– Assessment of Implementation of Business Education Curriculum in Colleges of Education in North-west Geo-Political Zone, Nigeria –
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ABSTRACT
This study sought to assess the implementation of business education curriculum in colleges of education in north-west geo-political zone of Nigeria.
The research has four specific objectives, four research questions which were meant to guide the study and four null hypotheses which were tested at 0.05 level of significant.
The study adopted survey research design. The population of the study was one thousand six hundred and nineteen (1619) NCEIII students of business education across the colleges of education in the Zone.
A Sample three hundred and twenty-three students (323) was randomly selected from the population, where 20% of NCE III Students was proportionately picked from respective colleges under study.
The collection of data was done with the help of research assistants in the respective colleges of education. Data collection phase lasted for four weeks.
Mean score was used to analyze check list, mean and standard deviation were used to answer the research questions while regression statistics was used to test the hypotheses at 0.05 levels of significance.
TABLE OF CONTENTS
Cover Page – – – – – – – – – – i
Title Page – – – – – – – – – – ii
Declaration – – – – – – – – – – iii
Certification – – – – – – – – – – iv
Dedication – – – – – – – – – – v
Acknowledgement – – – – – – – – vi
Table of Contents – – – – – – – – – vii
List of Tables – – – – – – – – – – ix
List of Appendices – – – – – – – – – x
Abstract – – – – – – – – – – xi
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study – – – – – – – – 1
1.2 Statement of the Problem – – – – – – – – 4
1.3 Objectives of the Study – – – – – – – – 5
1.4 Research Questions – – – – – – – – 5
1.5 Research Hypotheses – – – – – – – – 6
1.6 Significance of the Study – – – – – – – – 7
1.7 Basic Assumptions for the Study – – – – – – – 8
1.8 Delimitation of the Study – – – – – – – – 8
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Theoretical frame work – – – – – – – – 9
2.2.1 Concept of Business Education – – – – – – 11
2.2.2 Concept of Curriculum – – – – – – – – 15
2.3 Instructional Resources in Business Education program – – – 29
2.4 Academic Qualification of Business Education Teachers in Colleges of Education 39
2.5 Teaching Methods in Business Education program – – – 44
2.6 Evaluation Strategies in Business education program – – – – 49
2.7Review of Empirical Studies – – – – – – – 53
2.8 Summary of Reviewed Literature- – – – – – – 59
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design – – – – – – – – – 61
3.2 Population of the Study – – – – – – – – 61
3.3 Sampling Procedure – – – – – – – – 62
3.4 Instrument for Data Collection – – – – – – – 63
3.4.1 Validation of the Instrument – – – – – – – 64
3.4.2 Pilot Study – – – – – – – – – 64
3.4.3 Reliability of the Instrument – – – – – – – 64
3.5 Procedure for Data Collection – – – – – – – 65
3.6 Procedure for Data Analysis – – – – – – – 65
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
4.1 Analysis of Check List – – – – – – – – 67
4.2 Answers to Research Questions – – – – – – – 68
4.3 Test of Null Hypotheses – – – – – – – – 80
4.4 Summary of Major Findings – – – – – – 82
4.5 Discussion of Major Findings – – – – – – – 84
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary – – – – – – – – – – 87
5.2 Contribution to knowledge – – – – – – – 88
5.3Conclusion – – – – – – – – – 88
5.4 Recommendation – – – – – – – – – 89
5.5 Suggestion for Further Study – – – – – – – 89
References – – – – – – – – – – 90
Appendices – – – – – – – – – – 95
INTRODUCTION
Nigeria has six(6) geo-political zones, North-west is one of them with seven (7) states, which are Kaduna, Kano, Katsina, Sokoto, Kebbi, Zamfara and Jigawa states,
the colleges of education in these states that offered business education program are nine (9) in number which include Federal college of education Zaria, Federal college of education Kano,
Federal college of education Katsina, college of education(T) Gusau, Federal college of education(T) Bichi, College of education Gidanwaya Kaduna, College of education Gumel, Shehu Shagari College of education Sokoto and Saadatu Rimi College of education Kano.
Curriculum has existed in the formal sector in Nigeria with the advent of western civilization from the colonial administration of the country.
Prior to this period, education was mainly in the form of non-formal form of apprenticeship mode by which the master trained his apprentice for a period of three to five years, depending on the ease with which skills were acquire and appropriately demonstrated.
With formal education, colonial masters brought to Nigeria the curriculum in use in their countries, probably with some modifications to fit the philosophy and objectives of the education.
REFERENCES
Adekunle, M.R (2005).Academic Research Developing Skills in project writing research.
JimetaYola: Publishing House.Afangideh, R.A. (2005).Concept of Curriculum Implementation. Onisha: UNi-World
Educational.Ajibola, P.I. (2007). Implementation of Social Studies Curriculum:The Junior Secondary
Schools in Owerri Educational Zone.Journal of Curriculum and Instruction, 6(3), 1-4Akuezuilo, D.C. (2007). Business Education as a variable tool for Eradicating Extreme
Poverty and Hunger. Journal of Vocational Technical Education, 1,18-21.Ali, B. and Nasio, H. (2000). Reducing poverty through sustainable business education. Book
of readings in business education, 1(2) 12-14Aliyu, M.M. (2001).Business Education in Nigeria: trends and issues. Goshen press media,
Ilorin kwara
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