INVESTIGATION INTO THE CAUSES OF STUDENTS POOR ATTITUDE TOWARDS

THE STUDY OF SECRETARIAL ADMINISTRATION IN TERTIARY INSTITUTIONS

(A case study of Enugu State)

ABSTRACT

The purpose of carrying out this research was to investigate on the causes of students

poor attitude towards the study of secretarial studies in tertiary institutions in Enugu

state. In order to obtain the requires data, the researcher use some selected tertiary

institutions in Enugu State with a total population of 610 respondents, 550 respondents

were used as the sample size while instrument for data collection were questionnaire, text

books and personal observation. Three research questions were formulated for the study.

The findings showed that: Enough equipment were not provided for imparting of the

course. The financial involvement of the course is very high. Most of the students were

not properly, guided by guidance and counsellors before enrolling into the department.

The researcher finally made some useful suggestions and recommendation on the

provision of required equipment for department of secretarial studies, that Government

should come to the aid of tertiary institutions that are running this course since the

equipment are very expensive. The researcher also recommended that guidance and

counsellor services should be given to the students before choosing their courses also that

there must be good report between students and lectures.

 TABLE OF CONTENT

Title Page

Approval Page

Dedication

Abstract

Acknowledgement

Table Of Content

Chapter One

1.0 Introduction

1.1 Background Of The Study

1.2 Statement Of Problem

1.3 Purpose Of The Study

1.4 Significance Of The Study

1.5 Scope Of The Study

1.6 Research Questions

Chapter Two

2.0 Literature Review

2.1 Definition An Historical Background Of A Secretary

2.2 Distinguish Between A Secretary And Other Categories Of Clerical Staff

2.3 Duties And Qualities Of A Secretary

2.4 Difficulties Faced By A Secretary

2.5 Derision Of A Secretary

2.6 Motivation Factors Of Secretaries

2.7 Provision Of Adequate Facilities Equipments

2.8 Importance Of Guidance And Counseling Before Choosing A Career

2.9 Summary Of Literature Reviewed

Chapter Three

3.0 Research Design And Methodology

3.0.1 Research Method

3.1 Design Of The Study

3.2 Area Of The Study

3.3 Population Of The Study

3.4 Sampling Of The Study

3.5 Sampling Techniques

3.6 Discrimination Of The Instrument For Data Collection

3.7 Validation Of Instruments

3.8 Administration Of Instruments

3.9 Techniques For Data Analysis

Chapter Four

4.0 Presentation And Analysis Of Data

4.1 Testing Of Research Questions

Chapter Five

5.0 Summary Of The Findings Conclusion, And Recommendation

5.1 Summary Of Findings

5.2 Conclusion

5.3 Recommendations

5.4 Suggested Areas For Furthers Study

5.5 Limitations Of The Study

References

Appendix

Questionnaires
 CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF THE STUDY:

Secretarial studies, simply put, is education for secretaryship which includes the training

necessary to develop secretarial skills. These skills include human relation skills e.g.

writing and translating shorthand with typewriter, knowing how to operate typewriter

both manual and electric and finally being a computer literate. All these sub-skills prepare

one for the secretarial functions for which a good secretary must possess. Secretarial

studies is also part of the business education which many scholars have written on the

subject, all have seen it as education that equips the learner with the skills which they

required for use in business offices.

Secretarial studies is one of the most literate course one can offer among other related

course. Those who successfully graduated from this course of study are always in terms

of job opportunities.

In Nigeria for example, the demand for secretary by various business concern are

exhaustible. In the recent past, the secretary by virtue of the training, specialization and

responsibility takes the position of an administration which is a step below that of a

manager.

At present, responsibility below on a secretary varies from one business concern to

another and that is aspiring to the managerial post. All these are dependent on hand

work, further training and experience.

Even with the technological revolution in the office, the place of the secretary remains

unthreatened. The secretary has unlimited career protests, she is sometimes referred to

as a live-wire of an organization or office encyclopaedia among other befitting names.

Secretaries receive adequate training to cope with versatility in an increasingly complex

and automated modern office.

But amidst all these available opportunities for the secretary, there has been a negative

attitude among the present day students in studying the course in the tertiary institutions

especially among the males. The scarcity of proficient secretaries has been remarkable in

our developing economy.

Over the years, the secretary has been misrepresented, misapprehended, and

misinterpreted as well, with this ugly development, a lot of students aspiring to

professionalise on the ever increasing demand of secretaries in our fast developing

economy?

Hence the dire need for the study, the “causes of students poor attitude towards the

study of secretarial studies in tertiary institutions” with a view of finding out the problems

and then solving them.

Perhaps, the most crucial and challenging questions in the minds of secretarial

administration educators is what to do in order to keep pace with technological change in

the secretarial office equipment and not poor enrolment into the course.

1.2 STATEMENT OF PROBLEMS:

For quite sometime now, there has been a decline on the number of prospective school

learners who offer secretarial studies in tertiary institutions.

Moreover, a higher percentage of those who apply to read the course nowadays has been

observed to be females.

In another development, some students offering the course claimed that it was their

inability to fit into other various prestigious discipline that made them to settle for the

secretarial profession.

This ugly development has continued as a matter of fact to be a source of worry to

business educators and management of tertiary institutions that offer this course.

It is however envisaged that if this situation continues unchecked, there will be a serious

scarcity of efficient and proficient secretaries to man the various business offices spans up

in every part of the country.

In a similar development, some secretarial positions demand a masculine hand equally

avoid all these feminish “leaves” prominent among the female secretaries.

It has also been observed that some students do not receive guidance and counselling in

order to know the importance of the course.

It is in view of these enormous indispensable and challenging studies of the present day

secretary that the researcher delved into the study in order to investigate, analyse the

cause for students poor attitude towards the study of secretarial studies in tertiary

institutions in Enugu State and this recommend valuable and lasting solutions too.

1.3 PURPOSE OF THE STUDY:

1. To investigate whether there are equipment for the teaching and learning of the

course.

2. To find out why many students are not interested in secretarial administration course.
3. To investigate whether students were being guided by a guidance and councilor before

choosing courses?

4. To find out why women have dominated the profession?

5. To make suitable recommendation on the major courses of students poor attitude

towards the study of secretarial administration in tertiary institutions in Enugu State.

1.4 SIGNIFICANCE OF THE STUDY:

In the end of this research work, it is hoped that useful ideas will be proffered to the

students who wants to do secretarial administration in Enugu State and Nigeria as a

whole.

The study will also help to correct the idea that secretarial administration is a course for

people with low mentality or handicap in academics.

This study will equally help to enlighten the prospective students to know that there is no

gender discrimination in the course. This study will help to correct some negative attitude

and ginger students towards reading the course.

The study and the recommendations will encourage the students to have interest in

secretarial administration course. This will provide qualified personnel to meet high

demand of department and industries in our changing society.

1.5 Research hypothesis

HO1 Learner characteristics do not significantly influence their attitude towards

secretarial studies courses

HO2 There is no significant difference between students in different categories of schools

on their attitude towards secretarial studies courses

1.6 SCOPE OF THE STUDY:

This research work is designed to cover only the causes of students poor attitude towards

the study of secretarial administration in the Institute of Management and Technology

(IMT), Enugu and Our Saviour Institute of Science and Technology, (OSISATEC), Enugu.

1.7 RESEARCH QUESTIONS:

1. Is the secretarial department adequately equipped and funded to handle the imparting

of skilled knowledge to the students?

2. Do enrolling students have career guidance before being admitted to study secretarial

studies?

3. Why is the career dominated by female?

4. What could be the solution to the problem of students poor attitude towards the study

of secretarial administration.

Limitations on the Study

The study is faced with various shortcomings that may affect effective research

undertaking. The researcher faces series of challenges including; lack of adequate fund

for carrying out this research work, time frame to go to the field, libraries and write the

report and submit at the required time.

OPERATIONAL DEFINITIONS OF TERMS

Some terms that are used in the context of this study are hereby operationally defined as

used:
Attitude: Is used in the study to mean the tendency to think, feelings or preferences that

students have about typing and shorthand courses, based on their belief about the

courses, which can be positive or negative.

Business Studies: Business Studies is taught in the junior secondary school level as one

of the basic subjects that will enable students acquire skills and knowledge which are

common and fundamental to commercial activities.

Typing: Is a course that is being taught to aid students in acquiring skills and information

on typewriter or computer keyboards.

Shorthand Courses: Is any system of rapid writing using symbols or shortcuts that can be

made quickly to represent letters of the alphabet, words or phrases.

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter presents an exploration of the various perspectives on the subject of modern

technology and secretaries’ productivity. The first part of the review will focus defining a

secretary and evaluating the functions and roles associated with this practice. The second

part will address the concept of new or modern office technologies and their impact on

performance and the last part will discuss productivity and how it can be measured. This

review is intended to provide a theoretical framework that will shape data to be gathered

from the primary sources.

2.2 The Concept Secretary

The word secretary simply means a person who works in an office and manages the

organization. Although a secretary is perceived more as a personal assistant or

administrative assistant, the professional secretary is one of the most essential human

resources in a business organization because he helps make the wheel of the organization

to turn. Secretaries provide the unseen services which make the organizations to prosper.

Secretaries according to Ahukannah and Ekelegbe (2008) are classified into four

categories:

i. Professional Secretary: This is the secretary by reason of training, ethics,

orientation and skills. He must be an expert in shorthand writing, typewriting and

 use of computer and ability to deal with office routine activities. This category (in

other words termed as confidential secretary) is the researcher area of concern.

ii. The Honorary Secretary: This is the one who is in charge of the correspondence,

records and other business affairs of a society, club and other associations. He is

not a professional secretary because he has not acquired the necessary

skills/training.

iii. Private Secretary: This is an employee who deals with correspondence, keep

records and files in the office.

iv. Corporate/Company Secretary: Companies established under the Companies

Act 1990 are normally required by the statute to engage the services of a Company

Secretary. He/ She takes charge of the administration of the company, as well as

functions as secretary to the board of directors. Registrars of government

establishment such as polytechnics, universities et cetera are the secretaries of

their various institutions who take charge of general administration as well as cover

the meetings of their various councils and produce the minutes.

A secretary is a person, whose work consists of supporting management, including

executives, using a variety of professional ethics and communication and organizational

skills. Wordnet (2008) defines secretary as a person who assists a member of staff or top

management level, and who undertakes a lot of administrative tasks for the smooth

running of the office. This definition was confirmed by wikipedia (2008) where a secretary

is seen as a person employed to write orders, letters, dispatch public or private papers,
records and the like, an official scribe, one who attends to correspondence and transacts

other business for an association, a public body, or an individual.

A secretary is an indispensable element in achieving organizational goals. He serves as a

memory bank in his organization, scrutinizes visitors so as to give the executive enough

time to do some other office activities, keep records so as to prevent embracement and

the lost of important document which could consequently have a negative effect to the

organization.

2.3 The Functions of a Secretary

A thorough review of the duties and roles perform by secretaries requires a classification

or categorization of these functions. This classification allows a better understanding of

the job the secretaries perform. For the purpose of this discussion, a number of

classifications of function shall be reviewed below.

2.3.1 Administrative Functions of Secretary

An administrative function of a secretary involves organizing and controlling the

organizational activities in order to achieve the objectives of the organization. It also

includes supervision of junior staff and ensuring that schedules of work are being

accomplished, directives and assigned tasks completed within the time span, and ensuring

that all the materials needed for performing any particular job are available at the right

time.
Ekwue (2009) advanced that a secretary must perform a variety of secretarial and office

management duties, composes, types and files letters and inter-office memos, receives

calls and interviews persons calling in office and makes referrals, prepares departmental

records and disciplinary notices. Performing any or all of the mentioned duties depicts that

a secretary is involved in an administrative function. Odiaua (2010) on his part included

some duties like maintaining files and personal records, reviews, organizes and maintains

files, monitors attendance including sick leave, annual leave and vacation leave, compiles

and records data for computer files, develops and implements new departmental forms,

recommends and implements changes in correspondence sent to public. All these as

identified by Odiaua, save time for the executive/boss and make job easier. For secretary

to effectively perform these duties, he must be conversant with the policy of the

organization.

2.3.2 Personnel Functions of a Secretary

The personnel roles of a secretary include membership of interview panels for junior staff

and assigning job schedules to staff. It also involves receiving, sorting and distributing

mails within the organization, composing replies to correspondences on behalf of the

executive, identifying and solving routine and non-routine problems by applying

professional skills and techniques in order to develop the variety of ideas and modify

situations (Shuaibu, 2009).

Secretary relieves his employer the task of determining the organizational staff strength

due to the fact that he controls skills inventory, he does manpower forecasting (junior
staff) and arrange for the staff selection and assign job schedules. Bashar (2007) stated

that skill inventory by a secretary are the assessment of personnel currently within the

organization by using skill inventory data card. This determines the staff strengths or

otherwise of the organization.

On the other hand, he states that manpower forecasting by a secretary is concerned with

the determination of manpower needs of the organization. The secretary through this

process, estimates the number and types of junior staff currently on the payroll who will

be available in the future (that is taking note of retirement, possible death and other

opportunities in the environment); and determining the number of staff that would be

recruited externally.

A mail service in form of incoming and outgoing mails is another important personnel role

of a secretary. Ikelegbe and Miller (2011) opined that secretary must be conversant with

the rules of incoming mails/correspondences, rules/procedures for outgoing mails and

ability to compose replies on behalf of their executives on any matter. This office function

saves the executive/boss time and lifts the goodwill of the organization.

Secretary must be skillful in written communications, as he will often be called upon to

draft and edit correspondence on behalf of the organization to outside groups as well as

internal members. The secretary must therefore be fluent in the organizations jargons,

and be familiar with organizations communications style requirements.

2.3.3 Records Keeping Functions

Another fundamental function of a secretary is records keeping. Records of staff, assets,

impress et cetera must be properly kept for future references or until when they are
needed. Aminu (2009) maintained that secretary is responsible for establishing and

maintaining his organizational records and documents including meeting minutes, reports

and other important documents. Where necessary, he must create appropriate and logical

filing systems to ensure that organization’s needs are easily accessible by the relevant

staff and/or members.

Proper filing of documents constitutes other record keeping roles of a secretary. A popular

adage states that “we file to find and not to file away” should always be the genesis of a

secretary. Amavu (2009) stated that the position of a secretary is key to an organization’s

success. The role of filing document requires commitment, abilities and enthusiasm. The

secretary has the primary responsibility of maintaining good filing system capable of

providing an accurate data/information needed at any point in time.

In present day office works, records could be maintained manually, that is in a file folder

and stored in file cabinets, or computerized system, where records of the organizations

are stored in computers and flash drives. Secretaries in modern offices even maintain web

sites for the organization. Moreover, a secretary maintains organizational history and

procedures. Frank (2009) stated that secretary serve as the central repository of

information for his respective organization, given their exposure to and attendance at,

most if not all of the meetings held.

The secretary must therefore be knowledgeable in his organization’s history, by-laws,

leadership and other policies and procedures. He may also maintain an up dated list of all
staff and members, their contact information and other data relevant to the organization’s

mission. Secretaries opportune to serve in multi-national companies, apart from all the

record roles mentioned above, are also responsible for keeping all official records. Harding

(2005) stated that secretaries keep the following official records: indemnities, service

contracts debenture holders, registers of directors, register of members and records of

resolution. He maintains that secretaries must adopt effective records and administration

which includes keeping up-to-date contact details that is names, addresses and telephone

numbers for management committee, filing minutes and reports, compiling lists of names

and addresses that are useful to the organization, including those of appropriate officials

or officers of voluntary organizations, keeping record of the organizations activities and

keeping a diary of future activities.

With regards to taking and keeping minutes of meeting, Bacchino (2003) stated that

secretary should document actions that determine the fulfillment of legal duties, records

proceedings of a meeting including how decisions are made, the resulting actions and

persons responsible for it, clarify clearly what actually happened at a meeting and records

all resolutions adopted.

As a result of modernization in office routine, secretary is expected to develop a meeting

“minute template”. May (2007) described meeting “minute template” as a sort of a

standardized minute content used in retrieving information and helping to reduce error.

He maintained that it has three sections as follows:

 i. Logistics: includes date, time, list of those present and absent, name of the

meeting chair and recorder of the minutes;

ii. Minutes: a place where the actual minutes are noted.

iii. Actions : completed as the minutes are written and includes a list of the actions

committed to during the meeting with columns for actions to be taken, persons

responsible, time lines and dates completed.

Every organization needs a secretary who is committed, determined and courageous due

to the fact that record keeping is a tedious work. The secretary must have a good writing,

note-taking, summarizing and public speaking skills as well as some knowledge of

procedures. Kauchal (2006) maintained that secretaries are responsible for ensuring the

following record keeping tasks:

a) Keeping an accurate set of minutes of each meeting in the records of the organization.

b) Keeping an up-to-date membership list.

c) Keeping a list of all committees and members.

d) Handling the organization’s correspondence, distributing minutes to members and

notifying them of coming meeting.

e) Keeping necessary files for the organization’s archives

2.3.4 Human Relations Functions

Ahukannah and Ugoji (2009) defined human relations as the relationship which subsists

among people employed and working in an organization. A human relation depicts the

formal and informal activities and relationships resulting from the interaction of two or

more people in an organization. It determines the degree of team spirit among workers.
A secretary must be conversant and apply human relations in carrying out his duties due

to its importance as advocated by Ahukannah and Ekelegbe (2008) that human relations

promotes team spirit and serves as an important tool for harmony and a great source of

strength to the organization. It enhances staff motivation resulting in high productivity. It

also creates and sustains job satisfaction thereby reducing absenteeism, truancy and

inefficiency and promotes discipline among staff and checks conflicts. Secretary must

maintain good human relations with his executive/boss, with other executives, with

colleagues and with other employees.

2.4 The Modern Office and Technologies

The modern office has changed dramatically since the 1990s. Offices in today's society are

transmitting information via electronic mail (e-mail), electronic calendars, and

teleconferencing, as well as other electronic devices. Communication via technology is just

as important as oral and written communication in the work environment. Technology

continues to play a vital role in transforming the business environment.

Today’s modern offices are substantially different from the office environment of 20 years

ago. Sweeping changes have occurred at the workplace as a result of new office

technology and automation of office equipment. New technology is changing the scope of

what's considered an office. Offices inevitably adopt newer technologies that get more

work done with fewer people, and there's pressure to keep a modern, professional image

by staying on top of the latest tech trends.

The need for high productivity and maximization of profit has led to the wide use of

modern machines in most offices. There has never been a greater need for efficiency in

business than there is today. All kinds of business must employ modern methods of

gadgets or equipment in offices to meet the challenges of today’s world. As an office

staff, the secretary who is the image maker of the organization and from whom most

information emanates, requires a great knowledge of Information and Communication

Technology to perform efficiently on the job which would influence the speed of

information delivery, production of job requested by the boss or organization within a

short space of time, make less mistakes and high productivity on performance of job.

This mechanization of office work has come as a result of need for greater speed and

accuracy. The characteristic picture of modern office is the successful integrated use of

machines and equipment into what is called system. New information systems can be

powerful instruments for organization change enabling organizations to redesign their

structure, scope, power relationships, workflows, products and services. These machines

and equipment are grouped or linked together to achieve a common purpose.

2.4.1 Brief Overview of Office Equipments

Office equipment refers to the machines used for the efficiency of workers in the office.

Office equipments free workers from many of the routines and time-consuming tasks done

manually. These are categorized into three accounting, secretarial, and general.

Accounting Machines

They are either operated manually or electrically. Accounting machines are used for

posting the ledger cards, writing cheques, receipts and preparing the payroll. Some

accounting machines are calculators, electronic calculators, adding machines other basic
accounting machines are book-keeping, electronic billing, and electronic alpha-numeric

accounting machines.

Secretarial Machines

They are machines used for secretarial office routine. They include typewriters, franking,

and reprographic machines. Others are Dictaphone, automatic time-and-date stamping

machines envelope sealing machine, jogger, shredder, etc.

Typewriters are either manually or electrically operated. Franking machine is used to print

stamp impression on envelopes without the use of adhesive stamps. Reprographic

machines are photocopier, spirit or ink duplicating machines.

Chief executives make use of Dictaphone to dictate messages for secretaries to type on

either computer or typewriter. The automatic time and data stamping machine is used to

print the impression of the time and date of receipt on office correspondence. The

envelope sealing machine moisturizes the flap of envelope before sealing it. The jogger is

used to collate papers before binding. A shredder is used to destroy unused office

document into unreadable forms.

General Office Machines

These are generally used in the office. They include computers, fax, offset litho and

laminating machines. Computer processes data and it is most commonly used in offices.

There are desktop laptop and series of other forms of computers in offices today. The fax

or facsimile facilitates the dissemination of information and diagrams over telephone wires

through facsimile telegraphy. Documents are scanned by a beam of light and an identical
image is reproduced on the other fax machine operated by another subscriber at the

other end. The offset litho is more of printing machine. It is good for producing staff

magazine, inter-office memoranda, etc. The laminating machine is used for protecting

documents against moisture, dirt, creasing and tampering by the use of cellophane. This

is done through the heat process. The machine seals the document automatically for

durability.

Theoretical Framework

Three psychological and educational theorists whose works provide the

foundation for any discussion on the strategies of learning skills acquisition which

are considered necessary to this work are; (a) Gagne’s conditions of learning

theory, (b) Vygotsky’s Theory of social cognitive Development and (c)

Bandura’s Social Learning Theory. These theories are discussed one after

another as follows:

a. Gagne’s Condition of Learning Theory:

This theory of learning is propounded by Gagne, which is called Gagne’s

theoretical framework. “The focus of the theory is on intellectual skills”

(Kearsley, 1994). In this theory, five (5) major types of learning levels are

identified:

i. Verbal or Oral Communication: This is the spoken form of

communication, words and utterances that are produced by using our

vocal words. This can be in the form of commands, requests, questions,

exclamation, assertion, meeting etc.

ii. Cognitive Strategies: According to Bloom (1990), the cognitive domain

includes objectives relating to recall or recognition of knowledge and the

development of intellectual abilities and skills. The cognitive domain is

comprised of six major categories of objectives such as: knowledge,

comprehension, application, analysis, synthesis and evaluation.

iii. Affective Strategies: The affective domain deals with values and

beliefs, attitudes and appreciation, interest, social relation, emotional

adjustments, habits, life style. According to Kralhwohl (1994), affective

domain involves the learning outcomes that emphasize the processes and

products relating to the learners; feelings, emotions degrees of

acceptance or rejection. The domain is considered as containing

behaviours and objectives that have emotional overtone as it

encompasses likes and dislikes attitudes, values, beliefs. This has been

classified into five (5) levels or categories; receiving, responding, valuing,

organization and characterization.

iv. Psychomotor Skills: The objectives in the psychomotor domain are

concerned with manipulation skills which the students have naturally or

have developed or

acquired. The domain also deals with body movements. According to

Orlosky and Smith (2000), psychomotor objectives, include: muscular and

motor skills or manipulation of materials or objects or some activity that

requires neuro-muscular co-ordination. Performance skills are usually the

focus of this domain and objectives in this domain are common to science
 subjects, commercial subjects, physical education, art and music, etc.

Harrow (2001) gave six categories of objectives under the psychomotor

domain such as: reflect movements, basic fundamental movements,

perceptual abilities, physical abilities, skilled movements and non-

discursive communication.

v. Attitudes: Stern (1983) “observes that teacher’s attitudes are significant

for students’ learning. This means that when teachers demonstrate

positive attitude towards a subject, students will perform well but when

the attitudes of teachers are negative toward particular subjects, there is

every likelihood that students will not do well in the course. Aliyu (2006)

“said that teaching is an act, a good teacher should be able to create his

act in the classroom, and should be a keen observer to his students. The

five learning levels of the theory above are very significant to this current

study because the spoken form of communication using vocal words, skills

development, the interest of the learners, which is being encouraged

through the attitudes of a teacher in his demonstration towards a subject

will help in good performance of students. This is so important in the

study of shorthand because it is a skill that has to do with the vocal words

spoken and the manipulation through the use of pen/paper in the hand of

the learner with the right attitudes for better performance.

b. Vygotsky’s Theory of Social Cognitive Development: Vygotsky’s

theory of social cognitive development is complementary to Bandura’s

social learning theory. Its major thematic thrust is that “social interaction
 plays a fundamental role in the development of cognition” (Kearsley,

1994). Most of the original work of this theory was done in the context of

language learning in children. An important concept in Vygotsky’s theory is

that “the potential for cognitive development is limited to a certain time

span which he calls the “zone of proximal development” (Kearsley, 1994).

He defines the “zone of proximal development” as having four (4) learning

stages. These stages ‘range between the lower limit of that the student

knows and the upper limits of what the student has the potential of

accomplishing” (Gillani and Relan 1997: 231).

Another notable aspect of Vygotsky’s theory is that it claims “that

instruction is most efficient when students engage in activities within a

supportive learning environment and when they receive appropriate guidance

that is mediated by tool” (Vygotsky 1978, as cited in Gillani and Relan 1997:231).

These instructional tools can be defined as “cognitive strategies, a mentor, peers,

computers, printed materials, or any instrument that organizes and provides

information for the learner”. Their role is “to organize dynamic support to help

learners complete a task near the upper end of their zone of proximal

development and then to systematically withdraw this supports as the (learner)

move to higher levels of confidence”. This theory of social cognitive development

has to do with language learning in the learner and this brings about social

interaction which plays a fundamental role in the development of cognition. A

learner is given a certain task like writing, solving a problem and reading within a

given period,
 after the period is over his responses would show whether he understand the

task being assigned to him or not. In the same vein shorthand also deals with

stipulated time, with certain speed by dictation either 80 wpm, 100wpm and 120

wpm. A student of shorthand would be known by the level of shorthand speed

mentioned whether he will continue to learn and major in shorthand or not. This

speed attainment has discourage the interest of learning shorthand in many

students.

c. Bandura’s Social Learning Theory

Bandura’s social learning theory ‘emphasizes the importance of observing

and modelling the behaviours, attitudes and emotional reactions of others”.

(Kearsley 1994). In apply Bandura’s social learning theory, Kearsley (1994)

suggests keeping the following principles in mind:

i. The highest level of observational learning is achieved by first organizing

and rehearsing the modelled behaviour symbolically and then enacting it

overtly.

ii. Individuals are more likely to adopt a modelled behaviour if the model is

similar to the observe and has admired status and the behaviour has

functional value.

Teachers can easily apply these theories to help students of secretarial

studies realise their potential in the art of shorthand skills acquisitions if the

instructions mentions in learning principle is followed because learning means

modification of behaviour as a function of practice. Thus, it takes place when the

performance of the organism is changed through stimulating contacts with the

environment. All the basic elements of curriculum are designed around the

learner. Learning is the relationship between stimulus (S) (independent variable)

and response(R) (dependent variable) and thus determine how new S-R

connections are formed. Learning is an on-going process

that is complimentary to other processes like motivation and perception. In line

with the above, learning is a relatively permanent desirable change in behaviour

or conduct as a result of past, prior or previous experience or training. It could

be a change in performance which is an index of learning through general

activity, practice and experience of the organism. This change is more or less

permanent in nature.

Bloom approach of mastery learning is an instructional strategy designed

to bring almost every learner to a specified level of mastery. To accomplish this,

adjustment must always be made for individual differences by way of including

special feed-back corrective techniques during regular classroom instruction. This

current study is related to “Bandura’s Social Learning Theory”. The reason is

that, observing and modelling the behaviours, attitude and emotional reactions

of the learner in the area of his intellectual ability is important. Learning primarily

involve two principle factors, that is, “teaching and learning”. The teacher

observes his students in their behaviours to his teaching and attitude through

their responses. The same principle is applied in the study of shorthand. The

teacher who is an observer can easily know from the attitude and behaviours of

students in their learning of shorthand whether they could cope with what it

takes to study the subject. This theory has eventually provided a way forward to
the smooth study of shorthand in this write up.

factors affecting Studying Secretarial studies

A lot of reasons are responsible for the problems faced by students

studying secretarial studies, some of these problems, according to Amoor

(2009), include:
 Lack of Government Commitment to Secretarial Education in

Secondary Schools: The Federal Government is not exonerated from the

accusing fingers that it is partly responsible for the collapsing foundation of

secretarial education in Nigerian secondary schools today. This is because its

attention and priority is holistically focused on science education thereby

neglecting this aspect of education according to Usman (2008) that is a vital tool

to combat unemployment crisis, and also poverty alleviation (Ilo 2002). Clark

(2002) asserted that the Federal Government is very conscious of the general

public attitudes towards secretarial education programme as somewhat inferior

to other types of education, and yet nothing seems to be done to improve the

awareness or the status of this vocational education programme by the Federal

Government. Essong (2002) contributed that as a developing country, Nigeria

stands to benefit more from this arm of education if adequate attention is given

to the formulation and implementation of policies that will bring out the best of

business education at the secondary school level, since the Federal Government

agenda is emphasizing on self-reliance and poverty alleviation

Low Societal Value for Secretarial Education: It is observed that all

parents do not encourage or guide their wards to offer secretarial education at

all levels. This is because the society does not place any significant value or

dignity on the secretarial profession and the factors that are accountable for this

are as follows (Amoor, 2009):

(i) the society still believes that the products of secretarial education are

dropouts, unintelligent and under-achievers.

(ii) the position secretaries occupy in office occupation does not give them

opportunity for administrative creative thinking and this does not allow

their potentials to be made manifest or exhibited for societal recognition.

(iii) secretaries do not have their own schedule of duties in office occupation.

They are permanently attached to their bosses’ schedule of work, and

this reduces their respect in the society.

(iv) they do not have good educational attainment which of course, it is not

their fault but because of the nature of their work in the office that does

not permit them to pursue degrees, especially those that work in private

companies and the financial institutions. In Nigerian society today,

respect is accorded to those that work with sound degree certificates.

(v) the remuneration is not attractive. In fact it does not commensurate with

the services the secretaries offer that could attract society attention. If a

secretary could earn as much as his/her manager since they put in the

same hours in office occupation, the profession will definitely attract

societal attention and recognition by the society.

In support of the above, Clark (2002) said that Business Education

products have over the years with other technical and vocational education

programmes been deprived of accountability by the society because of their

reluctance to expunge themselves of the colonial grammar education and white-

collar jobs which often business education products are referred to as ‘typist’

because the programme is derogatorily and myopically associated with typing

and secretarial studies. Also, Ezugwu (2002) contributed that the society,
which includes the students, looks at manipulative s with contempt so the

students cannot be interested in a contemptuous subject.

Lack of Qualified Secretarial Teachers to Teach Secretarial

Subjects: This is almost becoming a permanent challenge for secretarial

education both in secondary schools and tertiary institutions. There are no

competent secretarial teachers in secondary schools to stimulate and motivate

the students’ interest in secretarial education, especially in secretarial studies,

teachers do not employed proper method of teaching secretarial studies

because most of them are not also vast in the course. In support of this,

Oyebode (2002) said that the nature of the core courses in secretarial

education demands motivating students at all times to keep their interest in

the course burning and on the increase. Therefore, lack of competent

secretarial teachers waters down the interest of the secondary school students

to opt for secretarial education.

Prospects of Studying Secretarial studies

Secretarial studies has a lot of prospects, every graduates of secretarial

studies has the potential to work in any organisation: according to Fakuade

(1983), secretarial studies notes are a legal document that can be used as

evidence in a court case secretarial studies is a vital for court reporters

because in most jurisdictions cameras and recorders are not allowed in court

during proceedings; further transcripts are hard to get from court officials and

they take time to be released to the media in some European countries (For
example Spain) reporters are paid a bonus if they keep their secretarial studies

up above a minimum speed requirement. Reporters are called upon to give

evidence from their secretarial studies notes in many court cases; so this is a

“just in case” type of argument in effect. The bonus is a matter of a handful of

dollars a week.

Secretarial studies Curriculum and Modern Office

Secretarial studies is one of the acquisitions of practical and applied as

well as basic scientific knowledge. Essentially, it aims at enacting manual and

mental on its recipient. It is one of the coordinated subjects of business

studies in Junior secondary School level. This subject was formally introduced

into the Secondary school System when the National Policy on Education was

formulated in 1977. This policy had a sole aim of vocationalizing Nigeria’s

education system from secondary School level means right from JSS and SSS

both pre-vocational and vocational level and up to tertiary level.

According to Akpan (1999) knowledge of Secretarial studies as a

vocational subject stands to afford those who finished from Secondary school

and even school leavers a great opportunity to be employable, especially they

merged this with business subject. At Junior Secondary School, secretarial

studies is one of the six vocational subject under “Business Studies” and those

subject s are: Secretarial studies, typewriting, commerce, Office Practice,

Book-keeping and Computer. At the termination of JSS 3, students will write

their final examination inclusive of the above subjects. Secretarial studies and
typewriting are classified under practical examinations. At Senior Secondary

level, secretarial studies as a vocational subject is term as an elective.

Students who have chosen Secretarial studies as elective prepares for his

senior secondary school certificate examinations.

At tertiary level, secretarial studies is taught in Colleges of Education,

Polytechnic and Universities. A close look at the course at all levels indicates

that Secretarial studies takes most of the lecture hours in a week. At NCE level

Secretarial studies takes 6 contacts hours a week for all the semesters as

appropriate in Business Education. At the Polytechnics levels, it is observed

that Secretarial studies takes longer contact hours a week and well processing

leaser contact hours. The Universities operates credit units, in order words, it

is called in most cases 3 credit units at each semester and within the duration

of the semester.

Despite the acquired through the learning of secretarial studies, a lot

of researchers have attached several reasons for the students poor

performance and had resulted in various attempts to find ways out of the

dilemma at hand. Amongst reasons put forward are: Teacher’s qualification,

nature of the subject, lack of basic language which is English, students

interest, class size, student background (Olaitan, 1985; Fakuade, 1983). A lot

of research carried out, showed that both Junior and senior secondary School

dislike Secretarial studies. The hatred of the subject must have been as a

result of frequent failures in tests and examinations. These also may have
come from lack of understanding of the technical subject, and this by

implication can be seen that the teaching approach used by the teacher

coupled with impatience and lack of understanding consequently affect

students.

Since Secretarial studies by nature is hierarchical, it follows that

necessary basic concept and rules be understood and learnt before new ones

are introduced. Secretarial studies is a course that is dreaded by many

students, very few students register for it at SSCE examination. It records high

failure rate at the SSCE and even at tertiary level. Take for example, Colleges

of Education, those who offered Business Education, majority take their option

in Accounting option, but those in office (Secretarial) option are very few in

numbers. Akpan (1999) lamented that it is unfair for students to study a

course for ten hours a week and yet fail it. It’s usefulness in the office has

been debated in educational circles.

The average failure rates in these subjects over some years ago were

mostly typewriting which stood 60%, secretarial studies 85%, Account 35%

and Commerce 25% respectively. The high failure rate is also applicable in

higher institutions. It becomes obvious that something urgently should be

done by the curriculum planners to come out with the hours allotted for

secretarial studies practice at all levels of education who offer Secretarial

studies to take note of the changes. This will as well aid the Secretaries if the

use of Secretarial studies is very much relevant in the face of office

automated.

Review of Empirical Studies

A number of empirical studies related to this research work were

reviewed, with a view to making it clear as to the “gap” existing in the

literature for this study to fill. Barnes (1982) carried out a study to determine

whether secretaries required secretarial studies for employability, and

advancement on the job. The study showed that 65% of secretaries used

manual secretarial studies and 355 used dictating machine and transcribing

equipment. On secretarial studies as a requirement for the secretarial

profession, 43.6% responded positively. 30.4% responded negatively while

26% said it was not necessary but useful. On the usefulness of secretarial

studies to secretaries in their present position in the face of office

computerization, 46.6% responded that secretarial studies is very useful,

38.6% indicated that it was useful, while 14.8% declared it is of little or no

use. Asked whether there would be a decline in the use of secretarial studies

as a result of office automation, 60.1% responded negatively, while 39.9%

said “Yes”. Although from the result in percentage above, the study gathered

the responses of the respondents that 60.1% responded negatively.

This means that secretarial studies is less useful in this new era unlike

what it used to be in years past. Even though evidence from the study that

improvement in office technology may make secretarial studies less useful in

modern offices, there is no empirical prove to suggest that secretarial studies

s is outdated. Rather a number of things such as student interest, teachers

qualification among others seems to be problems student and teachers faced

in studying secretarial studies. There was no statement of the problem, no

research hypothesis for proper statistical analysis and the questionnaire was

not all collected. However, the research work will be of help to this current

research in so many ways. This is because the researcher identified some of

the problem being faced by students in studying secretarial studies and the

teachers as well. This has also helped the current researcher that secretarial

studies students and teachers have the responsibility of improving their lots in

terms of encouragement to study secretarial studies. Also, to enable them

become an authority in the secretarial profession, as well as improving

themselves in the learning of office automated equipment.

Adeboye (2000) carried out a research on the topic “Effect of mastery

learning and teaching Secretarial studies in Junior Secondary School”. The

researcher noticed that Secretarial studies is one of the coordinated subjects

of Business Studies in Junior Secondary School level, Adeboye (2000) observes

that amongst 204 Junior Secondary Schools used as sample, over 67% of

them dislike the subject. This was as a result of mass failure on the part of

students on the outcome of their examination results and the teaching

approach adopted by the teachers.

The purpose of the study was to examine the mastery learning strategy

if it was effective in teaching of Secretarial studies in the Junior Secondary

School and its impact on the

students. Four (4) null hypotheses were tested at 0.05 level of significance.

Pre-test and post-test designs were used from a selected population from four

(4) Schools: Two from Private and Two from Public Schools. The researcher

used experimental group for students from public school, while control group

was used for students from private school. Two major instruments were used;

pre-test was used to ascertained equality of the groups and divided the

students into ability groups. Those who scored 75% were classified as

achievers, those between 50% and 69% were classified as average achievers

and those below 50% were the low achievers.

The second major instrument, the post-test was twenty (20) questions

based upon the 4 aspect of secretarial studies taught which were considered

difficult to teach by teachers that is, joining of consonants, indication of

vowels, dictation, transcribing into long hand. The mean standard deviation

and t-test for the pre-test for the two groups are shown below:

Based on the result and discussion, the researcher recommended that

there was the need for effective teaching and learning of Secretarial studies at

the Junior Secondary School with utmost interest and dedication, that

individual differences among the students should

be tackled. Seminars, workshops, paper presentation at conferences should

be encouraged for the purposes of updating their knowledge.

Even though there is evidence from the study that improvement in

office technology has come to stay and may make secretarial studies less

useful in modern office management, there was no empirical prove that

suggest that Secretarial studies should be removed. Rather, suggestions were

made for improvement, in all ramifications both on the students and the

teachers. There was no indication of population for the study, sampling size,

statement of the problem was not stated and only one research question was

mentioned. However, the current research got relevant literature from the

work of Adeboye (2000).

Agomou (2002) carried out a study on the topic: “Secretarial Job Tasks

in Modern Office and Its Implications for Improved Secretarial Education”. The

purpose of the study was to identify the job tasks that are required by

Secretaries in modern business offices. The study used only one research

question which read, “what are the secretarial jobs tasks required by

secretaries in the modern business office?” The researcher used simple survey

research design in his methodology, the population was one hundred (100)

executives and one hundred (100) secretaries, the questionnaire was the

instrument used for data gathering. The study identified among others that

secretarial job tasks in modern office was faced with problems due to factors

like NBTE Curriculum and course specifications for secretarial studies,

published in 1990 which no longer met the needs of modern office. The

secretarial employment that had been identified in the past may not be

applicable to the future need of the business community. Agomou (2002),

recommended among others that the secretarial education curriculum should

be reviewed

to incorporate the identified tasks, which truly represented the needs of

employers; the secretarial education curriculum should incorporate the

modern technologies, incorporate concepts that teach students how to

function effectively in a high-tech environment.

There was no statement of the problem, no null hypothesis for proper

statistical analysis and the questionnaire was not all retrieved. However, the

research work has helped this study because it drew the attention of the

researcher to some problems being faced by students, teachers and

secretaries in the profession. It has also helped this research work in the

sense that students of secretarial studies and secretaries have seen the need

of improving themselves in the operation of the modern office automated

equipment if they want to be retained in the office.

In related study Aminu (2006) carried out a research on the topic

“Factors affecting the teaching of Secretarial studies in Secondary Schools,

Wudil – Kano State”. The following purposes among others which were related

to problems and prospects of studying secretarial studies were to:

i. determine the problems faced by the teachers in the teaching of

Secretarial studies in Secondary Schools.

ii. analyse the reasons for decreasing turn-up of students in Secretarial

studies in every academic year.

 The researcher drew sample population which was made up of 30

students, 3 teaching staff respectively, case study was adopted which covered

the Wudil Secondary Schools and questionnaires were used to obtain data.

Based on the data collected and analysed the following major findings among

others were made: (a) A total of 93.3% agreed and 6.7% disagreed that

teachers faced a lot of

problems in teaching Secretarial studies (b) In research question 2, a total of

94.0% agreed and 6.0% disagreed that there are mass decreasing turn-up of

students in secretarial studies in every academic years.

From the study above, the researcher observed that the purposes of the

study was analysed, the sample population was adequate and methodology

used was survey research design. The findings reflected some of the realities

in our schools even at Colleges of Education and Universities. Such variables

like, re-training of the teachers, identification of s that needed high

concentration when practicing Secretarial studies, extra moral class,

workshops and Seminars were not identified in the researcher’s work. There

was no hypothesis and as such the work was not subjected to statistical

analysis. However, the work is of great benefits to this research work because

in the recommendations, the researcher mentioned that National Board for

Technical Education (NBTE) should overhaul the usage of secretarial studies in

the new curriculum of the schools, that business education students and

teachers should rise up to the challenges of the technological advancement in

this 21st century to avoid being laid off. This has motivated the researcher to

know that secretarial studies s is still important and secretarial studies is very

much relevant in our society today.

 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter discusses the procedures and strategies that were followed in conducting

the study. It especially focuses on location of the study, research design, target

population, sample and sampling techniques, data collection methods and research

instruments, validation of instruments and data analysis plan.

3.2 Location of the Study

The study was carried out in Enugu state, Nigeria. The area of study was chosen

because of its cosmopolitan aspects.Enugu, Enugu State is arguably the most

economically important state of the country,containing Enugu, the nation's largest

urban area. It is a major financial centre and would be the fifth largest economy in

Africa, if it were a country.

3.3 Research Design

The research used the descriptive survey design that utilized both quantitative and

qualitative approaches. The qualitative aspects involved drawing inferences from the

research data while the quantitative aspects mainly involved use of descriptive statistics

in presentation of the findings. The survey research design specifically helps to deal
with incidences, distributions and relations of educational, psychological and

sociological variables as well as the reasons or causes for current status under study

(Mugenda and Mugenda 1999). The reason why the design was relevant for this study

is because it provided an effective means to contextualize, interpret and understand

the students’ attitude towards secretarial studies .

3.4 Target Population

The study population was 160 secretarial studies teachers drawn from the 80 private

and public schools in Enugu mainland at the time of the study, 5500 100LEVEL

secretarial studies students and 8 education officers. The number of students was

drawn from the list of candidates registered for the subject in the sampled tertiary

institution certificate examination for 2017..

3.5 Sample and Sampling Procedure

The sample of the study included secretarial studies teachers, 100LEVEL secretarial

studies students, and education officers. At the time the study was carried out, Enugu.

Out of the total population of secretarial studies students (610), 10% was sampled to

articipate in the studthe used a sanple of size of 550 students..

3.6 Data Collection Methods and Instruments

Data for this study was collected using questionnaires.

3.6.1 Questionnaires

Self-administered questionnaires were used to collect data on sampled tertiary

institution 100LEVEL secretarial studies students’ attitude towards secretarial studies .

This instrument is the cheapest and the quickest method of collecting data for a survey

design. The questionnaire was designed using closed and open ended questions.

3.7 Validity of the Instruments

Validity is the degree to which results obtained from the analysis of the data represent

the phenomenon under study (Mugenda and Mugenda, 1999; Creswell, 2009). Before

the study, the researcher pre-tested the instruments using 40 students, 2 secretarial

studies teachers and 1 Education officer in Enugu state . The respondents used in the

pilot study were not used in the main study. The purpose of piloting was to review and

check feasibility of the study including the application of the instruments. It was also

to help bring to light any weakness of the study technique and of the questions to be

used. This was to enhance the Validity and Reliability of the study instruments. The

researcher was keen to establish content validity. This was done in various ways;

establishing whether the instruments would provide anticipated data, identifying

problems likely to be experienced by respondents while using the intruments, checking

clarity of items to avoid any ambiguity and establishing if the research objectives had

been adequately addressed. As a follow up to the piloting, adjustments and corrections

were made to the study instruments.

3.8 Reliability of the Instruments

Reliability focuses on the ability to replicate the results. It is the degree to which a

research instrument yields consistent results (Orodho, 2003). In order to test the

reliability of the instruments, Cronbach’s Alpha test of variable reliability was used. The

reliability coefficient was determined to be 0. 784 on all standardised items. This

coefficient was within the acceptable measure since the standard Cronbach’s Alpha

coefficient is usually 0.812 (SPSS, 2010). This meant that the measurement of

students’ attitude towards secretarial studies was within the acceptable standards.

3.9 Data Collection Procedure

. The questionnaires were administered by the researcher aloneAt the end of the field

work, all the reports and instruments were put together for data cleaning, coding and

subsequent data analysis.

3.10 Data Analysis Techniques

Data collected was subjected to thematic analysis, which Creswell (2009) asserts is

carried out by designing detailed descriptions of the case study and using coding to put

themes into categories. Questionnaires were edited, coded and entered into the

Statistical Package for Social Sciences (SPSS) computer package software programme

for further data analysis. Data collected was analyzed by use of descriptive and

inferential statistics. The chi-square analysis was used to test the hypotheses

concerning several variables. The hypotheses were tested using the 0.5 level of

significance. The aim was to establish whether or not these variables were related.
The decision to employ the chi-square test in this study was influenced by the fact that

it can be applied in a situation where data to be tested consists of ranks based on

frequencies and percentages. In this study, generated data was used to describe,

explain, tabulate and interpret findings in relation to research objectives.

The qualitative data was presented in line with the objectives of the study.
 CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND INTERPRETATION

Introduction

This chapter presents the research findings of the study. Data was collected by means

of questionnaires administered to 100LEVEL secretarial studies students in sampled

student in Institute of Management and Technology (IMT), Enugu and Our Saviour

Institute of Science and Technology, (OSISATEC), Enugu.

4.2 Questionnaire return rate

A total of 515 100LEVEL students out of 550 respondents from the sampled sampled

tertiary institution from Enugu state completed and returned the questionnaires. This

represented a 93.6% return rate of the questionnaires. This high rate of return was

probably influenced by several factors among which could be attitudes of the

respondents towards the study topic, the structure of the questionnaire and the fact

the research was carried out during the first term of the school calendar when students

are fairly relaxed as they settle into a new year.

4.3 Demographic data of the respondents

The respondents’ demographic data is summarized in Tables 4.1 and 4.2 below.

Table 4.1 presents the students’ gender, age, category of school and religion.

Table 4.1 Students’ gender, age, category of school and religion

Characteristic Frequenc Percentag

s y (N) e (%)
Gender
Females 314 61.0
Males 201 39.0
Total 515 100
Age
Below 18 Years 284 55.1
18-20 Years 222 43.1
Over 20 Years 9 1.7
Total 515 100
Religion
Christian 483 93.8
Muslim 30 5.8
Hindu 2 0.4
Total 515 100
Results in Table 4.1 indicate that 61% of the students were females while 39% were

males implying that this was not a gender balanced population. This is probably

because there are more girls’ sampled tertiary institution than those of the boys in

Enugu state State. It is worth noting that the unreturned questionnaires were mainly

from the boys’ sampled tertiary institution probably because some boys tend to ignore

issues that do not seem to affect them directly.

Majority of the sampled students were below 18 years representing 55.1%, 43.1% had

their age ranging from 18 to 20 years while 1.8% was over 20 years. This is the

expected representation because the majority of students enter Form One at 14 years

and by the end of the fourth year, they leave school at 18 years. There was a slight

percentage of students who were over 20 years which could be attributed to late entry

into school, repetition of earlier classes and drop outs who may have come back to

school to benefit from the free primary and free tuition programme in sampled tertiary

institution introduced in 2003 and 2008 respectively.

The students’ religious background was also studied. It was established that 93.8%

were Christians, 5.8% were Muslims while 0.4% were Hindu. This is in keeping with

the estimation that over 80% of the Nigerian population is Christian ( The Pew Forum,

2010). The results could also have been influenced by the fact that the sample

consisted of secretarial studies students. In addition to this, and in line with

government guidelines as given in the Education Act, students who take Religious

Education as a subject are encouraged to study their own religion ( Republic of Nigeria,

1980).

In addition to students’ demographics, the occupation and level of education of the

parents were investigated. The occupation of the parents was categorized into jobs

that can be classified as depicting high economic status (H.E.S), low economic status

(L.E.S) and middle economic status (M.E.S.), The findings on parents’ occupation and

their levels of education are summarized in Table 4.2.

Table 4.2 Occupation and level of education of the parents

Frequency Percentage
(N) (%)
Father's Occupation
H.E.S 106 20.6
L.E.S 148 28.7
M.E.S 245 47.6
Total 499 96.9
Mother's Occupation
H.E.S 63 12.2
L.E.S 190 36.9
M.E.S 260 50.5
Total 513 99.6
Father's Level of Education
Never Went to 19 3.7
School
Primary School 64 12.4
Graduate
Sampled tertiary 181 35.1
institution Graduate
University Graduate 251 48.7
Total 515 100.0
Mother's Level of Education
Never Went to 18 3.5
School
Primary School 38 7.4
Graduate
Sampled tertiary 151 29.3
institution Graduate
University Graduate 308 59.8
Total 515 100.0
 Regarding fathers’ occupation, 20.6% were categorised as being in high social

economic status (HES), 28.7% were in low economic status (LES) while 47.6% were in

middle economic status (MES). The rest of the respondents representing 2.1% did not

indicate their fathers’ occupation. Those who did not respond to this item could have

been children of single mothers or whose fathers may have passed on. In this analysis,

it was established that almost a half of the fathers (47.6%) belonged to the middle

income status group. This is probably because the parents who are able to take their

children through secondary education need to have a substantive income.

With regard to mothers’ occupation, 12.2 % were of HES, 36.9% were of LES while

50.5% were of the MES. The remaining 0.4% did not indicate their mothers’

occupation. On comparison with the fathers’ occupation, there was no significant

difference in the MES. However, the percentage of the fathers in the HES was almost

double of the mothers in the same category. This seems to be a true reflection of the

society where in most cases men seem to be favoured in appointment of high paying

jobs in keeping with the patriarchal culture of the country. This is in agreement with a

report by Michira (2015) who attributed the inequality to demands by employers for

people perceived to have a higher level of flexibility, especially on working hours and

travel which happens to be men. This is in contrast to the Nigerian Constitution which

was promulgated in 2010 and demands gender equality (Republic of Nigeria, 2010).

The 0.4% who did not indicate their mothers’ occupation compared to the 2.1% of the

fathers show a marked difference. This again is a reflection of the society today where

there are fewer single fathers in comparison to single mothers.

In relation to the education of the parents, 16.1% of the fathers and 10.9% of the

mothers had primary education and below. It was also found out that 35.1% of the

fathers and 29.3% of the mothers had secondary education whereas 48.7% of the

fathers and 59.9% of the mothers had achieved university education. This means that

over 60% of the fathers and over 80% of the mother had secondary education and

above. The study shows that most of the parents seem to have achieved secondary

education and above where it is assumed that through the curriculum they were

exposed to issues relating to education and society, an important component

necessary for promotion of social cohesion. One interesting finding of the study and

probably unexpected was that more mothers than fathers had university education.

This may have been occasioned by the fact that many women even when in

employment especially teachers tend to move and work in areas where their husbands

have been posted. This means that there could be many well educated women in

Enugu state who took opportunity to further their education especially after

liberalization of higher education with even evening classes being available.

In terms of ethnicity, the students were well distributed across most of the ethnic

groups in the country including a few from the neighbouring countries. This is what

was to be expected given that Enugu state is a cosmopolitan city inhabited by people

from all over the country. The distribution of students was also a reflection of the

general population whereby certain ethnic groups are dominant in numbers. In this

study the dominant tribes were represented as follows; Yoruba (29.7%), Luos
(16.3%), Igbo (12.8%), hausa (9.7%), others (10.3%).

4.4 Testing of hypotheses

This section has dealt with the analysis of the objectives and the corresponding

hypotheses. The first hypothesis looked at students’ characteristics (gender and age) in

regard to their attitude towards secretarial studies . Before testing any of the

hypotheses, a description of the relationship between the specified variables and

students’ attitude towards secretarial studies was carried out.

4.5 The influence of students’ characteristics on their attitude towards

secretarial studies

Regarding students’ characteristics, both gender and age were examined in relation to

their attitude towards secretarial studies . The first characteristic to be examined was

gender. In order to establish the relationship between gender and the students’

attitude towards secretarial studies social cohesion, an analysis of specific values

perceived to be related to such attitude were analysed. Tables 4.3 and 4.4 present this

analysis in terms of female and male responses.

Table 4.3 Female responses on values perceived to enhance social cohesion

Statement on N Strongly Moderately Slightly Not Total

Values Agree Agree % Agree% at %
% all
%
secretarial 314 58.0 26.4 9.9 5.7 100
studies has
helped me to
be tolerant of
people
different
from me
secretarial 314 40.1 32.5 17.2 10.2 100
studies
makes
students
more
patriotic
compared to
other
subjects
secretarial 314 47.5 22.9 18.8 10.8 100
studies has
made me
honest

secretarial 314 58.9 28.3 9.2 3.5 100

studies has
promoted my
respect for
others and
their
property
secretarial 314 62.1 26.4 6.4 5.1 100
studies has
enhanced my
cooperation
with
different
people
secretarial 314 48.1 32.8 14.0 5.1 100
studies has
made me
more
courteous
towards
other
people
secretarial 314 44.9 30.3 14.6 10.2 100
studies has
helped me
think more
nationally
secretarial 314 59.2 24.8 11.5 4.5
studies has 100
encouraged
me to be
humble
secretarial 314 63.1 23.6 10.8 2.5 100
studies has
encouraged
me to be fair
to all in spite
of their
ethnicity
Table 4.4 Male responses on values perceived to enhance social cohesion

Statement on N Strongly Moderately Slightl Not Total

Values Agree Agree % y at %
% Agree all
% %
secretarial 201 49.8 34.8 11.4 4.0 100
studies has
helped me to
be tolerant of
people
different
from me
secretarial 201 32.8 44.8 14.4 8.0 100
studies makes
students more
patriotic
compared to
other
subjects
secretarial 201 34.8 34.3 20.9 10.0 100
studies has
made me
honest

secretarial 201 52.2 31.3 12.9 3.5 100

studies has
promoted my
respect for
others and
their
property
secretarial 201 44.8 38.3 12.4 4.5 100
studies has
enhanced my
cooperation
with different
people
secretarial 201 43.8 37.8 13.9 4.5 100
studies has
made me more
courteous
towards other
people
secretarial 201 38.3 30.3 18.9 12.4 100
studies has
helped me
think more
nationally
secretarial 201 49.8 28.4 14.4 7.5 100
studies has
encouraged
me to be
humble
secretarial 201 57.7 31.3 7.5 3.5 100
studies has
encouraged
me to be fair
to all in spite
of their
ethnicity
The first statement that the students were presented with was, secretarial studies has

helped me to be tolerant of people different from me.” The results in Table 4.3 and

Table 4.4 show that a total of 94.3 % of females and 96% of males were in

agreement, though at different levels that secretarial studies has helped them to be

tolerant of people who are different from them whereas 5.7% of the females and 4.0%

of the males disagreed. In response to the same statement 58% of the females

strongly agreed while 49.8% of the male strongly agreed. The students were asked to

respond to the statement that secretarial studies makes them more patriotic compared

to other subjects. The results show that, given the different levels of agreement, a total

of 89.1% females and 92% males agreed whereas 10.2 % and 8.0% disagreed

respectively. Honesty was another value that was tested. It was established that a

total of 89.2% of the females and 90% of the males across the different levels of

agreement agreed that secretarial studies made them honest whereas 10.8% females

and 10% males disagreed respectively.

4.5.1 Testing of Hypothesis 1

The first hypothesis was as follows: Learner characteristics do not significantly

influence their attitude towards secretarial studies . In reference to gender, each of

the nine statements contained in Table 4:3 and Table 4:4 was scored against students’

responses with the highest score being (4*9=36) and the lowest score being (1*9=9).

The summation of the responses were then categorised into four according to the likert

scale used as illustrated by Table 4.5. The purpose of this categorisation was to find
out the number of respondents in each category. This summation was used to test the

hypothesis for both gender and age as learner characteristics.

Table 4.5 Summation of responses in relation to students’ characteristics

Scale Categories Range of

Perception and
Attitude Score
4 Strongly Agree 30-36
3 Moderately Agree 23-29
2 Slightly Agree 16-22
1 Not At All 9-15

Table 4.5 was used to classify the total students’ responses according to their

categories. The results of this analysis is tabulated in Table 4.6.

Table 4.6 Categorization of students’ responses according to gender

Strongly Moderately Slightly Not Total

Agree Agree Agree At All
Female 180 101 23 10 314
s
Males 104 70 21 6 201
Total 284 171 44 16 515

Using the data in Table 4.6, the hypothesis Learner characteristics do not significantly

influence their attitude towards secretarial studies was tested in relationship to

gender. The results are captured in Table 4.7.

Table 4.7 Chi-Square Test (Gender and students’ attitudes)

Value Df Asymp. Sig.

(2-sided)
Pearson Chi- 2.369a 3 .499
Square
Likelihood Ratio 2.344 3 .504
Linear-by-Linear 1.411 1 .235
Association
N of Valid Cases 515

The analysis in Table 4.7 shows that gender is not statistically significant on the

attitude of students towards secretarial studies (X 2 = 2.369a, p=0.499). This finding is

similar to what Kamau (2015) found when studying factors influencing implementation

of Life s Education in schools. She found out that gender did not seem to affect

students’ response and attitude to the subject. The findings agree with what was found

during the interview with the teachers. In a response to a related question,one of the

respondents said secretarial studies should impart values in the same way to both

boys and girls.”

Table 4.8 Age of students and their attitude towards secretarial studies

tolerance as a value

Age of N=515 Strongl Moderately Slightly Not Total

Respondent y Agree Agree% Agree% at %
% all
%
 Below 18 284 52.1 29.9 12.3 5.6 100
Years
18-20 Years 222 58.6 28.8 8.6 4.1 100
Over 20 9 44.4 44.4 0 11.1 100
Years

The results in Table 4.8 show that the students who were below 18 years responded in

the following way; 52.1% strongly agreed, 29.9% moderately agreed, 12.3% slightly

agreed while 5.6% did not agree with the statement. In the 18-20 years category

58.6% strongly agreed, 28.8% moderately agreed, 8.6% slightly agreed while 4.1%

did not agree at all. The analysis of the responses from students who were over 20

years showed that 44.4% strongly agreeing, 44.4% moderately agreeing, none slightly

agreeing and 11.1% not agreeing at all. The results indicate that over 80% of the

students across the different age groups either moderately or strongly agreed that

secretarial studies had helped them.

Table 4.10 Age of students and their attitude towards secretarial studies

honesty

Age of N=515 Strongl Moderately Slightly Not Total

Respondent y Agree Agree % Agree at %
% % all
%
Below 18 Years 284 43.3 27.5 18.7 10.6 100
18-20 Years 222 41.9 27.5 19.8 10.8 100
Over 20 Years 9 33.3 22.2 44.4 0 100
The results in Table 4.10 indicate that the students below 20 years were generally in

agreement with the statement as shown by 70.8% of those below 18 years either

moderately or strongly agreeing whereas those between 18-20 years had 69.4% either

moderately or strongly agreeing with the statement. However, in the category of those

above 20 years only 55.5% moderately or strongly agreed with 44.4% only slightly

agreeing with the statement. This is in agreement with what was established earlier in

students’ responses towards tolerance and patriotism where the older students seem to

be negative on the influence of secretarial studies towards development of values

related to social cohesion.

One of the key factors that are basic to social cohesion is respect to other people and

their property. The students were therefore requested to rate how secretarial studies

has promoted their respect for other people and their property. The results are shown

in Table 4:11.

Table 4.11 Age of students and their attitude towards secretarial studies

Age of N=515 Strongl Moderately Slightly Not Total

Responden y Agree Agree % Agree at %
t % % all
%
Below 18 284 53.9 30.6 11.3 4.2 100
Years
18-20 222 59.9 27.5 10.4 2.3 100
Years
Over 20 9 44.4 44.4 0 11.1 100
Years
The results in Table 4.11 show that over 85% of the students in each of the age

categories either moderately or strongly agreed with the statement. However, it was

again noted that the older students, that is over 20 years had lower percentage of

those who strongly agreed at 44.4% in comparison to 59.9% of those between 18-20

years and 53.9% of those below 18 years.

Following the analysis relating to students age and various values related to social

cohesion, Hypothesis 1 was again tested against the second students’ characteristic

which is age. The summation table used to classify students responses according to

gender was again used to do the same for students’ responses according to age ( see

Table 4.5). The results of that analysis are summarized in Table 4.17.

Table 4.17 Categorization of students’ responses according to age

Age of Strongly Moderately Slightly Not Total

Respondent Agree Agree (N) Agree at all (N)
(N) (N) (N)
Below 18 142 106 25 11 284
Years
18-20 Years 139 59 19 5 222
Over 20 Years 3 6 0 0 9
TOTAL 284 171 44 16 515

Using information presented in Table 4.17, the hypothesis Learner characteristics do

not significantly influence their attitude towards secretarial studies was tested in

relationship to age. Table 4.18 captures the analysis.

Table 4.18 Chi-Square Tests (Age and students’ attitude)

Value Df Asymp. Sig.

(2-sided)
Pearson Chi-Square 13.938a 6 .030
Likelihood Ratio 14.548 6 .024
Linear-by-Linear 4.152 1 .042
Association
N of Valid Cases 515

According to results in Table 4.18, age is statistically significant in relation to attitude

of students towards secretarial studies ; (X 2 =13.938a, p=.030). This statistic seems to

agree with the analysis of the students’ responses as to how secretarial studies helps

them in developing values deemed neccesary in the promotion of social cohesion. The

analysis seems to suggest that older students viewed the secretarial studies in in a

more negative manner.

4.6.1 Testing Hypothesis 2

The second hypothesis stated that: There is no significant difference between students

in different categories of schools on their attitude towards secretarial studies . In

reference to the category of school, each of the four statements in Table 4.19 was

scored against the students’ responses with the highest score being (4*4=16) and the

lowest score being (1*4=4).

The summation of the students’ responses were then categorised into four following

the likert scale used as illustrated by Table 4.24.

Table 4.24 Summation of responses in relation to category of school

Scal Categories Range of Perception and

e Attitude Score
4 Strongly 13-16
Agree
3 Agree 10-12
2 Neutral 7-9
1 Disagree 4-6

Table 4.24 was used to classify the total students’ responses according to their

categories. The results of this analysis is tabulated in Table 4.25.

Table 4.25 Categorization of students’ responses according to category of

school

Category of Strongly Agree Neutral Disagre Total

School Agree (N) (N) e (N)
(N) (N)
National 21 21 4 0 46
State 29 36 6 1 72
District 149 143 83 22 397
TOTAL 199 200 93 23 515

Using the results in Table 4.25, the hypothesis: There is no significant difference

between students in different categories of school on their atitude towards secretarial

studies was tested. The information in Table 4.26 shows the chi-square analysis.
Table 4.26 Chi-Square Tests (Category of School and students’ attitude)

Value Df Asymp. Sig. (2-

sided)
Pearson Chi-Square 16.830a 6 .010
Likelihood Ratio 20.544 6 .002
Linear-by-Linear 8.620 1 .003
Association
N of Valid Cases 515

The analysis captured in Table 4.26 indicates that the category of school is statistically

significant on the attitude of students towards secretarial studies ; (X 2 = 16.830a,

p=.010). This chi-square analysis supports results reported earlier when discussing

students responses towards their attitudes on various statements related to their

schools. For example, in response as to whether they perceived their school as a place

that encourages team work, summarized in Table 4.20 the State school had higher

percentages in levels of agreement than both the National and District schools. In

another item where students responded to a statement as to whether their school was

an ethical institution, the National school responses on agreement were higher than

both the State and District school. This was also true on the students responses

regarding their school as a bridge for success and better life for all. In response to this

statement, the highest agreement was with the National schools while the lowest was

with the District schools. This is in contrast with the view of one of the Education

officers who stipulated that the category of school should not really matter in terms of

influence on students.
The results described here above seem to be in agreement with what some of the

interviewed teachers had to say as illustrated in the following narrations:

Narration 3: District school teacher’s view on the influence of the category

of school on students’ attitudes.

“I believe that the category of school does influence students in many ways including

their attitude towards secretarial studies . Although we try very hard to give the best

to our students we cannot compare them with students who are in National schools

where facilities and opportunities are better including positive traditions .”

Narration 4: National school teacher’s view on the influence of the category

of school and students’ attitudes.

“Our students are top performers and admitted from every corner of the country. They

are also given best opportunities to exploit their potential. In my thinking they are

likely to have more positive perceptions and attitudes towards most things compared

with those in State and District schools.”

The two narrations imply that according to the teachers the category of the school that

a student attends plays a role in the development of their attitudes. Both narrations

suggest that students who have done well in school and attend better schools

especially National schools are likely to develop a more positive attitude towards

secretarial studies .
These results support Throsby and Gannicott (1990) who in their study on Quality of

Education in the South Pacific found out that such things as well trained teachers,

good management of schools, good feeding programmes influenced the students’

educational development in various aspects. However, these researchers found out

that correct implementation of the curriculum was more important than physical

infrastructure in determining the influence of the school on students learning. These

results are also in agreement with Getui (1993) who found out that in schools that

encouraged religious practices, students who participated in such activites were

perceived as assets. This is because such students were seen as people who could give

good examples to others especially in the area of behaviour and relationships.

Other scholars who have posted similar results are Carter and Demack et al. In a study

carried out at Stanford University, Carter (2010) found out that schools that

encouraged activities that cut across different racial or ethnic groups were more likely

to encourage cultural flexibility among young prople. Demack et al (2010) in their study

on Young People and Community Cohesion, found out that individual characterists and

circumstances were the greatest influences on a person’s perceptions of social

cohesion. However, they went on to report that the school that a person attends also

influences the level of social cohesion though to a lesser degree. According to this

research, factors that infuence effects on social cohesion include quality of teachers

and discipline. Students’ disposition to their school was also found to be significant.
Those students who were happy with their school and enjoyed their life at school were

found to have positive perceptions and attitudes towards social cohesion on the whole.
 CHAPTER FIVE

SUMMARY CONCLUSION AND RECOMMENDATIONS

Summary of the study

The purpose of this study was to investigate the students’ attitude on the towards

secretarial studies . The study was guided by four objectives namely: To investigate if

students’ characteristics influence their attitudes on the role of secretarial studies ,

establish whether institutional factors influence students’ attitude towards secretarial

studies , assess the influence of parental background on students’ attitude towards

secretarial studies and examine whether students’ ethnicity influences their attitude

towards secretarial studies . The research findings were analysed both quantitatively

and qualitatively. The SPSS software programme was used to analyze the quantitative

data while qualitative data was subjected to content analysis through which relevant

results were obtained. The findings of the study on the whole point to the fact that’s

student attitude has an important role to play when learning secretarial studies .

Conclusions

From the findings and discussions, the following conclusion emerged.

i) Age as students’ characteristic is strongly related to the students’ attitude

on the towards secretarial studies . By observing the age of the

respondents, students’ attitude towards the towards secretarial studies

vary across the different age groups. It was noted that the younger the
 student was, the more positive their attitude towards the role of

secretarial studies in promotion of social cohesion. The reverse was true

where the older a student was the less positive their attitude towards

secretarial studies .

ii) The category of school attended by the students has a significant influence

on the students’ attitude towards the towards secretarial studies . This

could be linked to the differences manifested in different categories of

schools in such areas as infrastructure, staffing, teaching methodology,

students’ academic ability and resources available in schools

iii) The variation in parents’ level of education is associated with students’

attitude on the towards secretarial studies . The

study found that students whose parents had higher levels of education

were less willing to live in just any part of the country than those whose

parents had lower levels of education.

5.5 Recommendations

The conclusions made in section 5.4 seem to point to certain directions concerning the

students’ attitude towards the towards secretarial studies . To this end, a number of

practical and policy intervention measures based on the issues emerging from the

study are recommended.

Strengthening of secretarial studies teaching methods

It was established that methods such as role play and field trip were very rarely used in

the teaching of the subject although they are the most appropriate methods for

exposing students to diverse situations and people. This was reflected in both the

students’ and teachers’ responses regarding methods used in the teaching of the

subject. In this regard, the Ministry of Education should encourage secretarial studies

teachers to use such methods as a way of enhancing virtues such as tolerance, respect

for diversity, cooperation and nationalism which are important for social cohesion. In

general, there is need to use more interactive methods of teaching in order to enhance

internalization of values taught through secretarial studies . The Ministry of Education

can use the secretarial studies subject inspectors to ensure use of these guidelines.

Review of admission practices in schools

The findings of the study indicate that induction of Form One students is critical in

establishing cohesiveness in the school. It was found that in schools where Form One

students are attached to older students belonging to different ethnic groups to look

after them and help them settle in school, they are helped in exposure and acceptance

of people who are different. This in turn is likely to influence students’ outlook on

diversity at a national level. In view of this, the Ministry of Education should give

uniform admission and induction guidelines across all categories of schools to

encourage inter-ethnic relationships in the early years of schooling. This would be most
appropriate especially to National and State schools where students come from

different ethnic groups.

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