BUSINESS EDUCATION TEACHERS’ PERCEPTIONS REGARDING THE STRUCTURE OF JSC BUSINESS STUDIES EXAMINATION IN ENUGU URBAN
ABSTRACT
The study was aimed at ascertaining Business Education teacher’s perceptions regarding the structure of JSC examination in Enugu State with particular reference to Enugu Urban.The target population of the study comprised all the practicing business education teachers within all the selected secondary schools in Enugu Urban. The data generated were precisely analysed by the use of statistical frequency tables and percentage.Review of related literature was discussed in chapter two, issues of research procedure and methodology were covered in chapter three while chapter four presented and analysed the data generated for the study, chapter five discussed the findings, drew conclusions and some recommendations made the most weighty finding of the study was that business education teachers held opinion that the structure of JSC examination in Enugu Urban is not to be regarded as good.
One of the major recommendation was that government should make its presence felt by providing motivational incentives in the form of instructional materials such as erecting typing pool, machines, adequate right calibre of teachers that will make it feasible to overhaul the current structure of JSC examination.
TABLE OF CONTENT
CHAPTER ONE
Background of the study - - - - - 1-5
Statement of the problem - - - - - 6-8
Purpose of the study - - - - - - - 8-9
Significant of the study - - - - - - 9-10
Research question - - - -- - - 10-11
Research hypothesis - - - - - - 11
Limitation of the study- - - - - - - 11-12
Scope of the study - - - - - --- 12
Definition of terms - - - - - - 12-13
CHAPTER TWO
Review of related literature - - - - - 14
Business study and objective/evaluation - - 14-23
Components of JSC Business studies
Examination paper - - - - - - 23-25
Other similar JSC examination - - - 25-28
CHAPTER THREE
Research procedure and methology - - - 29
Research design - - - - - - 29
Area of study - - - - - - 29
Population of the study - - - - - 30
Sample selection - - - - - - 30
Instrument for data collection - - - - 30-31
Validity of the instrument - - - - 31
Reliability of the instrument - - - - 31
Procedure for questionnaire administration - 32
Method of data analysis - - - - - 32
CHAPTER FOUR
Presentation and analysis of data - - - 33-49
CHAPTER FIVE
Discussion of Findings, Conclusion,
Recommendation and Summary - - - 50
Discussion of findings - - - -- - - 50-53
Research question 2 - - - - - - 54-55
Research question 3 - - - - - - 55-57
Research question 4 - - - - - - 57-58
Research question 5 - - - -- - - 58-59
Summary of finding - - - - - - 59-60
Conclusion - - - - - -- - - 60-61
Recommendation - - - - - - 61-63
Suggestion for further studies - - - - 63
References - - - -- - -- - - 64-65
Appendix - - - - - -- - - 66-69
CHAPTER ONE
INTRODUCTION
Education as defined by the National Policy on Education revised (2004) is a dynamic instrument per excellence for effecting National development and a potent means for ensuring the welfare of the people and the equalization of life chances. In the same vein a renowned Nigerian Educationalist, Fafunwa (2004) defined Education as “an aggregate of all the processes by means of which a person develops abilities, attitudes and other forms of behaviour of positive value in the society in which he lives.
Business Education which is an integral part of general Education grew in Nigeria as a Private Business Schools. The earliest type of business Education was the apprenticeship training of book keepers. In later part of the 19th century, private business schools i.e. commercial schools as they are popularly called had a virtual monopoly, in training the skilled employee needed by all types of business organizations and government offices. Indeed, many of the successful business executives of the early 1900s were graduates of private business schools. When the government took over schools in 1971, most of the business schools were merged with secondary and grammar schools. There was an emergent shift in emphasis and orientation towards a more functional approach to secondary education that better fulfils the socio-economic needs of the nation1 (Igboke 2008).
With the introduction of the 6-3-3-4 system of education in Nigeria, greater emphasis has been placed on Business Education known as Business studies in the junior secondary and the vocational business subjects such as shorthand, typewriting, Accounting, Office Practice and Commerce, in Senior Secondary Schools. (Igboke, 2008).
The new National Policy on education (6-3-3-4 system) requires a child to spend six years in primary, three years in Junior secondary school, another three years in Senior Secondary School before proceeding for a 4-year university education.
At the end of the three years in junior secondary school, the students are examined on a number of subjects including Business studies for the award of Junior Secondary School Certificate.
According to Everiet (2002), Business studies is an inter-disciplinary integrated subject which draws its contents from other five distinct subjects namely:-
During Junior Secondary school certificate examination, Business studies questions are set from all the five subjects listed above. And to ensure that all the subject areas are done, the norma
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