FACTORS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF BUSINESS EDUCATION IN PUBLIC TERTIARY INSTITUTIONS
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Abstract
The study sought to examine the constraints militating against effective teaching and learning of business education in public tertiary institutions in Anambra State. Five research questions were raised to guide the study. The population of the study consisted of one hundred and twenty (120) business students. The instrument used for data collection was structured questionnaire. The data collected were analyzed using mean. Findings among others revealed that Inadequate teaching methods, Shortage of qualified business education teachers, Poor teaching equipment/ facilities, Inaccessibility of business education teachers/students to digital technology and internet facilities and Inadequate funding of business education militates against effective teaching and learning of business education in tertiary institutions in Anambra State at high extent. Based on the findings of the study, some practical recommendations were made which are ; that there should be a joint funding programme by the government, schools authority and the community in the business education, and that there should be organization of sensitization programmes like workshops, conferences and seminars for teachers to update their knowledge in business education so as to face the challenges of teaching and learning processes and there should be provision of facilities, tools, equipment, models, specimen, machines and electronic device used for the teaching of business education in the tertiary institutions in Anambra State.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education across the globe has been seen as the only veritable tool for progress and survival of a nation. The formulation and translation of good policies are dependent upon quality education. Educational institutions exist primarily for the purposes of cultivating, generating and supplying of manpower needed for the attainment of aims and aspirations of the society through developmental programmes (teaching and learning), conducting research to solve existing and anticipating problems as well as expanding other frontiers of knowledge by providing other varieties of services to the communities (Egbo, 2007). The development of a nation is highly dependent on the quality of education received by her citizens. Maduekwe (2008) asserted that effective education world over is generally accepted as a mobilization tool to stimulate growth and development of economic, political, sociological and technological resources of a nation.
Effective education can be achieved through the efforts of well qualified, competent and effective teachers. Depending on the demands of the era, the educational aims and objectives change very rapidly (Doyle, 2010). These demands have a direct influence on the educational system. Every country develops its system of education to meet the challenges of changing times.
Nigeria being a developing country, the teachers have the great responsibility of making the students competent enough to stand with their counterparts in the developed countries and to make the country economically independent (Ohiwerei, 2005). To retain the enrolled masses in the classroom, to make real education possible, to increase the level of achievement, to tap the potentialities of the students and to improve educational standards remarkably, the teacher should not only be committed and devoted but also be competent and effective. To mould the students into ideal democratic citizen with efficiency and skill, the teachers’ should be exemplary, competent and effective and devoted to the profession with expertise and intellect.
Business education is a component of vocational/ technical education programme that prepares an individual for career in business and also to be an intelligent consumer of economic goods and services. Business education provides students with the needed competencies, skills, knowledge, understanding and attitudes to perform as workers in industries, civil service and also as proprietors of business. Business education is work-focused, skill-based, result oriented and technology-based (Ugwoke, 2011). Change is the only constant factor in life. This characterizes the dynamism in the competitive business environment. Education is seen as a document per excellence in preparing citizens for effective roles in the society. One form of education that equips its recipients to adapt to the changing world of work is business education. According to the American Vocational Association (AVA) in Osuala (2009), business education is a programme of instruction which consists of two parts: (a) Office Education; a vocational education programme for office careers through initial, refresher and upgrading education leading to employability and advancement in office occupation, and (b) General Business Education; a programme to provide students with information and competencies which are needed by all in managing personal and business affairs and in using the services of the business world. For Business Education programmes to remain relevant in providing the needs of individuals and that of the society; they must embrace current trends (new technologies) in the academic and economic demands of the society.
Tertiary institutions, also known as higher education in Nigeria is that level of educational institution that provides education to individuals after post-primary or secondary education. Thus, tertiary business education course delivery is offered in Universities, Colleges of Education, Polytechnics and Mono-techniques or Special Colleges (Koko, 2010). Some of these tertiary institutions run different curriculum in business education related courses. According to Koko (2010) in the colleges of education business education is offered under the two options; accounting education and Office Technology and Management (OTM). In the polytechnic, business education is offered as Office Technology and Management (OTM). While in the universities, business education options offered however indicate the diversity of operation in different universities that offers business education. Thus, it can deduced that the design of business education curriculum in the universities is dependent on institutional goals and objectives as well as the background or affiliation of curriculum designers or depending on the nomenclature of the university involved (Koko, 2010). The options include; Accounting Education, Office Education (Secretarial Education), Management Education, Marketing /Distributive Education and computer Education. Therefore, business education programme do not only assume that business education should concentrate on the education of teachers of business courses, rather, there are elements of accountancy, business administration, marketing, finance, cooperative management and secretarial administration in business education (Okorie, 2001).
According to, Ohiwerei (2005), the problems with business education in Nigerian are as old as the country itself. This was traced to when the colonial masters gave the type of education that does not fit the educational needs of the country. This assertion was informed by the ill treatment given to the country’s educational system by the colonial masters who were egocentric and tactically refused to introduce the desired business education early to Nigerians. Instead self-manipulated educational system was in place whereby certificates were issued to the very few clerks and interpreters.
Another problem here has to do with the implementation of the business studies programme at the junior secondary school level. This has been half hazardly implemented and treated with levity. According to Esene (1997) like every other new educational programme, successful implementation of the business studies curriculum at the junior secondary school lack the following infrastructure/materials, qualified and competent teachers, necessary equipment, inadequate planning, finance, technological knowhow, guidance and proper counseling. Also, associated with these according to Esene (1997), are the problems of mismanagement and constant change in government occasioned by military coups.
For tertiary institutions in Nigeria that offered business education programme to deliver on their mandates, the quality of the training given to individuals passing through a course or the other should be such that can give adequate skills and information needed in the real world sense. If business education should serve this purpose of providing the needs of the learners and the society, there should be continuous review in its curriculum in order to ensure that the quality of education provided is in line with societal demands. This review of the curriculum will be to integrate new technologies that can help in passing the desired and required skills to the learner to make him/her employable and as well relevant in the ever-changing business environment.
1.2 Statement of the Problem
One of the issues of great controversy among business educators in tertiary institutions of learning today is the issue of inadequate facilities for teaching and learning business education. The problem are inadequate teaching method, lack of maintenance of equipment, inaccessibility of business education teachers/students to digital technology are the main factors contributing to poor performance of students in Business education in tertiary institutions in Anambra State according to Ivowi (2014).
Many scholars have been emphasizing the problems of non-availability of qualified teachers to teach Business education subjects in the institutions. However, if there are qualified business education teachers and there are no adequate textbooks, workbooks and other business teaching materials and funding of business education, the whole exercise would be in vain. This necessitated the need to study the constraints militating against effective teaching and learning of business education in public tertiary institutions in Anambra State
1.3 Objectives of the Study
The main purpose of this study is to identify the constraints militating against effective teaching and learning of business education in public tertiary institutions in Anambra State. Specifically the study sought to find out:
1. Extent inadequate teaching methods militate against effective teaching and learning of business education in tertiary institutions in Anambra State.
2. Extent shortage of qualified business education teachers militate against effective teaching and learning of business education in tertiary institutions in Anambra State.
3. Extent poor teaching equipment/ facilities militate against effective teaching and learning of business education in tertiary institutions in Anambra State.
4. Extent inaccessibility of business education teachers /students to digital technology and internet facilities militate against effective teaching and learning of business education in tertiary institutions in Anambra State
5. Extent inadequate funding of business education militate against effective teaching and learning of business education in tertiary institutions in Anambra State
1.4 Research Questions
The following research questions guided the study:
1. To what extent do inadequate teaching methods militate against effective teaching and learning of business education in public tertiary institutions in Anambra State?
2. To what extent do shortages of qualified business education teachers militate against effective teaching and learning of business education in public tertiary institutions in Anambra State?
3. To what extent do poor teaching equipment/ facilities militate against effective teaching and learning of business education in public tertiary institutions in Anambra State?
4. To what extent do inaccessibility of business education teachers/students to digital technology and internet militate against effective teaching and learning of business education in public tertiary institutions in Anambra State?
5. To what extent do inadequate funding of business education militate against effective teaching and learning of business education in public tertiary institutions in Anambra State?
1.5 Scope of the Study
The study is delimited to determine the constraints militating against effective teaching and learning of business education in public tertiary institutions in Anambra State. It touched on extent of inadequate teaching methods, shortage of qualified business education teachers, poor teaching equipment/ facilities, inaccessibility of business education teachers/students to digital technology and internet facilities and inadequate funding of business education militate against effective teaching and learning of business education in public tertiary institutions in Anambra State.
1.6 Significance of the Study
The findings of this study will be of immense benefit to business subject teachers, government, business education students’ and future researchers.
The findings will lead to improvement in the teaching of business subjects. This will broaden the knowledge of business subjects teacher regarding various instructional strategies requires of them which will ensure student-centered method in the classroom for creativity, innovative and critical thinking purpose in student. This will lead to improved delivery of instructions on student, stimulate students1 interest in the pursuit of academic excellence, help build their special morale and develop their social and occupational skills.
It will enable the government to re-evaluate the aims of business education in relation to the curricula content/resources used and the dire need to provide.
1.7 Operational Definition of Terms
The following are the definitions of the basic terms employed all through the research:
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