Mean and standard deviation were used to answer the research questions while t-test statistics was used to test the hypotheses. The results of the study showed that: business studies facilities are inadequate in junior secondary schools; business studies curriculum compliant textbooks are inadequate; the quality of business studies teachers is adequate; and the quality of business studies teachers is adequate. It was also found that there is no significant difference between the adequacy of business studies facilities in public and private JSS, the adequacy of business studies complaint textbooks in urban and rural JSS, and the adequacy of the quantity of business studies teachers in urban and rural JSS. Based on the findings of the study, it was recommended among others that business studies programme should be subjected to accreditation based on the adequacy of facilities and textbooks, and workshops seminars and conferences should be organized periodically for business studies teachers to keep them informed of the current needs in the subject.
(CASE STUDY OF EBONYI STATE)
AN M.Ed DISSERTATION SUBMITTED TO THE DEPARTMENT OF BUSINESS EDUCATION
FACULTY OF EDUCATION
EDUCATION ACCOUNTANCY
PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF THE DEGREE OF MASTERS
TABLE OF CONTENTS
Title
Approval
Certification
Dedication
Acknowledgments
Abstract
Table of Contents
List of Tables
CHAPTER ONE: INTRODUCTION
Background of the Problem
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Hypotheses
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework:
Business Studies
Universal Basic Education (UBE)
Funding of UBE
Nine-year Basic Education curriculum
Curriculum Implementation
Adequacy of Material Resources and Curriculum Implementation
School Library and Curriculum Implementation
Adequacy of Human resources (Teachers) and Curriculum Implementation
Provision of Human and Material Resources: Rural/Urban Dichotomy
An Overview of Educational Policy Implementation in Nigeria
Theoretical Framework
Review of Empirical Studies
Summary of Review of Related Literature
CHAPTER THREE: METHODOLOGY
Research Design
Area of the Study
Population of the Study
Sample and Sampling Techniques
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR: RESULTS
Research Question 1
Research Question 2
Research Question 3
Research Question 4
Hypothesis 1
Hypothesis 2
Hypothesis 3
Summary of Findings
CHAPTER FIVE: DISCUSSION OF FINDINGS
Discussion of Findings
Summary
Conclusion
Recommendations
Educational Implications of the Study
Limitation of the Study
REFERENCES 59
APPENDICES
CHAPTER SIX
SUMMARY, CONCLUSION AND RECOMMENDATIONS
LIST OF TABLES
Table 1: Major characteristics of Rural and Urban Areas in Nigeria
Table 2: Population of Business Studies Tea
chers in Public and Private
JSS in Ebonyi State
Table 3: Mean and Standard Deviation Results based on Adequacy of School
Facilities
Table 4: Mean and Standard Deviation Results based on Adequacy
of Business Studies Curriculum Compliant textbooks
Table 5: Mean and Standard Deviation Results based on Adequacy of
the Quantity of Business Studies Teachers
Tables 6: Mean and standard Deviation Results based on quality
of Business Studies teachers
Table 7: T-test Results on of Business Studies Facilities
Table 8: T-test Results on Adequacy of Business Studies
Curriculum complaint textbooks
Table 9: T-test Results on Adequacy of the quantity of Business
studies Teachers
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QUESTIONNAIRE ON HUMAN AND MATERIAL RESOURCES REQUIRED FOR THE IMPLEMENTATION OF BASIC EDUCATION CURRICULUM ON BUSINESS STUDIES IN EBONYI STATE (HAMRRIBECOBS)
INTRODUCTION
The 9-year basic education curriculum on business studies was introduced as a response to the decision of the Federal Government to attained the millennium Development Goals (MDGs) and the critical targets of national Economic Empowerment Strategies (NEEDS) through education. In line with the above, this researcher is carrying out a study to determine the adequacy of human and material resources required for the implementation of the curriculum in Ebonyi State.
Your careful response to this questionnaire will help the researcher make his own contribution towards the attainment of MDGs and critical targets of NEEDS. Your response will be treated with strict confidentiality.
Please answer the following questions by ticking the appropriate boxes of filling the spaces provided.
SECTION A PERSONAL DATA
1. Name of School:……………………………………………………………………
2. Town:………………………..3. L.G.A:……………………………………………
4. Location of School: Urban Rural
5. Type of School: Public Private
6. Highest Qualification of Respondent:……………………………………………..
7. Area of Specialization:……………………………………………………………..
8. Subject(s) Taught:…………………………………………………………………
SECTION B: RESOURCES FOR CURRICULUM IMPLEMENTATION
|
S/N |
Item |
VHA |
HA |
LA |
VLA |
X |
S.D |
Interpretation |
|||||||
|
1 |
Typing room |
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|
2 |
Dom well desk |
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|
3 |
Swivel typing chair |
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|
4 |
Electric typewriter |
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|
5 |
Manual typewriter |
||||||||||||||
|
6 |
Ink duplicating machine |
||||||||||||||
|
7 |
Carbon paper |
||||||||||||||
|
8 |
A4 typing sheet |
||||||||||||||
|
9 |
A5 typing sheet |
||||||||||||||
|
10 |
A4 headed typing sheet |
||||||||||||||
|
11 |
A5 headed typing sheet |
||||||||||||||
|
12 |
Headed memo pad |
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|
13 |
A4 duplicating paper |
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|
14 |
Stencil |
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|
15 |
Typewriter eraser |
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|
16 |
Tipex |
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|
Shorthand Facilities |
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|
17 |
Tape recorder |
||||||||||||||
|
18 |
Sound tapes/ cassette |
||||||||||||||
|
19 |
Shorthand pen |
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|
20 |
Unrulled chalkboard |
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|
21 |
Ruled chalkboard |
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|
22 |
Shorthand note book |
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|
23 |
Photocopier |
||||||||||||||
|
24 |
Filing cabinet |
||||||||||||||
|
25 |
Perforator |
||||||||||||||
|
26 |
Stapling machine |
||||||||||||||
|
27 |
Guillotine |
||||||||||||||
|
28 |
Stop watch |
||||||||||||||
|
29 |
Alarm clock |
||||||||||||||
|
30 |
Single hole punch |
||||||||||||||
|
31 |
Double hole punch |
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|
32 |
Incoming register |
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|
33 |
Dispatch book |
||||||||||||||
|
34 |
Visitor’s book |
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|
35 |
File jacket |
||||||||||||||
|
36 |
File tags |
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|
37 |
Bulletin board |
||||||||||||||
|
38 |
Telephone Message pad |
||||||||||||||
|
39 |
Request from booklet |
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|
40 |
Business documents specimen |
||||||||||||||
|
41 |
Postage book |
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|
42 |
Adding/listing machine |
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|
43 |
Ruled ledger sheet |
||||||||||||||
|
44 |
Analysis sheet for trial balance |
||||||||||||||
|
45 |
Store record book |
||||||||||||||
|
S/N |
Item |
VHA |
HA |
LA |
VLA |
||||||||||
|
46 |
Provision of copies of the basic education curriculum on business studies |
||||||||||||||
|
47 |
Level of compliance of existing business studies textbooks with the new curriculum |
||||||||||||||
|
48 |
Revision of business studies textbooks in compliance with the new curriculum |
||||||||||||||
|
49 |
New business studies textbooks written in line with the new curriculum |
||||||||||||||
|
50 |
Availability of business studies textbooks in the school library |
||||||||||||||
|
51 |
Accessibility of library copies to business studies teachers |
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|
52 |
Accessibility of library copies to business studies students |
||||||||||||||
|
53 |
Possession/Ownership of business studies textbooks by students |
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|
54 |
Number of qualified business studies teachers in your school |
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|
55 |
Number of business studies teachers specializing in secretarial studies |
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|
56 |
Number of business studies teachers specializing in accounting |
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|
57 |
Number of business studies teachers specializing in Office Education |
< /td> | |||||||||||||
|
58 |
Number of business studies teachers specializing in Marketing Education |
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|
III |
Adequacy of Quality of business studies Teachers |
||||||||||||||
|
59 |
Level of physical competency of business studies teacher |
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|
60 |
Level of emotional competency of business studies teachers |
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|
61 |
Level of psychological competency of business studies teachers |
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|
62 |
Business studies teacher’s knowledge of commerce |
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|
63 |
Business studies teacher’s knowledge of bookkeeping |
||||||||||||||
|
64 |
Business studies teacher’s knowledge of shorthand |
||||||||||||||
|
65 |
Business studies teacher’s knowledge on typewriting |
||||||||||||||
|
66 |
Knowledge of methodology of instruction |
||||||||||||||
|
67 |
Competency in the use of available facilities |
||||||||||||||
|
68 |
Attendance at seminar/ Workshop |
||||||||||||||
|
69 |
Relevance of seminar. workshops to the teaching of business studies |
||||||||||||||
|
70 |
In-service training for business studies teachers |
||||||||||||||
|
71 |
General motivation of business studies teachers commensurate salary |
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