ASSESSMENT OF TEACHERS AND STUDENTS RECEPTIVITY TO TRADE SUBJECTS RELEVANT TO BUSINESS EDUCATION IN LAGOS STATE

ASSESSMENT OF TEACHERS AND STUDENTS RECEPTIVITY TO TRADE SUBJECTS RELEVANT TO BUSINESS EDUCATION IN LAGOS STATE

ABSTRACT

This study was based on the Assessment of Teachers and Students Receptivity to Trade Subjects Relevant to Business Education in Lagos State. The sample employed in the study consists of ten schools in Educational District II, two teachers were randomly selected from each school, one twenty teaching practice students from university of Lagos, Lagos State University and Adeniran Ogunsanya College of Education, Oto/Ijanikin Lagos. Also, forty students were selected from each school. Structured questionnaire titled Students’ Receptivity to Trade Subject Survey (SRTSS) was used for students’ while structure questionnaire titled Teachers’ Receptivity to Trade Subject Survey (TRTSS) was used for teacher to collect data and simple percentage was used to analyze the data. Based on the study, the recommendation made is that the relevant authorities and stakeholders in education should put in place effective sensitization and advocacy programmes that will continually inform and update teachers on innovation or reforms in the education system, Principals, teachers, proprietors, ministry of education and other stakeholders should be practically involved for implementation, monitoring and evaluation of the programme, the trade/entrepreneurship curriculum should be made available and accessible to all teachers no matter their school type, locality or situation (disadvantaged or advantaged), Training should be organized to equip the teachers with skills to effectively implement the curriculum. The teachers should become acquainted with the general layout of the curriculum as well as its implementation strategies.

 

 

 

Table of Content

Title                                                                                Pages

Title page                                                                                         i

Certification                                                                             ii

Dedication                                                                               iii

Acknowledgement                                                                    iv

Abstract                                                                                   vi

Chapter One: Introduction

1.1   Background to the Study                                                 1

1.2   Statement of the Problem                                                        11

1.3   Purpose of the Study                                                       13

1.4   Research Question                                                           13

1.5   Significance of the Study                                                 14

1.6   Scope and Delimitation of the Study                                       15

Chapter Two: Literature Review

2.1   Introduction                                                                     17

2.2   Conceptual Framework                                                   17

2.2.1        Concept of Business Education                                      17

2.2.2        Business Studies in Nigeria                                            18

2.2.3 Trade Subjects Teacher Teaching Effectiveness                      20

2.2.4 Business Education and National Development                          23

2.2.5 Teaching Entrepreneurship in Business Education              25

2.3    Objectives of Entrepreneurship Education at the Senior

Secondary School                                                                            28

2.4    Factors Militating Against the Successful Teaching of

Trade Subject in Senior Secondary Schools                                  31

2.4.1 Duplication of Technical /Vocational Subjects                            32

2.4.2 Lack of Professionals to Teach the Trade Subjects                      32

2.4.3 Lack of Proper Subject Combination                                            32

2.4.4 Lack of Monitoring/Poor Monitoring                                            33

2.4.5 Lack of Proper Consultation/Relevance                             34

2.5.6 Duplication of Institution/Programme                                         34

2.5.7 Possibility of Poor Implementation                                                35

2.5.8 Lack of Text Books and Instructional Materials                          36

2.5.9 Issues with School Calendar and Industrial                                 36

2.5.10 Issues with Number of Subjects                                                  36

2.5.11 Issues with Effective Participation in Practical Works                37

2.6    Theoretical Framework                                                                   37

2.6.1 Functional Curriculum Theory                                                     37

2.7    Empirical Review                                                                             39

Chapter Three: Research Methodology

3.1   Research Design                                                                              44

3.2    Population of the Study                                                                  44

3.3    Sample and Sampling Technique                                                   44

3.4    Research Instruments                                                                     45

3.5    Validity of the Research Instrument                                               45

3.6    Reliability of Research Instrument                                                 46

3.7    Method of Data Collection                                                              47

3.8    Method of Data Analysis                                                                 47

Chapter Four: Data Presentation and Analysis  

4.1    Introduction                                                                                     48

4.2    Analysis of Respondents’ Personal Data                                        48

4.3    Analysis of Research Questions                                                     50

4.4    Discussion of Findings                                                          58

 

Chapter Five: Summary of findings, Conclusion and Recommendations

5.1    Summary                                                                                         63

5.2    Conclusion                                                                                                64

5.3    Recommendations                                                                           64

References                                                                                                 69

Appendix I                                                                                                 73

Appendix II                                                                                                76

 

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Business education is, by nature, almost totally economic-oriented, and its contribution is significant to the realization of the transformation agenda of government. One of the two aspects of Business Education, “Basic Business”, contributes to economic literacy and therefore to the general education of everyone. Basic Business Education is that broad area of knowledge that identifies and explains the roles of business in a nation’s economic institution. It provides content and experiences that prepare individuals for effective participation as citizens, workers and consumers in the society (Osuala, 2009). Quality Business education is vital in the programme of services delivery in the economic vision of transformation agenda of Nigeria. While entrepreneurship education can turn around the economic fortunes of the country and reduce the poverty level (Olorunmolu & Olufunwa, 2008). Etonyeaku (2009) affirmed that business education has a formidable force that will equip individuals with appropriate skills, knowledge, abilities and competencies that will enable them to be self-employed and self-reliant which will lead to sustainable economic development.

Business education is an aspect of vocational and technical education which is used as a term to refer to those educational processes involving the study of techniques, related sciences, acquisition of practical skills attitudes and knowledge relating to occupation in vocational sectors of economic and social life (Etonyeaku, 2009). While entrepreneurship education according to Olufunwa (2009), is a specialized training given to students of vocational and technical education to acquire the skills, ideas and managerial abilities and capabilities for self-employment rather than being employed for pay. In the same vein, Olurunmolu & Olufunwa in Ezemoyih, (2011) opined that entrepreneurship education is the type of education that involves the acquisition of skills, ideas and management abilities necessary for self-reliant, and can turn around the economic fortunes of the country and reduce poverty level.

Business studies form a means of laying foundation for national, technological, economical advancement and for higher education (N.P.E, 1981 revised in 2004) and (FRN, 2008). According to the researchers, it equips its recipients with personal skills, consumer skills, and knowledge for clerical and managerial (Malik et al., 2010) abilities needed to adapt to changing economic and business realities and these skills made them to be wealth and job creators rather than wealth and job seekers. Atakpa (2004) posits that it is that aspect of education that concern itself with vocational and professional preparation for career in business. Ehisiemen (2005) and Aliyu (2006) see it as a comprehensive, practical and skill subjects while Ogben and Amahi (2008) maintained that business education equips students with knowledge and skills that will help them to find a job after schooling or create their own employment.

Secondary education is that form of education received after primary school education. It is the education received after primary education and before the tertiary stage. According to Federal Republic of Nigeria, (2004), the broad goals of secondary education shall be to prepare the individual for useful living within the society and higher education. The student at such period is expected to be in school for six years categorized into Junior Secondary and senior secondary. The first three years at the junior secondary level and the second part at the senior secondary level. At the end of the first three years, a student is awarded the Basic Education Certificate after passing the necessary examination(s). At the senior secondary level, students offered different subjects as classified under different areas such as science studies, technology studies, humanities, business studies and compulsory cross-cutting subjects (FRN, 2009).

Going by FRN, 2004, students who complete junior secondary school shall be streamed into the senior secondary school; the technical college; an out-of-school vocational training centre; or an apprenticeship scheme based on the result of tests to determine ability, aptitude and vocational interest which will make students offer six core subjects , a maximum of two elective subjects from vocational electives and two from non-vocational electives should register the maximum of nine subjects at the Senior Secondary Examination. After the first three years of secondary education which is now the completion of Basic Education. A child is free to move to senior secondary school or technical college. Technical colleges are meant to provide trained manpower in the applied sciences, technology and business particularly at craft, advanced craft and technical levels; provide the technical knowledge and vocational skills necessary for agricultural, commercial and economic development; give training and impart the necessary skills to individual who shall be self-reliant economically.

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At present, the country runs 9-3-4 system of education (Ementa, 2013), the nine-year basic educational programme captures students within the ages of 0-15 years is free, universal and compulsory for all children (FRN, 2009). Nine-year basic education comprises of 6 years in primary education and 3 years of junior secondary education at the end of which students can proceed to senior secondary school or technical college which is not free, universal and compulsory as basic education. The last 4 years is meant for tertiary which is also optional.

FRN, (2004) categorized subjects offered at the senior secondary school into three which are core subjects, vocational electives and non-vocational electives. Under the vocational electives are; Agriculture, Applied Electricity, Auto-mechanics Building Construction, Electronics, Clothing and textiles Food and Nutrition, home management, metal Work, Woodwork, Fine Art and Music, some of which were repeated in the present curriculum as trade subjects.

There has been a growing awareness of the significant role that acquisition of vocational and trade skills can play in both personal and national development. This is in response to the ever-escalating level of chronic youth unemployment experienced in many countries across the globe coupled with the resulting high level of social unrest. Ayonmike (2010) posited that empowering youths with appropriate practical skills is very imperative in view of the increasing rate of social ills and other negative consequences associated with joblessness.

Indeed, according to Odu (2010), it is generally believed that the acquisition of the requisite skills is a means of increasing the productive power of a nation hence; every citizen should be equipped with practical skills to contribute effectively to the economic growth of the country. This, according to UNESCO-UNEVOC (2006) is because the development of relevant trade skills can open doors to economically and socially rewarding jobs and can help the development of small informal-sector businesses, allow the re-insertion of displaced workers and migrants, and support the transition from school to work for school drop-outs and graduates. It added that developing job-related competencies among the poor, the youth and the vulnerable is recognised as crucial to progress in reducing poverty. This explains why the development of job-related skills is, therefore, not only part of many countries’ human resource strategies but also of their economic-growth and poverty-reduction strategies. Agreeably, the increasing importance that is now being attached to acquisition of vocational and trade skills is reflected in the increasing trend in vocationalisation of all levels of education.

This is the manifestation of the fifth edition of the national policy on education published in 2009 which featured the re-structuring of the curriculum of senior secondary education into five fields of studies namely Science studies, Technology studies, Humanities studies, Business studies and compulsory cross-cutting subjects. Adequate provisions were also made in the policy for skill development at the senior secondary education level with the introduction of 32 Trade Subjects which include among others, Auto Body Repair and Spraying, Auto Electrical Work, Auto Mechanical Work, Auto Parts Merchandising, Air Conditioning and Refrigeration, Data Processing, Store Keeping, Book Keeping and GSM Maintenance.

In the current National Policy on Education (FRN, 2013), vocationalisation and trade of secondary education is given more prominence than in previous editions of the policy. Apart from the introduction of Innovative Enterprise Institutions (IEIs), Vocational Enterprise Institutions (VEIs) and National Vocational Qualifications Framework (NVQF), the 2013 NPE made many far reaching provisions for promoting trade development. This includes greater vocationalisation of secondary education with the inclusion of more trade/entrepreneurial subjects in the senior secondary schools curriculum. In addition to those listed in the 2009 policy document, the Trade/Entrepreneurship Subjects also include Animal Husbandry, Fishery, Marketing and Salesmanship. It stipulates further that each student is expected to take four compulsory crosscutting subjects and select one Trade/Entrepreneurship subject from the list of Trade/Entrepreneurship subjects.

In explaining the philosophy, Orji (2011) noted that the new SSEC builds on gains of the Basic Education Curriculum and targets all-round development of every individual student. That is, it involves preparation for higher education; functional trade/entrepreneurship skills; and strengthening of ethical, moral and civic values. According to him, trade/entrepreneurship is major component of the new senior secondary education curriculum; and is designed to address the dearth of technical skills amidst growing demand for the services of the skills in Nigeria.

Researchers and educators have been concerned with conceptualizing and defining trade and entrepreneurship subjects (Omolayo, 2006; Orji, 2011; Watson, 2010). Omolayo (2006) defined entrepreneurship as the act of starting a company, arranging business deals and taking risks in order to make a profit through the education skills acquired; while Watson (2010) defined it as ‘a process through which individuals identify opportunities, allocate resources, and create value’. Using the context of Nigeria education, Orji (2011) referred to entrepreneurship as: “the training in any of the 35 trade/entrepreneurship Curricula; and this includes the ability/skill to put together all the factors of production to start and sustain a business”. He also referred to entrepreneurship as a specific mindset (e.g. self-reliance) resulting in entrepreneurial initiatives.

It is expected that school choose at least one trade subject to stage in their school. To this end, Orji (2011) suggested some considerations in choosing trade subjects: teaching staff, school infrastructures, community interest and support, availability of local resources, socio-cultural inclinations, and student attributes (ability, career interest, age, peers/family influences). This will ensure its effective implementation.

A good number of students who have completed their secondary education but failed to secure admission into institutions of higher learning are in dilemma. This is because they are not equipped with the requisite skills for self or paid employment (Igwe, 2007).

Odu (2010) who noted that vocationalisation of secondary education in Nigeria became necessary because the traditional academic education failed to meet the needs of a vastly increased youth population who require manual and technical skills for gainful employment. He noted that unfortunately Nigeria’s secondary school leavers do not have such skills because of the poor implementation of technical and vocational programmes in the school, which left the students half-baked.

Orji (2011) asserts that, trade/entrepreneurship education/training seeks to provide students with the requisite knowledge, skills and motivation to successfully start and sustain a profitable business.

Yusuf (2005) confirmed that teachers are indispensable to successful trade subjects. The ultimate to teach or not to teach some of the trade subject is dependent on the individual teachers. Successful implementation of trade subjects can only be assured through teachers who acquired the necessary knowledge and skills. According to UNESCO (2002), teachers need to be adequately prepared to implement a state-of-the-art curriculum. Indeed, introducing any new curriculum calls for careful preparation, management, resourcing, and continuing support. The effective implementation of the Trade/Entrepreneurship Curriculum is expected to equip the students with requisite handy skills and knowledge for Job creation, wealth generation & Poverty alleviation (Orji, 2013).

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Therefore, researchers and educators have started to raise questions and conduct studies regarding the effective implementation of the curricula. On the part of NERDC (the body with the legal mandate for curriculum development) and other critical stakeholders in education, sensitization and advocacy on the need curricula as well as provision of strategic curriculum support/resources have been the occupying activities. The target has been to support and build the capacity of teachers for effective curriculum delivery. Teachers are seen as the vital grassroots implementers of the curriculum.

The concern of this study, therefore, was to assess teachers and students receptivity to trade subjects relevant to business education in Lagos state. In specific terms, the study sort to obtain information on teachers’ and students’ perception and receptivity of the 35 trade/entrepreneurship subjects of the new senior secondary education curricula that is related to business education. And for the purpose of this study, teachers’ and students receptivity refers to business education subject’s teachers and students found interesting among the trade/entrepreneurship subjects as represented in their responses to the research questions of the study.

1.2   Statement of the Problem

The hues and cries of Nigerians over the inability of Nigerian Secondary education to produce graduates for useful living in their society has been on since 1959 when the Ashby Commission identified the misfit of the graduates from Secondary Schools to local rural living except for civil service. Today, many grandaunts from Nigerian Secondary Schools are unemployed and cannot employ themselves. They are curiously idle because they lack the pre-requisite for job creation despite the secondary education received. They migrate massively from rural areas to urban areas and engage in various forms of social problems, thus bringing the level of development of the country to a ridiculous backward level and the future a mirage.

The inclusion of trades into senior secondary school curriculum is a right step to access functional secondary education. The new trade curriculum was designed to meet the National Economic Empowerment and Development Strategy (NEEDS) targets. The major aim is that students having successfully passed through the senior secondary education should have acquired the skills in a specific trade to enable them create jobs and generate wealth (NERDC, 2009). As a result of these, a trade subject was successively integrated into senior secondary schools curriculum whereby students are expected to choose one trade.

The integrated trade subjects that involves business education curriculum was meant to be a basic introductory course for higher level training to students to become self-reliant and intending to pursue business related careers. Findings from the monitoring studies also revealed that the curriculum still had concepts beyond the level of the learners and teachers, the content in the syllabus was still wide and the integration of the disciplines that make up trade subjects had not been effectively designed.

In addition, its effective implementation is an important issue of concern. There are required minimum numbers of tools, equipment and materials; quality and availability of business education teachers taking trade subjects; infrastructure and adequate funding are inputs needed for effective teaching and learning of trade subjects in the senior secondary school curriculum. If the inputs are not adequately provided, it might be difficult for the teacher to deliver equally for the learners to learn. Consequently, the objectives of the senior secondary school trade curriculum may not be fully achieved.

There is a need therefore to assess teachers and students receptivity to trade subjects relevant to business education in Lagos state.

1.3   Purpose of the Study

This study is designed to assess teachers and students receptivity to trade subjects relevant to business education in Lagos state. Specifically, the study will be:

  1. To examine the extent is the new trade subjects’ curriculum relevant to business education accessible to both teachers and students?
  2. To Determine teachers levels of receptivity of each of the main themes the trade subject curriculum relevant to business education teachers in secondary schools?
  3. To investigate which aspect of the trade subjects’ curriculum structure are the teachers more receptive to.

1.4   Research Questions 

The following research questions will guide the study

  1. To what extent is the new trade subjects’ curriculum relevant to business education accessible to both teachers and students?
  2. Do the teachers demonstrate different levels of receptivity of each of the main themes the trade subject curriculum relevant to business education teachers in secondary schools?
  3. What aspect of the trade subjects’ curriculum structure are the teachers more receptive to?

1.5   Significance of the Study

Teachers would be the primary beneficiaries of the feedback provided by the students’ and teachers interest on business education trade subjects.

The findings of this study will assist the teachers determine whether the current classroom practices they use are participatory, interactive, and incorporate the learners experiences. The information would highlight strengths and weaknesses in their teaching Methodologies.

The findings of this study will provide evidence on the students’ interest towards the trade subjects Curriculum. This information will assist teachers in advising students during selection of the subjects.

Head teachers are daily supervisors of their institutions. Findings of this study will assist them to supervise the teaching and learning of trade subjects in their schools thus ensuring successful implementation of the curriculum.

Findings of this study will enable parents’ get acquainted with the curriculum content their students are experiencing. This awareness will enhance their ability to discuss and ask relevant questions about their children’s’ progress in trade subjects. It will enable them advice their children on future careers based on their progress.

This study will help unravel the reasons for the current national decline in performance in Business education subject despite. Furthermore, the findings of this study will show whether the curriculum has met its objectives and achieved the expected outcomes.

The findings of this study will assist policy makers in the Ministry of Education to plan for the curriculum for example information on student text book ratio in trade subjects (high or low), Internet and Communication Technology (ICT) integration in teaching of trade subjects will enable the policy makers’ increase or reduce funding.

The society will be the primary beneficiary of this study since students will be better prepared to serve with relevant and practical skills required in the world of Trade and Business. These skills will enable Students face and tackle emerging challenges in the business world.

1.6   Scope and Delimitations of the Study

This study will be conducted in Education district II. Due to limited time ten schools will be used in the study. The target population includes Trade subjects’ teachers and students since they implement and learn from the trade subject curriculum. Teachers of other subjects will be left out deliberately because they do not teach trade subjects.

Trade subject students at upper basic will be involved in this study. This study focused on the Secondary level of Education. Primary and Tertiary levels are not part of the study.

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