AVAILABILITY OF TEACHERS AND LABORATORY FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF BUSINESS EDUCATION IN JUNIOR SECONDARY SCHOOLS IN ENUGU NORTH

AVAILABILITY OF TEACHERS AND LABORATORY FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF BUSINESS EDUCATION IN JUNIOR SECONDARY SCHOOLS IN ENUGU NORTH

 

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

1.1            Background of the Study

Secondary schools offering business education face enormous challenges. Teachers get frustrated because there are a few or unavailable facilities to teach and carry out practical’s. When this happens the products are found wanting when sent to the job market because they have not fully and confidently grasped the course content and course work effectively. Lack of facilities has really been a major problem and students have to buy most of these items by themselves. These problems have made business education in the secondary school very expensive, (Flock 1974). Confirming the neglect of vocational and Technical Education by the government, Anyakoha (2005) said, lack of modern equipment has also been a major problem as students read more about sophiscated equipment and have no opportunity of exploring such equipment for a first-hand information but resort to pictures in books.  Anyakoha, (2007), again complained that due to the combination of other courses, work in the business education has become tedious, such that it is difficult to plan field trips, visits to industries, institutions and organizations where these equipment can be found to aid learning and facilitate class room work. Due to lack of funds and aid from government and donor agencies to help build more practice houses, modern equipped food laboratories, textiles and sewing rooms, spacious demonstration centres and lecture halls, students and lecturers are clung to the old laboratories and the out dated facilities. Library facilities are poor, books are lacking and the few books found are too old, and this makes research and learning very different on the part of the student. From the ongoing it will be seen that Business education has not been given its pride of place as other professions in the march toward our national transformation. We are living in a world where science and technology have become an integral part of the world’s culture. With the increasing rate of unemployment in Nigeria, an effective training in the major areas of Business Economics will ensure functional and productive life for individuals towards national development. The research seek to investigate  the challenges of Availability of teachers and laboratory facilities for effective teaching and learning of Business education in junior secondary school in Enugu North (a case study of Enugu north L.G.A)

1.2            Statement of the Problem

Business education is a skill oriented field of study that is expected to equip learners with survival skills that make for self-reliance, employment and paid employment. Occupational skills are best understood as competency on resourceful skills capable of steering an individual to be self-reliant, independent and productive in meeting lives challenges. Creese, A. (1976) said occupational skills are life survival skills which an individual needs to function effectively and face the challenges of life. Thus business education could play a significant role in achieving the goals of the National Economic and Development strategy (NEEDS). These goals include wealth creation, employment generation, and reduction of poverty, elimination of corruption and the general reorientation of values. In spite of these laudable qualities of Business education as a skill, there are series of challenges which impede its growth to be one of the pathways to national transformation. Some of these challenges include, Federal Government’s lukewarm attitude towards vocational and technical education programmes  generally in Nigerian. The problem confronting this research therefore is to investigate Availability of laboratory facilities for effective teaching and learning of business education in junior secondary school in Enugu North (a case study of Enugu north L.G.A)

1.3            Objective of the Study

1 To determine the effect of visual aid on effective teaching of business education

 

2       To determine the effect audio facilities on effective teaching of business education

3       To determine the effect of ICT facilities on effective teaching of business education

1.4            Research Questions

1 what is the effect of visual aid on effective teaching of business education

2       what is the effect audio facilities on effective teaching of business education

3       what is the effect of ICT facilities on effective teaching of business education

1.5            Significance of the Study

The research proffers a study framework for the formulation and implementation of policy for addressing challenges of the availability of laboratory facilities for the effective Teaching of business education in junior secondary schools.

It also serves as a source of information for students, Teachers and business education Experts.

1.6  Hypothesis

  1. There is no significant effect of visual aid facilities on effective teaching of business education
  2. There is no significant effect of ICT facilities on effective teaching of business education
  3. There is no significant effect of audio facilities on effective teaching of business education

1.7  Scope of the Study

The study focuses on the appraisal of the Availability of laboratory facility for the effective teaching of business education in junior secondary school.

 

AVAILABILITY OF TEACHERS AND LABORATORY FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF BUSINESS EDUCATION IN JUNIOR SECONDARY SCHOOLS IN ENUGU NORTH

 

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