Abstract
TABLE
OF CONTENTS
The study was a descriptive survey of the adequacy of human and material resources required for effective implementation of the upper basic business studies curriculum in Ebonyi State. Four research questions and three null hypotheses were formulated to guide the study. The entire population of two hundred and forty-one (241) business studies teachers in Ebonyi State formed the sample. A four point structured questionnaire, validated by experts with a reliability coefficient of 0.81 was administered on the 241 respondents. Two hundred and twenty-eight (228) copies of the questionnaire representing 94.6% were accurately completed and retuned for analysis.
Mean and standard deviation were used to answer the research questions while t-test statistics was used to test the hypotheses. The results of the study showed that: business studies facilities are inadequate in junior secondary schools; business studies curriculum compliant textbooks are inadequate; the quality of business studies teachers is adequate; and the quality of business studies teachers is adequate. It was also found that there is no significant difference between the adequacy of business studies facilities in public and private JSS, the adequacy of business studies complaint textbooks in urban and rural JSS, and the adequacy of the quantity of business studies teachers in urban and rural JSS. Based on the findings of the study, it was recommended among others that business studies programme should be subjected to accreditation based on the adequacy of facilities and textbooks, and workshops seminars and conferences should be organized periodically for business studies teachers to keep them informed of the current needs in the subject.
Mean and standard deviation were used to answer the research questions while t-test statistics was used to test the hypotheses. The results of the study showed that: business studies facilities are inadequate in junior secondary schools; business studies curriculum compliant textbooks are inadequate; the quality of business studies teachers is adequate; and the quality of business studies teachers is adequate. It was also found that there is no significant difference between the adequacy of business studies facilities in public and private JSS, the adequacy of business studies complaint textbooks in urban and rural JSS, and the adequacy of the quantity of business studies teachers in urban and rural JSS. Based on the findings of the study, it was recommended among others that business studies programme should be subjected to accreditation based on the adequacy of facilities and textbooks, and workshops seminars and conferences should be organized periodically for business studies teachers to keep them informed of the current needs in the subject.
(CASE STUDY OF EBONYI STATE)
AN M.Ed DISSERTATION SUBMITTED TO THE DEPARTMENT OF BUSINESS EDUCATION
FACULTY OF
EDUCATION
EDUCATION
ACCOUNTANCY
PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF THE DEGREE OF MASTERS
THIS IS A SAMPLE | WE ARE PROFESSIONALS IN WRITING
Title
Approval
Certification
Dedication
Acknowledgments
Abstract
Table of Contents
List of Tables
CHAPTER ONE: INTRODUCTION
Background of the Problem
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Hypotheses
CHAPTER TWO: REVIEW OF RELATED
LITERATURE
Conceptual Framework:
Business Studies
Universal Basic Education (UBE)
Funding of UBE
Nine-year Basic Education curriculum
Curriculum Implementation
Adequacy of Material Resources and Curriculum Implementation
School Library and Curriculum Implementation
Adequacy of Human resources (Teachers) and Curriculum Implementation
Provision of Human and Material Resources: Rural/Urban Dichotomy
An Overview of Educational Policy Implementation in Nigeria
Theoretical Framework
Review of Empirical Studies
Summary of Review of Related
Literature
CHAPTER THREE: METHODOLOGY
Research Design
Area of the Study
Population of the Study
Sample and Sampling Techniques
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR: RESULTS
Research Question 1
Research Question 2
Research Question 3
Research Question 4
Hypothesis 1
Hypothesis 2
Hypothesis 3
Summary of Findings
CHAPTER FIVE: DISCUSSION OF FINDINGS
Discussion of Findings
Summary
Conclusion
Recommendations
Educational Implications of the Study
Limitation of the Study
REFERENCES 59
APPENDICES
CHAPTER SIX
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
LIST OF TABLES
Table 1: Major
characteristics of Rural and Urban Areas in Nigeria
Table 2: Population
of Business Studies Teachers in Public and Private
JSS in Ebonyi State
Table 3: Mean and
Standard Deviation Results based on Adequacy of School
Facilities
Table 4: Mean and
Standard Deviation Results based on Adequacy
of Business Studies Curriculum Compliant
textbooks
Table 5: Mean and
Standard Deviation Results based on Adequacy of
the Quantity of Business Studies Teachers
Tables 6: Mean and standard Deviation Results based on quality
of
Business Studies teachers
Table 7: T-test
Results on of Business Studies Facilities
Table 8: T-test
Results on Adequacy of Business Studies
Curriculum complaint textbooks
Table 9: T-test
Results on Adequacy of the quantity of Business
studies Teachers
THIS IS A SAMPLE | WE ARE PROFESSIONALS IN WRITING
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THIS IS A SAMPLE | WE ARE PROFESSIONALS IN WRITING
QUESTIONNAIRE
ON HUMAN AND MATERIAL RESOURCES REQUIRED FOR THE IMPLEMENTATION OF BASIC
EDUCATION CURRICULUM ON BUSINESS STUDIES IN EBONYI STATE (HAMRRIBECOBS)
INTRODUCTION
The 9-year basic education
curriculum on business studies was introduced as a response to the decision of
the Federal Government to attained the millennium Development Goals (MDGs) and
the critical targets of national Economic Empowerment Strategies (NEEDS)
through education. In line with the above, this researcher is carrying out a
study to determine the adequacy of human and material resources required for
the implementation of the curriculum in Ebonyi State.
Your
careful response to this questionnaire will help the researcher make his own
contribution towards the attainment of MDGs and critical targets of NEEDS. Your
response will be treated with strict confidentiality.
Please
answer the following questions by ticking the appropriate boxes of filling the
spaces provided.
SECTION A
PERSONAL DATA
1. Name of
School:……………………………………………………………………
2. Town:………………………..3.
L.G.A:……………………………………………
4. Location of School: Urban Rural
5. Type of School: Public Private
6. Highest Qualification of
Respondent:……………………………………………..
7. Area of
Specialization:……………………………………………………………..
8. Subject(s)
Taught:………………………………………………………………...
SECTION B: RESOURCES FOR
CURRICULUM IMPLEMENTATION
S/N
|
Item
|
VHA
|
HA
|
LA
|
VLA
|
X
|
S.D
|
Interpretation
|
|||||||
1
|
Typing
room
|
||||||||||||||
2
|
Dom
well desk
|
||||||||||||||
3
|
Swivel
typing chair
|
||||||||||||||
4
|
Electric
typewriter
|
||||||||||||||
5
|
Manual
typewriter
|
||||||||||||||
6
|
Ink
duplicating machine
|
||||||||||||||
7
|
Carbon
paper
|
||||||||||||||
8
|
A4
typing sheet
|
||||||||||||||
9
|
A5
typing sheet
|
||||||||||||||
10
|
A4
headed typing sheet
|
||||||||||||||
11
|
A5
headed typing sheet
|
||||||||||||||
12
|
Headed
memo pad
|
||||||||||||||
13
|
A4
duplicating paper
|
||||||||||||||
14
|
Stencil
|
||||||||||||||
15
|
Typewriter
eraser
|
||||||||||||||
16
|
Tipex
|
||||||||||||||
Shorthand Facilities
|
|||||||||||||||
17
|
Tape
recorder
|
||||||||||||||
18
|
Sound
tapes/ cassette
|
||||||||||||||
19
|
Shorthand
pen
|
||||||||||||||
20
|
Unrulled
chalkboard
|
||||||||||||||
21
|
Ruled
chalkboard
|
||||||||||||||
22
|
Shorthand
note book
|
||||||||||||||
23
|
Photocopier
|
||||||||||||||
24
|
Filing
cabinet
|
||||||||||||||
25
|
Perforator
|
||||||||||||||
26
|
Stapling
machine
|
||||||||||||||
27
|
Guillotine
|
||||||||||||||
28
|
Stop
watch
|
||||||||||||||
29
|
Alarm
clock
|
||||||||||||||
30
|
Single
hole punch
|
||||||||||||||
31
|
Double
hole punch
|
||||||||||||||
32
|
Incoming
register
|
||||||||||||||
33
|
Dispatch
book
|
||||||||||||||
34
|
Visitor’s
book
|
||||||||||||||
35
|
File
jacket
|
||||||||||||||
36
|
File
tags
|
||||||||||||||
37
|
Bulletin
board
|
||||||||||||||
38
|
Telephone
Message pad
|
||||||||||||||
39
|
Request
from booklet
|
||||||||||||||
40
|
Business documents specimen
|
||||||||||||||
41
|
Postage
book
|
||||||||||||||
42
|
Adding/listing
machine
|
||||||||||||||
43
|
Ruled
ledger sheet
|
||||||||||||||
44
|
Analysis
sheet for trial balance
|
||||||||||||||
45
|
Store
record book
|
||||||||||||||
S/N
|
Item
|
VHA
|
HA
|
LA
|
VLA
|
||||||||||
46
|
Provision
of copies of the basic education curriculum on business studies
|
||||||||||||||
47
|
Level
of compliance of existing business studies textbooks with the new curriculum
|
||||||||||||||
48
|
Revision
of business studies textbooks in compliance with the new curriculum
|
||||||||||||||
49
|
New
business studies textbooks written in line with the new curriculum
|
||||||||||||||
50
|
Availability
of business studies textbooks in the school library
|
||||||||||||||
51
|
Accessibility
of library copies to business studies teachers
|
||||||||||||||
52
|
Accessibility
of library copies to business studies students
|
||||||||||||||
53
|
Possession/Ownership
of business studies textbooks by students
|
||||||||||||||
54
|
Number
of qualified business studies teachers in your school
|
||||||||||||||
55
|
Number
of business studies teachers specializing in secretarial studies
|
||||||||||||||
56
|
Number
of business studies teachers specializing in accounting
|
||||||||||||||
57
|
Number
of business studies teachers specializing in Office Education
|
||||||||||||||
58
|
Number
of business studies teachers specializing in Marketing Education
|
||||||||||||||
III
|
Adequacy
of Quality of business studies Teachers
|
||||||||||||||
59
|
Level
of physical competency of business studies teacher
|
||||||||||||||
60
|
Level
of emotional competency of business studies teachers
|
||||||||||||||
61
|
Level
of psychological competency of business studies teachers
|
||||||||||||||
62
|
Business
studies teacher’s knowledge of commerce
|
||||||||||||||
63
|
Business
studies teacher’s knowledge of bookkeeping
|
||||||||||||||
64
|
Business
studies teacher’s knowledge of shorthand
|
||||||||||||||
65
|
Business
studies teacher’s knowledge on typewriting
|
||||||||||||||
66
|
Knowledge
of methodology of instruction
|
||||||||||||||
67
|
Competency
in the use of available facilities
|
||||||||||||||
68
|
Attendance
at seminar/
Workshop
|
||||||||||||||
69
|
Relevance
of seminar. workshops to the teaching of business studies
|
||||||||||||||
70
|
In-service
training for business studies teachers
|
||||||||||||||
71
|
General
motivation of business studies teachers commensurate salary
|
||||||||||||||