An Examination Of The Impact Of Teachers Qualification And Method Of Teaching On Students’ Interest In Business Studies
1.1 Background of the Study
Business Studies is taught as one of the essential subjects that would help students to gain competencies that are universal and fundamental to all personal and professional activities (Inyang, 1998). All Nigerians’ everyday lives are influenced by business activity as they work, consume, save, invest, travel, and play. It influences employment, wages, and prospects for personal enterprise. In other words, business has a considerable influence on the level of living and quality of life of people, and on the environment in which they live and which future generations will inherit (Ekanem, 2008). Eventually, all students will confront the world of business, whether they work in metropolitan or rural settings. They must be prepared to participate in business operations with confidence and skill. Thus, business studies is that section of the curriculum that helps students to make informed choices in their daily lives, that adds to the student’s comprehension of the business world, that supports a good attitude toward enterprise, and that develops necessary abilities in that sector. The syllabus is balanced between the business education essential for the individual/household area and business education in the strictly commercial environment. This balance is accomplished by assigning distinct curriculum parts to “the Business of Living” and “Enterprise”.
However, a research by Adeogun (2001) in Nigeria indicated that the quality of any education system depended on the quality of teachers. Further assessment of relevant research reveals that the most significant school-based deciding factor of students’ accomplishment is teacher quality (Rockoff, 2004; Rivkin et al., 2005; Aaronson et al., 2007; Harris and Sass, 2008). Therefore, there is a need to examine the features of the secondary school instructors in terms of qualification, experience, and teaching approach in order to assure the quality of education offered to the youths. According to Usman (2012), a qualified teacher may be described as one who carries a teaching certificate and/or is licensed by the state, owns at least a bachelor’s degree from a four-year institution, and is highly qualified in his/her field of expertise. Furthermore, Usman cites Pakistan Ministry of Education officials who define a qualified teacher as someone who has subject matter knowledge, human growth and development, ethical values, instructional planning and strategies, assessment, learning environment, communication and advocacy, cooperation and partnership, continual professional development, code of conduct, and skilful use of information and communication technology.
Additionally, according to Adeyemi (2010), teachers have a significant influence in shaping the students’ enthusiasm in any subject. On this vein, Onwum (1981) suggested that teachers are supposed to make business studies more relevant, pleasant, simple, and meaningful to students. Hence, teaching methods need to be enhanced and suitable teaching strategies applied as the teaching-learning circumstance may require. For the teaching of business studies in schools, inquiry, project, lecture-demonstration, lecture performance, problem-solving, field excursions, cooperative or group learning, excursion, remedial, laboratory, and guided discussion, as well as the use of audio-visual resources, have been recommended (Mcdonald and Nelson, 1954; Webb, 1982; Rogus, 1985; Adedoyin, 1990; Ajewole, 1991, Newcomb et al., 1993). There is, nevertheless, a need to recognize that for various subjects in business studies, the teaching methodologies may change based on the complexity and structure of the topics. Teachers should be concerned with the usage of a range of methods and processes. Some methods of teaching business studies, as mentioned by Chuks (2011), include project, inquiry, and lecture-demonstration methods. Therefore, the most fun component of teaching and learning may occur when a diversity of teaching methods are applied.
Based on the aforementioned, this research will examine the influence of teachers’ qualifications and method of teaching on students’ interest in business studies. Since teachers can make or mar a student’s interest in any subject, their competence and quality for improved service delivery needs to be examined on a regular basis.
1.2 Statement of the Problem
Regardless of the current clamor of interactive classroom environment as an effective improving method, business studies professors do not give respect to it(Akwaka, 2009). The traditional, docile, passive, and teacher-centered style is still preferred. Additionally, the majority of business studies teachers are believed to be unprepared educationally to teach the subject, as many merely studied similar courses in higher education, and others did not complete their B. sc in the faculty/college of education. This in no little degree has led to the continual diminishing interest and performance of students in the subject. Business studies teacher must consequently adopt dynamic classroom environment in teaching the subject.
1.3 Objectives of the Study
The major aim of this study is to ascertain the impact of teachers qualification and method of teaching on students’ interest in business studies.
The specific objectives are therefore outlined below.
- Determine whether teachers qualifications plays a significant role in stimulating students interest in business studies.
- Determine whether poor teachers qualification affects students attainment in business studies.
- Identify the teaching methods used suitable for teaching business studies in secondary schools.
- Ascertain whether teaching methods influences students attitude towards the learning business studies.
1.4 Research Hypothesis
The hypothetical statements below will be validated in the course of this study.
- H01: Teachers qualification does not play a significant role in stimulating students interest in business studies.
- H02: Poor teachers qualification does not affect students attainment in business studies.
- H03: Teaching methods does not influence students attitude towards the learning business studies.
1.5 Significance of the Study
The recruitment of unqualified in Nigerian secondary schools have been common over the decades, and the implications of this practice is suffered mostly by the students mostly. Therefore this study will not only educate teachers on the various teaching method effective enough to trigger students interest in business studies, but will also emphasize more on the need to eliminate the employment of unqualified and unprofessional teachers in secondary schools.
Additionally, subsequent researchers will use it as literature review. This means that, other students who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regards to the impact of teachers qualification and method of teaching on students’ interest in business studies.
1.6 Scope of the Study
The study is based on the impact of teachers qualification and method of teaching on students’ interest in business studies. The study further covers the effect of teachers qualification and the role of various teaching methods in stimulating students interest in business studies. The study will be delimited to three selected junior secondary schools in Ekiti State.
1.7 Limitation of the Study
In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.
1.8 Definition of Terms
This is a person who helps students to acquire knowledge, competence or virtue. Informally the role of teacher may be taken on by anyone.
These are the broader techniques used to help students achieve learning outcomes, while activities are the different ways of implementing these methods.
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