Factors Influencing Teaching and Learning of Entrepreneurship Education in Secondary School
Chapter One
Purpose of the Study
The purpose of the study was to assess the Factors influencing the implementation of Entrepreneurship education in public day secondary schools in Ibadan Oyo state Nigeria.
Objectives of the Study
The specific objectives of the study were:
- To identify the administrative factors influencing headteachers in the implementation of entrepreneurship education.
- To identify factors influencing teachers during the implementation of entrepreneurship education.
- To identify factors influencing students in the implementation of entrepreneurship education.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Concept of the Study
ED since its introduction in secondary schools in 2002 has had several challenges like any other new curriculum, due to the hasty nature in which it was introduced, there were no adequate resources for its implementation both human and physical facilities, this led to some schools not introducing the curriculum. These challenges led to its revision in the year 2007 after the 2004, 2005 monitoring report, this was done to try and overcome the challenges that were facing its implementation. This study was therefore conducted to explore the Factors influencing implementation of the subject in public day secondary schools in Ibadan.
Administrative Factors influencing Headteachers in the Implementation of Entrepreneurship education
Administrative challenges refers to the challenges experienced by the people in administrative positions. Raju (1973) says that the administrative role of a principal entails controlling, directing and coordinating all activities concerning education in any institution. Hellinger and Heck (1995) asserts that to a large extent the headteacher plays a pivotal role in the school, through his/her managerial skills, the head teacher sets the pace and direction towards the achievement of institutional goals. Headteachers experience administrative challenges as they carry out their duties towards the attainment of institutional goals and objectives. Headteachers therefore can be said to be the pillars of secondary schools as they do most of the administrative duties, from being the financial controllers to being the pillars of discipline of the students, even if the deputies are charged with the role of discipline in the schools, the back stops with the headteachers and therefore they have the final say in determining the way forward as far as discipline of students is concerned. Olembo et al (1992), says that headteachers face challenges resulting from factors such as inadequate physical facilities in the school, poor communication patterns in the school, inadequate time to perform his/her tasks and political constraints in the form of government policies e.g. implementation of the 8-4-4 system of education, which posed a lot of challenges in its implementation due to lack of adequate physical and material resources.
A school without adequate physical facilities is like a football team without a field, the question you will ask yourself is, where will they play the ball from?, therefore if a school does not have enough class rooms, laboratories and a well equipped library it is a headache to the principals, they keep on pestering the B.O.Ms to look for money to construct extra classrooms and even laboratories, Principals from small schools like day schools are the most affected by this challenge, they even go looking for donors to fund the construction of such facilities. Without enough physical facilities it‟s very challenging to implement the curriculum effectively.
Nzuki (2004), in his research on the administrative problems faced by headteachers of Malindi city, found that headteachers experience challenges in the financial management, curriculum implementation and instruction, personnel management, provision and maintenance of physical facilities and even in school community relations.Its emerging clearly that the factors influencing most headteachers are similar in most parts of the country and particularly inadequate financial resources, this affects all the other areas because building of classes and buying teaching and learning resources depends on the finances available, with insufficient finances the headteachers are therefore like handicapped when it comes to effective implementation of the curriculum. Mutembei (2012) reiterates that headteachers experience challenges in financial management, mainly lack of enough funds which hinders effective curriculum implementation as they are unable to buy enough resource materials. She also notes that the curriculum change that is done time to time ignore both the human and physical resources, lack of adequate textbooks, revision books and science equipments for experiments pose a great challenge to headteachers.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
Research Design
The research design for the study was descriptive survey. A survey is a method of collecting information by interviewing or administering questionnaires to a sample of individuals (Orodho,2009). Descriptive survey research design allow researcher to gather information, summarize, present and interpret for the purpose of clarification (Orodho,2002). Large populations that cannot be studied through direct observation, can best be studied through descriptive survey (Borg & Gall, 1989). The research design was found suitable for the study because the design can easily be used to collect data from headteachers, teachers and students without influencing them and in a relatively short period of time.
Target Population for the Study
Target population is defined as all the members of a real or hypothetical set of people, events or objects to which a researcher wishes to generalize the results of the research study (Borg & Gall, 1989). The target population for this study consisted of all the 22 public day secondary schools in the city. The population therefore comprised of 22 principals, 22 entrepreneurship education teachers, 440 form three entrepreneurship education students and 22 heads of department in technical subjects. The total population for the study was 506.
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND DISCUSSION
Bio Data of Study Respondents
The study collected data using interviews and questionnaires from the headteachers, H.O.Ds, teachers and students, whose bio data is shown in the table below.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Introduction
This chapter presents the summary, conclusions and recommendations. The chapter is guided by the following specific research questions. What are the administrative factors influencing headteachers in the implementation of entrepreneurship education? What are the factors influencing teachers? and what are the factors influencing students? in the implementation of Entrepreneurship education. The data was collected from principals, H.O.Ds, teachers and students of six day secondary schools from Ibadan.
Summary of Findings
The study sought to establish the Factors influencing Entrepreneurship education in day secondary schools in Ibadan of Oyo State, specifically on administrative Factors influencing headteachers in the implementation of Entrepreneurship education, Factors influencing teachers in the implementation of Entrepreneurship education and Factors influencing students in the learning of Entrepreneurship education.
Regarding the administrative factors influencing the headteachers in the implementation of Entrepreneurship education, the following are the findings: On curriculum and instruction; the study found out that the time allocated for teaching ED is not enough i.e. three lessons in form one and two and four lessons in form three and four, there is inadequate teaching aids that can be used in teaching ED, textbooks for ED are inadequate. There is a shortage of Entrepreneurship education teachers in the City and most of those teaching are employed by B.O.M. On physical facilities, there isn‟t specific classrooms designated for ED and therefore students keep shifting from one class to the other with seats, this wastes time and thus it‟s a challenge in the implementation of the subject. ED teacher do not meet deadlines in submitting the professional documents and even mark lists and absence of Entrepreneurship education teachers is also a challenge in the implementation of Entrepreneurship education.
Regarding factors influencing teachers in the implementation of Entrepreneurship education, the following are the findings: On curriculum and instruction; the findings are that the time allocated for teaching ED is not enough, teaching and learning resources for ED are inadequate, schemes of work and lesson plans are said to be tedious and time consuming. Big class sizes in form one and form two are also challenging when implementing the ED. NECO and WAEC syllabus are not available in some school and also are not in harmony as a result the NECO examines some items which are not in the WAEC syllabus. On the issue of the class assignments; they are not properly done due to inadequate resources and there is also poor ED class discipline.
H.O.Ds who are also in most cases teachers teaching Entrepreneurship education indicated the following as Factors influencing the implementation of Entrepreneurship education: the ED teachers not preparing schemes of work and lesson plans on time and as required, the ED teachers do not update records of work on time and wait until the time of checking, teachers do not meet setting of exams and marking deadlines, the department also suffers from inadequate textbooks, the K.I.E and NECO syllabuses are also not available and also poor cooperation from some ED teachers within the department.
Regarding factors influencing the students in the implementation of Entrepreneurship education, the following are the findings: Abstractness of the ED content is the main challenge to the students, wide ED content; the graphs used in the textbooks are also difficult for the students to interpret easily thus posing as a challenge in the learning of Entrepreneurship education. Lateness by teachers and absence for lessons is also a challenge, and while covering the work teachers are too fast such that students do not understand. Some students do not understand the curriculum properly due to poor presentation of the curriculum by ED teachers. Personal studies is also a challenge due to lack of adequate textbooks, hard topics and inadequate supplementary materials for the students and ED syllabus is not completed on time.
Conclusions of the Study
Entrepreneurship education is suffering in its implementation due to inadequate time allocated for teaching the subject, insufficient teaching/learning resources, absence of teachers and inadequate physical facilities in day secondary schools in Ibadan. The curriculum is also suffering setback in its implementation in that schemes of work are not prepared on time and most teachers do not prepare lesson plans, disharmony of NECO and WAEC syllabuses which are also missing in some schools, large form ones and two classes. Students do not do class assignments as required by their teachers. ED is wide and abstract. Lack of proper understanding of the content by the learners is a challenge to the learners, students do not carry out personal studies well due to inadequate textbooks and supplementary books and the ED syllabus is not completed on time to allow students to have enough time for revision.
Recommendations of the Study
This study recommends that:
- Time allocated for teaching ED should be increased with one lesson to enable the completion of the syllabus on time because it‟s broad.
- ED should be allocated more funds at the school level to enable the purchase of more textbooks and teaching aids.
- The government should employ more ED teachers in Ibadan and also the entire country.
- ED should be reviewed because it is wide and abstract to the learners especially the accounting part.
- The ED book publishers should simplify the graphs used in the textbooks for easy understanding by the students.
- Teacher cooperation should be embraced to enhance team work for effective implementation of Entrepreneurship education.
- ED teachers should advice the students the supplementary books that they should buy.
- ED teachers to avoid skipping topics to assist students in learning those topics.
- The ED teachers should be taken for in service courses to improve on curriculum delivery and update them on emerging issues
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