PROBLEMS AND PROSPECTS OF TEACHING AND LEARNING BUSINESS STUDIES IN SECONDARY SCHOOLS IN NUSKKA ZONE

ABSTRCAT

This study is an investigation into the TEACHING AND LEARNING OF BUSINESS STUDIES IN THE SECONDARY SCHOOLS IN ENUGU URBAN .

          Data collected was analyzed and discussed in different chapters that make up this research work. The data collected with questionnaire survey were tabulated and presented in numbers and percentages.

          In the process of carrying out the study, the following findings were made.

1.     Lack of teachers in business studies affect the teaching and learning of business studies courses.

2.     Does lack of equipment a such as typewriters, computers and other pose problems in the teaching and learning of business studies.

3.     Student show lack of interest in some business studies subjects due to internal and external influence.

4.     Insufficient text books on business studies subjects in the school library bring about ineffective teaching and learning of business studies in secondary schools.

Based on these findings,. The following recommendations were made

1.     That the federal/state government should encourage and increase the number of new intake into the course of business education in facilitate of education, little in colleges of education and polytechnics

2.     That government should dispatch as entail equipment, such as typewriters and other materials necessary for the learning and teaching of business studies.

3.     That books concerned with these courses will be supplied to schools and libraries in the state.

TABLE OF CONTENTS

Cover page

Title page

Approval page

Dedication

Acknowledgement

Abstract

Table of content

CHAPTER ONE

1.1     INTRODUCTION

1.2            Statement of the problem

1.3            Research questions

1.4            Problems of the study

1.5            Purpose of the study

1.6            Scope and delimitation on the study

1.7            Significance of the study

CHAPTER TWO

REVIEW OF LITERATURE

CHAPTER THREE

RESEARCH METHODOLOGY

            Sample size and method of sampling

            Method of data analysis

            Validity of instrument

CHAPTER FOUR

ANALYSIS OF DATA COLLECTED.

CHAPTER FIVE

5.1            Summary of major findings

5.2            Conclusions

5.3            Recommendation

5.4            Suggestion for further research

References

Questionnaire

CHAPTER

INTRODUCTION

1.1     BACKGROUND OF THE STUDY

          Business studies could be referred to as that area of vocational education that offers to courses in economic, commerce, book keeping, accounts, business mathematic typing and shorthand.

          The international dictionary of education (1979) refers to it as both commercial studies and business studies. The dictionary sees the commercial studies of education as the area that comprises such school subjects as typewriting, shorthand, book keeping and elementary accounting at defines business studies a studies of commerce and management subjects.

          This definition however does not indicate the level of education at which the title should be used.

          The difference in title is a matter of sentiment which does not in any way determine the content of the courses at the various levels of education.

          In the secretary school in Nigeria the course is regarded as business studies but in the higher levels, in colleges and universities it is known as Business education or management science which covers subjects as well as related courses like business law, business management, accountancy, marketing data processing and computer.

          Under the new system in education, these subjects are not studies in isolation in the junior secondary school. As a result of this problem, there has been less interest and motivation on the part of the students who offer business subjects in schools.

1.2     STATEMENT OF THE PROBLEMS

          Business education in Nigeria is at its developmental stage at the initial introduction of this course into our education system there was no interest nor motivation from the government. According to Nsofor (1979) “The government was not only uninterested in including commercial subjects in the educational curriculum it made a deliberate and calculated attempt to frustrate the efforts of come of the philantiopicts”. Due to lack of attention which business education received at the introduction stage, efforts by the private proprietors no attention to crumple down. The proprietors gave no attention to the training of business teachers. This may