Perceptions of Business Education Students on the Relevance of Entrepreneurship Education at the Colleges of Education Level
Chapter One
OBJECTIVE OF THE STUDY
The main objective of the study is to ascertain the business educator’s perception of the constraints to effective teaching of business education in tertiary institution. But for the purpose of the study the researcher set the following sub-objective to be accomplished
- To ascertain the educators perception of business education
- To ascertain the constraint to teaching of business education
- To ascertain ways of ensuring effective teaching of business education in higher institution
- To ascertain the role of business education in job creation
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Education lies at the heart of every society. It is a key and a vital element in the broad development of the nation’s youth’s capacity to address and solves difficulties. Education forms the basis for the proactive and positive economic, social and political changes in the society. Education remains the key to empowerment of the people and the nations as a whole (Olawolu and Kaegon, 2012). Education consolidates and builds upon basic education to empower the youth to really live, function as a productive member of the society, earning a living, and contributing to societal progress. Business education continuously builds on the knowledge, skills, values and attitude learnt at the lower phases of education. The greatest weapon against poverty is education of the youths. (Nwangwua, 2007). The author further explains that any form of education that does not equip its beneficiaries with skills to be self-reliant is a faulty system of education. Kaegon (2009) believes that business education must be ready to offer their recipients functional education that will enhance performance as well as assist them to contribute meaning to the economic development of the country. According to Okereke and Okoroafor (2011) the desire of the Nigeria government to attain the vision 20-20:20 20 and Millennium Development Goals (MDG) propelled the Nigerian Educational Research and Development Council to revise the secondary education curricula.
Theoretical Framework
This study is predicated on the “Social Learning Theory of Academic Decision-Making Process and Career Choice”, propounded by Mitchell and Krumboltz (1990). The theorists opined that academic decision-making process and career choice hinged entirely on several motivational factors. This theory viewed motivational factors as effective tool for academic and career decision-making processes. Mitchell and Krumboltz (1990) identified the following variables such as environmental conditions, social and economic factors, skills, interest, abilities, learning experience, societal perception, teachers’ influence, remuneration and habits that motivate educational decision-making process. This theory was supported by Reeve (1996) and Ainley, (2004) who maintained that there are individual characteristics or dispositions that students bring to their learning, such as their skills, interest, personality traits and the desire to acquire a particular knowledge and competence. The theory emphasizes that one’s own motive, in other words, self-value is another factor that is helpful in making an academic and career choice. This theory also received the support of scholars in Nigeria such as Modi (2008), Barry (2009) and Igbinedion (2011) who all opined that motivation factors play significant role in the students’ choice of academic and career. The scholars emphasized that students search for courses that will allow them to exercise their skills and abilities, express their attitudes and values and to take on agreeable problems and avoid that which is found to be disagreeable. In this theory, students’ academic choice is centered on motivational factors such as skills, abilities, attitudes, values, interest, parental influence and peer advice. Brown (2010) who is in support of the theory propounded by Mitchell and Krumboltz (1990) stresses the relevance of motivational factors in students’ academic and career choice. The scholar states that a person’s behavior is determined by an interaction between his personality and the characteristics of his environment. Brown (2010) explained further that there are three motivational factors that are believed to influence or regulate an individual choice of educational program and career. These include self-efficacy, outcome expectations and personal goal. Though the list of motivational factors for academic and career choice are inexhaustible since other researchers identified several factors that can influence students’ choice of academic program and career, but given that the current study focused on the factors that influence business education students’ choice of secretarial option in Colleges of Education in Nigeria by these theorists provided the primary theoretical underpinning for the study.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter deals with the method used in collecting data required in carrying out this research work it explains the procedures that were followed and the instrument used in collecting data.
Sources of data collection
Data were collected from two main sources namely
-Primary source and
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 data: 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
Ogili (2002) defined population of the study as “a group of persons or aggregate items, things the researcher in interested in getting information for the study” business educator’s perception of the constraints to effective teaching of business education in tertiary institution 200 staff of higher institutions was chosen randomly 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 RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to investigate business educator’s perception of the constraint to effective teaching of business education in tertiary institutions
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 constraints of effective teaching of business education
Summary
Business education is a tool for entrepreneurial opportunities for business education graduates. The program has to be adequately funded by the state and federal government through adequate provision of facilities for enhancing qualitative research for lecturers and students in higher institutions. The educators in this business education should see the program as a tool of empowerment not just impartation of knowledge as the program will go a long way in empowering the benefactor and creation of job opportunities for others.
Conclusion
The researcher therefore concludes that there are some constraints to effective teaching of business education in higher institutions. Some of the constraint are financial management constraints. The financial constraints include; inadequate fund for the procurement of instructional material, in-service training, supply of instructional media, supervision of students on teaching practice, procurement of library facilities and materials and for procurement of laboratory equipment. The study also revealed that the institutions do not engage in fund generating activities such as cultivation of school farm and sale of school proceeds.
It was the opinion of both male and female lecturers in the college that staff personnel constraints to implementation of entrepreneurship education in higher institutions include; inadequate office accommodation for lecturers, non coverage of scheme of work by the lecturers at the end of the semester, shortage of qualified manpower, excess workloads on part of the lecturers, inadequate internal supervision of instructions and low media competency level of the lecturers.
Recommendations
Haven successfully completed the study, the researcher therefore makes the following recommendations:
Research method should be made one of the courses in business education departments instead of leaving its teaching schools of education as already practiced in colleges of education.
Regular workshops and seminars have to be organized for lecturers and students on how to supervise projects and how to write projects respectively.
Researchers should ensure that quality information is generated from the study investigated.
Relevant information to the study investigated must be obtained
Reference
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- Akpan, A.F. (2009). Relationship among teacher variables, classroom interaction patterns and students’ academic achievements in social studies, Unpublished Ph.D. thesis university of Calabar,
- Anyakoha, E. U. (2001). “Research imperatives and challenges for home economics in Nigeria”. Nsukka: HERAN
- Bakari, G.S (2009). Literacy for community based socio-economic transformation and development of Nigeria: Some critical challenges and the role of the international reading association. A paper presented at the 6th Pan African reading for all conference, university of Dar Es Salam, Tanzania,10-15 August, 2
