Strategies for Effective Teaching and Learning of Business Studies in Upper Basic Education Level in Umuahia North Local Government Area
Chapter One
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To establish the teaching strategies that could improve teacher effectiveness in teaching business studies
- To establish learning strategies that could enhance the students’ ability to learn business studies
- To determine problems militating against the teaching of Business Studies
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Conceptual and Theoretical Framework on Teaching and Learning
It is generally accepted that the development of a country is related directly to the educational level of its people. It then follows that countries of the world that are considered to be the most developed technologically and economically are also those countries which are distinguished by the excellence of their educational systems (Aina, 1990). Such countries, in addition to providing higher education opportunities for their citizens who possess the ambition and capabilities to make full use of them, also provide educational opportunities to all of their youths. Teaching is an act common among people everywhere in the world (Majasan, 1995). Majasan further explains that teaching is an endeavour geared towards the transmission of knowledge. This endeavour inay not always lead to positive consequence, the consequence could be negative. For instance, experienced and older members of a society inay make conscious effort to transit such knowledge that will t result in societal progress and stability. This kind of knowledge if acquired could be * considered positive and worthwhile. On the other hand, a gang of robbers may busy themselves transmitting such information that will transform their inexperienced members to experts. Based on societal standards, this type of knowledge is negative and anti-society. Whether the knowledge acquired is positive or negative, the conscious attempts made at helping or making a person or group of persons to acquire knowledge could be referred to as teaching. Teaching has also been viewed as an attempt geared towards assisting the learner to change his behaviour in a specific context. In this sense, it could be a change of attitude, knowledge, idea, skill or appreciation (Onwuka, 1985). Defining teaching from this perspective, Akinboye (1992) sees teaching as “a deliberate activity made by an instructional agent (the teacher) to help another person (the learner) effect some change in behaviour in a specified context.” He pointed out that the teacher creates the opportunities for learning and guides the learner to make appropriate responses. The expectation is that the provision of these opportunities and the guidance activities will result in desirable change in the behaviour of the learners. In the same vein Gary (1990) defines teaching as two or more people being involved, one of whom knows is able to do more than the other, engaged in a relationship for the purpose of conveying knowledge or skill from one to the other. Gary pointed out that in teaching there are features to notice. One obvious feature is that, in each case, two persons are involved in the activity. Another feature is that the two persons are engaged in a particular way. On looking at the nature of this engagement, one notes that one person knows, understands, or is able to do something that he is trying to share with the other person. That is, the person in possession of the knowledge or skill (the teacher) intends to convey it to the other person (the learner). The learner 111ust be ready to receive the content that the teacher is teaching before effective teaching and learning can take place. Also the two must always be involved before an activity can properly be called teaching. Gary (1990) also reported that some educationist (or authors) states that there can be no teaching without learning for there is a very tight connection between teaching and learning. Also that the concept of teaching depends on the concept of learning and because learning so often occurs after teaching. Therefore we may easily be lulled into thinking that one causes the other.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study strategies for effective teaching and learning of business studies in upper basic education level in Umuahia North LGA
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on strategies for effective teaching and learning of business studies in upper basic education level in Umuahia North LGA. 200 staff of selected secondary schools in Umuahia North Local government area was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain strategies for effective teaching and learning of business studies in upper education level in umuahia North LGA. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenge of strategies for effective teaching and learning of business studies in upper education level
Summary
This study was strategies for effective teaching and learning of business studies in upper education level in umuahia North LGA. Three objectives were raised which included: To establish the teaching strategies that could improve teacher effectiveness in teaching business studies, to establish learning strategies that could enhance the students’ ability in learning business studies, to determine problems militating against the teaching of Business Studies. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Umuahia north LGA. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, business studies teachers and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The following conclusions were drawn based on the findings of this study. The use of appropriate teaching aids while teaching business studies improves teaching and learning, also ensuring students’ participation in the teaching and learning situation and demonstration with real or improvised equipment would help to retain the students’ interest in business studies and also result to good performance in business studies examination. This is because demonstration is the most effective strategy in teaching and learning of business studies. Therefore, observations and demonstration have been identified as some of activities that enhance effective teaching and learning of business studies. Strategies that could be adopted to improve teaching and learning of business studies are established in this study, if the teachers and students could make use of them and if the government and schools would provide equipment and materials for the use in teaching and learning business studies in Umuahia Education Zone, the teaching and learning of business studies would be improved.
Recommendation
- A workshop on teaching and learning strategies should be organized for business studies teachers annually to enable them to update their knowledge and skills.
- Qualified and competent business teachers only should be employed to teach business studies in secondary schools in Umuahia Education Zone.
- Business studies teachers should place more emphasis on teaching students how to learn.
- The government, schools and ministries should provide facilities, equipment and machines to aid business studies teachers in their teaching.
REFERENCES
- Aguokagube, C.N. (1994). Models of teachng in Offorma, G.C. (ed.). Curriculum implementation and instruction. Onitsha: Uni-world education publishers (Nig.). Z
- Aina, 0. (1990). The dynamics of business teacher preparation in Nigeria. Business education journal, 2 (2), 49-52.
- Akubue, A.U. (1 99 1). Classroom organization and management. Ibadan: wisdom publishers ltd.
- Akinboye, M. (1992). Developmental psychology and teacher education. Ibadan: LEZY Publishing Co. –
- Akpan, R.J. (2000). The Principal’s roles in the occupational skills development of the Nigerian secondary school students. International journal educational development. 3,(1) 60-67.
- Akpan, U. (1999). Determine the administrative and teaching strategies for increasing students interest in business studies in Akwa-Ibom State. Unpublished M.ED. University of Nigeria, Nsukka. I
- Akpan, M.P. (199 1). The teaching of business education in Unoh, S.O. and Idiong, B.U. (ed) Reading in educational methods. Calabar: nusen press ltd.
- Akudolu, L.R. (1994). Teaching and instruction in Offorma, G.C. (ed). Curriculum implementation and instruction. Onitsha: Uni-world educatinal publishers (Nig.) ltd.
- Akuezuilo, E.O. (1989). Who is an effective teacher? Awka: Nuel Centi Publishers.
- Amadi, R.N. (1997). Principles and methods of teaching and learning. Owerri: M. . CAJEC publication.
- Amaewhule, W. (2000). An introduction to vocational education and administration. Nigeria: Springfield Publishers.
