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The causes of poor performances of students in business education in Nigeria

Bachelor Thesis 2019 55 Pages

Pedagogy - Higher Education

Excerpt

TABLE OF CONTENTS

DEDICATION

ACKNOWLEDGEMENTS

ABSTRACT

TABLE OF CONTENTS

List of Tables

CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study-
Research Questions

CHAPTER TWO: REVIEW OF RELATED LITERATURE
CONCEPTUAL FRAMEWORK
Business Education
Theoretical Framework
Theoretical Studies
Empirical Studies
Summary of Literature Review

CHAPTER THREE: RESEARCH METHOD
Research Design
Areas of the Study
Population of the Study
Instrument for Data Collection
Validation of the Instrument
Method of Data Collection
Method of Data Analysis

CHAPTER FOUR: PRESENTATION AND DATA ANALYSIS
Research Question 1:
Research Question 2:
Research Question 3:
Summary of the Major Findings

CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Discussion of the Findings
Conclusion
Implications of the Study
Recommendations
Limitation of the Study
Suggestion for further Studies

References

APPENDIX I

APPENDIX II

APPENDIX III

APPENDIX IV

ACKNOWLEDGEMENTS

Glory be to Almighty God for seeing me through during the period of my studies.

The researcher wishes to acknowledge and thank everyone who contributed in one way or the other towards the success of this work.

The researcher is most grateful to his supervisor, Dr. A.C Okoye for her immense contribution and readiness, also her advice, patience and supervision towards the success of this work. His special thanks goes to his Head of Department Dr. A.N Umezulike, and to all the lecturers.

The researcher expresses his profound gratitude to his ever caring and irreplaceable parent for their word of advice and financial assistance.

Thanks also to my siblings, friends, for their support and many others who have been helpful to me. The researcher says a big thank you to you all.

ABSTRACT

The study focused on students’ perception of causes of poor performance in business education in tertiary institutions in Anambra state. The study intends to find out the factors that militate against student’s performance in business education at tertiary intuitions in Anambra state, find out from what students, the extent lack of facilities contributed to poor performance of students in business education, ascertain from students the extent lack of interest in business education contribute to poor performance. Three research questions were formulated to guide the conduct of the study. The descriptive survey design was used for the study. The questionnaire was the only instrument used for data collection. The total population of the study was 281. No sampling technique was used for the study. The questionnaire was duly validated and the data collected was analyzed using mean as a statistical technique. Results from the data analyzed shows that some of the major problems that contribute to students’ poor performance in business education were associated with the use of inappropriate method of teaching, unqualified teachers, inadequate facilities and instructional materials and lack of interest in the course. The study therefore recommended that the government should provide adequate facilities that will enhance the student learning. Also, the school authorities should ensure they employ the most qualified teachers who will impact knowledge using the right method of teaching, also there should be training and re-training of academic staffs from time to time.

List of Tables

Abbildung in dieser Leseprobe nicht enthalten

CHAPTER ONE: INTRODUCTION

Background of the Study

Business education represents a broad and diverse system of discipline that includes all types of education delivery system; elementary, Secondary and tertiary institutions. There is no doubt that business education has been with us, perhaps since the birth of man, at least on the informal sense. In the pre-literate society, up to the modern time, people have used their business skills and knowledge acquired in business situation and transactions (Nwaokolo, 2004).

However, nation-building depends largely on the productive capacities of youth as an engine asset of any nation as it is evident from the available literature (Gideon 2012, Manam & Mohammed, 2003). Student significantly contributes to the development of nation’s economics through creativities and innovative breakthrough that result in growth and development. According to Norhidayah (2009), university students are responsible for social and economic development of any country as students of business education and management have helped in developing the necessary educational, administrative and management tools which enables individuals occupy important positions in education institutions, government and private sector establishments like banks and other financial institutions in the country (Afemikhe, 2005).

Moreover, performance of business education students in tertiary institutions is not only a matter of concern for educationists, government and private sector organizations in the labour market. Empirical evidence shows that employers in the Nigerian business sector today, emphasizes on the importance of good academic performance for various job positions by the students themselves as a result of the competitive nature of the Nigerian business environment, most business organizations (public and private owned) are becoming under intense pressure to adopt strategies that will enable them employ best graduates for the labour market to help in using their productive capacities to manage their organizations more effectively and efficiently (Akpan, 2003).

Business education is a sub- field of vocational education, which provides the learner with the skills, abilities, attitudes and knowledge acquired through formal situation, necessary for obtaining in a business enterprise. Ucufun (1996) stated that business education means education for and about business. The joint committee of the National Business Education Association and Business Office Education, Division of the American Vocational Association stated that business education is a broad, comprehensive discipline whose instructional programme encompasses:

a. The knowledge attitudes and skills needed by all citizens in order to effectively manage their personal business and economic system.

b. The vocational knowledge and skill needed for entry level employment and advancement in a broad range of business careers.

According to Okwuanaso & Nwazor (2000), business education is a process of instructing person what happens during business transactions in offices, banks, markets and anywhere money changes hands. It is also a type of education that helps someone to learn the facts, acquire the skills, develop abilities, solve problems and be able to have business-like attitude, useful for success in business situation from the above, business situation from the above business education about business. But the student’s academic performance in this field is nothing to write home about.

Students’ academic performance as defined by Afolabi (2001) is the process whereby student’s educational activities are measured by examination within the context of a curricular. The students’ academic performance is determined by many factors. Some of such factors include the teachers instructional and text materials for teaching, socio-economic background of another factor that is greatly considered to be a powerful predictor of students’ academic performance in schools.

It is based on the aforementioned antecedents that promoted the researcher to the studying of students’ perception of the causes of poor performance in business education in tertiary institutions in Anambra state.

Statement of the Problem

Tertiary institutions in Nigeria across the country are facing challenges of poor performance of students in most of the undergraduate programs which is retarding growth and development of the nation. The popular concern is that of the business education students. Business education programme is one of the programmes confronted with problems of poor performance which is affecting the quality of its graduates in the country.

However, the general view of students is that most tertiary institutions in Anambra state lack adequate teaching facilities that ought to aid academic performance. A good example of this factor is the obvious few classroom blocks in the Anambra state tertiary institutions. Even when the classrooms are available, there will be insufficient chairs and desk for students to relax during lectures. This, of no doubt, leads to poor assimilation. Apart from classroom blocks, public address system is not being provided especially where the population of the students to receive lecture is such that requires such provision. In support of this, Umeh (2006) reported that one of the major causes of poor academic performance of the students of tertiary institutions in Nigeria could be attributed to inadequate infrastructural facilities. According to him, classroom buildings that will accommodate the students during and after lecture should be one of the priorities of every governmental administration. This is evidenced by a case in most tertiary institutions in the South Eastern part of the country where inadequate classrooms affect students’ performances in academics. A good example according to the researcher, is Chukwuemeka Odumegwu Ojukwu University in Anambra State where these classrooms are not enough to accommodate the entire students.

Purpose of the Study

The main purpose of the study was to ascertain the student’s perceptions of causes of poor performance of business education in tertiary institutions in Anambra state. Specifically, the study sought to find out:

1. The factors that militate against students’ performance in business education at tertiary institutions in Anambra state?
2. The extent lack of teaching facilities contribute to poor performance of students in business education at tertiary institutions in Anambra state?
3. The extent students’ lack of interest in the course contribute to poor performance in business education in Anambra state tertiary institutions?

Significance of the Study

The study will be beneficial to the following group of people: Student, Teachers, Governments and Researchers.

Firstly, this work will enable students to ascertain those factors that lead to their poor performance of student in tertiary institutions especially students of business education. The students will be made to understand that one has to develop an interest towards a particular academic discipline in order to excel.

Secondly, this study will enable the teachers make use of those methodologies that will bring about effective teaching of business education. The lecturers should be well equipped in both intellect and paradigm, so as to positively impact on students. Hence, this study will help those involved to always prepare themselves for the teaching task through proper studies and learning.

Thirdly, this work will also serve as a source of material to other researchers, students and lecturers who may be carrying out investigation on related topics.

Finally, through this study, the government will be reminded of their responsibility which is to provide infrastructural facilities. These infrastructural facilities do not end in building houses, road constructions; as well as bridges in the streets and towns, but extends to public tertiary institution and in some private institutions too.

Scope of the Study-

The focus of this study was to investigate students’ perception on the causes of poor performance in business education at tertiary institutions in Anambra state. The work will also cover the following content areas; the factors that militate against students performance in business education, the extent lack of teaching facilities contribute to poor performance in business education and the extent lack of students’ interest in the curse contribute to poor performance in business education.

Research Questions

The following research questions were formulated to guide the study

1. From the opinion of students, what are the factors that militate against students’ performance in business education at tertiary institutions in Anambra state?
2. From the opinion of students, to what extent do lack of teaching facilities contribute to poor performance of students in business education at tertiary institutions in Anambra state?
3. From the opinion of students, to what extent do students’ lack of interest in the course contribute to poor performance in business education in Anambra state tertiary institutions?

CHAPTER TWO: REVIEW OF RELATED LITERATURE

This chapter deals with review of related literature and was done under the following sub-headings;

Conceptual Framework

- Business education

Theoretical Framework

- Intentional theory of perception

Theoretical Studies

- Factors militating against students’ performance in business education.
- Contribution of teaching facilities to poor performances of business education students.
- Students lack of interest in business education in tertiary institution.

Empirical Studies

Summary of Literature Review

Conceptual Framework

CONCEPTUAL FRAMEWORK

Business Education

Business education is a programme of study structured towards impacting on the trainee skills for gainful employment. It equips its recipients with the necessary knowledge, skills and attitude that will enable him succeed in whatever business endeavor he may engaged in. Akunme (2002) defined business education as a programme designed to prepare individuals for gainful employment as semi-skilled workers in occupations that are not generally considered professional by the society. This definition implied that business education is vocational education. This is because vocational education is also seen as education designed to prepare skilled personnel at lower levels of qualification for one or a group of occupations trade or jobs.

Aliyu (2002) observed that generally, people usually look at business education from the micro point of view rather than the macro point of view. Aliyu maintained that business education is relevant in our socio-economic and political lives, as a nation in this century. Everyone feels the impact of business in one’s daily activities that requires the rudimentary knowledge of business education by all and sundry and the autonomation of today’s offices makes business education even more desirable by every citizen.

Oluwafemi (2002) noted that business education is a panacea for poverty alleviation. This looks at the skill which business education offers that enables the individuals to work in the office or to be self-employed. Ihemekpen (2002), asserted that business education is no longer business education of the past because the government (NCCE, 1996) has added the fifth objective provision of skilled for self employed. Tolve (2000) and Ekpenyong (2002) also maintained that having perceived the inadequacy of manpower in Vocational business education, National Commission for Colleges of Education (NCCE) introduced pre-NCE programme with a view to beefing up the enrolment in college of education. This implied that, the perception of business education by the general public has taken a new dimension.

Business education is seen as a tool for development. Abdullahi (2002) believed that our society is going through a difficult period and we are in a complex web of decaying infrastructure, social reforms and the adoption of more scientific and technological mode of living and solving life’s problem. The interplay of business education and technology will result in the much desired national development. In addition, Okoro and Ihimekpan (2003) stated that it is today’s believe that business education will lead to self reliance so that graduates will no longer wait to be employed by government establishments, instead they can set up business of their own and get others employed, thus improving the nation’s economy.

Osuak (2004) maintained that business education is that type of education meant to train necessary manpower for industry, business and private business establishment. This emphasized the purpose of business education in meeting the manpower needs and also the knowledge to be able to establish and run private businesses that will lead to self reliant. Popoola (2005) posit that business education is that aspect of the total education programme that equips its recipients with knowledge skills, understanding and attitude needed to perform in the business world as a producer and or consumer of goods and services that business offers. Njoku (2006) also stated that business education is that aspect of the education programmes that equips an individual with functional suitable skills, knowledge and values that would enable him/her operate in the environment he/she finds himself/herself. This entailed that business education is concerned with impacting on its recipients with knowledge skills and attitude for performance.

Aliyu (2007) explained that business education as the intellectual and vocation preparation for earning a living in a contemporary industrial business environment. This implied that Business Education is education for acquisition and development of skill and competencies, attitudes and attributes which are necessary for efficiency of the economic system. Aluwong (2007) observed that Business Education is education for general knowledge of business practices. It could be deduced from this definition that business education is education about business and not for business for it is meant to give general knowledge of business practices.

Ekpenyong (2008) observed that some of the clauses contained in the national policy on education (NPE) appear to foster misinterpretation of the mission, scope and status of vocational technical/education (VTE) in Nigeria.

According to Ekpeyong, to state that vocational education should aim at providing trained manpower in applied science, technology and commerce ‘particularly at sub-professional grades could be interpreted to mean that vocational and technical education is limited to preparation of low and middle level manpower only. This mode of perception has tended to impede students enrolment in the programme. Ekpenyong (2008) further contended that FGN (1981) stated the objective of Vocational Business and Technical Education as the provision of functional literacy, remedial education and vocational training for school drop-outs and computers of the system. This in the eyes of the public tends to connote that vocational or apprenticeship training is the next fit for school drop-outs and completers who cannot, for any reason get into the main stream of general education.

According to Uwaifo and Uwaifo (2009), business education has been neglected for a long time, because of the low perception of those who should project it to maturity. This was seen in the general apathy shown by the people being caused by the age-old attitude towards the teaching profession in the society.

Uwaifo and Uwaifo (2009) noted further that because of the low perception about the programme, even in the distribution of funds to schools, the technical colleges (where business education programme was offered) were rated much less than secondary schools. Also in the university setting, in the allocation of funds, to faculties, and departments, vocational (business) and Technical Education were always treated least in this allocation even by those in the highest level of academic attainment.

Amoor (2009) noted that the society does not accord respect or recognition to the graduates of vocational Business Education. Amoor went further to state that the society, which would have been on the neck of the government to finance the planning and implementation of business education programme in Nigerian universities has a misconception that vocational and technical education are an education that is meant for dropouts, unintelligent and under-achievers. This misconception has in no small measure frustrated the enrolment of candidates into the business education programme in tertiary institutions. Amoor noted further that most parents do not encourage or guide their wards to take a course in business education programme in tertiary institutions. This is because the society does not place any significant value or dignity on the programme.

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Details

Pages
55
Year
2019
ISBN (eBook)
9783346124869
ISBN (Book)
9783346124876
Language
English
Catalog Number
v507996
Institution / College
Chukwuemeka Odumegwu Ojukwu University – Education
Grade
Tags
nigeria
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Title: The causes of poor performances of students in business education in Nigeria