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 scores 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 and 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.
|
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.