CHAPTER ONE
INTRODUCTION
Background to the Study
The evaluation of educational resources in
promoting teaching and learning of business education subject in secondary
schools is indisputable. The teaching of business education subject in Nigerian
secondary schools needs to be properly handled. The materials used by teachers
to teach and drive home their subject points at the secondary school levels of
our education system is undeniably a paramount important issue in practical
classroom interaction and successful transfer of knowledge from the teacher to
the learners.
Educational resources assist teachers to make
their lessons explicit to learners. They are also used to transmit information,
ideas and notes to learners (Ijaduola, 2007). Educational resources include
teachers and instructional materials include both visuals and audiovisuals such
as pictures, flashcards, posters, charts, tape recorder, radio, video,
television, computers among others. These materials serve as supplement to the
normal processes of instruction.
According to Aromolaran (2006), three major
languages are used in teaching and communicating ideas of business education
subject. These languages include theory or verbal, geometric or graphical, and
algebraic or mathematical language.
The importance and technicality of business
education subject makes it necessary that relevant human resources and
instructional materials should be used to teach it to the learners at secondary
level. This fact is supported by Macaulay (2009) who asserts that visual aids
make lesson come alive and help students to learn better. It is against
this background that this study attempts to examine the extent to which the
utilization of instructional materials could advance secondary school students
performance in business education subject.
Poor academic achievement in business
education subject could be attributed to many factors among which teacher’s strategy
itself was considered as an important factor. This implies that the mastery of
business education concepts might not be fully achieved without availability
and efficient use of the use instructional resources. The teaching of business
education without instructional materials may certainly result in poor academic
achievement. Franzer et al, (2002) stressed that a professionally qualified
science teacher no matter how well trained, would unable to put his ideas into
practice if the school setting lacks the equipment and materials necessary for
him or her to translate his competence into reality.
Researchers such as Obioha (2006) reported
that there were inadequate resources for teaching in secondary schools in
Nigeria. They further stated that the available ones are not usually in good
conditions. There is the need therefore, for improvisation. Daramola, (2008)
however noted that improvisation demands adventure, creativity, curiosity and
perseverance on the part of the teacher, such skills are only realizable
through well-planned training programme on improvisation.
However, a conceptually sound, well designed,
properly implemented evaluation system of business education resources is
indeed an essential component for effectiveness of business education and a key
to increasing performance in business education subject in schools. Evaluation
of business education resources is important for determining the reasons for
effective implementation and delivery of educational policies, programmes or
projects. For example, the findings of a formative evaluation process can
provide valuable feedback on issues such as the planning and design of courses,
as well as aspects of the content and the teaching methods employed.
Statement of the Problem
The act of teaching is fundamentally
concerned with passing ideas, skills and attitude from the teacher to the
learner. In Nigeria, for example experience has shown that spoken words alone
in the communication of ideas are grossly ineffective and inefficient in
producing desired learning outcomes. Every year, when the results of public
examination are released, there has always been complaining of failure in the
major course like Business Studies.
The reason for this could be ascribed to the
fact that there are topics in business education subject that pose serious
problem of comprehension to students. These topics cannot be taught effectively
without the use of relevant instructional materials to make the learning
practical. On the foregoing, scholars like Mutebi and Matora (2004) have
emphasized the effect of instructional materials utilisation on teaching and
learning. According to them, we learn and remember 10% of what we hear 40% of
what we discuss with others and as high as 80% of what we experience directly
or practice. This has been the motivation for the study to focus on evaluation
of resource available for teaching and learning business education subject in
secondary schools.
Purpose of the Study
The aim of the research is to carry out an
evaluation of Business Education resources available for teaching and learning
in secondary schools in Moro Local Government Area of Kwara State. The
objectives of this study are to:
- Determine the
available resources for teaching and learning business education subject
in secondary schools in Moro local government area of Kwara State. - Ascertain the
extent to which Secondary School students learning business education
subject are influenced by the use of instructional materials. - Evaluate the state
of resources available for the teaching of business education in Moro
local government area of Kwara State. - Determine whether there is any difference
in the academic performance of secondary schools students in business
education subject due to the availability and use of instructional
materials.
Research Questions
In order to achieve the objectives of this
study, the following research questions were raised to guide the investigation:
- What resources are
available for teaching and learning of business education subject in
secondary schools? - Which educational
resources will influence the teaching and application of business
education subject in secondary schools? - What is the state
or condition of the available resources to teach and learn business
education subject in secondary school? - Will there be any
difference in the performance of secondary school students in business
education subject due to the availability and effective use of
instructional resources for teaching and learning?
Research Hypotheses
The following null hypotheses were tested for
the study:-
- There is no
significant difference in the mean responses of male and female teachers
on the effectiveness of the use of instructional resources to teaching of
business education subject. - There is no
significant difference between the responses of experienced and
inexperience teachers on the effective use of instructional resources on
the teaching of business education subject. - There is no
significant difference in the mean scores of public and private school
teachers on the effective use of instructional resources suitable for
teaching business education subject.
Significance of the Study
The use of instructional materials gives the
learner opportunity to touch, smell or taste objects in the teaching and
learning process. Consequently, knowledge passed unto the students at different
levels of educational instructions should be well planned and properly allied
with relevant instructional materials for clarity and comprehensibility. Hence
the significance of this study to the students, teachers, curriculum planners,
educational system and the society at large.
To the students, the effective use of
instructional materials would enable them to effectively learn and retain what
they have learnt and thereby advancing their performance in the subject in
question. This is because according to Nwadinigwe (2000), learning is a process
through which knowledge, skills, habits, facts, ideas and principles are acquired,
retained and utilized; and the only means of achieving this is through the use
of instructional materials.
The study would enhance teachers’ teaching
effectiveness and productivity. Consequently a teacher who makes use of
appropriate instructional materials to supplement his teaching will help
enhance students’ innovative and creative thinking as well as help them become
plausibly spontaneous and enthusiastic.
The study is also significant to the
educational system and society at large. This is because when teachers solidify
their teaching with instructional materials and the learners learn effectively,
the knowledge acquired will reflect in the society positively. Students will be
able to understand the functioning of the economy, interpret government’s
economic policies and activity and perform economically better in the choice of
life and work.
Scope of the Study
This study is focused on evaluating the
effect of instructional material utilization on the advancement of secondary
school students’ performance in business education subject in Moro LGA of Kwara
State. Due to time and financial constraints, the study is limited to selected
secondary schools in the Moro Local Government Area of Kwara State. This is
because the researcher has more and immediate access to the secondary schools
in this local government area and as such had the opportunity of having a
comprehensive knowledge of the area and its environs.
Limitation of Study
The limitation that encountered in the course
of this research study was the delay in getting data from the various
respondents. Most people were reluctant in filling research questionnaires
given to them due to their busy schedules and nature of work. The researcher would
found it difficult to collect responses on time and this hampered the success
of the study.
Definition of Terms
The relevant terms below were operationally
defined relative to their usage in this study:-
o
Effect: This is the change (outcome) that is brought
to the students by their teachers as a result of teaching and learning.
o
Utilization: The act of using or making a practical use of
the available resources to achieve a purpose
o
Academic
performance: This
is regarded as the display of knowledge attained or skills, shown in the school
subject such achievements are indicated by test scores or by marks assigned by
teachers. It is the school evaluation of students’ classroom work as quantified
on the basis of marks or grades.
o
Instructional
Material: These
are the materials the teacher uses to make the lesson more interesting and
understandable.
o
Resources:
This is regarded as
material or instruments that serve as source of help to the teacher to enable
the students to understand the subject matter.
o
Teaching:
The systematic presentation
of facts, ideas, skills, and techniques to students. It is the process of
impacting knowledge or skills to student as a result of instruction or
examples.
o
Learning:
This is regarded as the process of acquiring knowledge or
developing the ability to perform new behaviours. It is a relatively permanent
change in behaviour as a result of past experience, environment, or the
acquisition of new knowledge