CHAPTERI

INTRODUCTION

Backgroundof the Study

            Education has been recognized asplaying an integral part in the building of a nation.  Educationis the process of helping to change students’ knowledge and behavior in desiredways. The Saskatchewan Education (1991) observed that one of thepurposes of education is to provide children with skills and knowledge neededto function capably as adults. With the world changing rapidly the abilitiestoday in schools need to be reassessed as do the ways in which students areexpected to learn.

            Oneof the basic ways of attaining national objectives is through the provision ofvocational and business skills, values and attitudes. This can be acquiredthrough effective teaching. In the view of Bruner cited in SaskatchewanEducation (2000), teaching is a broader and more encompassing term, involvingany activity on the part of one person intended to facilitate learning on thepart of another. However effective teaching occurs when the student is placedat the focus of decisions that are made not only about the curriculum itselfbut also about the process by which the curriculum is delivered.

            Effectivecurriculum delivery requires many things among which are application ofappropriate instructional methods and strategies and the right learningenvironment. Ngetich and Ndege (2011) observed that for learners to benefitfrom instruction, teachers need to be careful about the organization oflearning experiences so that knowledge could be internalized and retained bythe learners and be useful to them. In the same vein, Kochhar (1991) remarkedthat even the best curriculum and the most perfect syllabus remains dead unlessquickened into life by the right methods of teaching and the right teachers.

            Instructionalmethods are critical to teaching and learning process. Instruction refers tothose curriculum-related, professionally informed decisions that teacherspurposefully enact to enhance learning opportunities for students. Gargne inSaskatchewan (2002) defines instruction as any activity on the part of oneperson intended to facilitate learning on the part of another. Effectiveinstruction is interactive and designed to accommodate student learning needsand styles through a variety of teaching practices.  Instruction and teaching are relatedactivities that scholars use synonymously.

            Methodrefers to procedure or process for attaining a goal or objective.  Methods are procedures or ways used to teachmaterial to the students.  Used in thecontext of instruction or teaching, a method is viewed as a well stagedprocedure to teach a subject. Instructional methods are ways by which informationis presented to students. Ngetich and Ndege (2011) conceived instructionalmethods as mode of delivery systems or teaching and learning methods employedin our educational process with the view of facilitating the attainment of setgoals or objectives.  For effectivenessof teaching and learning process, methods of instruction must have certainqualities and characteristics.  Ngetichet al identified the characteristics of a good teaching method to include; agood teaching method should produce certain changes in terms of knowledgeunderstanding and habits of students. Furthermore, the source stated that good teaching methods should arouseinterests on students rather than pressing on facts and figures, and shouldshift emphasis from verbalism and memorization to learning through purposefulconcrete and realistic situation.

            Instructionalmethods are varied and many. Scholars have examined teaching methods fromdifferent perspectives.  One general viewheld is that which divides them into two; teacher–centered approaches, andstudent-centered approaches emphasizing on the paramount role played by teacheror student. Another view considers instructional  methods in terms of instructor led, lecturemethod, demonstration method, practical exercise, controlled practicalexercisers, practice method, case study or team practice, coach and  pupil and independent (SaskatchewanEducation, 2000).  The source furtherclassed instructional methods into Direct instruction, Indirect instruction,Experiment learning, Independent study and interactive instruction.

            Ithas been recognized that there are different types of instructional methodswhich may be used. Each method has certain advantages and disadvantages; someare more suited for certain kinds of instruction than others. Also, each of thedifferent methods requires greater or lesser participation by students.Moreover, the choice of methods depends on what to teach (content), who we areteaching (learner), and the level of competence expected (Obi, 2005).  One method, or perhaps a combination ofmethods, is usually most appropriate for most subject matter andObjectives.  In effect based on thesubject matter, a teacher will need to determine which instructional methodsand strategies that best showcase the information to be taught.

Strategy is a procedureor technique used by the individual or group at different levels of educationalsystem to attain desired outcome or engineer changes or innovation. Accordingto Glueck (2000), a strategy is a unified, comprehensive, and integrated plandesigned to ensure that the basic objectives are achieved. For the purpose ofthis study, strategy is viewed as all available procedure and techniques usedby business teachers at different levels of educational system to attain desiredobjectives.

Instructionalstrategies, according to Brown (1998) involve a formal expectation of a desiredteaching content by the teacher. They determine the approach a teacher may taketo achieve learning objectives. Instructional strategies can be classed as direct, indirect,interactive, experiential, or independent, (Saskatchewan, 1991).  For business teachers to create learningenvironments and to specify the nature of the activity in business education,effective teaching and the need for appreciable application of instructionalmethods and strategies are necessary tools for effective teaching and learningof business studies in technical schools. 

            Technicalschools are those educational institutions that focused on the study oftechnologies and related sciences and the acquisition of practical skills,attitudes, understanding and knowledge relating to occupations in varioussectors of economic and social life (Federal Republic of Nigeria (FRN), 2004).As contained in the document, technical schools are further understood to be; anintegral part of general education; a means of preparing for occupationalfields and for effective participation in the world of work; an aspect oflifelong learning arid a preparation for responsible citizenship; and a methodof alleviating poverty.

            Followingthe decision of the Federal Government to introduce the 9-year Basic EducationProgramme and the need to attain the Millennium Development Goals, (MCGs) by2015, and the critical targets of the National Economic Empowerment andDevelopment strategies (NEEDS), the Nigerian Educational Research andDevelopment Council (2007) developed a 9- year Basic Education curricular foruse at all levels of education System in Nigeria.  Business Studies is one of the subjects identifiedas an educational strategy for meeting the nation’s vocational and businessskills needs. According to Obi (2003) business studies is an integralpre-vocational subject taught at the Junior Secondary School (JSS) level. As apre-vocational subject, Business Studies exposes students to general businessknowledge and gives basic ideas about business (Njoku, 2008). The five components of Business Studies relate specificallyto business and distributive operations and they form part of vocational education,which encourages the use of the head, heart and hands in acquiring specificpractical training required in business and industry. NERDC (2007) aptly captured the generalobjectives of Business Studies as follows: provide the orientation and basicskills with which to start an occupation for those who may not have opportunityfor further training; provide basic business skills for personal use now and inthe future; prepare students for further training in Business Studies; relatethe knowledge and skills to the national economy; and develop basic skills inoffice occupation. The NERDC document also arranged topics under each theme toenable the learner start from simple to complex ideas, adopted the guideddiscovery method of learning and teaching and prescribed activities for each ofthe topics to promote learning and skill development.

            BusinessStudies is concerned with the acquisition of knowledge and skills, attitudes,values and problem solving (Obi, 2009). The nature of the content of usinesssubjects requires that business teachers effect learning through the use ofdiverse instructional methods. Osuala (2009) opined that business subjectswould be effectively taught using modern instructional methods and strategiesbecause they provide action learning and are individualized orpersonalized.  Some of the identifiedmethods involve; team training discussion, role playing, simulation, andfieldtrips. To attain effective teaching and learning of business subjects,Okwuanaso and Nwozor (2006) identified some of the strategies to be adapted toinclude: training, cooperative learning, computer assisted programme,instructional films, drill and practice. These modern instructional methods are student-centred and promotelearning. The teaching of each of the components of business studies requiresspecial methods and strategies.

In the learning ofoffice practice which is the connecting link between schools and business,students are expected to be exposed to business practice and procedures,equipment and methods used in office (Harms, Steer and Harris in Osuala,2009).  Instructional methods appropriatefor teaching office practice include use of visuals aids, simulation,demonstration, case study, role play, field trip and, question and answer(NERDC, 2007).

Commerce affords learners the knowledge of functionsof commercial institutions. Some of the methods appropriate in teachingcommerce include: Excursion or Field Trips to industries and commercialorganizations.  Others are lecture andGuest Speaker’s which promote learning.

Book keeping relates to keeping and managing offinancial Records.  Methods relevant inteaching book keeping include developmental approach, teaching and learning byprinciple approach, the inductive or role discovering/problem solving approach,the facts process approach and lecture. 

Typewriting is the act of printing on paper(Igbinoba, 2008).  Teaching methods thatcould be applied to typing as observed by Njoku (2008) should include;Demonstration, apprenticeship, problem solving and discovery methods.

Shorthand is a skill subject which involves the useof the head, the heart as well as the hand in quick response to spoken sounds.The sub-skills involved in learning shorthand are listening, reading writingability to recall what has been heard and language skills. A combination of thefollowing methods could be used to teach shorthand: Inductive or Discoveryapproach, Reading method, Writing method, Demonstration method, Repetitiveapproach and   Question and Answer.

In order for the teaching of Business Studies tomeet the expected goals of equipping the learner with vocational businessskills that will enable him to be useful in the society, it is imperative thatbusiness teachers need to be knowledgeable in the subject matter and be able toselect the instructional methods and strategies that best suits the subject andenable the learner to internalize, retain and apply what had been learnt. Theneed for students to acquire the necessary vocational and business skills,values and attitudes has become an issue of serious concern and challenge tobusiness teachers.

            Business teachers comprise ofteachers and instructors/technologist. Osuala, in Njoku (2008) states that a businesseducation teacher is a person who holds a degree in business education from arecognized University or an NCE (National Certificate of Education). He statedfurther that holders of NCE from the recognized colleges of education inbusiness education are competent to teach the five components of the JSS BusinessStudies programme. In the same vein, Njoku (2008) viewed business educationteacher is a person who has undergone a 4 year Programme in a reputableuniversity or 3 years programme through NCE and has been certified as competentfor the award of a Bachelor’s degree /NCE in business education after meetingthe requirements of the institution and the department (Njoku, 2008). Njokuadded that any person who has obtained a degree or a professional certificationin areas such as accountancy, marketing and office technology and management,and also obtains a post-graduate certificate in educational foundations andpedagogy clearly qualifies as a business education teacher. At the other hand,instructors/technologists are experts equipped for the development andapplication of devices, machines, and techniques for Business Studies (Yiğit,2004). Both business teachers and instructors play very important role in theteaching and learning of Business Studies as they are professionally equippedto impart manipulative skills for employment into the learners.

In the teaching ofBusiness Studies, teachers and instructors are confronted with myriads ofinstructional methods to choose from. Each component of business studies requires the application of certainspecific or a combination of instructional methods and strategies.  And the entire five components of BusinessStudies are integrated as a conglomerate to be taught as one subject.  It is therefore important that the businessteacher should be conversant with different instructional methods andstrategies. This is because as Joyce, and Weil (1986) indicated that no modelof teaching is designed to accomplish all types of learning or to work for alllearning styles. This means that no single method of teaching is the best forall situations and with all teachers and pupils.

The variety ofinstructional methods and strategies available for application by businessteachers indicate that business teachers have preference for certain methodsover others.  Business teachers’preferences for various instructional methods will also be assessed based ontheir opinions on how they value the methods frequently use by them inteaching. This study will be anchored on the instructional methods prescribedby National Educational Research and Development Commission (NERDC) (2007) forimplementation of the 9-year Basic Education Curriculum Business Studies (JSS 1– 3).