ASSESSMENT OF UTILIZATION OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING OF BUSINESS EDUCATION SUBJECTS IN SECONDARY SCHOOLS IN ENUGU EDUCATION ZONE OF ENUGU STATE

Abstract

The major purpose of this study was assessment of utilization of instructional materials in teaching and learning of business education subject in secondary schools. This study adopted descriptive  survey  research  design  the study was conducted  in Enugu  Education  Zone  of Enugu State. The population for this study was 189 teachers in the public secondary schools in Enugu Education Zone where business education subject is taught comprising male 54 and female  135.  Instrument  for data  collection  was  structured  questionnaire  titled:  Business Education  Instructional  Materials  Utilization  Assessment  Questionnaire  (BEIMUAQ)  The instrument were sub-divided into 5 section (A – E), part A contain demographic variable of the respondent, while section B to E solicited information on the assessment of utilization of instructional  materials  in  teaching  and  learning  business  education  subject.  Section  B addressed  research  question one and focused on the extent of availability of instructional materials utilized in teaching and learning of business education subject. The items adopted a four-point rating scale of Very Much Available (VMA) = 4, Just Available (JA) = 3, Rarely Available (RA) = 2, Not Available  (NA) =1 while section  C adopted  Very Much  Utilized (VMU)  =  4,  Utilized  (U)  =  3,  Rarely  Utilized  (RU)  =  2  and  Not  Utilized  (NU)  =  1. Furthermore, section D and E adopted response categories of Strongly Agree (SA) = 4, Agree (A) = 3, Disagree (D) = 2, Strongly Disagree (SD) =1. The questionnaire was face- validated by three experts from the Department of Business Education, University of Nigeria, Nsukka. Cronbach  Alpha  reliability  method  was used  to  determine  the internal  consistency  of the instrument with a calculated coefficient of 0.93. The questionnaire  was administered to the respondents by the researcher with the help of research assistants. The data collected were analyzed  using mean and standard  deviation.  The data  were analyzed  using  real limit of numbers on 4- point rating scale. Since the upper limit of 2.50 is 3.00, the items whose mean score were 2.50 and above were regarded as materials utilized and below 2.50 as not being utilized. t-test was used  to test the null hypotheses at 0,05 level of significant. The findings shows that they use  audio  tape recorders  in teaching  and learning of business  education subject, qualified  business  teachers  with  knowledge  of instructional  materials  required  to teach   business  education  subject.  The  study  therefore  recommends  that  seminars  and workshops should be organized for teachers on the availability and management of materials in schools and teachers need to update their skills in the area of modern technology to enable them discharge their duties effectively.

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CHAPTER ONE

INTRODUCTION

Background of the Study

Desirable  changes  in  learners  occur  through  good  teaching.  Good  teaching  and learning take place when the teachers are able to convey their messages in the simplest, most convincing and practical ways to the earner using concrete objects.   These concrete objects, according to Umoh-mac and Nkume (2006), are the instructional materials or teaching aids the teachers  use in his teaching.  The  instructional  materials enhance real and meaningful teaching  and learning.    Instructional materials  can serve  as a communication  media  that transmit information from the teacher to the learner with the intent of facilitating learning. Olaitan  (2002)  defined  instructional  material  as  all  the  practical  and  skill  development resources  that  would facilitate the process of teaching and learning. Instructional materials are those devices that must be there for the teacher to us while teaching to make the lesson more meaningful, these include: textbooks, comfortable seats and well-ventilated classroom are materials needed in educational teaching and learning.

Instructional   materials   are  needed   for  the  implementation   of  any   educational programme. They are inevitable because of the impact they make on teaching and learning process. There is no doubting the fact that the essence of all  techniques  in teaching is to expose  the  learner  to  the  subjects  matter.  Unless  adequate  activities  and  materials  are effectively employed, there is hardly a way the learner could be in contact with the subject matter.  The  use  of  instructional  materials  is  recommended  at  any  stage  of  the  child’s developments and level of education.  Uzoegwu  (2001) opined that teachers are to employ instructional materials in their teaching in order to make sure that learning is more permanent

in the mind of the learners. Instructional  materials,  the author further stated, provide  the

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learners  with  meaningful,  accurate  and  real  experiences  from  the  subject  taught  using instructional materials.

Instructional materials are aids teacher brings to class to help the teacher impact the lesson with ease. These include: charts, pictures, real objects. They are representatives of the fact the teacher intends to impact to the students. They are the teacher’s companion in the process of teaching. In agreement to this, Oyedele (2008) opined that teaching would be less meaningful without the use of teaching facilities and he went further to say that students will grope in the dark for a long time before getting a grasp of what to teach without instructional materials.  Similarly,  Chika  (2001)  agreed  to  the  fact  that  teaching  facilities  apart  from lending  themselves  to  practical  learning  are  equally  essential  for  actual  occupational/job performance  for self-reliance.  It is indeed  very necessary that the teachers  especially the business  teachers use instructional  materials  so that students can have the opportunity  of seeing, touching and manipulating them. This would ultimately increase the students’ interest and achievement in the subject matter. Agreeing with this state, Aliyu (2001) postulated that business education being a vocational education programme cannot do without adequate use of instructional materials like typewriting machines, dictation machines and tape recorders among  others.  Therefore  instruction  materials  are  any materials  use  by teacher  to  teach business education subject easily with clear understanding, contract and concrete example to aids teaching and learning of business education subject.

Business education is defined by Anao (2006) as the sum total of knowledge,  skills and  attitude  that  are  required   for  successfully  promoting  and  administering  business enterprise either as an employee or entrepreneur. In the same vein, Nwaokolo  (2008) also described  business  education  as skills, attitude and knowledge  acquired  from schools for performing business operations of personal or corporate nature.  Business education at the Junior Secondary School level comprised of the following subjects taught as pre-vocational

and as an integrated subjects: Introduction to Business Studies, Office practice, Commerce, Book-keeping Shorthand and Keyboarding/Typewriting.  According to Obi (2008) state that business subjects are made up of the following vocational subjects: Accounting,   Economics, Commerce,  Computer  Studies/Keyboarding,   Business  method,  Shorthand  in  Secondary School level.

Whether at the junior or senior secondary school level, the principal objective of this subject remain to bequeath the students with the relevant job skills, knowledge and attitude necessary for paid or self-employment  as well as for higher education  in  business  areas. Osuala (2002)  stated that the business  education  curriculum  in the  secondary school is a special area of instruction that deals directly with business skills  and techniques, business knowledge and facts, business understanding, economic understanding, business attitudes and business appreciations necessary to understand and adjust to economic and social institution called business. According to Olowodun (2006) business education is full of demonstrable skills;  hence  instructional  materials  are  required  and  needed  for  effective  teaching  and learning in the classroom  learning process. The materials  for teaching business education subject such as: the recommended textbooks, to the more sophisticated overhead projectors, manual/electric typewriters, calculating machines, duplicating/ photocopying machines, stop- watches,  file cabinets, punching machines, models, chalkboard, or their representatives that help the teacher to communicate effectively to the students.   These materials make learning more permanent and to develop continuity of thought among the learners.

The utilization of available instructional materials in the teaching of business subjects would  promotes  meaningful  communication  between  the  teacher  and  students,  enhance effective teaching, increase the interest of learners and motivate individualized instruction in which learning is assured (Ukoha, 2006). This implies  that,  the ultimate goal of utilizing instructional facilities is to facilitate teaching and learning.

Utilization is the proportion of the available time (expressed usually as a percentage) that a piece of equipment or instructional materials is operating.   It is the  ratio of time an instructional  material  is busy (working)  divided  by the time it is  available.  According  to Uwaifo(2009)  Utilization of instructional materials involves making teaching and learning of subjects  more  practical  and  effective.  Utilization  of  instructional  materials  gives  correct representation to the abstract ideas, thereby making their meanings clearer.  Proper utilization of instructional facilities serves a useful purpose in promoting understanding to concept and principles of business subjects.

According to Okoro (2005), the assessment and evaluation of instructional materials are usually carried out in two ways: through the recommendation by teachers and through standards  –  prescribed  by  government,  examination  bodies  etc.    Teachers  know  when instructional materials required for their courses are adequate or inadequate.  They know the extent of the deficiency  and could  say what must be  provided  if their  teaching is to be effectively  carried  out.    The  government  and  examination  bodies  may  also  recommend certain  levels  of  instructional  materials  for  effective  teaching  of  various  courses.  Such prescribed standards can be the basis for assessment. Where the standard is not available the teachers and the principal can give reliable information on the availability and utilization of the materials. However, the teachers information as per the utilization and availability of the materials may be more reliable because they are directly involved in the utilization of the materials,  therefore  assessment  is any bases of measurement  against a standard. Business education teachers should be involved in the generation of instructional materials available and utilized.

Business education teachers comprises of teachers and instructors that are teaching in secondary schools   Njoku (2004) states that a business education teachers is a person who holds a degree in business education from a recognized  University or  an  NCE (Nigerian

Certificate of Education). The author further stated that holders of NCE from the recognized colleges  of  education  in  business  education  are  competent  to  teach  business  subject programme. In the same vein, Osuala (2009) viewed business education teacher as a person who has undergone  a 4- year programme  in a reputable  university or 3- year programme through NCE and has been certified as competent for the award of Bachelor’s degree/NCE in business  education  after  meeting  the  requirements  of  the  institution  and  the  department (Njoku, 2008). The author added that any person who has obtained a degree or a professional certification in areas such as accountancy, marketing and office technology and management and also obtained a post-graduate certificate in educational foundations and pedagogy clearly qualified as a business education teacher. Business education teachers play important role in the teaching and learning of business education subject as they are professionally equipped to impart manipulation skills to the learners for employment. It is therefore important that the business teacher should be conversant with different instructional materials and  strategies. The  variety of instructional  materials  and  strategies  available  for utilization  by business teachers indicate that business teachers have preference for certain  materials over other in teaching and learning processes.

Teaching  is the  process  where  an expert,  a more  experienced  person  with  more knowledge and skill assists a less experience or knowledgeable individual to gain knowledge and  experience,  Onwuka  (2005)  viewed  teaching  as a process  of making  impression  on passive  students,  hammering  in the facts. The preoccupation  of  teachers involved  in this method is to hand over to the students whatever the teachers themselves received from others. This conception of teaching was based on the misconception that the students’ heads were empty and blank. The teacher’s role then was to fill the empty heads with facts irrespective of whether they are relevant, understood by the students. It is an attempt to bring about desirable

changes in the learner’s behavior and it reflects the expected behaviour needed in improving on the learner and the society where he lives.

For the fact that business education subject are more of practical than theoretical, they should  be  taught  practically.  The  Comparative  Education  Study and  Adaptation  Centre, CESAC (2009) committee on business subjects gave a very serious consideration to the use of materials and equipment for teaching and learning of the subjects. Some of the equipment and  materials  that  CESAC  considered  as  basic  for  enhancing  teaching  and  learning  of business  subjects  include:  typewriters,  stapling  machines,  alarm-clock,  perforators,  stop- watches, tape recorders, file jackets, ruled chalk board and others. The use of these materials in instructional delivery will improve students’ learning and achievement.

Frender (2000) defines learning as changes in perception; knowledge of an individual, the acquisition of new knowledge and skills is generally regarded as a constructive activity such  as  working-memory  capacity  and  general  knowledge.    Gibbs (2002)  suggests  that learning is much more an evolutionary, sense making, experimental process of development than simple acquisition. Therefore, learning is a process which causes a change in behaviour of an individual. Teachers should  endeavour to teach their students how to learn. Adesina (2008) asserted that the quality of education that children receive bears direct relevance to utilization of instructional facilities, which include teaching aids and the overall atmosphere in which learning takes place.

Unfortunately the present state of materials there is nothing to write home about their materials  are obsolete  that  is,  not matching  with the current  development  the  little ones available are not utilized because some materials lose some component to make it functional. The  teachers  having  attended  difference  schools  and  colleges  so  they  posses  difference experiences and knowledge, so due to invariably have direct effect on the utilization of the

materials in teaching and learning of business education subject in secondary schools this is projected to student in Enugu State.

According to Obi (2008) observed  that many schools are unable to teach  business education subject due to inadequate business education teachers and  equipment. The poor performance of students in business education subject as lamented by Odoh (2001) that their deterioration  in  students’  achievement  must  have  been  due  to  the  non-  utilization  of instructional  materials  in  classroom,  therefore  it  become  necessary  the  assessment  of utilization of instructional materials for teaching and learning of business education subject in secondary schools in Enugu education zone of Enugu State.

Helen  (2009)  asserted  that  instructional  materials  are  used  in  teaching   skills, presenting a visual description and changing attitudes.  Similarly, Ogunmilade (2004) opined that teaching aids can help to present ideas, facts and information. The author also argued that teaching  aids can  stimulate  interest  and  arouse  the  enthusiasm  of  learners  and  they can impress pictures and images vividly in their minds and memory of the learners.  Therefore, teachers should not be afraid to improvise their own instructional materials in order to teach effectively (Okeke, 1990).  Instructional materials in the classroom can be classified into two broad categories.  The types that appeal to the sense of sight are classified as visual materials and those that appeal to the sense of hearing are classified as audio materials.  The ones that combine both the senses of sight and hearing are classified as audio-visual materials.

Audio materials include the radio and the tape recorded  materials.   In Nigeria,  the Federal  Radio  Corporation  of  Nigeria  (FRCN)  broadcast  education  programmes.    Many schools integrate these programmes into the classroom lessons.  The advantages of the audio materials include: saving manpower as one teacher can teach several classes at the same time, saving time as the message is fast in getting to the audience.  However, the disadvantages are that the teacher is not seen during radio lessons and the learners do not always have the time

to ask questions since the teacher is not usually seen.   The audio materials cannot  handle practical and physical skill-oriented lessons (Unachukwu, 2000).

On the other hand, the visual materials are pictures, objects, specimens,  textbooks, and other printed materials.   Chalkboard, projected materials, charts, posters and diagrams. The visual materials can further be classified as: three dimensional which include specimen, models, and mock-ups.   The other class of visual materials is the  printed materials which include newspapers, magazines, journals, pamphlets, and  textbooks.   The third class is the projected materials like slides films, film-strips and overhead projectors.

Visual materials have some advantages in teaching and learning processes, according to Unachukwu (2003) over 80% of what is learnt is through the sense of vision with regard to the  printed  materials  like  textbooks  which  are  standard  books  which  students  use  for particular  subjects  have  the  following  advantages:     textbooks  help   in  individualizing instruction by allowing the learners to move at their own  speed.   It allows them to select topics  of  their  interest  and  need  (Ofoegbu,  2002).     According  to  Brown,  Lewis  and Harcleroad  (2007)  textbooks  are  regarded  as  helpful  in  improving  the  teacher  skills (especially  through  teachers’  manual  and   notes),  and  in  suggesting  ways  to  handle instructional problems, its disadvantages are its expensive and time consume. Going by the above therefore, one can see clearly the importance of instructional materials and that lack of it could lead to poor  performance, poor motivation of students which tends to make them loose interest in business education subject. In the light of the above, this study focused on assessment  of  utilization  of instructional  materials  for teaching and learning  of Business Education Subject in Secondary School in Enugu Education Zone of Enugu State.

Statement of the Problem

The Nigerian national curriculum for secondary schools (2007) recognized Business subjects as one of the basic subjects which shall be taught to students to enable them acquire

prevocational skills for further knowledge and skills. The subject provides practical skills for occupational  purposes by enabling students to acquire basic knowledge of business  skills, develop basic skills in office occupation and for personal use. Therefore, the subject prepares students for further training in business subjects and provide orientation to entrant to a life of work. One of the major requirements for realizing the lofty goals of the National Policy on education  through  Basic  education  is  the  effective  teaching  and  learning  of  the  subject components. This requires that teachers have knowledge, understanding and mastery of the subject matter on one hand and the pedagogical skills of transmitting such knowledge and skills to their students.

Unfortunately the present states of instructional materials are nothing to write home about, some of these instructional materials are obsolete that is not matching with the current development,  the  little ones available  are  not  utilized  because  some  materials  lose their component  to  make  it  functional.  The  teachers  having  attended  difference  schools  and colleges  so they posses  difference  experiences  and  knowledge,  so  invariably  have direct effect  on the utilization  of the  materials  in teaching  and  learning  of business  education subjects in secondary schools this is projected to student in Enugu State.

According to Obi (2008) observed  that many schools are unable to teach  business education subject due to inadequate business education teachers and  equipment. The poor performance of students in business education subject as lamented by Odoh (2001) that their deterioration  in  students’  achievement  must  have  been  due  to  the  non-  utilization  of instructional  materials  in  classroom,  therefore  it  become  necessary  the  assessment  of utilization of instructional materials for teaching and learning of business education subject in secondary schools in Enugu education zone of Enugu State.

Purpose of the Study

The major purpose of this study is to assess the utilization of instructional materials in teaching and learning of business education subject in secondary schools in Enugu Education zone of Enugu State. Specifically, the study seeks to assess the:

1.   Extent of availability of instructional materials utilization in teaching and learning of business education subject in Enugu education zone.

2.   Extent  of teachers  utilization  of instructional  materials  in teaching  and  learning  of business education subject in Enugu education zone.

3.   challenges to teachers utilization of instructional materials in teaching and learning of business education subject in Enugu education zone.

4.   strategies for enhancing teacher utilization of the instructional materials in teaching and learning of business education subject in Enugu education zone.

Significance of the Study

The result of this study will be of immense benefit to the behavioural theory, ministry of  education,  business  education  teachers,  students,  researchers,  society  and  curriculum planners.

The theoretical significance of this study will enhance the Classical Behavioural Theory of E.L. Thorndike on which the study hinges. This theory states that bonds are strengthened by the same stimulus and response repeatedly occurring together. The use  of the instructional materials  in the teaching and learning of business education  subjects would stimulate the interest of students and improve the academic achievement of the students in the subjects.

The outcome of this study would be beneficial to the government  in planning  and decision  making.  It  would  help  in  policy  formulation,  implementation,  evaluation  and reformation. The findings of study will reveal to the government the instructional materials needed for effective teaching and learning of business subjects.  Government would use the

outcome of this study to design an effective training package for teachers as it concerns the utilization  of  instructional  materials  in  teaching  and  learning  of  business  subjects  in secondary schools. The knowledge of the findings would also help  government to provide adequate instructional materials for the teaching and learning of business education subject in the schools.

The finding of this study will also be beneficial to the business education teachers. The  study would  reveal  appropriate  teaching  materials  that  could  improve  the  teachers’ effectiveness  as well as ways to improve  the utilization of instructional  materials  for the teaching and learning of business subjects. It is hoped that the  teachers will employ them; thereby improving the teaching of business subjects by utilizing appropriate materials in the classroom.  Through  the  findings  of  the  study,   the  teachers  would  seek  professional development in the use of the instructional materials in their learning.

Business education students would also benefit from the findings of this study. The findings of the study would help the students the benefit from the effective utilization of the instructional materials that will follow from the adoption of the strategies identified from the study while the teachers would from the findings adopt effective strategies for utilizing the instructional materials in their teaching, the students would understand the lesson better and also use the instructional materials well during their private learning and peer tutoring.

The society would also benefit from the result of the study the youth be  occupied when the knowledge and skills gained by the students. . When the students acquire functional and saleable skills, the issue of unemployment would be reduced to the barest minimum and every individual would be useful to himself and to the society. The students would become self reliant and gain employment  after graduation.  This  will improve the economy of the society.

Curriculum planners will also benefit from the result of this study. The  curriculum planners would obtain the necessary information which will help to  improve  the business education  syllabus.  It is  hoped  that  the  result  of  the  study  would  assist  the  curriculum planners in the review and update of business education curriculum especially in relation to the instructional materials and their usage.

The findings of this study will serve as a guide to researchers who would want  to conduct further study on the effectiveness of instructional materials in teaching and learning of business education subjects in secondary schools. The findings of the study would provide reference materials to future researchers in business education teaching and learning.

Research Questions

The following research questions will guide the study:

1.   What  is the  assessment  of the availability  of instructional  materials  utilization  in teaching and learning of business education subject in secondary schools?

2.   To what extent do teachers assess the utilization of instructional materials in teaching and learning of business education subject in the secondary schools?

3.   What is the assessment of the challenges facing teachers utilization of instructional materials  in teaching and learning  of business  education  subject  in  the secondary schools?

4.   What   is   the   assessment   of   strategies   for   enhancing   teachers’   utilization   of instructional materials in teaching and learning of business education subject in the secondary schools?

Hypotheses

The  following  null  hypotheses  formulated  for  the  study will  be  tested  at 0.05  level  of significance:

Ho1: There  is no significant  difference  between the  mean score assessment  of male  and female Business education teachers  on extent of availability of  instructional material utilization in teaching and learning of business education subject in secondary schools in Enugu Education Zone of Enugu State.

Ho2: There  is no significant  difference  between the  mean score assessment  of male  and female business education teachers on the extent of teachers’ utilization of instructional materials in teaching and learning of business education subject in secondary schools in Enugu Education Zone of Enugu State.

Ho3: There  is no significant  difference  between the  mean score assessment  of male  and female  business  education  teachers  on the  challenges  facing  teachers  utilization  of instructional  materials  in  teaching  and  learning  of  business  education  subject  in secondary schools in Enugu Education Zone of Enugu State.

Ho4: There  is no significant  difference  between the  mean score assessment  of male  and female business education teachers on the strategies for enhancing teachers utilization of instructional  materials  in teaching  and  learning  of business  education  subject  in Enugu Education Zone of Enugu State.

Scope of the Study

The study is delimited to all the public secondary schools in Enugu Education Zone of Enugu State where business education subject is being thought.   The study will assess the utilization of instructional materials for teaching and learning of business education subject in senior secondary schools in Enugu Education Zone of Enugu State.

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