THE ADEQUACY OF BUSINESS STUDIES TEACHING FACILITIES AT THE UPPER BASIC EDUCATION SCHOOLS / INSTITUTIONS



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.
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