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Innovative techniques of teaching and learning of business education

Oluwasina, B.R., Olatoye Adeolu Oludare, Ogunmeru, Olabanji A. & Catherine Oluyemisi Sanusi Vol. 12, No. 2 (December 2024) HPU Journal of Social Sciences 0 downloads
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Authors:
Dr. Oluwasina, B.R., Department of Business Education, Tai Solarin University of Education, Ijagun, Email: oluwasinayo@gmail.com Mobile: 08034811695
Dr. Olatoye Adeolu Oludare, Business Education Department, College of Vocational and Technology Education, Tai Solarin University of Education, Ijagun, Ogun State, Email: olatoyeao@tasued.edu.ng, Mobile: 08033798629
Ogunmeru, Olabanji A., Department of Business Education, Tai Solarin University of Education, Ijagun, Email: projectbosss@gmail.com, Mobile: 08088859426
Dr. Catherine Oluyemisi Sanusi, Department of Business Education and Business Studies, Faculty of Education, Olabisi Onabanjo University, Ago-Iwoye, Nigeria, Email: catherinesanusi@gmail.com, Mobile: 08055833048

ABSTRACT

The study examined the innovative techniques of teaching and learning of business education in both Colleges & Universities of education in Ogun State. The study used the descriptive survey research design. Two research questions and two null hypotheses were formulated to guide the study. The population of the study comprised of fifty five (55) Business Education Lecturers in both Colleges & Universities of education in Ogun State.

Data was collected through eighteen (18) item structured questions from the two research questions with a four-point rating scale of Very High Extent, High Extent, Low Extent, Very Low Extent. The questionnaire was validated by two experts in the department of Business Education and one expert from department of measurement and evaluation from Tai Solarin College of Education, Omu. Reliability coefficient 0.72 was established using Cronbach alpha.

The analysis of data was done using mean and standard deviation for the research questions and t-test was used to test the hypotheses at 0.05 level of significance. The study concluded that innovative strategies for teaching and learning leads to more efficiency and improved outcomes. The study also revealed that most of the resources for teaching and learning business education subject are not available in secondary schools. This means that most of the resources identified for teaching of business subjects are not made available in the schools.

However, it was recommended that; Curriculum planners and implementation and educational policy makers should sensitize the school and teachers on the need to put more emphasis on utilization and improvising of resources materials in teaching and learning of Business Education subjects. The government as a matter of policy should recruit more qualified graduate teachers to teach at junior secondary school level most especially Business studies. Adequate instructional materials should be provided for effective teaching and learning process.

Keywords: Innovative strategies teaching learning Business Education

Introduction

Business education is an aspect of the total educational programme that provide the knowledge, skills, understanding and attitudes needed to do well in the business world (Igboke, 2005). Okoli (2010) maintained that business educationist an important part of general education which emphasizes skills and competency acquisition for use in offices and business-related occupations. Similarly, Ibrahim (2008) states that business education encompasses knowledge, attitude and skills needed by all citizens in order to effectively manage their personal businesses and function effectively in their economic systems.

In the same vein, Osuala (2002) opines that it is a training system that encourages the beneficiary to acquire skills that will make him/her fit into the world of work. In support of the above, Nwanewezi (2010) describes business education as encompassing education for office occupations, business teaching, business administration and economic understanding.

In summary of the fore-going, Abdulkadir (2011) observed that one remarkable important characteristic of business education programme is that, its products can function independently as self-employed and employers of labour. To this end, the tenet of business education embraces basic education, entrepreneurship, business environment and vocational practices.

Notwithstanding the fact that some slight discrepancies exist in the definitions above, recent professional literature in business education has stressed more and more on a dual purpose of the discipline. That is, business education as education for and about business.

Innovation is a driver of growth and well-being in the economy and society. In education, innovation has also become an imperative to bring about qualitative changes alongside the expansion of education systems. Innovation leads to more efficiency and improved outcomes in quality and equity of learning opportunities. Innovative instructional strategies engage students with different kinds of stimuli activity-based learning. Education is a light that shows mankind the right direction to surge. Modern innovative instructional strategies incorporates technology into teaching-learning methods to recreate, enrich and more realistic experience for students for a rewarding teaching experience (Akinyele, Oke & Bolarinwa, 2017).

According to Revathi, Elavarai & Sarawanan (2019) the innovative strategies in teaching and learning are as follows: ICT Teaching, Online interaction before, during and after class, Demonstration, Videos, Self-learning, Skill Communication, Group discussion, Problem solving teaching, Use digital tools and reusable learning objects, Smart board class rooms, Core qualities, Interactive approach, Critical thinking and analysis, Activity based, Cooperative teaching, Experimental approaches to class design, Project based teaching learning, Research based teaching learning.

Many researches on the availability of available resource carried out in Nigeria, in schools offering Business Education programme often revealed the presence of inadequate training facilities in the schools. They further stressed that even the few available ones are not being maintained. There are poor storage facilities for them and so they become non-functional.

The innovative technology used for teaching and learning business education is researched by Krishina (2013) and Noor (2004) are identified; Technology driven classroom, Activity based learning, Computer based assisted instruction, Collaborative learning, The learning laboratory.

Other technology devices available for teaching and learning in Business education according to Ezenwafor (2012) include slide projectors, skillful keyboarding, Email among others. Although, these technologies are not new in many advanced countries, they are relatively few in Nigeria. While some of them are already being utilized in some schools, they are yet to be used in many of Ogun State educational institutions.

The foregoing discussion has established facts that business education subject are more of practical and should be taught in practical method and will therefore; examine the innovative technique of teaching and learning, and how it determine the academic performance of business education student of both Colleges & Universities of education in Ogun State.

Statement of problem

Being a skilled-oriented subject, business education requires the use of machine and other equipment for effective teaching to take place. But the government doesn't see to the provision of necessary resources for teaching and learning business education.

Nigeria students are being more educated more in accordance with yesterday's world rather than in preparation for tomorrow's living. Emphasizing the need for the provision of instructional materials in schools, business education subject being a skilled area of study cannot be learnt by the student. To give this training, the schools must be equipped with the necessary materials on which it intends to give, but rather it appears that most school that offer business education are not adequately equipped for the instructions.

Teaching and learning situations, in terms of teaching strategy, instructions content, roles of the teachers and context of the curricular is made obvious and inevitable.

It is in light of the above, that the paper seeks to determine the innovative techniques of teaching and learning of business education in both Colleges & Universities of education in Ogun State. It is this problem that this study sought to solve.

Purpose of the study

The main purpose of the study was to examine the innovative techniques of teaching and learning of business education in both Colleges & Universities of education in Ogun State. Specifically, the study sought to:

  1. Identify the extent innovative technique for pedagogical application affect business education subject in both Colleges & Universities of education in Ogun State.
  2. Ascertain the extent of utilization of instructional materials affect teaching and learning business education in both Colleges & Universities of education in Ogun State.

Research questions

The following research questions guided the study:

  1. To what extent do innovative technique for pedagogical application affect business education subject in both Colleges & Universities of education in Ogun State.
  2. To what extent do utilization of instructional materials affect teaching and learning of business education in both Colleges & Universities of education in Ogun State.

Null hypotheses

The following null hypotheses were tested at 0.05 level of significance:

Ho1: There is no significant difference in the mean ratings of male and female business education lecturers on the extent innovative technique for pedagogical application affect business education subject in both Colleges & Universities of education in Ogun State.

Ho2: There is no significant difference in the mean ratings of male and female business education lecturers on the extent utilization of instructional materials affect teaching and learning of business education in both Colleges & Universities of education in Ogun State.

Method

The study adopted a descriptive survey. This design according to Nworgu (2015) is one in which group of people or items are studied by collecting and analyzing data from only a few people or items considered being representative of the entire group. The population used for the study was 55 business education lecturers in both Colleges & University of Education in Ogun State. The population was chosen because Business Education lecturers are in the right position to respond to innovative techniques enhancing teaching and learning of Business Education in both Colleges & Universities of education in Ogun State. The entire population was used for the study due to its manageable size no sampling and sampling techniques.

The instrument used for data collection was a questionnaire that consist of two parts. Part 1 was designed for demographic data of the respondents, while part 2 contained a total of 18 items structured into two sections (A and B) according to the research questions. Section A has ten (10) items was used in collecting data to analyses the innovative technique for pedagogical application of business education subject in both Colleges & Universities of education in Ogun State. Section B comprises of eight (8) items that was used to collect data concerning the utilization of instructional materials in teaching and learning of business education in both Colleges & Universities of education in Ogun State. The response options of Very High extent (VHE), High Extent (HE), Low Extent (LE), Very Low Extent (VLE).

The value of the response options the real limits of the mean was used. Therefore, any item with mean between 4.00-3.50 was regarded as Very High Extent, 3.49-2.50 High Extent, 2.49-1.50 Low Extent, 1.49-1.00 Very Low Extent. Any mean above the criterion mean of 2.50 was regarded as High Extent while any item below 2.50 was regarded as Low extent.

These items were structured to provide answers to the research question formulated for the study. The instrument was face validated by three experts. Two in business education department of Tai Solarin University of Education, Ijagun and one person in measurement & evaluation from same university. The reliability of the instrument was determined using Cronbach Alpha. The instrument was divided into two sections. The sections yielded the following reliability coefficients; section A had .74, section B had .76. The grand coefficient was .74, indicating that the instrument was reliable for use in data collection. The data collected from the respondents were analyzed using the weighted mean and standard deviation. The mean was used to answer the research questions while standard deviation was used to check the closeness of their responses. The t-test was used to test all the null hypotheses at .05 level of significance and at the appropriate degree of freedom.

The null hypothesis was significant where the probability value was less equal to .05 significant level at appropriate degree of freedom, otherwise the null hypothesis was not significant.

Results and presentation research question 1

To what extent do innovative technique for pedagogical application affect business education subject in both Colleges & Universities of education in Ogun State.

Table 1: Mean ratings and standard deviation on the extent innovative technique for pedagogical application affect business education subject in both Colleges & Universities of education in Ogun State

S.No. Items on the extent innovative technique for pedagogical application affect business education subject in both Colleges & Universities of education in Ogun State Overall X̄ SD Decision
1 It is the determinants of assessing academic performance of students. 3.27 0.75 High Extent
2 Its success or failure of students depends to a large extent on the quality of available resources in school. 3.22 0.81 High Extent
3 It has a significant relationship with academic achievement of students. 3.24 0.79 High Extent
4 It encourages schools endowed with more resources to perform better than schools that are less endowed. 3.47 0.50 High Extent
5 It has improved ages and all forms of education when applied appropriately. 3.24 0.91 High Extent
6 It enables Business educators to be trained and retrained to enhances and improve their performance and efficiency as well as to impact knowledge. 3.27 0.80 High Extent
7 It encourages conducive classroom for effective teaching and learning. 3.43 0.70 High Extent
8 It creates more access and provision of innovative techniques has huge impact on the growth of student 3.12 0.71 High Extent
9 It enables teachers to use technology driven classroom among others to create content. 3.16 0.76 High Extent
10 It combines text, graphics, sound and video to enhance learning process. 2.94 0.88 High Extent
Cluster Mean/ SD 3.23 0.77 High Extent

The analysis of data presented in Table 1 above shows mean rating ranging from 2.94 to and 3.47 indicating high extent. This means that the items are extent innovative technique for pedagogical application affect business education subject in both Colleges & Universities of education in Ogun State. The overall cluster mean of 3.23 further indicates that the respondents agree to the items to a high extent. The low standard deviation of .73 indicates that the respondents have similar opinion to the items as extent innovative technique for pedagogical application affect business education subject in both Colleges & Universities of education in Ogun State.

Research question 2

To what extent do utilization of instructional materials affect teaching and learning of business education in both Colleges & Universities of education in Ogun State.

Table 2: Mean ratings and standard deviation on the extent utilization of instructional materials affect teaching and learning of business education in both Colleges & Universities of education in Ogun State

S.No. Items on the extent utilization of instructional materials affect teaching and learning of business education in both Colleges & Universities of education in Ogun State Overall X̄ SD Decision
11 It helps to acquire more insight into the subject proper. 3.14 0.87 High Extent
12 It enables students to learn from the material as a firsthand material. 3.27 0.78 High Extent
13 It helps to grow student's ability to collaborate and cooperate with others. 3.20 0.75 High Extent
14 It grows the visual sensitivity of the students. 3.08 0.56 High Extent
15 It encourages the Students, support and motivate them among others. 3.12 0.79 High Extent
16 It encourages learners to explore content. 3.35 0.59 High Extent
17 It encourages student to support and inspire one another. 3.12 0.91 High Extent
18 It helps the teacher to get the attention of the students. 3.49 0.54 High Extent
Grand mean 3.20 0.75 High Extent

The analysis of data presented in Table 2 above shows mean rating ranging from 3.08 to and 3.49 indicating high extent. This means that the items are extent utilization of instructional materials affect teaching and learning of business education in both Colleges & Universities of education in Ogun State. The overall cluster mean of 3.20 further indicates that the business education lecturers agree to the items to a high extent. The low standard deviation of .75 indicates that the respondents have similar opinion to the items as extent utilization of instructional materials affect teaching and learning of business education in both Colleges & Universities of education in Ogun State.

Hypothesis 1

There is no significant difference between the mean ratings of male and female business education lecturers on the extent innovative technique for pedagogical application affect business education subject in both Colleges & Universities of education in Ogun State.

Table 3: Summary of t-test analysis of mean ratings of mean ratings of male and female business education lecturers on the extent innovative technique for pedagogical application affect business education subject in both Colleges & Universities of education in Ogun State

Variables N T df Sig. (2tailed) Mean Difference Std. Error Difference Decision
Male 17 0.301 49 0.765 0.47059 1.56472 NS
Female 34

The result of t-test analysis in Table 3 shows that the t-value at .05 level of significant and 49 degree of freedom for the 10 items is .301 with a significant value of .765. Since the significant value of .765 is more than the .05 level of significant the null hypothesis is not significant. This means that there is no significant difference regarding the 10 items on the mean ratings of male and female business education lecturers on the extent innovative technique for pedagogical application affect business education subject in both Colleges & Universities of education in Ogun State.

Hypothesis 2

There is no significant difference between the mean ratings of male and female business education lecturers on the extent utilization of instructional materials affect teaching and learning of business education in both Colleges & Universities of education in Ogun State.

Table 4: Summary of t-test analysis of mean ratings of mean ratings of male and female business education lecturers on the extent utilization of instructional materials affect teaching and learning of business education in both Colleges & Universities of education in Ogun State

Variables N T Df Sig. (2tailed) Mean Difference Std. Error Difference Decision
Male 17 0.651 49 0.518 1.00000 1.53685 NS
Female 34

The result of t-test analysis in Table 4 shows that the t-value at .05 level of significant and 300 degree of freedom for the eight items is .651 with a significant value of .518. Since the significant value of .518 is more than the .05 level of significant the null hypothesis is not significant. This means that there is no significant difference with respect to the eight items on the mean ratings of male and female business education lecturers on the extent utilization of instructional materials affect teaching and learning of business education in both Colleges & Universities of education in Ogun State.

Discussion of findings

The result of data analysis according to research question one indicated that extent innovative technique for pedagogical application affect business education subject in both Colleges & Universities of education in Ogun State to a high extent. The result of the corresponding hypothesis tested revealed that there is no significant difference between the mean responses of male and female business education lecturers on the extent innovative technique for pedagogical application affect business education subject in both Colleges & Universities of education in Ogun State.

The findings of this study is in line with the results of Nazimuddin (2014) which stated that Computer-Aided Instruction (CAI) is a diverse and rapidly expanding spectrum of computer technologies that assist the teaching and learning process. This is supported by Usman & Mududili (2020) which stated that the use of CAI in teaching is a relevant and functional way of providing education to learners in order to assist them develop the required capacity for the world to work.

The result of data analysis according to research question two indicated that extent utilization of instructional materials affect teaching and learning of business education in both Colleges & Universities of education in Ogun State to a high extent. The result of the corresponding hypothesis tested revealed that there is no significant difference between the mean responses of male and female business education lecturers on the extent utilization of instructional materials affect teaching and learning of business education in both Colleges & Universities of education in Ogun State.

The findings of this study is in line with the results of Kristiawan (2013), which stated that instructional materials is key to dealing with students with various abilities and diverse areas of intelligence. This teaching aid help the student to focus and understand the subject matter.

Conclusion

Based on the findings, the study concluded that innovative strategies for teaching and learning leads to more efficiency and improved outcomes of learning opportunities. Therefore, innovative strategies relating to computer assisted instruction teaching strategy and cooperative teaching strategy enhances the teaching and learning of business education.

The teaching of business education subject in Nigerian schools needs to be properly handled. Conclusively, it has been established that educational resources has a significant relationship with academic achievement of students. It is a welcome fact that school resources are the most potent determinant of academic achievement.

Recommendations

Based on the findings and conclusions, it is recommended that:

  1. Curriculum planners and implementation and educational policy makers should sensitize the school and teachers/lecturers on the need to put more emphasis on utilization and improvising of resources materials in teaching and learning of Business Education subjects.
  2. The government as a matter of policy should recruit more qualified graduate students/teachers to teach at junior secondary school level most especially Business studies.
  3. Adequate instructional materials should be provided for effective teaching and learning process.
  4. Criteria for instructional materials selection should be based on its suitability to function for the purpose it is designed for.

Suggestions for further studies

The research for further studies could be carried out in the following area;

  • Effect of the use of instructional resources on the student academic performance in Business studies at junior secondary schools' level.
  • A survey of availability and utilization of resource materials in teaching and learning of Business studies in secondary schools.
  • Similar research work should be conducted in other Local Government Area of the state.

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