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THE RELEVANCE OF BUSINESS EDUCATION TRAINING OF SECONDARY SCHOOL STUDENTS

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THE RELEVANCE OF BUSINESS EDUCATION TRAINING OF SECONDARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

1.1 Background Of The Study

Business education is widely acknowledged as a pivotal factor in the development of professional or trained labor in all aspects of the commercial, industrial, and managerial sectors. According to Osuala (2004), the introduction of business studies emphasizes the need of providing children with an educational experience that qualifies them with marketable skills and abilities. He continued, "Business studies is a vocational subject taught in junior secondary schools in Nigeria with the goal of providing youths who may go on to senior secondary school with the necessary prevocational skills that will enable them to be useful to themselves and to the community in which they live to graduate with the necessary prevocational skills that will enable them to be useful to themselves and to the community in which they live to be useful to themselves and to the community in which they live to be useful to themselves and to the community in which they live to be useful to He stated that all students in school would be exposed to educational experiences that would provide them a competitive advantage in the workplace. The growing interest in student performance necessitates determining the role of business education and evaluating business subjects in the educational system. Insufficient instructional quality, students' negative attitude toward school, overcrowded classrooms, and poor facilities are among the variables impacting students' academic performance, according to (Olujuwon,2010). Teachers are critical in any educational system, according to NPE (2004). This is due to the system's inherent features. Teachers, in particular, play a critical role in the development of education systems in every country. According to Kochlar (2000), a teacher's role is to lead students through their learning and to be professional. According to Onifade (2010), part of the problem stems from the inability of governments at all levels to put in place teaching and learning facilities at all secondary school levels. Some teachers' methods, such as typewriters, shorthand, and accountancy, do not improve students' ability to comprehend and understand the material. Which are skill-oriented disciplines that need critical thought and, most importantly, caution. Shorthand and typewriting are conventionally intended skill topics, according to Aliyu (2001); success in a skilled subject necessitates the use of the three (3) domains for learning, namely the student's cognitive, effective, and psychomotor, respectively.

According to Nwanunobi (2010), the problem of exam failure extends beyond the student's cognitive abilities. The problem is directly caused by the deteriorating infrastructure in most secondary schools. The laboratories are ill-equipped, and the physical infrastructure, such as classrooms and libraries, is abysmal. So, how can you expect the kid to do excellently in the examination with these conditions in place? It's just not doable. According to Kochhar (2000), a school's library is the center of academic life. It is thought to be the school's intellectual laboratory. It's also a pressurized vault for ideas, a knowledge storehouse, and a source of flowing streams of live concepts. However, according to Chean (2007), the school library is the only institution that provides services to children, although it is underfunded. Children's reading habits are low since not all children have access to books. Schools may provide certain reading programs for children, but because the school library is underfunded, their hopes and aspirations will not be fulfilled. According to Aliyu (2001), a laboratory is regarded necessary since it serves as an office practical space and a storage area for other learning machines. Most public secondary schools are overcrowded, with as many as seventy (70) or more students, making it difficult to use traditional classroom teaching methods like lecture and debate, which are ineffective in vocational subjects like business studies. Kochhar (2000) also stated that furniture has a significant role in the physical, moral, and mental well-being of students, since education is the formation of a first and authentic acquaintance between the mind and objects.

1.2 Statement Of The Problem

The failure of students in business studies examinations is one of the most concerning developments in the education industry in recent years. According to a study conducted on September 23, 2011, the percentage failure of students in Doubeli Government Day Secondary School for the 2006, 2007, 2008, and 2009 JSCE results was 63.2 percent, 51.4 percent, 49 percent, and 54.2 percent, respectively. As a result, there are student failures in public secondary schools, which may be due to a lack of qualified teachers, insufficient teaching and learning facilities, insufficient infrastructure, poor teaching methods, non-completion of the syllabus before the examination, and a lack of confidence on the part of teachers and students.

The following issues contribute to secondary school students' failure in business education training: a shortage of business education instructors affects the teaching and learning of business studies courses.

In the teaching and learning of business studies, a lack of equipment such as typewriters, computers, and other devices causes challenges.

Internal and external influences have caused a lack of interest in various business studies disciplines.

Ineffective teaching and learning of business studies in secondary schools is caused by a lack of text books on business studies courses in the school library.

As a result, there is a need to address this issue and see what can be done to stop the situation from worsening. True, compared to the concentration on scientific and vocational topics, many public secondary schools have not paid sufficient attention to business studies. As an example, in the Yola North Local Government Area of Adamawa State, students are failing business studies exams at public secondary schools.

1.3 Objective Of The Study

The objective of the study is to research the Relevance of business education training of secondary school students in teaching-learning of Business. Specifically, the study aims;

1. To examine business education in Nigeria education system

2. To evaluate the relevance of business education training for secondary school students

1.4 Research Questions

1. What is business education?

2. What is the importance of business education training for secondary school students?

1.5 Significance Of The Study

By delivering challenging and relevant courses of study aligned with the Common Core Standards, business education courses provide a substantial and critical contribution to all students' academic and vocational preparation. The following are some of the reasons why secondary school students should take business education classes:

1. Higher order thinking skills, analytical skills, key computational skills, writing and reading skills, and technological skills are all frequent among academically competent students.

2. A career-ready individual uses his or her own abilities, talents, education, and experiences to add value to the business and community via performance, skill, dedication, ethics, and responsible behavior. A person who is career ready has looked into many job opportunities and is aware of the skills and education requirements.

3. A student with essential life skills has sound personal finance and money management skills; understands the economic conditions that contribute to a healthy economy and what it means to be globally competitive; understands and appreciates the free enterprise system; can use technology efficiently and effectively for personal and professional use; and can apply skills learned to a variety of personal and professional situations.

1.6 Scope Of The Study

The study focus on the relevance of effective teaching-learning of business education training in secondary school students.

1.7 Limitation Of The Study

The study is limited to secondary school students business education training.

1.8 Organizations of the study

The chapter one consist of the introductory part of the study which includes the study background, the statement of the research problem, the study objective and scope of the study.

The second chapter is a critical review of other literatures relevant to the study and its objectives including the theoretical framework for the study. While the third chapter is methods of data collection, sampling and data analysis used in conducting the study. The fourth chapter centres around the research findings including an analysis of how it relates to previous findings. The fifth chapter consists of the summary of findings, conclusion and recommendations base on the study objectives.


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