THE EFFECT OF TEACHERS EDUCATIONAL QUALIFICATION AND TEACHING METHOD ON STUDENT INTEREST IN BUSINESS STUDIES
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THE EFFECT
OF TEACHERS EDUCATIONAL QUALIFICATION AND TEACHING METHOD ON STUDENT INTEREST
IN BUSINESS STUDIES
ABSTRACT
The effect
of teacher’s educational qualification and teaching method on student interest
in business studies, the conventional, docile, passive and teacher centered
approach is still been preferred also majority of the business studies teachers
are said to be unqualified educationally to teach the subject as many only
studied related courses in the higher institution while some does not obtain
there B.sc in the faculty/ college of education.
Therefore,
related literature which dealt with the teacher’s educational qualification
affect students interest in business studies was also reviewed as a basis for
this research study.
The study
set three research questions and a self-constructed questionnaire was used as
the instrument for data collection; two hundred questionnaires were distributed
among Ogun State Junior secondary school Students.
The data collected were thus analyzed using
chi square to determine the effect of teachers educational qualification and
teaching method on student interest in business studies. In findings of the
study it was gathered that most students are interested in business studies as
a result of teachers’ qualification. This can be said that the non- interest of
students is caused by low qualifications of teachers, it also shows that
students are interested is subjects but to be interested in business studies
the qualifications of the teachers must be closely considered.
From the
findings the study therefore recommends among others that; The school must
organise innovative programme that will improve teachers’ pursuit for
educational qualification and also help improve students interest, the interest
of the students should be a function of the qualification of the teachers,
hence the major goal of the government is to create opportunities for teachers
that will help them to increase their knowledge and at the same time increase
their educational qualification. Policy makers/curriculum planners should
endeavour to make it compulsory that all teachers should pursue academic
qualification seriously.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
In most countries as in Nigeria,
curriculum is developed to meet the national goals and objectives in the
various fields and stages of manpower needs and development. It is therefore
pertinent to observe that the introduction of the 6-3-3-4 system currently
referred to as the 9-3-4 (9-Year Basic Education: Primary 1 to Junior Secondary
3; 3-Year Senior Secondary Education and 4-Year Tertiary Education) educational
system in Nigeria had the goals and the operation of the system in line with
the country’s national education goals as highlighted in the National Policy on
Education. The Nigerian national educational goals which are derived from the
country’s philosophy and goals include, “the acquisition of appropriate skills
and the development of mental, physical and social abilities and competencies
as equipment for the individual to live in and contribute to the development of
the society” (Federal Republic of Nigeria (FRN), 2004).
In order to
realize fully the potentials of the contributions of education to the
achievement of the national educational goals, emphasis is placed on the broad
goals of secondary education which aim at preparing individuals for “useful
living within the society and for higher education” (FRN, 2004). More
specifically, in the junior secondary the curriculum provides for both the
academic and pre-vocational subjects. The focus of the secondary education at
the junior level targets the realization of the following goals, “to offer
diversified curriculum to cater for the differences in talents, opportunities
and future roles; to provide trained manpower in the applied sciences,
technology and commerce at sub-professional grades, and to provide technical
knowledge and vocational skills necessary for agricultural, industrial,
commercial and economic development” (FRN, 2004). These goal statements had
guided the efforts toward the developing of new curricula for the junior
secondary education in the pre-vocational electives which include,
“Agriculture, Business Studies, Home Economics, Computer Education, Fine Arts
and Music” (FRN, 2004).
Business
Studies is taught as one of the basic subjects that will enable students
acquire further skills which are common and fundamental to all personal and
occupational activities (Inyang, 1998). Business activity affects the daily
lives of all Nigerians as they work, spend, save, invest, travel and play. It
influences jobs, incomes and opportunities for personal enterprise. Business has
significant effect on the standard of living and quality of life of people, and
on the environment in which they live and which future generations will inherit
(Ekanem, 2008). Eventually, all students will encounter the world of business,
whether they work in urban or rural areas. They must be prepared to engage in
business activity with confidence and competence. Thus, business studies is
that part of the curriculum which enables the student to make informed
decisions in the everyday business of living, which contributes to the
student's understanding of the world of business, which encourages a positive
attitude to enterprise and which develops appropriate skills in that field. The
syllabus is balanced between the business education necessary for the individual/household
area and business education in the purely commercial context. This balance is
achieved by devoting separate syllabus sections to 'the Business of Living' and
'Enterprise'.
However, A
study by Adeogun (2001) in Nigeria found that the quality of any education
system depends on the quality of teachers. Review of related literature
indicates that the most important school based determining factor of students
achievement is the teacher quality (Rockoff, 2004; Rivkin et al., 2005;
Aaronson et al., 2007; Harris and Sass, 2008). Therefore, there is need to
assess the characteristics of the secondary school teachers in terms of
qualification, experience and teaching methodology in order to ensure quality
of education given to the youths. According to Usman (2012), a qualified
teacher can be defined as one who holds a teaching certificate and/or licensed
by the state, owns at least a bachelor’s degree from a four-year institution
and well qualified in his/her area of specialization. Moreover, Usman quotes
the Pakistan Ministry of Education officials who described a qualified teacher
as one who possesses knowledge of: the subject matter, human growth and
development, ethical values, instructional planning and strategies, assessment,
learning environment, communication and advocacy, collaboration and
partnership, continuous professional development, code of conduct and skillful
use of information communication technologies.
According to
Adeyemi (2010), teachers play an important role in determining the students’
interest in any subject. According to Onwum (1981) teachers are expected to
make business studies more relevant, enjoyable, easy and meaningful to
students. Teaching methods need to be improved and appropriate teaching
strategies employed as the teaching- learning situation may demand. Teaching
methods such as inquiry, project, lecture-demonstration, lecture performance,
problem-solving, field trips, cooperative or group learning, excursion,
remedial, laboratory and guided discussion and the use of audio-visual
materials have been recommended for the teaching of business studies in schools
(Mcdonald and Nelson, 1954; Webb, 1982; Rogus, 1985; Adedoyin, 1990; Ajewole,
1991, Newcomb et al., 1993; Ohio 4-H Program, 1994). There is however the need
to understand that for different topics in business studies, the teaching
approaches may differ depending on the complexity and structure of the topics.
Teachers should be concerned with the use of variety of methods and procedures.
The most enjoyable aspect of teaching and learning can occur when a variety of
teaching methods are used.
In classroom
around the world, teachers lecture, students take notes, and then students are
tested on what they have learned. Today, experiential or “hands-on” learning is
fast replacing or supplementing the traditional “chalk-talks”. Through
experiments, simulations, debate, and other participatory activities, students
discover concepts on their own. Experiential learning increases retention
motivates students to learn and encourages group cooperation. The Project
method of teaching involves assigning a particular work to student or group of
students to work on and complete at his/her/their spare time and report back to
the teacher as when demanded. Rogus (1985) saw it as a means of teaching the
students self-discipline. In project method students have occasion to define
the problem, plan his work, find appropriate resources, carry out his plan and
draw conclusion. Inquiry is a style or method of teaching where the learner
with minimum guidance from the teacher seeks to discover and create answers to
a recognized problem through procedure of making a diligent search (Callahan
and Clark, 1977; Adedoyin, 1990). Inquiry is a term used in social science
teaching that refers to a way of questioning, seeking knowledge or information,
or finding more about phenomena. It involves investigation, searching, defining
a problem, formulating hypothesis, gathering and interpreting data and arriving
at a conclusion. In inquiry situation, students learn not only concepts and
principles but self-direction, responsibility and social communication.
It also
permits students to assimilate and accommodate information. Inquiry is the way
people learn when they're left alone. The lecture method is used primarily to
introduce students to a new subject, but it is also a valuable method for
summarizing ideas, showing relationships between theory and practice, and
re-emphasizing main points. A lecture-demonstration method is a teaching
technique that combines oral explanation with "doing" to communicate
processes, concepts, and facts. It is particularly effective in teaching a
skill that can be observed. A skilled educator may wish to both tell and show
what steps to take in an educational process. A demonstration is usually
accompanied by a thorough explanation, which is essentially a lecture. On the
other hand, the demonstration-performance method of teaching is based on the
simple but sound principle that we learn by “doing”. Students learn physical or
mental skills by actually performing those skills under supervision. In
contrast to the lecture method, where the instructor provides information, the
guided discussion method relies on the students to provide ideas, experiences,
opinions, and information. Through the skillful use of "lead-off' type
questions, the instructor "draws out" what the student knows, rather
than spending the class period telling them. The cooperative or group learning
method is an instructional strategy which organizes students into small groups
so that they can work together to maximize their own and each other's learning
(4-H Program, 1994). The main purpose of this study is to assess the
effectiveness of using project, inquiry and lecture-demonstration methods of
teaching experimental aspects of business studies in the junior secondary
schools using separation of mixtures as a model.
Moreover,
Based on the aforementioned statement, this study examined the relationship
between the educational quantity of teachers and teaching methods of teacher on
student interest in business studies. Since teachers can make or mar the
student interest in any subject; therefore, their adequacy and quality for
better service delivery needs to be assessed on a regular basis, this research
examines the relationship between teacher quality and methods of teaching on
student interest in business studies.
1.2 STATEMENT OF THE PROBLEM
Despite the
recent outcry of interactive classroom environment as an effective enhancing
strategy, business studies teachers do not give regard to it. The conventional,
docile, passive and teacher centered approach is still been preferred also
majority of the business studies teachers are said to be unqualified
educationally to teach the subject as many only studied related courses in the
higher institution while some does not obtain there B.sc in the faculty/
college of education. This in no small measure has led to the continuing
dwindling interest and performance of students in the subject. Business studies
teacher must therefore employ interactive classroom environment in teaching the
subject. Hence, this study sought to find out the extent to which educational
qualification and teaching methods can enhance the interest of students in
business studies.
1.3 RESEARCH QUESTIONS
1. Will
teacher’s educational qualification affect students interest in business
studies?
2. Will
teacher’s method or strategies of teaching determine student interest in
business studies?
3. Will both
teaching method and educational qualification of teachers determine students’
interest in business studies?
1.4 RESEARCH HYPOTHESIS
The following
null hypotheses where generated for the study:
H01 There is
no significance relationship between teacher’s educational qualification and
students interest in business studies.
H02 There is
no significant relationship between teacher’s method of teaching and students
interest in business studies.
H02 There is
no significant relationship between educational qualification, method of
teaching and students interest in business studies.
1.5 SIGNIFICANCE OF THE STUDY
The
significance of the study is as follows:
1) This
study will consider how parents or mentors could be brought into a circle of
counseling and discussion, to help the student develop the necessary interest
in business studies.
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