DISCUSSION OF
FINDINGS
In this chapter, the researcher discussed the
findings of this study based on the four research questions and the three null
hypotheses that guided the study.
Adequacy of
Business Studies Facilities in Junior Secondary Schools
The
results of the study showed that of the forty-five (45) facilities required for
the implementation of basic business studies curriculum, thirty-three (33) were
lowly adequate, having obtained mean scores that fell between 1.1 and 2.0
Twelve (12) facilities were highly adequate having obtained mean scores between
2.1 and 3.0. The grand mean of 1.90 fell between 1.1 and 2.0, implying that
business studies facilities are inadequate in junior secondary schools.
This
finding is not surprising given the fact that Ebonyi is the youngest state in
the Federation which has been described by Okike (2006) as the least literate South Eastern
State. This finding
agrees with the earlier findings of Nwagwu (2007) that short supply of
instructional materials in Nigerian secondary schools hinders teaching and
leaning. It equally supports the findings of Azih (2008) that most of the
schools in Abakaliki Urban are not equipped with sufficient facilities needed
for the teaching of Business studies. Similarly, this finding agrees with the
findings of Ugwuanyi and Eze (2008) that business studies facilities like
laboratories, typist desks, typist chairs are fairly adequate in the
polytechnics. This finding further supports the finding of Okonkwo (2004) that
due to inadequate facilities in technical colleges, the right competencies and
knowledge required for employment and for further education may not be
realized.
Basic
education business studies curriculum may not be affectively implemented
without adequate facilities which Ulifun (1986) describes as a sine-qua-non for
the attainment of all educational programmed. This curriculum may not be
meaningful without adequate facilities since Towe in Okpanku and Uchechi (2008)
asserts that for Business studies to have any meaning, equipment and machines
should be made available., the implication is that students’ achievement and
teachers’ level of service delivery may fall below expectation because
,according to Ayuni, Jaiyaba and Atanda (2008), adequate facilities are very
essential factors in students, academic achievement as well as teacher’s
attitude to teaching and classroom management.
Adequacy of
Basic Business Studies Curriculum Compliant Textbooks
The
result of this study showed that five of the eight item statements that
answered research question 2 were lowly adequate having fallen between 1.1 and
2. 0 mean scores. Three items obtained between 2.1 and 3.0 mean scores to be
highly adequate. The grand mean rating for basic business studies curriculum
complaint textbooks was 1.89 which implies that business studies curriculum
compliant textbooks are inadequate. This finding is expected. It agrees with
the findings of lgu (2007) that school libraries, where available are filled
with old and obsolete books that are irrelevant. The finding, as well, supports
the findings of Mustapha (20011) who regrets the dearth of relevant and
curriculum compliant textbooks for the implementation of the basic education
curriculum. The researcher even observed, in support of Mustapha, that majority
of the teachers were still battling to catch a glimpse of the new curriculum.
This finding supports the findings of Ogunmayi (2008) which ranked lack of up
–to –date relevant textbooks as the second problem that confronts the teaching
and learning of business education in Nigeria.
This
finding, though expected, will definitely impair the implementation of the
basic business studies curriculum given the fact that fafunwa in Akpan, Isah
and Sunday (2012) described the library (books) as the heart of the school
around which all school programmers revolve. The implication of this finding is
that the implementation of the curriculum will be impaired because, books,
according to the International Federation of Library Association in Akpan, Isah
and Sunday (2012), are indispensable tools in education. Afterall, Obama (2005)
identifies reading as the gate way skill that makes all other learning
possible. This finding is unfortunate therefore because the effective
implementation of the curriculum under review can only be achieved if there is
a functional library in our school.
Adequacy of
the quantity of business studies teachers
The
results of this study showed that four of the five items on the adequacy of the
quantity of business studies teachers, were highly adequate while one was lowly
adequate. The grand mean of 2.24 which falls between 2.1 and 3.0 implies that
the quantity of business studies teachers is adequate. This finding however
contradicts that of Edeh (2001) that Ebonyi
State had no sufficient
number of teachers but filled the vacancies with unqualified teachers. It again
varies with the finding of Ocho (2007) that staffing in Ebonyi State Secondary
Schools was nothing to write home about both in quality and quantity. The
finding also contradicts the observation of Emenanjo (1992) that there were
dearth of teachers, worsened by those available being wrongly placed and
overworked. In the same vein, it varies with the finding of Adeboye (2007) that
the teaching personnel in Nigeria
is inadequate.
This positive departure from
the findings of other researchers is not seen by the researcher as a
contradiction in the real sense of the word but as an improvement on the
condition that subsisted. The researcher believes that the key players in Ebonyi State,
being fully aware of he human capital problem of the state, have taken the
steps that have led to this improvement. The establishment of Ebonyi State
University which has a
viable business education department and the Ebonyi State College of Education
with a functional business education department are steps in that direction.
Similarly, the State government has granted the state Universal Basic Education
Board waiver, on several occasions, to employ teacher based on areas of need.
The
implication of this finding in that the quantity of business studies teachers
may not be an impediment to the implementation of basic education curriculum on
business studies. This is real because according to Mkandawire (2010), a
sufficient supply of trained teachers is needed if the implementation of the curriculum
is to be effective. This as well, agrees with the assertion of Alumode (2002)
that teachers have always been and are likely to continue to be fundamental
assets in all forms of education process. Since adequate number of teachers may
ensure effective implementation of the curriculum, it is important to look at
the quality of these teachers because , according to Adeshina (2005), the
quality of business education teachers is a very good determinant of how far
the programmed will go.
Adequacy of the
quality of business studies teachers
The
results of this study showed that the physical competency of business studies
teachers was very highly adequate. Similarly, emotional stability,
psychological balance, and knowledge of subject matter of business studies
teachers were respectively highly
adequate .However, items on training / retraining and motivation of business
studies teachers were lowly adequate. The grand mean of all the items on the
adequacy of the quality of business studies teachers was 2.53 which implies
that the quality of business studies teachers adequate.
This
finding departs from the finding of Adeyemi (2000) that there are still
unqualified teachers in the schools. It as well, departs from the finding of
Okonkwo (2004) that schools are understaffed in terms of qualified staff for
the implementation of the curriculum. The finding also varies with that of Ali
(2004) which saw that there were in adequate trained and qualified teachers of
the subject to meet approved student / teacher ration and student- classroom
teaching In the same vein, it departs from the finding of Okoh (2001) which was
a regret that most teachers were emptier than the children they were supposed
to teach, the finding is also a departure from the observation of Egwu (2006)
that many Nigerian teachers are uneducable and untrainable.
A breakdown of this finding
showed that training and motivation were lowly adequate. This agrees with the
finding of Mkandawine (2010) that the Zambian
education system lacked adequately trained and motivated teachers. It
also supports the finding of Ene (2007), that teachers are not adequately
motivated. This finding is very critical because when teachers are poorly
motivated, they labour under stressful
condition which, according to Ugwu (2007) may lead to widespread and
high rate of examination malpractice, poor Learning achievements, high rate of
students indiscipline, cultism, low teacher morale and studies’ poor attitude
to study.
The
basic business studies curriculum as a reform programmed in the entire system
demands a lot of training and retraining on the teacher. The innovations that
accompany the programm require teachers to frequently update their knowledge
and skills. This is because training, according to Ndaba, Ogba and Ibiam
(2010), is an investment in the staff, the necessary skills and competencies
that will empower them to perform better and make the best use of their natural
abilities
The results of the study
showed that the t-calculated value of thirty –nine (39) of the forty- five (45)
facilities required for the implementation of the curriculum were less than the
t-critical value of 1.960. The t- calculated value of the remaining six (6)
were greater than the t- critical (1.960). The overall t- calculated value of
the adequacy of the business studies facilities is 1.23 which is less than the
t- critical value. The null hypothesis is therefore accepted. 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.
This finding contrasts with the finding of
Sibulwa (1996) that facilities are less adequate in public schools
because government money available for education continues to decrease. It also
contrasts with the finding of Mkandawire (2010) that government schools in Zambia are in
deplorable condition in terms of facilities. The finding further contradicts
that of Ali, Ghani and Ali (nd) that the quality of education became better
infrastructural due to the involvement of the private sector. This finding is
surprising however; if private schools are not better equipped, why do parents
still patronize private schools despite the fact that public schools are free
in the state?
The
results of the study showed that the t-calculated value of the eight items on
the adequacy of basic business studies curriculum complaint textbooks were less
than the t-critical value of 1.960. In the same vein, the overall t- calculated
value of the adequacy of basic business studies compliant textbook is 0.48
which is less than the t-critical value of 1.960. The null hypothesis is
therefore accepted, implying that there is no significant difference between
the adequacy of basic business studies curriculum compliant textbooks in urban
and rural junior secondary schools in Ebonyi state. This finding is surprising
because, rural areas, according to Obi and Chukwuemeka (2006), are
characterized by extreme poverty which results to poor schools with inadequate
library facilities The finding contradicts the findings of Ani (2005) and Strong
(2006) that there is significant difference between urban and rural areas in
the provision of educational materials. It, as well, contrasts with the
findings of Ezeani (2001), Ani (20007)
and Egwu (2009) that most schools in rural areas lack basic educational
facilities (including textbooks).
The
results of the study showed that t-calculated value of the five items on the
adequacy of the quantity of the business studies teachers were less than the
t-critical value of 1.960. Similarly, the overall t-calculated value of the
adequacy of the quantity of business studies teachers is 0.90 which is les than
the t-critical value of 1.960. Hence, the null hypothesis is therefore
accepted. This implies 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. This finding is not expected by the
researcher, given the rural-urban migration of workers which, according to Obi
and Chukwuemeka (2006), is as a result of better and abundant opportunities in
urban areas. The finding contradicts the finding of Wraght (2007) that
education, policy makers and hihly pliced government officials influence the
staffing of schools in Urban areas where their children attend. The finding
also contrasts with the findings of Starr and White (2008) which reported that
schools in rural areas get little support and inadequate personnel in contrast
with their urban counterparts. The finding again disagrees with the findings of
Pattison and Berkas (2000) that regretted that shortages of qualified teachers
were most prevalent in high poverty areas.
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary,
conclusions and recommendation of the study. Educational implications of this
study, limitations of the study and suggestions for further studies are also
presented in this chapter.
SUMMARY
This study was carried out to determine the
adequacy of human and material resources required for effective plementation of
upper basic education business studies curriculum in Ebonyi state. In order to
achieve the purpose of the study, four specific purposes and four corresponding
research questions were posed. Three null hypotheses were formulated to further
guide the study. Literature related to the study was revised under three major
sub-headings namely, theoretical framework, conceptual framework and empirical
studies.
The
design of the study was descriptive survey. The population of the study was two
hundred and forty-one (241) business studies teachers in Ebonyi State.
There was no sampling because all the two hundred and forty-one (241) business
studies teachers were used for the study.
A
four -point scale questionnaire was used
to collect data. Out of the 241 copies of the questionnaire distributed, 228
copies representing 94.6% were properly completed and returned. Data collected
were analysed using mean, standard deviation and t-test. Mean and standard
deviation were used to answer the research questions while t-test was used to
test the three null hypotheses at 0.05 level of significance.
The result of the study showed that:
1. Business studies facilities are inadequate in junior
secondary schools in Ebonyi
State.
2. Business studies curriculum compliant textbooks are
inadequate in junior secondary school in Ebonyi State.
3. The quantity of business studies teachers is adequate in junior
secondary schools in Ebonyi
State.
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.
Conclusions
Human
resources required for effective implementation of upper basic education
business studies curriculum in Ebonyi
State are adequate in
supply. Precisely, business studies teachers are highly adequate both in
quantity and quality. These, teachers are regrettably poorly motivated and
denied of access to training and retraining opportunities. However, material
resources required for the implementation of the curriculum are inadequate in
supply. Both facilities and curriculum compliant textbooks are inadequate.
Adequate
number of qualified business studies teachers is not a guarantee of the
effective implementation of the upper basic education business studies
curriculum. Inadequate materials and poor motivation may not only incapacitate
the teachers but also confuse them. The researcher believes that the recommendations
of this study, if heeded, will lead to the effective implementation of the
curriculum.
Recommendations
The
following recommendations are made based on the finings of the study:
1. Government and other proprietors of schools should equip
schools with adequate facilities required for the implementation of the upper
basic education business studies curriculum.
2. Functional and qualified librarians should be employed to
handle textbook and allied matters. This will enable curriculum implementers
establish strong link with the Nigerian Library Association, usher in
Professional practice, and also ensure adequate provision of relevant
textbooks.
3. Business studies programme, at this level, should be
subjected to accreditation and re-accreditation based on the adequacy of
facilities and textbooks available. This will enhance the provision as well as
check the decay of facilities and textbooks at the upper basic level of
education.
4. All the stakeholders should pool their resources together to
ensure that business studies materials are adequately provided, since education
for all is the responsibility of all of all.
5. Workshops, seminars and conferences should be organized
periodically for business studies teachers to keep them informed of the current
needs in business studies.
6. In-service
training and study leave opportunities should be given to business studies
teachers. This will serve as motivation that will increase the service delivery
of these teachers and, also reduce their attrition.
7. Federal government should revise the Universal Basic
Education (UBE) Act with regards to funding, so that 5% instead of 2% of the
consolidated revenue fund (CRF) should be provided for the funding of UBE. This
will inject more money into the system and enable all sectors get fair share.
8. State Government should always meet its counterpart funding
obligations in order to access the UBE matching grant as and when due.
9. The proportion of the matching grant meant for procurement
of textbooks and instructional materials, and for teachers’ professional
development should be equitably and transparently utilized.
Educational
implications of the Study
The
following are the educational implications of the study:
1. Inadequate business studies facilities implies that there
would be no meaningful teaching and learning of Business Studies. It also
implies that the psychomotor skills inherent in business studies will not be
acquired because students will not engage in practice which is a condition for
skill acquisition. This will definitely impair successful implementation of the
curriculum.
2. Inadequate curriculum compliant textbooks implies inadequate
reading materials and other graphic resources to support the implementation of
the curriculum. This further implies that an integral part of the UBE and a
strong component for effective delivery of the curriculum is lacking. This will
impair the implementation of the curriculum.
3. Failure to expose business studies teachers to training and development
leads to in efficiency. This implies that these teachers are not given the
opportunity to acquire more professional qualifications, skills, knowledge and
competence for efficient performance of their primary functions. This will make
a mirage of the curriculum which, as an innovation, demands correction of
teachers’ deficiencies, helping teachers to develop further instructional
skills, and keeping them abreast of current trend in their area of
specialization.
4. Irrelevance of seminars/workshops to business studies
implies that seminars/workshops are organized to the neglect of Business
studies. Neglect of Business studies is antithetical to the spirit of UBE which
lays emphasis on acquisition of ability and skills for gainful employment.
5. Poor motivation of teachers will lead to anything other than
effective curriculum implementation and retention of teachers. Poor motivation
of teachers will lead to truancy on the part of teachers, widespread and high
rate of examination malpractice, poor learning achievements, high rate of
students indiscipline, cultism, low teacher morale and students poor attitude
to studies.
Limitations of
the Study
The
use of questionnaire was a great limitation of this study. Many of the
respondents complained of the volume of the questionnaire and had to be pleaded
with before they filled and submitted on- the-spot.
The
location of most of the schools in the sample was another major limitation. The
fact that the roods in the state were in a state of disrepair, coupled with the
distance involved, data collection was made very laborious.
The
study was limited to the facilities included as an appendix in the curriculum
under review. The list, though detailed, could not be said to be perfect.
Another
limitation of this study is that its results cannot be generalized to other
states of the federation. This is due to lack of control associated with the
questionnaire which might have affected the results of the study.
Suggestions
for Further Studies
The
following are suggestions for further studies:
1. Replication
of the study in other states of Nigeria.
2. Replication
of this study to exclude private junior secondary schools.
3. Replication
of this study to exclude human resources.
4. There is a need to carry out a study to establish the role
of school library in the successful implementation of the basic education
curriculum on business studies.
5. There is a need to establish the attention paid to the
funding of business studies as a vocational subject.