THE RESULTS OF BASIC EDUCATION CURRICULUM ON BUSINESS STUDIES IN NIGERIA SCHOOLS

RESULTS

The results of the study as presented in the tables in this chapter are based on the research questions and the null hypothesis that guided this study.

Research Question 1

What is the level of adequacy of business studies facilities in junior secondary schools in Ebonyi state?

Items 1-45 in section B of the research instrument were used to answer this research question. The data are summarized on table 3.

Table 3: Mean and standard deviation Results based on level of Adequacy of School Facilities

S/N	Item	VHA	HA	LA	VLA	X	S.D	Interpretation
1	Typing room	14	45	72	97	1.89	0.93	LA
2	Dom well desk	8	16	28	176	1.37	0.77	√
3	Swivel typing chair	4	23	33	168	1.39	0.74	√
4	Electric typewriter	11	33	54	130	1.67	0.89	√
5	Manual typewriter	10	76	82	60	2.16	0.87	HA
6	Ink duplicating machine	4	50	86	88	1.87	0.81	LA
7	Carbon paper	15	65	99	49	2.20	0.85	HA
8	A4 typing sheet	12	73	84	59	2.17	0.88	√
9	A5 typing sheet	9	53	89	77	1.97	0.86	LA
10	A4 headed typing sheet	10	61	85	72	2.04	0.87	LA
11	A5 headed typing sheet	7	45	77	99	1.83	0.85	√
12	Headed memo pad	8	33	77	110	1.73	0.84	√
13	A4 duplicating paper	14	68	67	79	2.08	0.94	√
14	Stencil	7	42	110	69	1.94	0.78	√
15	Typewriter eraser	8	35	103	82	1.86	0.79	√
16	Tipex	16	55	98	59	2.12	0.88	HA
17	Tape recorder	6	28	52	142	1.58	1.01	LA
18	Sound tapes/ cassette	5	22	53	148	1.49	0.76	√
19	Shorthand pen	10	18	60	140	1.55	0.82	√
20	Unrulled chalkboard	65	96	26	41	2.81	1.04	HA
21	Ruled chalkboard	17	20	37	154	1.56	0.93	LA
22	Shorthand note book	13	67	65	83	2.04	0.92	√
23	Photocopier	17	36	65	110	1.83	0.96	√
24	Filing cabinet	15	39	58	116	1.79	0.95	√
25	Perforator	16	55	103	54	2.15	0.86	HA
26	Stapling machine	17	73	92	46	2.27	0.87	HA
27	Guillotine	8	14	58	148	1.48	0.77	LA
28	Stop watch	12	21	90	105	1.74	0.84	√
29	Alarm clock	14	39	82	93	1.89	0.90	√
30	Single hole punch	7	66	92	63	2.07	0.83	√
31	Double hole punch	7	27	100	94	1.77	0.78	√
32	Incoming register	24	60	96	48	2.26	0.91	HA
33	Dispatch book	24	62	88	54	2.25	0.94	√
34	Visitor’s book	36	63	92	37	2.43	0.94	√
35	File jacket	47	73	68	40	2.56	1.01	√
36	File tags	54	69	64	41	2.59	1.04	√
37	Bulletin board	11	22	47	148	1.54	0.86	LA
38	Telephone Message pad	8	27	39	154	1.51	0.84	√
39	Request from booklet	10	35	57	126	1.69	0.89	√
40	Business documents specimen	13	34	57	124	1.72	0.92	√
41	Postage book	16	29	61	122	1.73	0.94	√
42	Adding/listing machine	9	29	56	134	1.62	0.86	√
43	Ruled ledger sheet	5	44	92	87	1.86	0.80	√
44	Analysis sheet for trial balance	7	39	79	103	1.78	0.84	√
45	Store record book	15	38	74	101	1.86	0.93	√
	Grand Mean					1.90	0.88	LA

HA= Very Highly Adequate, HA = Highly Adequate, LA Lowly Adequate LA = Very Lowly Adequate.

Table 3 shows that thirty-three (33) out of the forty five facilities required for the implementation of basic education curriculum on business were lowly adequate. the lowly adequate facilities are those with serial numbers 1-4, 6, 9-15, 17-19, 21-24, 27-31 and 37-45 whose mean scor
es fell between 1.1 and 2.0. Twelve facilities with serial number 5,7,8,16,20,25,26, and 32-36, whose mean scores fell between 2.1 and 3.0, were highly adequate. None of the faculties is either very highly adequate or very lowly adequate. The grand mean is 1.90 which implies that the facilities are inadequate lowly adequate. The standard deviations show that the individual mean scores do not vary from the grand mean.

Research Question 2

What is the level of adequacy of the provision of business studies curriculum compliant textbooks in junior secondary schools in Ebonyi State?

Items 46-53 in section B of the research instrument were used to answer this research question. The data are summarized on table 4.

Table 4: Mean and standard deviation Results based on the level of Adequacy of business studies curriculum compliant textbooks.

S/N	Item	VHA	HA	LA	VLA	X	S.D	Interpretation
46	Provision of the basic education curriculum on business studies	8	37	98	85	1.86	0.81	LA
47	Level of compliance of existing business studies textbook with the new curriculum	11	57	112	48	2.14	0.79	HA
48	Revision of business textbooks in compliance with new curriculum	15	45	121	47	2.12	0.81	HA
49	The new business studies textbooks written in line with the new curriculum	19	68	89	52	2.24	0.89	HA
50	Availability of business studies textbooks in the school library	15	21	68	124	1.68	0.89	LA
51	Accessibility of library copies to business studies teachers	16	24	67	121	1.72	0.92	LA
52	Accessibility of library copies to business studies students	11	23	54	140	1.58	0.86	LA
53	Possession / ownership of business studies textbook by students	10	46	59	113	1.79	0.91	LA
	Grand mean					1.89	0.86	LA

Table 4 shows that five of the eight items meant to determine the adequacy of the provision of business studies curriculum compliant textbooks (serial numbers 46, 50 -53) had mean scores between 1.1 and 2.0 and were interpreted as lowly adequate. Three of the items (serial numbers 47-49) obtained mean scores between 2.1 and 3.0 a
nd were interpreted as highly adequate. NO item was either very highly adequate or very lowly adequate. The grand mean of 1.89 implies that the provision of business studies curriculum compliant textbooks is inadequate. The standard deviations show that the individual mean scores do not vary significantly from the grand mean.

Research Question 3

How adequate is the quantity of business studies teachers in junior secondary schools in Ebonyi State?

Items 54-58 in section B of the research instrument were used to answer this research question. The data are summarized on table 5.

Table 5 Mean and standard deviation Result based on the quantity of business studies teachers in junior secondary schools in Ebonyi State.

S/N	Item	VHA	HA	LA	VLA	X	S.D	Interpretation
54	Number of qualified business studies teachers in your school	37	64	75	52	2.38	1.01	HA
55	Number of business studies teachers specializing in secretarial studies	13	51	109	55	2.09	0.83	LA
56	Number of business studies teachers specializing in accounting	31	54	109	34	2.36	0.89	HA
57	Number of business studies teachers specializing in office education	21	57	102	48	2.22	0.89	HA
58	Number of business studies teachers specializing in marketing education	21	43	113	51	2.15	0.87	HA
	Grand mean					2.24	0.89	HA

Table 5 shows that four of the five items meant to determine the adequacy of the quantity of business studies teachers, that is items 54, 56, 57 and 58 fell between 2.1 and 3.0 mean scores and were interpreted as highly adequate. One item (number 55) was lowly adequate. None of the items was either very highly adequate or very lowly adequate. The grand mean of 2.24 implies that the quantity of business studies teachers is adequate. The standard deviations show that the individual mean scores do not vary widely from the grand mean.

Research Question 4

How adequate is the quality of business studies teachers in junior secondary schools in Ebonyi state?

Items 59-71 in section B of the research instrument were used to answer this research question. The data are summarized on table 6.

Research Question 4: How adequate is the quality of business studies teachers in junior secondary schools in Ebonyi state?

Table 6: Mean and standard deviation Results based on the quality of business studies teachers in junior secondary schools in Ebonyi state.

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S/N	Item	VHA	HA	LA	VLA	X	S.D	Interpretation
59	Level of physical competency of teachers	117	77	23	11	3.32	0.84	VHA
60	Level of emotional stability of business studies teachers	64	129	24	11	3.08	0.76	HA
61	Level of psychological balance of business studies teachers	62	133	23	10	3.08	0.74	HA
62	Business studies teachers knowledge of commerce	49	133	29	17	2.94	0.80	HA
63	Business studies teachers knowledge of bookkeeping	41	120	51	16	2.82	0.81	HA
64	Business studies teachers knowledge of shorthand	38	68	91	31	2.49	0.93	HA
65	Business studies teachers knowledge of typewriting	43	79	80	26	2.61	0.92	HA
66	Knowledge of methodology of instruction	75	94	44	15	3.00	0.89	HA
67	Competency in the use of available facilities	71	70	74	13	2.87	0.92	HA
68	Attendance at Seminar/workshops	7	29	51	141	1.57	0.83	LA
69	Relevance of seminar/workshops to the teaching of business studies	24	48	59	97	1.99	1.03	LA
70	In-service training for business studies teachers	8	26	32	162	1.47	0.83	LA
71	General motivation of business studies teachers	7	29	58	134	1.60	0.83	LA
	Grand Total				2.53	0.86	HA

Table 6 shows that item 59 meant to determine the physical competency of business studies teachers had a mean score of 3.32 to be interpreted as very highly adequate. Each of the items 60 and 61 on business studies teachers’ emotional stability and psychological balance respectively, had a mean score of 3.08 to be highly adequate. Falling between 2.1 and 3.0 mean scores, items 62-67 on business studies teachers knowledge of subject matter and use of facilities were interpreted as highly adequate. Items 68-71, on training and motivation of business studies teachers, fell between 1.1 and 2.0 mean scores to be lowly adequate. The grand mean of 2.53 implies that the quality of business transfer is adequate. The standard deviations show that the individual mean scores do not vary significantly from the grand mean.

HO₁:There is no significant difference between the adequacy of business studies facilities in public and in private junior secondary schools.

The data testing the above hypothesis are summarized on table 7.

Table 3: T-Test Results on Adequacy of Business Studies Facilities

S/N	Variable	No	X	S.D	DF	T. Cal	T Crit	Decision
1	Private Public	121 107	1.78 2.01	0.91 0.94	226	1.91	1.960	Accept H0
2	Private Public	121 107	1.32 1.42	0.71 0.82	226	0.97	1.960	Accept H0
3	Private Public	121 107	1.39 1.40	0.76 0.71	226	0.05	1.960	Accept H0
4	Private Public	121 107	1.63 1.71	0.87 0.92	226	0.62	1.960	Accept H0
5	Private Public	121 107	2.15 2.15	0.88 0.84	226	0.02	1.960	Accept H0
6	Private Public	121 107	1.80 1.93	0.75 0.87	226	1.16	1.960	Accept H0
7	Private Public	121 107	2.09 2.31	0.81 0.88	226	1.95	1.960	Accept H0
8	Private Public	121 107	2.09 2.25	0.86 0.88	226	1.39	1.960	Accept H0
9	Private Public	121 107	1.93 2.01	0.78 0.93	226	0.75	1.960	Accept H0
10	Private Public	121 107	1.95 2.14	0.78 0.95	226	1.65	1.96	Accept H0
11	Private Public	121 107	1.78 1.86	0.78 0.92	226	0.74	1.960	Accept H0
12	Private Public	121 107	1.75 1.71	0.78 0.89	226	0.38	1.960	Accept H0
13	Private Public	121 107	2.01 2.14	0.91 0.97	226	0.99	1.960	Accept H0
14	Private Public	121 107	1.91 1.97	0.80 0.75	226	0.53	1.960	Accept H0
15	Private Public	121 107	1.85 1.87	0.80 0.79	226	0.26	1.960	Accept H0
16	Private Public	121 107	2.04 2.20	0.85 0.89	226	1.34	1.960	Accept H0
17	Private Public	121 107	1.53 1.63	0.78 1.21	226	0.73	1.960	Accept H0
18	Private Public	121 107	1.49 1.48	0.75 0.76	226	0.10	1.960	Accept H0
19	Private Public	121 107	1.53 1.57	0.82 0.81	226	0.30	1.960	Accept H0
20	Private Public	121 107	2.71 2.91	1.06 1.01	226	1.43	1.960	Accept H0
21	Private Public	121 107	1.56 1.56	0.96 0.90	226	0.01	1.960	Accept H0
22	Private Public	121 107	1.95 2.14	0.90 0.97	226	1.46	1.960	Accept H0
23	Private public	121 107	1.68 1.98	0.91 0.98	226	2.35	1.960	Reject H0
24	Private Public	121 107	1.74 1.85	0.93 0.96	226	0.84	1.960	Accept H0
25	Private Public	121 107	2.01 2.28	0.88 0.81	226	2.42	1.960	Reject H0
26	Private Public	121 107	2.20 2.33	0.86 0.86	226	1.13	1.960	Accept H0
27	Private public	121 107	1.41 1.56	0.69 0.83	226	1.46	1.960	Accept H0
28	Private Public	121 107	1.71 1.76	0.81 0.86	226	0.50	1.960	Accept H0
29	Private Public	121 107	1.88 1.88	0.85 0.95	226	0.03	1.960	Accept H0
30	Private Public	121 107	1.95 2.20	0.82 0.82	226	2.27	1.960	Reject H0
31	Private Public	121 107	1.71 1.83	0.73 0.81	226	1.18	1.960	Accept H0
32	Private Public	121 107	2.16 2.37	0.87 0.93	226	1.73	1.960	Accept H0
33	Private Public	121 107	2.13 2.37	0.90 0.95	226	1.95	1.960	Accept H0
34	Private public	121 107	2.29 2.57	0.88 0.99	226	2.27	1.960	Reject H0
35	Private public	121 107	2.42 2.70	1.05 0.93	226	2.04	1.960	Reject H0
36	Private public	121 107	2.44 2.76	1.05 0.99	226	2.35	1.960	Reject H0
37	Private public	121 107	1.46 1.63	0.74 0.96	226	1.52	1.960	Accept H0
38	Private public	121 107	1.42 1.60	0.72 0.93	226	1.61	1.960	Accept H0
39	Private public	121 107	1.62 1.75	0.83 0.94	226	1.09	1.960	Accept H0
40	Private public	121 107	1.59 1.85	0.82 1.00	226	2.19	1.960	Reject H0
41	Private public	121 107	1.64 1.83	0.85 1.01	226	1.51	1.960	Accept H0
42	Private public	121 107	1.54 1.70	0.80 0.90	226	1.37	1.960	Accept H0
43	Private public	121 107	1.76 1.95	0.79 0.80	226	1.74	1.960	Accept H0
44	Private public	121 107	1.68 1.88	0.80 0.86	226	1.83	1.960	Accept H0
45	Private public	121 107	1.77 1.94	0.89 0.96	226	1.36	1.960	Accept H0
	t-test Value					1.23	1.960	Accept H0₁

Table 7 shows that thirty-eight of the forty- five items were accepted because their t-calculated values were less than the t-critical value of 1.960. The seven remaining items were rejected because their t-calculated values were greater than the t-critical value. The t-test value shows that t-calculated value is 1.23 which is lees than the t-critical value. This implies that there is no significant difference between the level of adequacy of business studies facilities in public and private junior secondary schools in Ebonyi State. The null hypothesis (H0₁₎ is therefore accepted. HO₂: There is no significant difference between the adequacy of business studies curriculum compliant textbooks in urban and rural junior secondary schools. The data testing the above hypothesis are summarized on table 8.

S/N	Variable	No	X	S.D	DF	T. Cal	T Crit	Decision
46	Urban Rural	85 143	1.82 1.88	0.78 0.82	226	0.52	1.960	Accept H0
47	Urban Rural	85 143	2.17 2.11	0.80 0.79	226	0.59	1.960	Accept H0
48	Urban Rural	85 143	2.15 2.10	0.76 0.83	226	0.43	1.960	Accept H0
49	Urban Rural	85 143	2.34 2.17	0.95 0.85	226	1.35	1.960	Accept H0
50	Urban Rural	85 143	1.68 1.67	0.90 0.89	226	0.03	1.960	Accept H0
51	Urban Rural	85 143	1.72 1.70	0.95 0.89	226	0.18	1.960	Accept H0
52	Urban Rural	85 143	1.57 1.58	0.83 0.87	226	0.09	1.960	Accept H0
53	Urban Rural	85 143	1.74 1.82	0.88 0.92	226	0.67	1.960	Accept H0
	T-test Value					0.48	1.960	Accept H0₂

Table 8 shows that all the items (46-53) on the provision of business studies curriculum compliant textbooks were accepted because their t- calculated values were less than the t-critical. Similarly, the t-test value shows that the t-calculated value of 0.48 is less than the t-critical. Hence, the null hypothesis 2 (H0₂) is accepted; implying that there is no significant difference between the level of adequacy of the provision of business studies curriculum complaint textbooks in urban and rural junior secondary schools in Ebonyi State.

H0₃: There is no significant difference between the adequacy of the quantity of business studies teachers in urban and rural junior secondary schools. The data testing this hypothesis are summarized on table 9

Table 9: t- test results on adequacy of the quantity of business studies teachers

S/N		No	X	S.D	DF	T. Cal	T Crit	Decision
54	Urban Rural	85 143	2.48 2.31	1.08 0.96	226	1.21	1.960	Accept H0
55	Urban Rural	85 143	2.14 2.06	0.94 0.75	226	0.63	1.960	Accept H0
56	Urban Rural	85 143	2.38 2.34	0.95 0.86	226	0.37	1.960	Accept H0
57	Urban Rural	85 143	2.21 2.23	1.00 0.81	226	0.16	1.960	Accept H0
58	Urban Rural	85 143	2.27 2.07	1.00 0.77	226	1.63	1.960	Accept H0
	t- test Value					0.80	1.960	Accept H0₃

Table 9 shows that all the items (54-58) were accepted because their t- calculated values were less than the t- critical. In the same vein, the t- test value shows that the t- calculated value of 0.80 is less than the t- critical. Hence the null hypothesis 3(Ho₃) is accepted, implying that there is no significant difference between the adequacy of the quantity of business studies teachers in urban and rural junior secondary schools in Ebonyi State.

Summary of Findings

Based on the results of this study, the findings are summarized as follows:

1. Business studies facilities are inadequate in Junior secondary schools;

2. Business studies curriculum compliant textbooks are inadequate

3. The quantity of business studies teachers is adequate;

4. The quality of business studies teachers is adequate;

5. There is no significant difference between the adequacy of business studies facilities in public and private junior secondary schools;

6. There is no significant difference between the adequacy of business studies curriculum compliant textbooks in urban and rural junior secondary schools;

7. There is no significant difference between the adequacy of the quantity of business studies teachers in urban and rural junior secondary schools.

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THE RESULTS OF BASIC EDUCATION CURRICULUM ON BUSINESS STUDIES IN NIGERIA SCHOOLS

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