ASSESSMENT OF STRATEGIES FOR EFFECTIVE TEACHING OF ENTREPRENEURSHIP BY BUSINESS EDUCATION TEACHERS IN TERTIARY INSTITUTIONS IN SOUTH-SOUTH NIGERIA

AUTHOR: JIMOH-KADIRI SIDIKAT OSAMUEDE

DEPARTMENT: VOCATIONAL EDUCATION

AFFILIATION: NNAMDI AZIKIWE UNIVERSITY, AWKA

This study sought to ascertain the effective strategies for teaching entrepreneurship skills in tertiary institutions in the south-south zone of Nigeria as considered by business education teachers. Four research questions were formulated and four hypotheses were posed and tested at 0.05 level of significance. Descriptive survey design was employed. The population consisted of 210 business education teachers in tertiary institutions in the south-south zone of Nigeria as at October, 2009. There was no sampling, since the 210 business education teachers were manageable in number; the population remained as the sample. The instrument for data collection was a structured questionnaire with 43 items. The instrument was validated by five experts and its reliability coefficient was 0.82. The data collected were analyzed using descriptive statistics of mean and standard deviation in answering the research questions and inferential statistics of z-test for testing the null hypotheses. Data analysis revealed that teacher-oriented, student-oriented and assignment-oriented strategies were considered effective for teaching entrepreneurship courses. On the other hand, games and simulation strategies were considered not effective for teaching entrepreneurship courses. The data also revealed that gender, experience, type of institutions and availability of instructional facilities had no significant influence on business education teachers’ consideration of the effectiveness of teaching strategies. Based on the results of the findings, the following, among other recommendations were made: (1) very few business education teachers have clear understanding of how games and simulation strategies operate, they should be encouraged to go for further training on how to use these strategies, (2) employment and deployment of teachers in schools at all levels should not be gender-biased and (3) entrepreneurship education should be made compulsory to all students from primary to tertiary institutions in order, to prepare them for self and venture creation, employment after graduation.

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STRATEGIES CONSIDERED EFFECTIVE FOR TEACHING JOB SKILLS BY ANAMBRA STATE SECONDARY SCHOOL BUSINESS TEACHERS

AUTHOR: UZODI CLEMENT ONYEBUCHI

DEPARTMENT: VOCATIONAL EDUCATION

AFFILIATION: NNAMDI AZIKIWE UNIVERSITY, AWKA

This study which was on strategies considered effective for teaching job skills by Anambra State secondary school business teachers used the six instructional strategies proposed by Mannison (2009). The study adopted the survey design. Six research questions and six null hypothesis were tested at 0.05 level of significance. A population and sample size of all the 365 business teachers in all the 257 public secondary schools from the six education zones in Anambra State was used for the study. Data was collected for the study through the administration of validated questionnaire on the respondents. A test re-test method was used to determine the reliability of the instrument. The reliability co-efficient of the instrument for the study was found to be 0.80. The mean statistic was used to answer the research questions while z-test statistic was used to test the hypothesis. Findings of the study revealed that business teachers in Anambra State secondary schools considered independent and experimental instructional strategies very effective for teaching job skills, while interactive and indirect instructional strategies were considered generally effective. However, materials/visual aid strategies was considered fairly effective and direct instructional strategies was considered ineffective for teaching job skills at the secondary school level. The implications of the findings have been discussed and conclusions drawn. Relevant recommendations were made towards the improvement of effective teaching of job skills at secondary school level, which include compulsory application of independent and experimental instructional strategies for teaching business subjects in all secondary schools in Anambra State and indeed, Nigeria. 

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