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Abstract:
This study carried out to examine the status of business studies in Nigeria secondary schools with study on some secondary schools in the city of Abeokuta, the Ogun State capital. The study adopted a descriptive research design. The instrument for data collection was questionnaire which was developed on a four-point likert scale, ranging from strongly agreed to strongly disagreed. The parameters for analysis if the data obtained from the questionnaire administered were analysed using the using the simple percentage frequency tables and chi - square statistical tool was used to test the hypotheses. From the survey of 60 level of teachers of secondary schools in Ogun State who took part in the survey. Findings from this study revealed that business study curriculum content have influence on students acquisition of job skills for teaching profession In Nigeria. Findings also revealed that the accounting teachers had a fairly good perception of the dual role of the accounting curriculum and no student wanted to study accounting as a terminal course. Also, accounting classroom practices were not application based. It was recommended that the laboratory for accounting (business education) should be well equipped with internet facilities and the accounting teachers should be encouraged to sandwich practical with theory.
Keywords: Business studies, Accounting, Secondary school
Table of Content:
Table of Contents
Front Page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of Contents vi
List of Tables
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study 1
1.2 Statement of Problem 4
1.3 Objectives of the Studies 6
1.4 Research Questions 6
1.5 Research Hypotheses 7
1.6 Scope of the Study 7
1.7 Limitations of the study 7
1.8 Definition of Terms 8
CHAPTER TWO: REVIEW OF RELATED LITRATURE
2.1 Introduction 9
2.2 Conceptual Framework 9
2.2.1 Business Education in Nigeria 9
2.2.2 Definitions of business studies 11
2.2.3 Business Education in Nigeria Secondary Schools 13
2.2.4 Rationale behind the Teaching of Business Education in Secondary Schools. 15
2.2.5 Strategies for Improving Teaching and Learning of Business Education In
Nigerian Secondary Schools 21
2.3 Theoretical Framework 22
2.3.1 Learning Theory 22
2.3.2 Cognitive-Constructivist Learning Theories 25
2.4. Empirical Studies 26
2. 5 Summary of Literature 28
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 INTRODUCTION 30
3.2 Research Design 30
3.3 Population of the Study 30
3.4 Sample Size 31
3.5 Research Instrument 31
3.6 Validity of Instrument 32
3.7 Reliability of Instrument 32
3.8 Procedure for Data Collection 32
3.6 Method of Data Analysis 32
3.7 Validity and Reliability of Research Instrument 33
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 34
4.2 Data Analysis 34
4.2.1 Demography composition of respondents 34
4.3 Test of Hypotheses 46
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction 52
5.2 Summary of Findings 52
5.3 Conclusion 53
5.4 Recommendations 54
5.5 Suggestions for Further Studies 55
References 56
LIST OF TABLES
Table 1: Sex Distribution of Respondents 34
Table 2: Age Distribution of Respondents 35
Table 3: Educational Distribution of Respondents 35
Table 4: Marital Status Distribution of Respondents 36
Table 5: Teachers of business education in secondary schools in Abeokuta
are all qualify and properly trained for the job. 36
Table 6: Government policy on education affect teaching of business education
in secondary school. 37
Table 7: Teachers of Business Education in Secondary carry out the subject’s
curriculum to a very large extent. 37
Table 8: All teachers of Business Education in Secondary Schools are
well qualify. 38
Table 9: Teachers of Business Education in secondary carry out the subject’s
curriculum to a very large extent. 38
Table 10: The rate at which government implement the national policy on
Educationis very high. 39
Table 11: Government policy on education is so effective that the teaching of
business education in secondary schools has been made so easy. 39
Table 12: The teaching of business education in secondary schools is not
effective due to lack of sophisticated teaching equipment. 40
Table 13: Students benefit more from business education than in other subjects. 40
Table 14: There are no facilities available for the teaching of business education
in secondary schools. 41
Table 15: The national policy on the teaching of business education in
Nigeria is not effective enough. 41
Table 16: Business education has significant roles in student acquisition
of business skills. 42
Table 17: Business education is not necessary in secondary schools . 42
Table 18: Business education should be made compulsory at every level learning. 43
Table 19: If education is scraped in secondary schools there will be challenge
in the education system. 43
Table 20: Business education does not have significant roles in student
acquisition of business skills . 44
Table 21: Business education is not imparting anything in the students at all . 44
Table 22: As a teacher of business education I believe business education
cannot help in rebuilding our economy. 45
Table 23: Since the introduction of business education in secondary schools,
the subject has no effect in students. 45
Table 24: Hypothesis 1 Chi-square Distribution 46
Table 25: Hypothesis 2 Chi-Square Distribution 47
Table 26: Hypothesis 3 Chi-Square Distribution 49
Table 27: Hypothesis 4 Chi-Square Distribution 50
Introduction:
Business studies has been defined as the courses at the secondary level that prepare students for the business world. While that definition continued to have validity at the beginning of the twenty-first century, by then the range of the courses had expanded to include preparation for additional study at postsecondary institutions. As business studies subjects changed over the years, so did the level at which the classes are taught. For example, computer applications courses are often taken at the middle school level and keyboarding may be introduced in the third grade.Judith J. Lambrecht 2009.
Secondary level courses include accounting and management, but also branch into technology-based courses such as desktop publishing, multimedia, computerized accounting, and web page design.
The advent of business studies occurred when the Plymouth Colony hired a school teacher to teach, reading, writing, and casting account in America. Casting accounts, the predecease Problem. Accounting, was a subject taught in business arithmetic. Signs of early school-to-work initiatives were evident as students who wanted a commerce or business career left school to work as an apprentice. It should not be surprising, then, that bookkeeping was the earliest business course taught in public schools, being offered in Boston in 1709, in New York City in 1731, and in Philadelphia in 1733.
Historically, vocational education has usually involved the systematic study and practice of knowledge and skills that were directly related to the functions and processes of a capitalist economy. Meeting the ‘needs of industry and commerce’ as it has translated into curriculum development, has involved pedagogical processes designed to transmit technical skills, and also forms of knowledge, experience, values and attitudes thought to be supportive of commercial or business activity. Thus, vocational courses have usually aimed to promote some kind of moral or ethical commitment to a set of attitudes, values and practices denoting correct and proper conduct within business and society, although these promotional efforts have often been implicit rather than explicit. Inculcating the ‘spirit of capitalism’ (Weber, 1952) has therefore been a important, although often unacknowledged aim of vocational education. In this project, we intend to show how and in what ways this essentially ideological process materialized within business studies courses in schools in England and Wales in the 1980s and 1990s.
Our analysis will thus focus on the social relations of business studies courses as they became manifest in the schools and classrooms. Our argument will be that business studies and the associated concept of enterprise education sought to implicate and situate teachers and students within sets of virtual or simulated social relationships which attempted to define and legitimate particular ways of experiencing and knowing the world.
Business studies was attempting to forge an everyday commonsense, an hegemony, which was aimed at establishing the ground rules for appropriate conduct within an emergent enterprise culture. Hence, the attempted molding of individual identities, animated through the aura of the enterprise culture, became the locus of systematic intervention in the schools in the form of business studies and enterprise education.
Business studies and the associated concept of enterprise education sought to implicate and situate teachers and students within sets of virtual or simulated social relationships which attempted to define and legitimate particular ways of experiencing and knowing the world. In this respect, business and enterprise education was attempting to forge an everyday commonsense, an hegemony, which was aimed at establishing the ground rules for appropriate conduct within an emergent enterprise culture.
Hence, the attempted molding of individual identities, animated through the aura of the enterprise culture, became the locus of systematic intervention in the schools in the form of business studies and enterprise education. Our purpose in this article is to explore how, and in what ways, this emerged and also to draw attention to the ways in which a version of progressive methods were used to ‘empower’ students, but only from the standpoint of capital. In this respect, the article aims to draw attention to the ways in which new forms of business education, sponsored by a range of vocational initiatives from the early 1980s, transformed the social relationships and practices of the business studies classroom.
Business studies are subjects are one classified under subjects thought in the commercial department in various senior secondary schools. The subjects are meant to prepare students ahead of higher institution and what the world of business entails. Business studies in secondary schools in Nigeria takes the pattern of the British Business education, in other words it is thought the same way it's being thought in the Queen's Land. Rabiat Olayinka 2014.
Business education subjects are only regarded as interpreted subject in Junior Secondary schools as business studies, which comprises commerce, office practice, bookkeeping and accounting, shorthand, and typewriting. In the senior secondary school, it is treated as single subjects where the students are allowed to choose the subjects they feel they can do. These subjects are economies, commerce, bookkeeping and accounting, shorthand and typewriting. For the effective teaching and learning of business education subject, there should be enough qualified teachers, enough teaching facilities, enough period of teaching allocated to the subject and adoption of practical oriented teaching method, these will lead to the realization in teaching of the subject in school.
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