ATTENTION:
BEFORE YOU READ THE CHAPTER ONE OF THE
PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE
TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO
PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN
CALL: 08068231953, 08168759420
STRATEGIES
CONSIDERED EFFECTIVE FOR TEACHING JOB SKILLS BY SECONDARY SCHOOL TEACHERS
ABSTRACT
This study
which was on strategies considered effective for teaching job skills by Anambra
State secondary school business teachers used the six instructional strategies
proposed by Mannison (2009). The study adopted the survey design. Six research
questions and six null hypothesis were tested at 0.05 level of significance. A
population and sample size of all the 365 business teachers in all the 257
public secondary schools from the six education zones in Anambra State was used
for the study. Data was collected for the study through the administration of
validated questionnaire on the respondents. A test re-test method was used to
determine the reliability of the instrument. The reliability co-efficient of
the instrument for the study was found to be 0.80. The mean statistic was used
to answer the research questions while z-test statistic was used to test the
hypothesis. Findings of the study revealed that business teachers in Anambra
State secondary schools considered independent and experimental instructional
strategies very effective for teaching job skills, while interactive and
indirect instructional strategies were considered generally effective. However,
materials/visual aid strategies was considered fairly effective and direct
instructional strategies was considered ineffective for teaching job skills at
the secondary school level. The implications of the findings have been
discussed and conclusions drawn. Relevant recommendations were made towards the
improvement of effective teaching of job skills at secondary school level,
which include compulsory application of independent and experimental
instructional strategies for teaching business subjects in all secondary
schools in Anambra State and indeed, Nigeria.
CHAPTER ONE
INTRODUCTION
Background
to the Study
Education and business forms the bedrock of
any nation’s development. Effective teaching strategies must not be taken for
granted if a nation can boast of being economically, technologically and
educationally developed, Daniel (1998).
The inability of colonial system of education
to solve Nigeria socio-economic problems including skills acquisition among our
secondary school leavers in the 2oth century generated a lot of public outcry
among stakeholders. This led to the birth of national policy on education which
was instrumental to the introduction of business subjects in public secondary
schools in Nigeria.
Today, researchers and scholars including
Atuenyi (1999), Onifade (2007) as well as policy makers unanimously agreed that
business education has a critical role to play in national development because
of its job skills potentials. They also emphasized the need to shift from
financial capital development alone to more of human capital development.
Eya (2007) observed that the practical
approach to teaching job skills in secondary schools is a major missing link.
He also stated that the solution does not lie only with the availability of
qualified teachers and modern teaching facilities, but also the effectiveness
of the strategies applied in teaching. Ezekwesili (2007) affirmed that the
reforms in Nigeria education system were aimed at promoting functional
education for life skills acquisition, job creation and poverty eradication
Business Education is defined by Anao (1986)
as the sum total of knowledge, skills and attitude that are required for
successfully promoting and administering business enterprise either as an
employee or entrepreneur. In the same vein, Nwaokolo (1998) also summarized
business education as business skills, attitude and knowledge acquired from
secondary school and post secondary institutions for performing business
operations of personal or corporate nature.
Business education at the junior secondary
school level comprised of the following subjects being taught at pre-vocational
level and as an integrated subject. They include:
(1)
Introduction to Business Studies (Business Overview)
(2)
Office Practice (Effective Office Practice)
(3)
Commerce (The Heart of Business)
(4)
Book-Keeping (Business Success)
(5)
Shorthand (Skills for Business)
(6)
Keyboarding/Typewriting (Communication Tool)
17
At the
senior secondary level, business subjects are made up of the
following
vocational subjects:
(1)
Accounting
(2)
Economics
(3)
Commerce
(4)
Computer
studies/keyboarding
(5)
Business
Method
(6)
Shorthand.
Whether at
the junior or senior secondary level, the principal objectives of these
subjects remain to bequeath the students with the relevant job skills,
knowledge and attitude necessary for paid or self-employment as well as for
higher education in business areas.
Job skills
are those skills necessary for getting, keeping and doing well on a job
(Robinson, 2010). Today, any youth without job skills is without a future and
any business education programme which does not pay adequate attention to how
students will acquire and practice job skills is not useful. Against this
backdrop, Ohiwerei (2009) reported that as business education graduates
complained about lack of jobs, companies complained of receiving lack of
skilled applicants.
Some of the
job skills inherent in business education are:
(1) Basic ICT skills (keyboarding, word
processing, data management, internet operations etc)
(2) Entrepreneurial skills (Time
management, marketing, basic accounting, micro-business management etc)
(3) Communication skills (written and
verbal: ability to write a clear and concise sentences, reporting,
presentation, telephone skills etc)
(4)
Problem solving skills (creativity, practical, investigating,
researching, analyzing, identifying/evaluating options etc)
(5) Interpersonal skills (leadership ability, delegating, team work
etc).
As the
acquisition of job skills for paid or self-employment is at the centre of
business education and youth empowerment, job skill is not acquired by chance,
it is planned, taught, learnt and practiced in a strategic manner especially in
secondary schools. Some school of thought believed that the growing number of
unemployed school leavers in Nigeria is not as a result of scarcity of jobs,
but lack of skills. The high rate of unemployment in the country is so
disturbing that parents have started to question the rational for sending their
children to school.
In addition, the high rate of crimes and other
social vices such as armed robbery, kidnapping, prostitution, political
thuggery, human and drug trafficking etc, prevalent in Nigeria today were
attributed to unemployment of our school leavers. In view of this, Nwachokor
(2002) stated that business education is a formidable force in equipping youths
with appropriate skills, knowledge, abilities and competencies to enable
individuals to be gainfully employed or self employed, leading to sustainable
economic growth and poverty eradication in our society. This shows that
business education inculcates the necessary skills with which a person could be
a paid employee or self-employed if effective strategies are used in teaching
business subjects.
Teaching strategy is a method, step, means,
approach or procedure of achieving the stated goals of education, Emeniru
(1989). Okwuanaso and Nwazor (2000) stated that in teaching and learning
situation, strategies are same as methods and procedures of teaching. Teaching
strategies play very important role in the teaching and learning process.
Effective strategies are also very crucial in teaching and learning job skills
at secondary school level.
This is because the consequences of lack of
effective teaching of job skills are devastating. For instance, lack of
effective strategies in teaching job skills may result to poor or zero skills
acquisition among school leavers. Poor or zero skills acquisition may result to
unemployment. Joblessness on the other hand, results to poverty and social
ills.
Agwu (2001), Uwameiye (2005) both observed
that the teaching strategies adopted by most business education teachers are
more of theory rather than practical and inquiry, and the type of teaching
materials used are all outdated, therefore, no longer relevant for teaching in
the present information technology era. They further stressed that most
teachers are not after students’ participations and contributions in the class,
but are concerned with covering their scheme of work. The type of strategy to
be adopted by any teacher depends on the information or skills the teacher is
trying to convey. A good teaching strategy or method must cater for the three
major ways through which learning can be done, namely auditory, visual and
kinesthetic. More so, a good teaching strategy must consider students’
background knowledge, environment and learning goals.
Mannison
(2009) proposed six groups of instructional strategies for teaching job skills
as follows:
(1) Direct Instructional Strategies:
According to him, these strategies are highly teacher-centred and very
effective for providing instructional information to students. Examples are;
Lecture Method, Listen and Visualize Method, Programmed Instruction Method,
Individualized Instruction Method, etc.
(2)
Indirect Instructional Strategies: He defined this group as
student-centred strategies which seek a high level of students’ involvement in
observing, investigating, drawing inferences from data and forming hypotheses.
Examples are: Inquiry Method, Assignments or Dalton Method, Questioning
Technique, Read and Practice Method, etc.
(3) Interactive Instructional Strategies:
He stated that interactive instructional strategies rely heavily on discussion
and sharing among participants. Students can learn from peers and teachers, at
the same time, develop social skills and rational thinking. Examples are;
Discussion, Invitation of Guest Speakers/Resource Persons, Debates, Role play,
Conferencing etc.
(4)
Experimental Instructional Strategies: He described these Strategies as
learner-centred and activity oriented. It involves personal and practical
experience of the learner. Examples are; Field Trip, Office Visits, Workshops,
Laboratory exposure etc
(5)
Independent Instructional Strategies: He defined Independent strategies
as a range of instructional methods which are purposefully provided to foster
the development of individual student initiative, self-reliance and
self-improvement. Examples are; Critical Thinking Method, E-learning, Project
Method, Computer Assisted Instruction, etc.
(6)
Materials/Visual Aid Strategies: This involves the use of instructional
materials and visual aids in teaching and learning process. It enables the
learner to learn through sight and sound. Examples are; Television, Video
Tapes, Use of Textbook, Instructional Films, etc.
In business
education, the major thrusts of effective teaching strategies according to Tema
(2007) are:
(a) To deliver quality teaching and
learning of business subjects in schools.
(b)
To ensure employability of business education graduates
(c)
To enhance status and attractiveness of business education programme.
While the guiding principles that are considered major drivers of these
strategies are: effectiveness, quality, accessibility, entrepreneurship,
employability and sustainability. On this basis, Eya (2001) disclosed that the
two major characteristics of a good and effective teacher are knowledge of the
subject matter and the effectiveness of strategies used in dispensing such
subject to the learner.
A good
number of researchers and scholars in this area of study including Collins
(1979), Daniel (1998), Atuenyi (1999), Agwu (2001), Ohakwe (2001), Ezeom and
Afe (2004), Nwodo (2006) and Onifade (2007) all agreed that:
· No nation can rise above the quality of
her teachers.
Effective teaching strategies are not
receiving adequate attention from the teachers, school and education
authorities as well as government.
· Teaching and learning of job skills in
business education will continue to suffer a set back, and unemployment among
school leavers with its social ills will also continue to soar if urgent steps
are not taken to ensure effective teaching of job skills at secondary schools
level.
Finally,
Maduako (1996) warned that the mistake of a teacher is more devastating in
effect to the future of any nation than those of doctors, engineers or lawyers.
For instance, the mistake of a doctor may lead to the death of a patience, that
of an engineer, may lead to the collapse of a bridge, and of a lawyer, someone may
go to jail, but if a teacher makes a mistake in education, even generations yet
unborn may suffer the consequences.
In view of
the above scenario, the researcher considered it worthwhile to conduct a study
on the effectiveness of the six groups of instructional strategies for teaching
job skills in business education at secondary school level through the opinions
of male and female, urban and rural, degree(s) and non-degree(s) as well as
experienced and less experienced
24
business
teachers in Anambra State of Nigeria. This study would not have come at a
better time than this. It is timely, necessary and the right steps in the right
direction.
Statement of
the Problem
One of the
major observed flaws in the education system by parents, teachers, government
etc is the absence of effective strategies for teaching job skills in business
education at secondary school level not only in Anambra State but the whole
nation. It was also to observed that the availability of teachers, provision of
teaching facilities and equipment including computers in Anambra State schools
does not seem to be matched with effective teaching strategies in order to
impart the much needed job skills to the youths in schools.
Today,
unemployment is not only ravaging the youths and future leaders of this
country, but also poses one of the greatest challenge to the government and
people of Nigeria. The growing rate of unemployed school leavers is so
disturbing that parents have started to question the rational for sending their
children to school. It was equally observed that young school leavers roam the
streets of the cities and urban centres in Nigeria without job or any
meaningful means of livelihood. Many of them get involved in crimes and other
social vices, such as armed robbery,
25
kidnapping
for ransom, prostitution etc. thereby constituting nuisance to the society.
These school
leavers are unemployed because they seem to lack the necessary skills for paid
or self employment. Job skills in business education is not by chance, it is
effectively planned, taught, learnt and practiced in a strategic manner
especially at secondary school level. Unfortunately, effective teaching
strategies which among others include direct, indirect, interactive,
experimental, independent and materials/visual aid that could be employed to
foster the teaching of job skills in business education at secondary school
level and make the school leavers employable on graduation seem not to be
properly indentified and utilized by business teachers in Anambra State and
indeed, the entire country.
It is
generally believed that if business education students are properly taught the
requisite job skills before leaving schools, they should certainly acquire the
desired job skills necessary for paid or self employment. Moreover,
unemployment and poverty will be eradicated in our society. The problem of this
study therefore, is on how to identify those instructional strategies which
could best be used to impart the requisite job skills on business education
students among the six groups proposed by Mannison (2009). They include direct,
indirect, interactive, experimental, independent and materials/visual aid.
26
Purpose of
the Study
The major
purpose of this study is to determine from the view point of business teachers
in Anambra State secondary schools, strategies considered effective for
teaching job skills among the six groups of instructional strategies proposed
by Mannison. This study will specifically seek to:
(1) Ascertain how effective business
teachers in Anambra State consider direct instructional strategies for teaching
job skills.
(2) Determine how effective business
teachers in Anambra State consider indirect instructional strategies for
teaching job skills.
(3) Find out how effective business
teachers in Anambra State consider interactive instructional strategies for
teaching job skills.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment