The Impact Of Instructional Delivery And Skills Acquisition In Business Education

Project and Seminar Material for Business Education Students

The Impact Of Instructional Delivery And Skills Acquisition In Business Education


Abstract


This study was carried out on the impact of instructional delivery and skills acquisition in business education using University of Lagos as a case study. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprised of business education students in University of Lagos. In determining the sample size, the researcher conveniently selected 160 respondents and 141 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, and mean scores. While the hypotheses were tested using chi-square statistical tool. The result of the findings reveals that skills acquisition are effectively taught in universities in universities. The study also revealed that skill acquisition promotes self-employment for business education students in Universities. Further findings showed that there is a significant relationship existing between instructional delivery and effective skill acquisition among business education students. Therefore, it is recommended that government and other major stakeholders should focus their attention and invest their resources on business education so as to help address the issues and challenges facing business education particularly at the tertiary level. To mention but a few.


Table of Content


Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organization of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

The purpose of education or training in any given society is to provide a series of organized learning experiences for the recipient at all levels of education. Business education as an aspect of larger educational system, comprises a variety of teaching and learning outcomes that are intended for personal business or career use, one has to determine the objectives and how to deliver the material based on the unique nature of each individual, needs of the community, subject matter, and other factors that impact the business curriculum. (NBEA, 2008). Tonne, Popham & Freeman (1967) as cited in Abadom (2003) defined business education as the educational process whose aim is to prepare people for career or roles in business organizations. These roles include: i. educating individuals for about business; ii. providing a continuous program of planned learning experiences; designed to equip individuals to fulfil effectively three roles; a. producing and distributing goods and services as workers; b. using the results of production as consumers; and c. making judicious socio economic decision as citizens (Osuala, 2004:5) iii. Providing career information that helps students relate their interest needs and abilities to occupational opportunity in business iv. Providing educational opportunities for students preparing for careers in field other than business to acquire business knowledge and skills needed to function effectively in those careers, (Osuala, 2004:6). Skill acquisition is a gradual developmental process that requires our cognitive processes to work with our physical abilities to learn how to perform business, tasks, that were previously unfamiliar with. The teahing and learning to produce peak performance, it is essential that the parties involved understand how the level of the acquisition can affect performance. (Amaewhule, 2014).

Business education is the element of vocational and technology education that provides the business, economic, and education-related information, skills, and competencies needed to teach business courses in secondary schools, colleges, and universities (Udo, 2016). Similarly, it was maintained that business education prepares students for growth on the job or in a firm, as well as for managing their own business affairs and operating efficiently as consumers and citizens in a commercial economy (Barrett, 2017).

To develop basic skills for future personal use; to acquire the basic knowledge and skills of business education; to relate the acquired knowledge and skills to national development; to develop basic skills in office occupation; to provide the necessary background for teaching in business subject; to prepare students or further training in business studies; and to provide orientation and orientation. This shows that valued aims of business education cannot be attained if the need of acquiring entrepreneurial skills is not stressed in tertiary curriculum implementation (Udo, 2016). All of these objectives may be reached for sustainability through the development of entrepreneurial skills.

Business education prepares students for profitable jobs and a sustainable way of life, as well as intellectual, behavioral, and interpersonal development (Saidu, Dahiru & Suleiman, 2017). Education on entrepreneurship is a component of business education (Udo, 2016). It is essential to underline that the essence of entrepreneurship is the efforts of individuals to translate ideas into economic opportunities (Afolabi, 2015).


1.2 Statement of the Problem

Business education involves the development of proper habits, attitudes, and skills, as well as the tools to survive unemployment. According to the United Nations Development Programme (2015), despite the fact that Business Education programs educate individuals with the skills essential for self-employment, Business Education graduates have yet to use these possibilities to generate jobs for themselves and others. Instead, business graduates cruise the streets in quest of limited or nonexistent employment. Due to digital illiteracy, poor corporate location, lack of inventive thinking, communication, marketing, and record-keeping abilities, even the few who have sought to start businesses in the past have failed (Salisu, 2021). Despite the importance and emphasis placed on broader skills in connection to the employability of recent graduates on the Nigerian labor market, it is sad that employer feedback about the use of modern technology by recent graduates indicates that these skills are insufficient. Employers assume that recent graduates are unprepared for the intricacies and challenges of the contemporary job. Due to the lack or absence of a practical approach to teaching and learning in tertiary institutions, business education graduates lack the transferable skills required by the workforce in the age of contemporary technologies and are unable to thrive in the workplace today. This may be attributable to the instructional methods adopted by business educators, which discourage the development of marketable skills in business school students (Emeasoba & Igwe 2016).


1.3 Objectives of the Study

The main aim of this study is to examine the impact of instructional delivery and skills acquisition in business education.

Specific objectives of this study are to:

  1. Determine whether skills acquisition are necessary for business education students.
  2. Ascertain whether skills acquisition are effectively taught in universities in universities.
  3. Determine whether skill acquisition promotes self-employment for business education students in Universities.
  4. Find out if any significant relationship exist between instructional delivery and effective skill acquisition among business education students.

1.4 Research Questions

The following research questions will be answered in this study:

  1. Are skills acquisition necessary for business education students?
  2. Is skills acquisition effectively taught in universities?
  3. Does skill acquisition promotes self-employment for business education students in Universities?
  4. Is there any significant relationship existing between instructional delivery and effective skill acquisition among business education students?

1.5 Research Hypotheses

The following null hypotheses will validate this study:

  • H0: There is no significant relationship existing between instructional delivery and effective skill acquisition among business education students.
  • H1: There is a significant relationship existing between instructional delivery and effective skill acquisition among business education students.

1.6 Significance of the Study

This study is significant because it highlights the important need for skills acquisition for self-employment among business education students and Nigerian youths in general by examining the educational system, strategies, and the consequent social developmental impact on the society.

The study stresses the country’s education challenges and its equivalent to poverty levels in the society as a result of a lack of work or business-starting knowledge; the outcome is a society that supports healthy collaboration and motivation, therefore influencing the nation’s progress.

However, the contribution of this research to knowledge identifies what is crucial for Nigerian youths and the economy, namely quality skills acquisition education that is centered on the needs of youths, particularly during this period of unemployment, as opposed to the United Nations resolution to increase budgetary details and the number of people who attend school. This is not the first research on entrepreneurial education and employment; nonetheless, it contributes to the body of knowledge in the subject and emphasizes the findings in order to determine which method would work best for the young of Nigeria in terms of actually eliminating unemployment.


1.7 Scope of the Study

This study focuses on the impact of instructional delivery and skills acquisition in business education. Specifically, this study focuses on determining whether skills acquisition are necessary for business education students, ascertaining whether skills acquisition are effectively taught in universities in universities, determining whether skill acquisition promotes self-employment for business education students in Universities and finding out the types of skill acquisition taught to Business Education students in Universities. The study will be delimited to business education students in University of Lagos, Lagos State.


1.8 Limitations 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.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.


1.9 Definition of Terms

Business Education:

Business education is a branch of education that involves teaching the skills and operations of the business industry. This field of education occurs at multiple levels, including secondary and higher education institutes.

Skills Acquisition:

Skill acquisition is the art of learning to do something in order to earn a living and or to survive.


1.10 Organization of the Studies

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings into the impact of instructional delivery and skills acquisition in business education using University of Lagos as a case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine the impact of instructional delivery and skills acquisition in business education using University of Lagos as a case study. The study specifically was set to determine whether skills acquisition are necessary for business education students, ascertain whether skills acquisition are effectively taught in universities in universities, determine whether skill acquisition promotes self-employment for business education students in Universities, and find out if any significant relationship exist between instructional delivery and effective skill acquisition among business education students.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 141 responses were validated from the enrolled participants where all respondents are business education students in University of Lagos state.


5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

  1. Skills acquisition are necessary for business education students.
  2. Skills acquisition are effectively taught in universities in universities.
  3. Skill acquisition promotes self-employment for business education students in Universities.
  4. There is a significant relationship existing between instructional delivery and effective skill acquisition among business education students.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

  1. Government and other major stakeholders should focus their attention and invest their resources on business education so as to help address the issues and challenges facing business education particularly at the tertiary level.
  2. Adequate teaching gadgets with practical oriented training should be given to students and teachers of business education have seen their passion for entrepreneurship drive should be monitored and assisted. This can be done through encouraging their business idea by financing their business plans and linking them with well- established companies. This will encourage more students to embrace entrepreneurial initiatives.

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