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CHAPTER
I

INTRODUCTION

Background
of the Study

            Education has been recognized as
playing an integral part in the building of a nation.  Education
is the process of helping to change students’ knowledge and behavior in desired
ways. The Saskatchewan Education (1991) observed that one of the
purposes of education is to provide children with skills and knowledge needed
to function capably as adults. With the world changing rapidly the abilities
today in schools need to be reassessed as do the ways in which students are
expected to learn.

            One
of the basic ways of attaining national objectives is through the provision of
vocational and business skills, values and attitudes. This can be acquired
through effective teaching. In the view of Bruner cited in Saskatchewan
Education (2000), teaching is a broader and more encompassing term, involving
any activity on the part of one person intended to facilitate learning on the
part of another. However effective teaching occurs when the student is placed
at the focus of decisions that are made not only about the curriculum itself
but also about the process by which the curriculum is delivered.

            Effective
curriculum delivery requires many things among which are application of
appropriate instructional methods and strategies and the right learning
environment. Ngetich and Ndege (2011) observed that for learners to benefit
from instruction, teachers need to be careful about the organization of
learning experiences so that knowledge could be internalized and retained by
the learners and be useful to them. In the same vein, Kochhar (1991) remarked
that even the best curriculum and the most perfect syllabus remains dead unless
quickened into life by the right methods of teaching and the right teachers.

            Instructional
methods are critical to teaching and learning process. Instruction refers to
those curriculum-related, professionally informed decisions that teachers
purposefully enact to enhance learning opportunities for students. Gargne in
Saskatchewan (2002) defines instruction as any activity on the part of one
person intended to facilitate learning on the part of another. Effective
instruction is interactive and designed to accommodate student learning needs
and styles through a variety of teaching practices.  Instruction and teaching are related
activities that scholars use synonymously.

            Method
refers to procedure or process for attaining a goal or objective.  Methods are procedures or ways used to teach
material to the students.  Used in the
context of instruction or teaching, a method is viewed as a well staged
procedure to teach a subject. Instructional methods are ways by which information
is presented to students. Ngetich and Ndege (2011) conceived instructional
methods as mode of delivery systems or teaching and learning methods employed
in our educational process with the view of facilitating the attainment of set
goals or objectives.  For effectiveness
of teaching and learning process, methods of instruction must have certain
qualities and characteristics.  Ngetich
et al identified the characteristics of a good teaching method to include; a
good teaching method should produce certain changes in terms of knowledge
understanding and habits of students. 
Furthermore, the source stated that good teaching methods should arouse
interests on students rather than pressing on facts and figures, and should
shift emphasis from verbalism and memorization to learning through purposeful
concrete and realistic situation.

            Instructional
methods are varied and many. Scholars have examined teaching methods from
different perspectives.  One general view
held is that which divides them into two; teacher–centered approaches, and
student-centered approaches emphasizing on the paramount role played by teacher
or student. Another view considers instructional  methods in terms of instructor led, lecture
method, demonstration method, practical exercise, controlled practical
exercisers, practice method, case study or team practice, coach and  pupil and independent (Saskatchewan
Education, 2000).  The source further
classed instructional methods into Direct instruction, Indirect instruction,
Experiment learning, Independent study and interactive instruction.

            It
has been recognized that there are different types of instructional methods
which may be used. Each method has certain advantages and disadvantages; some
are more suited for certain kinds of instruction than others. Also, each of the
different methods requires greater or lesser participation by students.
Moreover, the choice of methods depends on what to teach (content), who we are
teaching (learner), and the level of competence expected (Obi, 2005).  One method, or perhaps a combination of
methods, is usually most appropriate for most subject matter and
Objectives.  In effect based on the
subject matter, a teacher will need to determine which instructional methods
and strategies that best showcase the information to be taught.

Strategy is a procedure
or technique used by the individual or group at different levels of educational
system to attain desired outcome or engineer changes or innovation. According
to Glueck (2000), a strategy is a unified, comprehensive, and integrated plan
designed to ensure that the basic objectives are achieved. For the purpose of
this study, strategy is viewed as all available procedure and techniques used
by business teachers at different levels of educational system to attain desired
objectives.

Instructional
strategies, according to Brown (1998) involve a formal expectation of a desired
teaching content by the teacher. They determine the approach a teacher may take
to achieve learning objectives. 
Instructional strategies can be classed as direct, indirect,
interactive, experiential, or independent, (Saskatchewan, 1991).  For business teachers to create learning
environments and to specify the nature of the activity in business education,
effective teaching and the need for appreciable application of instructional
methods and strategies are necessary tools for effective teaching and learning
of business studies in technical schools. 

            Technical
schools are those educational institutions that focused on the study of
technologies and related sciences and the acquisition of practical skills,
attitudes, understanding and knowledge relating to occupations in various
sectors of economic and social life (Federal Republic of Nigeria (FRN), 2004).
As contained in the document, technical schools are further understood to be; an
integral part of general education; a means of preparing for occupational
fields and for effective participation in the world of work; an aspect of
lifelong learning arid a preparation for responsible citizenship; and a method
of alleviating poverty.

            Following
the decision of the Federal Government to introduce the 9-year Basic Education
Programme and the need to attain the Millennium Development Goals, (MCGs) by
2015, and the critical targets of the National Economic Empowerment and
Development strategies (NEEDS), the Nigerian Educational Research and
Development Council (2007) developed a 9- year Basic Education curricular for
use at all levels of education System in Nigeria.  Business Studies is one of the subjects identified
as an educational strategy for meeting the nation’s vocational and business
skills needs. According to Obi (2003) business studies is an integral
pre-vocational subject taught at the Junior Secondary School (JSS) level. As a
pre-vocational subject, Business Studies exposes students to general business
knowledge and gives basic ideas about business (Njoku, 2008). The five components of Business Studies relate specifically
to business and distributive operations and they form part of vocational education,
which encourages the use of the head, heart and hands in acquiring specific
practical training required in business and industry. NERDC (2007) aptly captured the general
objectives of Business Studies as follows: provide the orientation and basic
skills with which to start an occupation for those who may not have opportunity
for further training; provide basic business skills for personal use now and in
the future; prepare students for further training in Business Studies; relate
the knowledge and skills to the national economy; and develop basic skills in
office occupation. The NERDC document also arranged topics under each theme to
enable the learner start from simple to complex ideas, adopted the guided
discovery method of learning and teaching and prescribed activities for each of
the topics to promote learning and skill development.

            Business
Studies is concerned with the acquisition of knowledge and skills, attitudes,
values and problem solving (Obi, 2009). The nature of the content of usiness
subjects requires that business teachers effect learning through the use of
diverse instructional methods. Osuala (2009) opined that business subjects
would be effectively taught using modern instructional methods and strategies
because they provide action learning and are individualized or
personalized.  Some of the identified
methods involve; team training discussion, role playing, simulation, and
fieldtrips. To attain effective teaching and learning of business subjects,
Okwuanaso and Nwozor (2006) identified some of the strategies to be adapted to
include: training, cooperative learning, computer assisted programme,
instructional films, drill and practice. 
These modern instructional methods are student-centred and promote
learning. The teaching of each of the components of business studies requires
special methods and strategies.

In the learning of
office practice which is the connecting link between schools and business,
students are expected to be exposed to business practice and procedures,
equipment and methods used in office (Harms, Steer and Harris in Osuala,
2009).  Instructional methods appropriate
for teaching office practice include use of visuals aids, simulation,
demonstration, case study, role play, field trip and, question and answer
(NERDC, 2007).

Commerce affords learners the knowledge of functions
of commercial institutions. Some of the methods appropriate in teaching
commerce include: Excursion or Field Trips to industries and commercial
organizations.  Others are lecture and
Guest Speaker’s which promote learning.

Book keeping relates to keeping and managing of
financial Records.  Methods relevant in
teaching book keeping include developmental approach, teaching and learning by
principle approach, the inductive or role discovering/problem solving approach,
the facts process approach and lecture. 

Typewriting is the act of printing on paper
(Igbinoba, 2008).  Teaching methods that
could be applied to typing as observed by Njoku (2008) should include;
Demonstration, apprenticeship, problem solving and discovery methods.

Shorthand is a skill subject which involves the use
of the head, the heart as well as the hand in quick response to spoken sounds.
The sub-skills involved in learning shorthand are listening, reading writing
ability to recall what has been heard and language skills. A combination of the
following methods could be used to teach shorthand: Inductive or Discovery
approach, Reading method, Writing method, Demonstration method, Repetitive
approach and   Question and Answer.

In order for the teaching of Business Studies to
meet the expected goals of equipping the learner with vocational business
skills that will enable him to be useful in the society, it is imperative that
business teachers need to be knowledgeable in the subject matter and be able to
select the instructional methods and strategies that best suits the subject and
enable the learner to internalize, retain and apply what had been learnt. The
need for students to acquire the necessary vocational and business skills,
values and attitudes has become an issue of serious concern and challenge to
business teachers.

            Business teachers comprise of
teachers and instructors/technologist. Osuala, in Njoku (2008) states that a business
education teacher is a person who holds a degree in business education from a
recognized University or an NCE (National Certificate of Education). He stated
further that holders of NCE from the recognized colleges of education in
business education are competent to teach the five components of the JSS Business
Studies programme. In the same vein, Njoku (2008) viewed business education
teacher is a person who has undergone a 4 year Programme in a reputable
university or 3 years programme through NCE and has been certified as competent
for the award of a Bachelor’s degree /NCE in business education after meeting
the requirements of the institution and the department (Njoku, 2008). Njoku
added that any person who has obtained a degree or a professional certification
in areas such as accountancy, marketing and office technology and management,
and also obtains a post-graduate certificate in educational foundations and
pedagogy clearly qualifies as a business education teacher. At the other hand,
instructors/technologists are experts equipped for the development and
application of devices, machines, and techniques for Business Studies (Yiğit,
2004). Both business teachers and instructors play very important role in the
teaching and learning of Business Studies as they are professionally equipped
to impart manipulative skills for employment into the learners.

In the teaching of
Business Studies, teachers and instructors are confronted with myriads of
instructional methods to choose from. 
Each component of business studies requires the application of certain
specific or a combination of instructional methods and strategies.  And the entire five components of Business
Studies are integrated as a conglomerate to be taught as one subject.  It is therefore important that the business
teacher should be conversant with different instructional methods and
strategies. This is because as Joyce, and Weil (1986) indicated that no model
of teaching is designed to accomplish all types of learning or to work for all
learning styles. This means that no single method of teaching is the best for
all situations and with all teachers and pupils.

The variety of
instructional methods and strategies available for application by business
teachers indicate that business teachers have preference for certain methods
over others.  Business teachers’
preferences for various instructional methods will also be assessed based on
their opinions on how they value the methods frequently use by them in
teaching. This study will be anchored on the instructional methods prescribed
by National Educational Research and Development Commission (NERDC) (2007) for
implementation of the 9-year Basic Education Curriculum Business Studies (JSS 1
– 3).

Statement
of the Problem

            The
Nigerian National Curriculum for Junior Secondary Schools (2007) recognized
Business Studies as one of the basic subjects which shall be given to pupils to
enable them acquire prevocational skills for further knowledge and skills. The
subject provides practical skills for occupational purposes by enabling
students to acquire basic knowledge of business skills, develop basic skills in
office occupation and for personal use. 
Therefore, the subject prepares students for further training in
business studies and provides orientation to entrants to a life of work. One of
the major requirements for realizing the lofty goals of the National Policy on
Education through Basic Education is the effective teaching and learning of the
subject components. This requires that teachers have knowledge, understanding
and mastery of the subject matter on one hand and the pedagogical skills of
transmitting such to their students on the other.

            However, many factors including ineffective and poor
teaching methods and strategies adopted by business studies teachers do not
worth they sought. Ekunno (1998) states that poor teaching methods used in
teaching business studies give rise to inadequacy of the learning of the skills
required in business studies. There is also the dearth or disproportionate
availability of number of qualified business teachers to implement the
curriculum. As a result, schools make do with teachers from other disciplines
in the teaching of Business Studies. Alternatively, single subject masters
considered allied in the opinion of school administrators are drafted to teach
Business Studies. The result and implication of such developments is that such
teachers lack the depth of the subject matter and are not likely to meet the
expected objectives. Also majority of the teachers so drafted do not posses
teaching competence to be effective on their job. This puts the students in a
fix thereby affecting students’ performance in public examinations. By this
reason hindering the Business Studies curriculum objectives delivery and
slowing down the realization of national education goals. As a consequence to
these overlaps and negative performance of students, students who are the
future business experts are starved through weak or poor background.  Conversely, this hinders their advancement in
business and deprives the nation of the much needed qualified workforce for our
institutions and businesses.

            In
order for the teaching of Business Studies to meet the expected goals of
equipping the learner with vocational business skills that will enable him to
be useful in the society, it is imperative that business teachers need to be
knowledgeable in the subject matter and be able to select the instructional
methods and strategies that best suits the subject and enable the learner to
internalize, retain and apply what had been learnt. Only then could the learner
productively implement what had been learnt in everyday life.

In Taraba
State Technical schools, the present poor performance of students in Business Studies
as reflected in the Junior Secondary School Certificate Examination (JSSCE) report
by the Chief Examiner on students performance cited in Jalingo Education Zone
from 2009 to 2011 sessions is of utmost concern. Based on this, there is need
therefore, to find out the extent to which business teachers apply
instructional methods and strategies in the teaching and learning of Business Studies
in Technical schools in Taraba State.

Purpose
of the Study

            The
major purpose of this study is to determine the extent of application of
instructional methods and strategies by business teachers in Technical Schools
in Taraba State.  Specifically, the study
will determine:

• the extent to which instructional methods and strategies are applied by business teachers in teaching Office practice;
• the extent to which instructional methods and strategies are applied by business teachers in teaching Commerce.;
• the extent to which instructional methods and strategies are applied by business teachers in teaching Book Keeping;
• the extent to which instructional methods and strategies are applied by business teachers in teaching Type Writing;
• The extent to which instructional methods and strategies are applied by business teachers in teaching Shorthand; and
• business teachers’ preferences for instructional methods and strategies in teaching Business Studies.

Significance
of the study

            The findings from this study will be
beneficial to Ministry of Education, teachers,
business organizations, students, as well as future researchers. Ministry of Education will benefit from the findings
of this study, as it will help to improve on their teaching performance as
facilitators in teaching and learning of business studies. 

The findings of this study will also be useful to
business teachers, as it will reveal appropriate teaching methods and
strategies that could improve teacher effectiveness as well as ways to conduct
excursions to various business firms for improving learning of business
studies. Business teachers would discover varieties of instructional methods
and strategies and imbibe the culture of using them in the teaching and learning
process to motivate and arouse students’ interest in learning business studies.
In a nutshell, teachers could adapt to the innovations from the study to improve
teaching and learning of Business Studies.

The findings from this study focus on improving the
teaching and learning of business studies. When teaching is effectively done it
will impact on the knowledge, skills, attitudes acquisition by students which
will make them more productive. By extension business organizations who are the
recipients of these workers will be assured of better work product and improved
productivity.

Students will benefit from the outcome of this study
in the area of improved learning activities. They will acquire relevant
manipulative skills if the finding of this study is implemented. This would
make them saleable members of the society. It would also build the confidence
in them as they contribute their quota in the society thereby making good
living from the acquired skills. The students who have acquired such skills would
be self-reliant and useful to themselves, industrial sector and the society.
The study also will help students become more strategic learners who can take
significant responsibility for their learning.

Finally, the study will serve as source of information
for future researchers who may wish to embark on such research from a related
perspective. It will equally provide them direction on the guidelines for their
studies and indeed serve as additional reference material and base for
improving their own knowledge or making more contributions.

Research
Questions

            The
following research questions were answered in the study:

• To what extent are the instructional
  methods and strategies applied in teaching Office Practice?
• To what extent are instructional methods
  and strategies applied in teaching Commerce?
• To what extent are instructional methods
  and strategies applied in teaching Book- Keeping?
• To what extent are instructional methods
  and strategies applied in teaching Type- Writing?
• To what extent are instructional methods
  and strategies applied in teaching Shorthand?
• What are business teachers’ preferences
  for the application of instructional methods and strategies in teaching
  Business Studies?

Hypotheses

            The
following null hypotheses were formulated and tested at 0.05 level of
significance:

H0₁        There is no significant difference
between the mean response of teachers and instructors on the application of instructional
methods and strategies for Business Studies delivery.

H0₂        There is no significant difference
between the mean responses of teachers with varying years of work experience on
the application of instructional methods and strategies in the teaching of
Business Studies.

H0₃        There is no significant difference
among the mean responses of teachers with varying educational qualifications on
the application of instructional methods and strategies in the teaching of
Business Studies.

Scope of the Study

 This study determines the instructional methods and strategies appropriate for teaching of Business Studies in Technical Schools in Taraba State. The study covers only the five components of Business Studies: Office Practice, Commerce, Book Keeping, Type Writing and Shorthand as prescribed in the Nigerian National Curriculum for Basic Educational Business Studies, taught at Junior Secondary Schools (JSS).

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