, resulting in a Vocational education Policy
that will positively affect the attitude, aptitude and acquisition of sltill for self-reliant
of the students. Oyedeji reported that the problems of learning business studies are
being associated with the following: Teacher Problems: Students Problems; and
Curriculum Problems.
Trying to explain the teacher problem, 0yede.ji pointed out what Obanya used
to say "there are teachers and there are cheaters". Shortage of qualified business
teachers has led to the engagement of many unqualified teachers into the school
system. These teachers could not prepare appropriate lesson plans talk less of teaching
effectively. In addition to this, the few business teachers that are in the schools are
given so much heavy load of business studies teaching. In some cases one business
teacher is to teach from JSS 1 to JSS 3 business studies making them inefficient in
their work at the end of the day. Another problem associated with this is the way the
lessons are presented to the students by the few qualified business teachers. These
lessons are presented in a way that can hardly lead to a spirit of curiosity and inquiry
on the part of the student. For effective learning to take place in the study of business
studies, the method of teaching must be closely related to the inquiry nature of
business studies (Oyedeji, 1987).
According to Obi (2001), business subjects are taught by both business
educators and teachers, who do not qualify to teach such subjects at JSS level. Obi
observed that most teachers in secondary schools seldom use teaching method that can
arouse the interest of thc students in their teaching.
Another learning difficulty encountered by students in business studies is the
lack of inadequate equipment and facilities and textbooks. For learning to be
effective, there must be equipment to practise what the teacher taught. Aquah, (1998)
observed that inany secondary schools are no longer offering business studies subjects
like typewriting and shorthand because thcy cannot arford to provide typing pools,
typewriters, tape recorderlcassette, other machines and .equipment need for effective
teaching. The students' problems may manifest as a result of students faced with
incominensurate educational facilities such as classrooms, textbook, equipment, lack
of interest, inadequate teachcrs (Oyedeji, 1987).
The Nigerian Curriculum does not seem to be revised or reviewed often to
reflect changes in the present business world. Going through the course content of all
the courses show that the content is outrageously much for the student of JSS. For
example, students are expected to attain a minimum speed of 20 wpm in typewriting
and 40 wpm in shorthand at the end of their (JSS) course. Unless something positive
is done to review the course content, it will continue to be a learning difficulty
encountered by the students in business studies.
Review of Related Empirical Studies
This section reviews the related studies on the study under investigation. Obi
(2002) researched on improvements on the strategies for busincss studies under the
Universal Basic Education (UBE) programme in Nsukka Education Zone. A sample
of 28 business studies teachers and another of 1050 JSS 3 students were involved in
the survey. Two research questions were used for data collection and one null
hypothesis. Data collected were analysed using the mean, standard deviation and t-
test. Based on the findings, the study revealed that using praise and punishment is
 Anothcr study carried out by Ekunno (1994) researched on factors affectini
teaching and learning of business studies in JSS in Anambra State. Three researcl
questions and two hypotheses were formulated to guide the study. A 40-iten
questionnaire was developed and administered to 500 students and 130 busines'
teachers in 58 secondary schools in Awka Education Zone. A 36 questionnaire wa
used to collect relevant data for the research questions, while t-test statistic wa
employed to test the null hypothesis at the .05 level of probability. Seven out of thc
fourteen factors statement were identified as factors which affect the teaching anc
learning of business studies at JSS level. Based on the findings, the study revealec
that no junior secondary school in Anambra State was adequately provided wit1
recommended equipmentlfacilities.
The relationship between Ekunno's study and the present study is that there is need
to provide adequate equipment and improved method of teaching in order to improve
teaching and learning of business studies.
Furthermore, Okenwa (1997) undertook a study on the assessment of business
studies skills possessed by JSS 3 students of Nsukka LGA in Enugu State. Six
research questions and three null hypotheses were formulated to guide the study. A 5 1
item questionnaire was developed and administered to 87 teachers and 192 students
from three government secondary schools. Mean and standard deviation were used for
data analysis. The result of the study revealed the need to recruit qualified business
teachers and provide regular in-service training for them to master skills to fully equip
them for effective teaching. This is because the researcher found out that the JSS 3
students did not possess the skills expected of them.
Okenwa's study is related to this study because provision of qualified teachers
aqd facilities will improve students' acquisition of skills necessary in business studies.
Another study carried out by Akpan (1999) focused on how to determine the
administrative and teaching strategies for increasing the interest of junior secondary
school students in business studies. The population of thc study was made up of 35
principals. 72 business studies students in the schools (35) that offered business studies
in Akwa-Ibom State. No sampling was carried out. Administrative and teaching
;trategies questionnaire (ATSQ) was used for data collection. Mean scores, t-test and
 CHAPTER 111

METHODOLOGY

This Chapter describes the procedures for carrying out this study. It covers the
JI design of the study; area of the study; populations for tbe study; sample and sampling
techniques; instrument for data collection; validation of the instrument; reliability of
the instrument; method of data collection and method of data analysis.

Design of the Study

The survey design was adopted for this study because according to Mkpa
(1997), a survey research design is used to ascertain facts, people's opinion, beliefs,
w
attitudes and practice on issues or rating of situation. It is suitable for this study since
relevant information on strategies for improving teaching and learning of business
studies was collected from the sample of business studies teachers and students using
questionnaire.

Area of the Study

This study was conducted in secondary schools in Umuahia Education Zone of
Abia State. The zone consists of four LGAs: Umuahia North; Umuahia South;
Ikwuano and Umunneochi.

Population for the Study

The population for this study consisted of 240 business studies teachers and
4,500 JSS 3 business studies students from the 60 junior secondary schools offering
, business studies in Umuahia Education Zone of Abia State (State Ministry of
Education, 2004). The rationale for choosing junior secondary JSS 3 students is that
they are offering business studies and should be able to give the required information
for the study.
+
 analysis of variance (ANOVA) were used for data analysis. The findings of the study
were the identification of:
(i) Twelve administrative strategies needed to increase students' interests n
business studies and
(ii) Sixteen teaching strategies for increasing students' interests in business
studies.
Akpan recoinmended the adoption of all the 12 administrative strategies by the
principals, and the teaching strategies by the teachers in order to increase the students'
interests in business studies.
The study by Akpan (1999) related to this study in that the 16 teaching
strategies for increasing students' interest could also be adopted to improve teaching
and learning in business studies.
Nkala (1996) researched on the job satisfaction of business studies teachers in
secondary schools in Rivers State. Four research questions and two null hypotheses
were formulated to guide the study. A 35-item questionnaire was developed and
administered on 80 teachers and 215 students from four government secondary
schools. Mean and standard deviation were used for data analysis. The result of the
study portrayed the need to pay business studies teachers' laboratory allowances as
their counterpart in science subjects. Also, regular payment of salaries and provision of
adequate teaching materials were determined as necessary for job satisfaction of the
business teachers surveyed..
By implication, Nkala's study to this research work is that if business studies
tcachers feel satisfied with their job it will help to improve teaching and learning of
business studies.

Summary of Related Literature Review

The literature reviewed in this study revealed that the goal of business studies
was the production of manpower that possess the requisite knowledge, skill and
4

attitude for harnessing other resources. It was also revealed that the manpower brings
the resources into cooperative relationship yielding the goals and services demanded
Z
by the society. There was also a growing need for business knowledge by consumers
of goods and services. Therefore, in order to achieve these goals, experts are of the
 opinion that activity method of teaching should be used to improve teaching and
learning of business studies. Also, business studies teaching should be more practical
than theoretical
The Rusincss Studies syllabus was developed in five units corresponding to the
concepts of Office Practice, commerce, Book-keeping, Typewriting and shorthand.
Experts are of the opinion that a blend of theory and practice of business studies
should bc presented and a guided discovery method of teaching was suggested for
acco~nplishingthc desircd learning experiences in students. It was also suggested that
thc present contents of business studies should be made to reflect the Nigerian
business and economic environment.
It is agreed that, there is a dearth of qualified business teachers, inadequate

rl
cquipmcnt and lack of students interest, poor societal attitudes, parents' educational
bacltground and intcrest, arc said to influence teaching and learning of business
sludies. 1,iteraturc is replete with inadequacy of non-acquisition of the necessary
business lmowlcdgc and skills that should be possessed by secondary school leavers.
Rescarchcrs also idcntilied the method of teaching as responsible for the poor sltill and
knowlcdgc acquisition. Research studies havc shown that the rncthod of teaching
vocational sub-jccts and busincss studies subjects in particular is mainly by lccture and
copying of lecture notes. This is not in consonance with the inquiry nature of business
studies. Uusiness studies teaching thus requires that students make sense of what they

F .
arc bcing taught but this is not the case in the conventional approaches whcrc the
tcachcr dominates and does not allow thc students to engage in critical thinlting.
Ilcmonstrating with real or improvised cquipnient and ensuring students participation
in thc tcachingllcarning situation havc been found to arouse students' interest,
motivation. imagination, curiosity and stimulation.
'I'his study is undertaken to dctcrminc the strategies neccssarj Ibr ci'f'ectivc
teaching and learning oS buaincss studies in llmuahia Education Zonc. 'I'his typc oi'
study has not bccn carried out in that zonc and that could be responsible lor the
continued poor pcrl'ormancc by students at the external examinations in Rusincss
A Studies.
 Table 1:
Population Size According to Local Government Area
-

t Local I No. of I No. of No. of JSS 3

.a
Government Area

-
Location
1 secondary
schools 1 business
studies
Teachers
1 Business Studies
Students

Umuahia North - Urban ~ ~ - 2,513

- - -
Umuahia South Urban 17
Umunnechi Rural 12
Rural 10
Total 1 60 1 240 1 4,500

(State Ministry of Education, 2004)

Sample and Sampling Technique

The stratified random sampling technique was used to select the subjects for the
study. According to Nwana (1981) cited in Uzoagulu (1998), no fixed number and no
* fixed percentage is ideal, rather it is the circumstances of the study situation that
determine what number or what percentage of the population should be studied
(sampled). Based on this fact a sample was drawn to represent urban and rural
schools.
P
The sample for this study was 948 respondents. This consisted of 48 business
studies teachers, 900 students and 30 randomly selected secondary schools. Table 2
shows the sample size according to local government area in Umuahia Education Zone
of Abia State.
Table 2
Sample Size According to Local Government Area
Local I No. of No. of No. of JSS 3
Government Area secondary business Business Studies
Location
schools studies Students
Teachers (Sampling)
---- (Sampling)
----
Umuahia North Urban 11 20
Umuahia South Urban 9 18
Umunnechi Rural 5 5
Ikwuano Rural 5 5
Total 30

Instrument for Data Collection

The instrument for data collection was a questionnaire. The questionnaire was
divided into two sections - A and B. Section (A) sought personal information about
the respondents which contains only two items. Section (B) was further divided into
Parts 1-4: under this section B of the instrument it sought information on the teaching
and learning strategies for improving the teaching and learning of business studies in
secondary schools as well as problems of teaching and learning difficulties in business
studies.
Literature review of empirical studies served as a tool to develop a 46-item
questionnaire.
The instrument carried a five-point Likert scale as follows:
Strongly Agree (SA) - 5 points
Agree (A) - 4 points
Undecided (u) - 3 points
Disagree (Dl - 2 points
Strongly Disagree (SD) - 1 point
Validation of the Instrument
The instrument was subjected to face validation by three lecturers from the
Department of Vocational Teacher Education (VTE), University of Nigeria, Nsukka.
The input from these experts was used to modifl the questionnaire items.
 Reliability of the Instrument
In order to determine the reliability of the instrument, the test-retest reliability
method was employed in the study. The instrument was administered twice to the
+
students and teachers after two weeks interval. This was to measure the degree of
consistency or stability overtime. To determine the reliability Coefficient of the
instrument, the Pearson Product Moment Correlation Coefficient was used. A
reliability Coefficient of 0.94 was obtained.

Method of Data Collection

The distribution of the questionnaire was personally done in some secondary
schools while two research assistants were employed to assist in other schools. The
questionnaire was retrieved after completion. All the 48 copies of the questionnaire
given to business studies teachers were retrieved which represents 100% whereas 800
copies of the 900 distributed to students were retrieved which represents 88.8%.
+

Method of Data Analysis

The data collected was analysed using the mean and standard deviation.
Research questions 1-4 were analysed using the mean and standard deviation. The
standard deviation will enable us to ascertain how far apart the individual responses on
the questionnaire items are from the mean responses. The scale used for data analysis
is as follows:
Strongly Agree (SA) - 4.50 - 5 .OO
Agree (A) - 4.00 - 4.99
Undecided (u) - 3.00 - 3.99
Disagree (DA) - 2.00 - 2.99
Strongly Disagree (SD) - 1.00 - 1.99

The mean of the five-point scale was used to determine the extent of agreement
or disagreement of the items in Section B by the respondents. Items with Mean of
3.00 and above were accepted as agreed while items having mean below 3.00 were
accepted as disagreed.
The t-test was used to test the six null hypotheses at 0.05 level of significance to
determine the acceptance or rejection of the hypotheses. The t-test was computed
fiom the following formula:
Where XI X2 denotes the two Mean
S: S: denotes standard deviation
nl n2 denotes number of respondents

The null hypothesis was rejected if the calculated t value was t at .05 level of
significance. It was not rejected if the calculated t value was less than the critical table
value at -05 level of significance.
 CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA

This chapter is concerned with the presentation, analysis and interpretation of

the data collected for the purpose of answering the research questions and testing the
hypotheses. The research questionnaire were responded to as follows:
Research Question One
What are the teaching strategies that could improve teachers' effectiveness in
teaching business studies?
Teachers and students were required to respond to this question. The
responses obtained are presented on table 3.
Table 3:
Mean Responses of Teachers and Students on Teaching Strategies for
Improving Teaching of Business Studies in Secondary Schools.

Teachers Students
Teaching Strategies N1= 48 N2= 800
Remark I X2 I SD2 Remark
I I
Using appropriate teaching aids 3s7 OS0
in instruction
Demonstrating with real or 1 3.42 ( 0.57
-

improvised equipment
Varying teaching methods 3.16 1.32
Giving assignment regularly 2.56 1.10
Grading and returning 2.40 1.17
assignment regularly
Making meaningfbl corrections 2.88 0.9 1
on assignments
Taking students on field trips on 3.4 0.69
excursions
Use of research ~ersons 1 3.15 10.58
Ensuring students' participation 3.44
in the teaching/learning
situation
Relating teaching to real life 3.26
situations
Supervising students at work 2.05
effectivelv
 Showing concern for students' 3.O7 0.64
ability to learn
Individualizing instruction by 1.86 1.57
paying special attenton to each
student's learning.

-
- Mean
-
- Standard deviation
= Agree
= Agree
= Disagree

The data presented on table 3 reveal that teachers rated the use of appropriate
teaching aids in instruction highest % = 3.57; SD = 0.50). On the other hand their
lowest mean score was on individualizing instruction (% = 1.86; SD = 1.37). For
students, their highest mean core was on showing concern for students' ability to
learn (k=3.70; SD = 0.56)' while they scored giving assignment regularly lowest
(x=2.78; SD = 0.92).
Research Question 2
What are the learning strategies that could enhance the students' ability for
learning business studies?
Teachers and students were required to respond to this question. The
responses obtained are presented on table 4.
Table 4
~ e ; nResponses of Teachers and Students on Learning Strategies for improving
Learning of Business Studies in Secondary Schools

Teachers Students
S/No Learning Strategies N1= 48 N2 = 800
-
XI SDI Remark k2 SDz Remark
14 Listening attentively 4.87 0.44 A 4.95 0.22 A
15 Observing demonstration step 3.21 0.76 A 2.67 1.30 DA
l6
17
1 Asking questions in class for
clarification
1 Attending class and take down
note reg$larly
18 Preparing for next lesson
19 Reading ahead of the class
20 Reviewing past lessons before

materials

22 I Discussing previous lessons

with other students

:5 1
23 1 Selecting and memorizing facts
I that need mastery
Doing ; t g n ~ t s r e g u l y
Revisin ast uestion pa ers
Summarizing materials while
reading to be read before
examination

-
X = Mean
SD = Standard deviation
A = Agree
A = Agree
DA = Disagree
The data presented on Table 4 reveal that teachers rated listening attentively
highest (x=4.87; SD = 0.44). On the other hand their lowest mean score was
revising past question papers @= 1.8 1; SD = 1.55). For students their highest mean
score was on listening attentively (x=4.95; SD = 0.22), while they scored revising
past question papers lowest (x=1.85; SD = 0.91).

Research Question 3
What are the problems encountered by teachers in the effective teaching of
business studies?
Teachers and students were required to respond to this question. The
responses obtained are presented on Table 5.
Table 5
Mean Responses of Teachers and Students on the Problems Encountered in
Teaching Business Studies

Teachers N, = 48 Students N2 = 800

Problems of Teaching Business
Studies
Remark Remark
Lack of business studies
textbooks
hadequate provision of
equipment and facilities for
teaching business studies
Lack of special incentives
Shortage of business studies
teachers
Allocation of insufficient
periods for teaching business
studies
Too large classes unmanageable
for teaching still subject like
business studies
Unwillingness on the part of
parents and guardians to provide
necessary materials to their
children or ward
Lack of qualified business
teachers with comprehensive
knowledge of business subject
The practice of principal
assigning any teacher to teach
business studies
Lack of dedication and
commitment on the part of
business teachers (such as
preparation of lesson note)

The data presented on table 5 reveal that teachers rated inadequate provision

of equipment and facilities highest (%= 4.40; SD = 0.93). On the other hand their

lowest mean score was lack of qualified business teachers with comprehensive
-
 47

score was on inadequate provision of equipment and facilities (%= 4.42; SD = 1.04),

while they cored unwillingness on the part of parents and guardians to provide

necessary materials to their children or ward lowest (%= 2.80; SD = 0.81).

Research Question 4

What are the learning difficulties encountered by students in business studies?

Teachers and students were required to respond to this question. The

responses obtained are presented on table 6.

Table 6

Mean Responses of Teachers and Students on the Learning Dmculties

Encountered in Learning Business Studies

Teachers Students
S/No Learning Difficulties in Business NI = 48 -
N? = 800
I I
V

Studies 1 Remark 1 1 Remark

37 1 Inadequate equipment for 1 3.46 1 0.62 1 A 1 3.22
during lesson
38 Lack of students interest 3.11 0.96 A 3.43
39 1 Inadequate business studies 12.841 1.141 DA 13.12
textbooks
40 Students not attending class 3.26 0.61 A 2.96
I regularly
41
42
1 Students not asking questions for
clarification
1 Lack of readiness to learn
I I I A
3.14

13.4 10.691
0.8

A 13.00
43 Not paying attention and observed 3.15 0.58 A 3.1 1
demonstration step by step by the
teacher
44 Not doing assignment 3.10 0.78 A 3.42
45 Not reviewing past lesson before 3.13 0.49 A 3.16
the new one
46 Not acquiring appropriate study 3.44 0.7 1 A 3.57
materials

The data presented on table 6 reveal that teachers rated inadequate equipment

.-for participation during lesson highest ( X = 3.46; SD = 0.62). On the other hand
their lowest mean score was on inadequate business studies textbook ( X = 2.84; SD

= 1.14). For students their highest mean score was on not acquiring appropriate

study materials ( X = 3.57; SD = 0.82), while they scored students not attending class

regularly lowest ( X = 2.96; SD = 0.6).

Null Hypothesis One - Hol

There is no significant difference in the mean perceptions of teachers and

students with regard to strategies for improving the teaching of business studies in

secondary schools in Umuahia Education Zone. After testing the null hypothesis

with the t-test, the results obtained are presented in table 7.

Table 7

The t-test Result of the Mean Responses of Teachers and Students' Perceptions
of Strategies for Improving the Teaching of Business Studies

Teachers Students
S/No Teaching Strategies N1 = 4 8 N 2 = 800 t- t-
I Remarks
SDI -
XZ
1 Using appropriate teaching 3.57 0.50 3.02 N.S
I aids in instruction I I I -
2 1 Demonstrating with real or 1 3.42 1 0.57 1 3.O6
improvised equipment -
3 Varying teaching methods 3.16 1.32 3.04 -
4
5
. Giving assignment regularly
Grading and returning
2 S 6 1.10 2.7 8 -
2.40 1.17 3.17
assignment regularly -
6 Making meaningfbl 2.88 0.91 2.92
I corrections on assimments
I Taking students on field
trim or excursions
I II II
I
3.4 Oh9 3.0
--

--
8 1 Use of resource ~ersons 13.15 1 0.58 13.11- -
9 1 Ensuring students' 1 3.44 1 0.50 1 2.97
I participation in the I I I
teaching/leaming situation --
10 Relating teaching to real life 3.26 0.6 1 2.96 1
 situations
11 Supervising students at work

students' abilitv to learn

13 Individualizing instruction
by paying special attention

t.tab = Table to value of 1.96 at P0.05

t-cal = t-test calculated

N.S = Not significant.

The data analyzed in table 7 reveal that the teachers and students did not differ

significantly in their mean responses on the teaching strategies for improving the

teaching of business studies. They differed in their rank of the strategies. The t-test

calculated values at -05 level of significance are less than their table t-value of 1.96

for all the strategies. Null Hypothesis is therefore upheld.

Null Hypothesis Two - H%

There is no significant difference in the mean perception of teachers and

students with regard to strategies for improving learning of business studies. AAer

testing the null hypothesis with the t-test, the results obtained are presented in table 8.

Table 8

The t-test Result of the Mean Responses of Teachers and Students' Perceptions
of Learning Strategies for Improving Learning of Business Studies

Teachers Students
S/No Learning Strategies N1 = 4 8 N2=800 t- t- Remarks
SDl SD2 cal crit
x1 X2
14 1 Listening attentively
I
4.87 0.44 4.95 0.22 -1.60 N. S
1 15 1 Observing demonstration
- step by step
16 Asking questions in class for
I clarification
 Attending class and take 3.44 0.71
down note regularly
Preparing for next lesson 2.71 0.97
Reading ahead of the class 3.06 0.89
Reviewing past lessons 3.60 1.19
before the end of the dav
Acquiring appropriate study 1 4.67 1 0.39
materials I 1
Discussing previous lessons 1 3.43 1 0.59
with othe; students
Selecting and memorizing 2.25 1.74
facts that need mastery
Doing assignments regularly 3.26 0.6 1
Revising past question 1.81 1.55
DaDers
Summarizing materials
while reading to be read
before examination

The data analyzed in table 8 revealed that the teachers and students did not

differ significantly in their mean responses on the learning strategies for improving

learning of business studies. They differed in their rank of the strategies. The t-test

calculated values at .05 level of significance are less than their table t-value of 1.96

for all the strategies. Null hypothesis is therefore upheld.

Null Hypothesis Three - Ho3

There is no significant difference in the mean perceptions of teachers and

students with regard to problems encountered in teaching business studies. ARer

testing the null hypothesis with the t-test, the results obtained are presented in table 9.
 Table 9

The t-test Result of the Mean Responses of Teachers and Students' Perceptions
T of Problems of Teaching Business Studies

reachers Students
Problems of Teaching t- t-
Business Studies cal crit Remarks
Lack of business studies
textbooks
hadequate provision of
equipment and facilities for
teaching business studies
Lack of special incentives
Shortage of business studies
teachers
Allocation of insufficient
periods for teaching
business studies
Too large classes
unmanageable for teaching
still subject like business
studies
Unwillingness on the part of
parents and guardians to
provide necessary materials
to their children br ward
Lack of qualified business
teachers with
comprehensive knowledge -

of business subject
The principals assigning any
teacher to teach business
studies
Lack of dedication and
commitment on the part of
business studies teachers.

The data analyzed in table 9 reveal that the teachers and students did not differ

significantly in their mean responses on the problems of teaching business studies.

 They differed in their rank of the teaching problems. The t-test calculated values at

.05 level of significance are less than their table t-value of 1.96 for all the teaching
9
problems. Therefore Null hypothesis is upheld.

Null Hypothesis Four - Ho4

There is no significant difference in the mean perception of teachers and

students with regard to learning difficulties encountered in business studies. After

testing the null hypothesis with the t-test, the results obtained are presented in table

10.

TabIe 10

The t-test Result of the Mean Responses of Teachers and Students' Perceptions
of Learning Difficulties ~ n c o u n t e r ~indBusiness Studies.

I Teachers I Students I
Learning difficulties in t-
Business studies crit Remarks
Inadequate equipment for 1 3.46 1 0.62 1 3.22 1 0.67 1 0.12
participation during lesson
Lack of students interest 3.1 1 0.96 3.43 0.64 0.49
Inadequatebusinessstudies 2.84 1.14 3.12 0.82 0.34
textbooks
Students not attending class 3.26 0.61 2.96 0.6 0.41
regularly
Students not asking 3.14 0.82 2.97 0.77 1.89
questions for clarification
Lack of readiness to learn 3.4 0.69 3.0 0.64 0.6
Not paying attention and 3.15 0.58 3.11 0.50 0.63
observed demonstration step
by step by the teacher
Not doing assignment 3.10 0.78 3.42 0.92 0.351
Not reviewing past lesson 3.13 0.49 3.16 0.53 -0.5
before the new-one
Not acquiring appropriate 3.44 0.71 3.57 0.82 0.16
study materials
 The data presented on table 10 reveal that teachers and students did not differ

significantly in their mean responses on the learning difficulties encountered in

t
business studies. They differed in their rank of the learning difficulties. The t-test

calculated values at .05 level of significance are less than their table to-value of 1.96

for all the learning difficulties. Null Hypothesis is therefore upheld.

Null Hypothesis Five - Ho5

School location is not a significant source of difference between urban and

rural business studies teachers on the strategies for improving teaching of business

studies. After testing the null hypothesis with t-test, the results obtained are

presented in table 11.

Table 11

The t-test Result of the Mean Responses of Urban and Rural Teachers'
Perceptions of Strategies for Improving Teaching of Business Studies

Urban Rural
Teachers Teachers
Teaching Strategies NI=30 N2=18 t- t- Remarks
- cal crit
XI SDI X2 SD2
Using appropriate teaching 3.60 1.19 3.56 1-41 0.3 1 N. S
aids in instruction
Demonstrating with real or 3.52 1.62 3.60 1.74 -0.47 N.S
improvised equipment
Varying teaching methods 3-75 1.44 3.78 1.46 -0.20 N.S
Giving assignment regularly 2.25 1.74 2.19 1.14 0.33 N. S
Grading and returning 2.06 1.46 2.00 1.26 0.40 N.S
assignment regularly
Making meaningfbl 1.82 1.36 1.74 0.65 0.57 N.S
corrections on assignments I
Takingstudentsonfield 13.5411.3913.5011.5810.40 11.961N.S
trips or excursions
Use of resource persons 3.51 1.55 3.62 1.70 -0.65 N.S
Ensuring students' 3.82 1.41 3.86 1.53 -0.27 N.S
 r
10 Relating teaching to real life 2.58 1.28 2.66 1.18 -0.62 N.S
situations
11 Supervising students at work 2.03 1.10 1.94 0.75 0.82 N.S
effectively
12 Showing concern for 2.12 0.98 2.19 1.13 -0.64 N.S
students' ability to learn
13 Individualizing instruction 1.84 0.68 1.87 0.9 1 -0.43 N.S
by paying special attention

From the analysis in table 11, it is seen that no significant difference existed in

the Mean responses of urban and rural business studies teachers' perceptions on the

strategies for improving teaching of business studies at .05 level of significance. The

t-test calculated values are less than their table t value of 1.96 for all strategies.

Therefore the null hypothesis is upheld.

Null Hypothesis Six - Ho6

School location is not a significant source of difference between urban and

rural business studies students on the strategies for improving learning of business

studies. After testing the null hypothesis with the t-test, the results obtained are

presented in table 12.

Table 12

The t-test Result of the Mean Responses of Urban and Rural Students'
Perceptions of Strategies for Improving Learning of Business Studies
-

Teachers Students I - I
N1 = 48 N2 = 800 t- t-
S/No Teaching Strategies - cal crit Remarks
SDI X2 SD2
14 Listening attentively 4.58 0.55 4.63 0.67
15 Observing demonstration 4.34 1.03 4.42 1.08
- 16
step by step
Asking questions in class for 4.24 1.08 4.13 1.38
clarification
4 17 Attending class and take 4.30 1.02 4.43 1.12
down note regularly
 Preparing for next lesson
Reading ahead of the class
Reviewing past lessons
before the end of the day
Acquiring appropriate study
materials

Discussing previous lessons

with other students
Selecting and memorizing
facts that need mastery
Doing assignments regularly
Revising past question
papers
Summarizing materials
while reading to be read
before examination

From the analysis in table 12, it is seen that no significant difference existed in

the mean responses of urban and rural school students' perceptions on the strategies

A for improving learning of business studies at .05 level of significance. The t-test

calculated values are less than their table t value of 1.96 for all the learning strategies.

Therefore the null hypothesis is upheld.

h
Findings of the Study

The following are the findings arising fiom the analysis of the data presented

in Tables 3-12 sequentially based on the research questions and hypotheses.

Types of Teaching Strategies for Improving Teaching of Business

.Studies

Based on the mean responses of the items presented in table 3, it was found

out that the following teaching strategies was identified necessary for the
.J
Improvement of the teaching of business studies in secondary schools in Umuahia

Education Zone.
 Using appropriate teaching aids in instruction.

Demonstrating with real or improvised equipment.

Varying teaching methods.

Taking students on field trips or excursions.

Use of resource persons.

Ensuring students' participation in the teachingllearning situation.

Relating teaching to real life situations.

Showing concern for students' ability to learn.

Giving assignments regularly (reinforcement).

Grading and returning assignments regularly.

Making meaningful corrections on assignments.

Types of Learning Strategies for Improving Learning of Business Studies

Based on the mean responses of the items presented in table 4, it was found

out that the following learning strategies was identified necessary for the

improvement of the learning of business studies.

Attending class regularly and taking down note.

Listening attentively

Observing demonstration step by step.

Asking questions in class for clarification.

Reading ahead of the class.

Discussing previous lessons with other students.

Dong assignments regularly

Revising past question paers.

 9. Acquiring appropriate study materials.

10. Preparing for next lesson.

Perceptions of Teachers and Students on the Problems of Teaching Business

Studies

Data presented in Table 5, both teachers and students indicated that nine items

except one as the problems of teaching business studies:

1. Inadequate provision of equipment and facilities for teaching business

studies.
2. Lack of special incentives/motivation (such as in-services training, study
leave allowance and other incentives).
3. Shortage of business teachers in general.
4. Allocation of insufficient periods for teaching business studies.
5. Too large classes unmanageable for the teaching of skill courses.
6. Unwillingness on the part of parents and guardians to provide their
guardians to provide their children or ward with necessary materials for
business studies.
7. Lack of qualified business teachers with comprehensive knowledge of
business subjects required for teaching business studies.
8. The practice of principals assigning any teacher to teach business studies.
9. Lack of dedication and commitment on the part of business teacher
(preparation of lesson note).
Not a problem of teaching business studies
1. Lack of business studies textbooks.
Teachers and Students Perceptions of the Learning Difficulties
in Business Studies

Data presented in Table 6 indicated the following items by the teachers and

students as the learning difficulties in business studies as thus:

1. Inadequate equipment for participation during lesson.

2. Lack of students interest

 3. Lack of readiness to learn

4. Not paying attention and observe demonstration step by step by the

teacher.

5. Not doing assignment

6. Not acquiring appropriate study materials.

Not Learning difficulties are

1. Inadequate business studies textbook

2. Students not attending class regularly

3. Students not asking questions for clarification

4. Not reviewing past lessons before the new one.

Null Hypotheses

Hal: The t-test analysis reveals that there is no significant difference in the mean
A
responses of teachers and students on the teaching strategies for improving the

teaching of business studies in secondary schools in Umuahia Education Zone.

Therefore the null hypothesis is upheld (Table 7).

P r
Ho2: The t-test analysis reveals that there is no significant difference in the mean

responses of teachers and students on the learning strategies for improving learning

of business studies. Therefore the null hypothesis is upheld (Table 8).

b

Ho3: The t-test analysis reveals that there is no significant difference in the mean

responses of teachers and students on the problems encountered in teaching business

studies. Therefore the null hypothesis is upheld (Table 9).

 reduce the level of abstraction involved in teaching and learning a concept in

business studies. For many students, one of the greatest obstacles in cultivating

interest for bookkeeping is its abstract nature. The teacher can minimize this episode

with the effective use of instructional materials during bookkeeping lesson.

The students rated the teaching strategies of showing concern for students'

ability to learn as the highest, probably because they want to be fairly treated like any

human being. Similarly, it was found that demonstration with real or improved

equipment was agreed by the teachers and students as one of the best teaching

strategies for improving the teaching of business studies. This finding corroborates

that of Obi (2003), who observed that demonstration is the most effective strategy in

teaching business courses. The reason is that the teachers7demonstration of how to

place the fingers on the keyboard, rule the ledger in bookkeeping and how to write

shorthand outlines saves teaching time and avails the students of more meaningfbl

tips instead of more talking. In the same vein Okwor (1995), also identified

observation and demonstration as some of activities that enhance effective teaching

and learning situations.

The study found that varying teaching methods is among the important

teaching strategies for improving the teaching of business studies in secondary

schools. This finding is consistent with that of Ekuk, (2000) who found that the use

of a single approach causes boredom and discipline problems in the classroom.

Furthermore, Offorma (1994) maintained that teachers have to use different resources
-5
and teaching strategies to teach students of different abilities and interests. Making

use of a variety of strategies to teach a particular subject matter can help to attract
 Ho4: The t-test analysis reveals that there is no significant difference in the mean

responses of teachers and students on the problems encountered in learning business

studies. Therefore the null hypothesis is upheld (Table 10).

Ho5: The t-test analysis reveals that there is no significant difference in the mean

responses of the urban and rural business studies teachers' perception of the teaching

strategies for improving teaching of business studies. The null hypothesis is

therefore upheld (Table 11). This implies that the 13 identified items of teaching

strategies could be sued irrespective of the location.

Ho6: The t-test analysis reveals that there is no significant difference in the mean

responses of the urban and rural school students' perceptions of the learning

strategies for improving learning of business studies. The null hypothesis is therefore

upheld (Table 12). This implies that the 13 identified items of learning strategies

could be used irrespective of the location.

Discussion of the Findings

The findings of this study are discussed according to the four research

questions and six hypotheses.

Teaching Strategies for Improving Teaching of Business Studies

b

The findings of the study reveal that 11 out of 13 teaching strategies were

' important for improve the teaching of business studies in secondary schools in

Umuahia Education Zone. It was found that using appropriate teaching aids in

instruction is of the best teaching strategy that could improve the teaching of business
4

studies in secondary school. This finding is in line with that of Douglas, Blanford
r,
and Anderson (1972), they revealed that the use of instructional materials helps to
 and maintain the interest of the students to take active part in the subject. This will

make mastery of the subject easy and successful in examinations.

*
The majority of the teachers and students agreed that the use of resource

P
persons is also an important teaching strategy for improving the teaching of business

studies. This finding is in consonance with that of Okoro (1999), who said that the

guest speaker strategy of teaching is usehl in secondary schools because, it provides

variety to the teaching situation and stimulates to study hard or more. He maintained

that students have the opportunity to interact with people who are actually engaged in

various occupations. In the same vein, Osuala (1996) supported invitation of guest
-T

speakers and stated that listening to someone from the actual business community

can make the students understand the importance of the subject.

The study found that relating teaching to real life situations is another teaching
+
strategy for improving teaching of business studies. This finding confirms with that

of Okoro (1999) who explained that for teaching to be effective that school/class

environment should be a replica of the work environment.

It was found that a field trip is another important teaching strategy for

improving teaching of business studies. Okpara and Onyemerekeya (1994)

supported this findings by saying that field trips afford students opportunity of seeing
b

clerks and others on duty, machines and equipment they have heard about in their

class. Osuala (1996) observed that field trips to various business establishments

should be organized to give students opportunity to observe and analyse bookkeeping

* as it is practiced in the business community. In the same vein Okoro (1999) said that
 field trips, like guest lectures are useful because they provide variety and relate what

students learnt in school with what actually obtains in the world of work.
4
Another teaching strategy that needs mentioning is individualizing instruction

fl
in the business studies class. Individualized instruction is an attempt by teachers to

adapt instruction to the individual needs instead of group needs. This strategy though

rated lowest by teachers, but for students, it obtained a good rating. The teachers and

students differed significantly in their rating of this reaching strategy. It could be

concluded that while the students believed that individualized instruction would

improve teaching and consequently learning, the teachers may have other reasons for
+
not believing so strongly. One reason could be that it would increase the existing

heavy teaching load of business studies teachers.

However, the students rated the ensuring of student participation in the

classroom as another good teaching strategy for improving teaching and learning in

business studies. This finding supports the suggestion of Saylor, Alexander and

Lewis (1981) in Obi (2003) that a learner in a business studies class should be

allowed to interact with the classroom environment. For example, a learner in a

typewriting or office practice class should be allowed to touch, observe and identi@

the parts of a machine in order to learn the parts effectively. Therefore if these

teaching strategies are adopted the teaching of business studies would certainly

improve.

Learning Strategies for Improving Learning of Business Studies

* The findings of the study reveal the learning strategies for improving learning

of business studies in secondary schools. It was found that listening attentively is an

 important learning strategy for improving learning of business studies. This finding

corroborates that of Okorie (1999) who explains that students need to develop power
A
of concentration, in order to listen attentively in the class for them to be successfbl in

their studies.
T

The majority of teachers agreed that observing demonstration step by step is

an important learning strategy to improve learning of business studies. This finding

is consistent with that of Okwor (1995), who identified observation and

demonstration as some of activities that enhance effective learning.

The teachers and students agreed that acquiring appropriate study materials is

an important learning strategy. This finding is in consonance with that of Aquah,

(1998) who revealed that many secondary schools are no longer offering business

studies subjects like typewriting and shorthand because of inadequate study

materials. Aquah, observed that acquiring appropriate study materials is a better

strategy for improving learning of business studies.

It was finther found that asking questions in class for clarification is a good

learning strategy for improving learning of business studies. This finding is in line

with that of Akubue (1991) who state that asking questions helps students for more

unaerstanding of difficult concepts in business studies.

Furthermore, doing assignment was agreed to be a learning strategy for

improving learning of business studies. This finding confirms with that of Berkey

(1995) who state that assignments are very usefbl way of increasing the thinking and
+ organizing ability of students.
 The study found that attending class regularly and taking down note is another

important learning strategy for improving learning of business studies. This finding
C
was supported by Lankub and Eule (2001) they observed that taking notes help

P
students to organize their material and determine salient points in the teaching.

Therefore if these learning strategies are adopted the learning of business studies

would certainly improved.

Problems of Teaching Business Studies

The findings of this study indicate nine out of ten items as problems of

teaching business studies in secondary schools. The findings show that the highest
m

rated mean score from teachers was inadequate provision of equipments and facilities

for teaching business studies. This finding is consistent with that of Langkub and

Eule (2001), they observed that absence of equipment and facilities was the major
A
problem encountered in teaching business studies. The implication of this problem is

that teaching cannot be effective no matter the best method and techniques used in

teaching business studies without the required teaching materials.

It was found that too large classes unmanageable for the teaching of skill

courses, shortage of qualified business teachers, were among the problems

encountered in teaching business studies. This finding is in line with that of

b

Nwokolo (1990), who noted that business disciplines lack basic instructional tools for

effective skills training. Nwokolo also observed that there was a serious dearth of

textbooks and other instructional materials for business subjects. There is a general
+. shortage of qualified business educators at the secondary schools (Osuala, 1998).

Therefore, the implication of this is that no teaching in business studies can be

 effectively done where there are acute shortage of qualified business teachers and

teaching equipment/facilities.
L
Learning Difficulties in Business Studies

P
The findings of this study reveal the learning difficulties encountered in

business studies. It was found that inadequate equipment for participation during

lesson. This finding was supported by Aquah (1998), who observed that many

secondary schools are no longer offering business studies like typewriting and

shorthand because they cannot afford to provide typing pools, typewriters and others.

In the same vein Obi (1989) also observed that many schools were unable to teach
+

business studies and most of the schools, which offered business studies did not teach

all the five subjects of the integrated business studies due to inadequate number of

business studies teachers and equipment. The deduction from this finding is that for
L

learning to be effective, there must be enough qualified business teachers and

equipment to involve students' participation during the lesson.

It was further found that not paying attention and observed demonstration step
t
by step, lack of interest, lack of readiness to learn, not doing assignment and among

others are the learning difficulties encountered in business studies.

Null Hypotheses
b

The findings pertaining to the hypotheses revealed that there was no

significant difference in the mean responses of teachers and students on the teaching

strategies for improving teaching of business studies in secondary schools in

Umuahia Education Zone. The null hypothesis therefore was accepted for the

following teaching strategies for improving teaching of business studies in secondary

 schools: use of appropriate teaching aids, varying teaching method, demonstrating

with real or improvised equipment, use of resource persons, taking students on field

trips or excursions, relating teaching to real life situations, and others. A majority of

F
the teachers and students agreed on these teaching strategies for improving teaching

of business studies.

It was further found that there was no significant difference in the mean

responses of teachers and students on the learning strategies for improving learning

of business studies in secondary schools. The null hypothesis was accepted for

majority of the items. The opinions of the respondents did not differ significantly
4

with regard to the adoption of the learning strategies for improving learning of

business studies in secondary schools.

It was found that there was no significant difference in the mean response of
A

teachers and students on the problems encountered in teaching business studies in

secondary schools. The null hypothesis was accepted for majority of the items. The

opinions of the students did not differ significantly with regard to the teaching

problems faced by the teachers in teaching business studies to the teachers who

encountered them.

It was fond that there was no significant difference in the mean response of

teachers and students on the problems encountered in learning business studies in

secondary schools. The null hypothesis was therefore accepted because the opinions

of the teachers did not differ significantly with regard to the learning problems
* encountered in business studies to the students who encountered them.
 The findings pertaining to the hypotheses revealed that there was no

significant difference in the mean responses of the urban and rural business studies
.*
teachers' perceptions of the teaching strategies for improving teaching of business

studies in secondary schools. The null hypothesis therefore was accepted for the
I

following teaching strategies for improving teaching of business studies in secondary

schools: use of appropriate teaching aids, demonstration with real or improvised

equipment, varying teaching methods, use of resource persons, taking students on

field trips r excursions, relating teaching to real life situations, ensuring students'

participation in the teaching and learning situation and others. This findings was
*
consistent with Obi (2003), Ekunno (1994), Harms ad Harris (1992), Ellis et a1

(1998) and Kutinck (1988), who found that availability of adequate competent

qualified business teachers is a prerequisite for the successfi.d implementation and

teaching of business studies at the junior secondary schools level. Like all other

subjects, business studies adopts to a variety of teaching methods and techniques.

This means that business studies levels itself to the adoption of many and varying of

these methods and techniques.

Ellis, et a1 (1996) reveals that a variety of teaching methods and techniques

cap be adopted to make teaching effective. Such methods Ellis et a1 suggests include

demonstration, discussion, field trips and others. Demonstration method is used to

teach a new skill, like in typewriting. This method is very effective because during

the process of demonstration, seeing, hearing, discussing, questioning and doing are
'* all employed (McNamara, 1994). Pauk (1997) also indicate that by asking questions
 and studying the answers the teacher can measure and evaluate the progress of

students in thinking, listening and learning.

*
It was found that use of appropriate teaching aid in instruction of business

P
studies would help to improving the teaching of business studies. This finding

corroborates that of Olaitan and Ali (1997), they emphasized the importance of

teaching aids to teaching as a necessary tool. They stated that teaching aids helps to

establish and maintain contact between the students and the subject matter in order to

create in the students the right attitude, skill and appreciation to the subject.

It was further found that there was no significant difference in the mean

responses of the urban and rural business studies students' perceptions of the learning

strategies for improving learning of business studies in secondary schools. The null

hypothesis therefore was accepted for the following learning strategies for improving
A

learning of business studies: step by step, asking questions, attending class, group

discussions, dong assignments and others. This finding was consistent with Nwafor

(1994) in Offorma's edition, Okeke (1984), and Okorie (1999) they observed that

listening attentively helps students to improve in their study. The findings of asking

questions in class for clarification confirms with that of Pauk (1997) who explained

that asking questions in class, tests or assignment is one basic way by which the

teacher can stimulate pupils to think, listen and learn. Obviously the learning

strategies identified could be effectively used to improve the learning of business

studies.
9
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

This Chapter deals with the summary of the research problem, purpose of the

study and its methodology. The major findings conclusions, recommendations and

suggestions for further research study.

Restatement of the Problem

The present poor performance of students in business studies as reflected in

the Junior Secondary School Certificate Examination (JSSCE) report by the Chief
- Examiner on students performance cited in Umuahia, Education Zone from 2001 to

2003 sessions is of utmost concern. According to Okonkwo (1995), inadequate

qualified business studies teacher results to poor performance of students in business

studies. This poor academic achievement in business studies programme in Nigeria

is unsatisfactory. This stake of affairs is very disturbing.

Many factors, including the ineffective and poor teaching strategies adopted

by Nigeria business studies teachers do not worth they sought. Students interest in

business studies in secondary school is dying as a result of the ineffective teaching

strategies used by the teachers while teaching (Pauk, 1997). Obi, (2001), also stated

that most schools are not equipped to provide students with learning experience

. necessary for the development of basic skills needed in business studies. While

hoping that material resources could be provided someday, it is necessary to ensure

that the teaching and learning of business studies be improved on. It therefore
*
become necessary for a study to be conducted to establish some strategies for
improving teaching and learning of business studies in junior secondary schools in

Umuahia Education Zone of Abia State.

This study was therefore designed specifically to achieve the following

purposes:

1. establish teaching strategies that could improve the teachers effectiveness

for teaching business studies;

2. establish learning strategies that could enhance the students' ability for

learning business studies;

3. determine problems militating against the teaching of business studies; and

4. ascertain learning difficulties encountered by students in business studies.

Description of the Procedures Adopted

Literatures for this study was reviewed in line with the purpose of the study

establish the teaching strategies for improving teaching and learning of business

studies. The study also focused on the determination of teachers and students;

perceptions of the teaching and learning strategies established. The study answered

four research questions and tested six null hypotheses. A 46- item structured

questionnaire was developed and used. The population comprised 240 Business

studies teachers and 4,500 junior students. A random sampling technique was
b

adopted to select 48 teachers and 900 students representing 20% of the population.

The instrument bad five sections A and B. The teachers and students were

required to respond to the five sections. Section A was on bio-data of the

respondents. Section B - Part I was on teaching strategies for improving teaching of

business studies. Part I1 was on learning strategies for improving learning of

 71

business studies. Part I11 was on problems of teaching business studies. Part IV was

on learning difficulties encountered by students in business studies. Parts I - IV were

scaled on five points count Likert scale. 948 copies of the instrument were distributed

to the respondents. Eight hundred and forty-eight (848) were duly completed and

returned, representing 89.45 percent return. Data collected were analyzed using mean

for answering the research questions and t-test in testing the six null hypotheses.

Major Findings of the Study

The s u m q of the major findings of the study are given as follows:

Use of appropriate teaching aids while teaching would help to improve

teaching and learning of business studies.

Creating awareness on business studies job opportunities could make

students interested in business studies.

Ensuring students' participation in the teachinglearning situation would

help to improve teaching and learning of business studies.

Provision of enough equipment and facilities would help to improve

teaching and learning of business studies.

No fieldtrips or excursions were organized for the students of business

studies.

Guest speakers have not been invited to talk to students on business studies

job and its opportunities.

Business studies teachers are not given special incentives/motivation (such

as in-service training, study leave allowance and others).

Allocation of insufficient periods for teaching business studies.

 9. Lack of qualified business teachers with comprehensive knowledge of

business subjects required to teach business studies.

10. Lack of readiness to learn (students not doing assignment).

I I. There is no significant difference in the mean response urban and rural

teachers and students on the perceptions of the teaching and learning

business studies in both urban and rural secondary schools.

12. Some business studies teachers use ineffective teaching strategies while

teaching.

Conclusion

The following conclusions were drawn based on the findings of this study.

The use of appropriate teaching aids while teaching business studies improves

teaching and learning, also ensuring students' participation in the teaching and

learning situation and demonstration with real or improvised equipment would help

to retain the students' interest in business studies and also result to good performance

in business studies examination. This is because demonstration is the most effective

strategy in teaching and learning of business studies. Therefore, observations and

demonstration have been identified as some of activities that enhance effective

teaching and learning of business studies.

6

Strategies that could be adopted to improve teaching and learning of business

studies are established in this study, if the teachers and students could make use of

them and if the government and schools would provide equipment and materials for
P
use in teaching and learning business studies in Umuahia Education Zone, the

teaching and learning of business studies would be improved.

Implications of the Study

The implications of this study is discussed under the following sub-headings:

1. Implications for business studies teachers.

2. Implications for business studies students.

3. Implications for public and private businessmen.

Implications for business studies teachers

The findings of this study revealed some deficiency in the skill of application

of teaching strategies in business studies teachers. This constitutes a major problem

to effective teaching of business studies. The teachers' knowledge of the subject

matter and application of instructional strategies in teaching business studies is very

important. The problem may be attributed to the quality of teacher training. This

study therefore has implication for business studies teachers further training through

in-service training, seminars and workshops to update their knowledge. This will

ensure the production of qualified competent teachers for effective teaching in the

junior secondary schools.

Implications for business studies students

The finding of this study has implication for business studies students. The

students need to show more interest and commitment in their study of business

studies through the formation doing small study groups or cooperative learning doing

their assignments regularly, reading ahead of the class and taking active part in

classroom activities. These among others will increase their interest in the subject

(Business Studies) and improve their performance in examination.

Implications for public and private businessmen

 The fact that the products of secondary schools could be employed by the

public and the private business to work as clerks imply that they need to show
b
concern for the school programmers. Since they are the end user of the school

Y
products, they should be interested in the teaching and learning conditions in the

schools. They can assist in the provision of equipment and facilities such as

typewriter, file jackets, adding machine, cassettes/sound tapes, and others for

teaching of business studies. Their inputs are therefore necessary to update and

improve the use of teaching and learning strategies, hence effective teaching and

learning of business studies.

-+

Recommendations

Based on the findings of this study, it is recommended that:

1. A workshop on teaching and learning strategies should be organized for

business studies teachers annually to enable them to update their

knowledge and skills.

2. Qualified and competent business teachers only should be employed to

teach business studies in secondary schools in Umuahia Education Zone.

3. Business studies teachers should place more emphasis on teaching students

b
how to learn.

4. The government, schools and ministries should provide facilities,

equipment and machines to aid business studies teachers in their teaching.

5. Business studies teachers should be motivated through enhanced salaries

and allowance to compensate for the heavy teaching load they carry in the
 secondary schools. In most schools, one or two teachers teach business

studies to JSS I - JSS 3 students.

6. The strategies established in this study should be adopted in an effort to

improve on the teaching and learning of business studies in secondary

schools in Umuahia Education Zone.

7. There should be increased and efficient supervision of teaching in

secondary schools by experts in the various subjects. ~ Q F -

Suggestions For Further Research ~lrrlwm
The following suggestions are made for M e r research. Studies should be

conducted:

1. to determine how the strategies established for improving teaching and

learning in business studies in secondary schools are effective;

2. to determine the constraints limiting the use of some teaching and learning

strategies in secondary schools in Umuahia Education Zone, Abia State;

3. to establish the students' performance in business studies in secondary

schools in Umuahia Education Zone Abia State based on the quality of

teachers.
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 APPENDIX A

UNIVERSITY OF NIGERIA, NSUKKA

FACULTY OF EDUCATION

DEPARTMENT OF VOCATIONAL TEACHER EDUCATION

BUSINESS EDUCATION SECTION

Dear Respondent,

Kindly supply answers to the under-listed questions to the best of your

knowledge.

- I am a postgraduate student of Vocational Teacher Education Department,

University of Nigeria, Nsukka. I am currently undertaking a research study on:
Strategies for Improving Teaching and Learning of Business Studies in Secondary
Schools in Umuahia Education Zone of Abia State.

Please all information received will be treated confidentially.

Thanks for your anticipated cooperation.

Signed:
Azuama, S.N. (Mrs.)
Researcher
 APPENDIX B

QUESTIONNAIRE ON:

STRATEGIES FOR IMPROVING TEACHING AND

LEARNING OF BUSINESS STUDIES IN SECONDARY
SCHOOLS, UMUAHIA EDUCATION ZONE, ABIA STATE

SECTION A: PERSONAL DATA

Please complete the information below by ticking (4) where appropriate:

(a) Please indicate your status:

(a) Teacher [ ] (b) Student [ ]

(b) School Locat ion:

(a) Urban [I (b) Rural [I

SECTION B

PART I: TEACHING STRATEGIES FOR IMPROVING TEACHING OF

BUSINESS STUDIES

Please indicate the extent you agree or disagree with the following as the
teaching strategies for improving teaching of Business Studies at the Junior Secondary
Schools in your school.
For each item you are please, requested to tick (4) against your response in the
column provided.

Note: The response category is as follows:

SA: Strongly Agree (5)
A : Agree (4)
U : Undecided (3)
b
D : Disagree (2)
SD: Strongly Disagree (1)

4. Giving assignments regularly (reinforcement)

5. Grading and returning assignments regularly.
6. Making meaningfbl corrections on assignments.
7. Takine students on field trim or excursions.
 Use of resource persons.
Ensuring students' participation in the
teachingllearning situation.
Relating teaching to real life situations.
Supervising students at work effectively 1
Showing concern for students' ability to learn.
Individualizing instruction by paying special attention I I I I 1
to each student' learning. I I
PART 11: LEARNLNG STRATEGIES FOR IMPROVING LEARNLNG OF
BUSINESS STUDIES

Please indicate the extent you agree or disagree with the following as learning
strategies for improving learning of Business Studies in your school.

SA A U D SD
S/No Learning Strategies
(5) (4) ( 3 ) (2( (1)
14 Listening attentively
15 Observing demonstrations step by step
16 Asking questions in class for clarification
17 Attending class regularly and take down note
18 Preparing for next lesson
19 Reading ahead of the class
20 Reviewing past lessons before the end of the day
21 1 Acquiring appropriate study materials
22 1 Discussing previous lessons with other students. 1
23 1 Selecting and memorizing facts that need mastery
24 Doing assignments regularly
25 Revising past question papers
26 Summarising materials while reading to be read
before examination.

PART 111: PROBLEMS OF TEACHING BUSINESS STUDIES

Please indicate the extent you agree or disagree with the following as problems
militating against the teaching of business studies in your school.

I S/No I Problems of Teaching Business Studies I SA

27 Lack of Business Studies textbooks
28 Inadequate provision of equipment and facilities for
I teaching Business Studies
1 29 1 Lack of special incentives/motivation (such as in-
I service training, study leave allowance, and others.)
1 30 1 Shortage of Business Teachers in general
1 3 1 1 Allocation of insuficient periods for teaching
 Business Studies
32 Too large classes unmanageable for the teaching of
skill courses.
33 Unwillingness on the part of parents and guardians to
provide their childredward with necessary materials
for Business Studies.
34 Lack of qualified Business teachers with
comprehensive knowledge of Business subjects
required to teach Business Studies.
35 The practice of principals assigning any teacher to
teach Business studies irrespective of qualification.
36 Lack of dedication and commitment on the part of
I Business Teachers (Preparation of lesson note). I I I
PART N:LEARNING DIFFICULTIES ENCOUNTERED BY STUDENTS
IN BUSINESS STUDIES.

Please indicate the extent you agree or disagree with the following as learning
difficulties encountered by students in Business studies in your school.

Learning difficulties encountered by students in SA A U D SD

Business Studies. (5) (4) (3) (2( (1)
37 Inadequate equipment for participation during lesson
38 Lack of students interest
39 Inadequate business studies textbook
40 Students not attending class regularly
41 Students not asking questions for clarification
42 Lack of readiness to learn
43 Not paying attention and observe demonstration step
by step by the teacher
44 Not doing assignment
45 Not reviewing past lessons before the new one.
46 Not acquiring appropriate study materials.

s a n k you.
 APPENDIX C

UNIVERSITY OF NIGERIA
NSUKKA

DEPARTMENT OF VOCATIONAL TEACHER EDUCATION

Telegram: Nigersity, Nsukka Agriculture

Telephone: 042-77 1911,77 1920 Ext. 39 Business
Your Ref: Industrial
Our Ref: UNIFENTEI99 Home Economics
Date:

Dear Sir,

Re: AZUAMA, STELLA NKECHINYERE

PG/MED/02/33113

The bearer Azuama, S.N. is a postgraduate student of Vocational Teacher

Education, University of Nigeria, Nsukka. She is currently undertaking a research
work on: Strategies for improving teaching and learning of Business Studies in
Secondary Schools in Umuahia Education Zone of Abia State.

It will be highly appreciated if you kindly supply her with the information she
may require. All information fiom you will be treated confidentially. Thanks for your
kind cooperation.

Dr. (Mrs.) C.A. Obi Dr. (Mrs.) B.C. Ebob

Supervisor Head of Department