1.0                                                       INTRODUCTION

1.1       Background of the Study

Education is the greatest tool for the development of any nation, the major objectives of sending our children to school is to help them learn some basic concepts, skills, knowledge and beliefs necessary for the development of some specific goals. Wokocha (2011)

The history of business studies in Nigeria can be likened to that of child, which was abandoned because the father thought that he already had type of children he wanted; it was later picked up by a childless man who knew it is usefulness, nurtured and background it adulthood. (Ekpenyoung, 1992).

What the above statement implies is that historically, business studies did not come about in Nigeria through government, but through the individual initiative of a few Nigerian entrepreneurs. Such individual were quick to realize the importance of business studies not only to their personal, but also to national economic growth and development.

As a matter of fart, prior to Nigeria’s independence and 10years after, business studies teachers in secondary school  is not given any thought in Nigeria teacher education curricular. This is not to say that the colonial education administrators did not recognize the importance of this form of teacher education.

As reported by Ekpenyoung (1992), some form of business and technical teacher education programmed was introduced in the curricular of higher college Yaba (1932-1947) and of Nigerian college of Art, science and technology (1954-1961), However, the crude government policies forced these two precursor of modern technical education in Nigeria to sing their swan song rather prematurely also made the impact of the curriculum on Business studies teacher to become lost history.

The credit for the re-emergence of business studies teacher education programs in Nigeria, particularly at junior Secondary school. In the Eastern Nigeria economic report of 1995, which sought to establish the Secondary, it was recommended that:

In order that the foundation of Nigerian leadership shall be securely laid, to the end that this country shall cease to imitate the excrescence of a civilization, which is not rooted in Africa life, we recommended that a fully-fledge Secondary education shall be establish in this region without further delay such as a Secondary school should not only be cultural according to the classical concept of university, but it should also be vocational in its objectives, and Nigeria in its content (Government of Eastern Nigeria, 1995)

It was keeping with the above tenet that vocational teacher education was introduce in the university of Nigeria, Nsukka, in the 1965 session in the areas of agriculture, business, home economics and industrial technical education. The only other university that introduced degree programmes in vocational teacher education was Ahmadu Bello University, Zaria. There was in 1979, 15years after its inception. Other university did not see the need for vocational teacher education.

The problem with our 6-3-3-4 system of education is that, it seems to lack proper focus guidance and direction for our youths (students) and is theorical. In line with this, Toboho (2000) reveal that the growth of our education industry is mainly in sized and not in quality hence, the education system of Nigeria is yet meet the challenges of preparing students for the contemporary global world. The quality of our education with its emphasis is a theory more than practical has resulted in production of graduates with unemployment skill leading to unprecedented increase in different types of crimes in the country. According to Nwadiani (2.072:47) “the low relevance and poor quality of education in Nigeria akin to schooling or learning shock, educational system failure, dysfrophies, and dysfunction, are traceable to some observable rots there from the service delivery.

According to Becker (1997), many business studies students in junior secondary school  find it difficult to apply to what they are being taught to business concept. It is therefore, imperative now to find ways and means of making the teaching and learning of the subject more effective.

Principals’ assessment will help to analysis the strength and weakness of teacher and performance of the junior students. Such assessment could initiate action that might lead to improvement especially now that there is public entry about the quality of junior secondary school teachers and their inability to teach students with employable skills.

As a result of the poor academics achievements of the students observed, Nwadiani (2012) maintain that the overall poor of public examination in Nigeria particularly at the secondary schools level reveal the rising law quality of education being provided against planned expectation, One therefore wonders the extent business who were seen by Medley and coker (2012) as professional trained to impact knowledge and skill in the student have been able to achieve their mandate, in view of the students poor academics achievement in both internal and external examination. Chigozie (2011) in Nwadiani (2012) lamented over poor quality of graduate of education of education system in Nigeria, which is challenge by instability, corruption, indiscipline, among staff and students, inadequate funding, dearth of essential infrastructure, facilities and poor service delivery.

Furthermore, with the arrival of western education, the uses of facilities became vague classrooms are very vital in schools, the classrooms are constructed to suit the purpose of learning. Eagle Hardt 2014, emphasized that classrooms referred to as teaching laboratories should be attached more importance to enable an imagined educational programme to be achieved school facilities are necessary in the school for effective teaching and learning operations. The availability or unavailability of school facilities, insufficiency and bad conditions of the available ones influence the achievement of secondary school student’s performances in both internal and external examinations. It also influences teacher’s instructional effectiveness and their ability to implement continuous assessment. Available researchers have shown that the school heads or administrations on the other hand encounter some difficulties in the general administration of the school due to lack of facilities and bad condition of the available ones, most of the old and new schools are facing resources crisis there are insufficient, inefficient and unstable personnel. The learning programme is being jeopardized by the phenomenon and this subsequently tends to yearly declining in the student’s performance in their final examinations.

What actually are responsible for the yearly declination are the basic motives behind this study which have not gained much attention by the teaching researchers in the past.

1.2       Statement of the Problem

Challenges to teaching and learning of Business Studies is among the disturbing development to education sector in recent times. Based on the investigation carried out on 23rd September, 2011 on percentage performance of student in junior secondary school for 2006, 2007, 2008, and 2009 JSCE result, revealed the percentage failure as 63.2%, 51.4% and 54.29% respectively. Hence, there student failures in public secondary schools and the failure may be as a result of in adequate teaching, non-completion of syllabus before examination and lack of confidence on the part of teacher and student. Thus, therefore is need to address this problem on what can be done to halt the situation which is care is it is true that many public secondary schools have not been given much attention to the business subject compared with the emphasis on science and vocational subjects. Thus with reference to Ado Local Government Area.Ekiti State, there is student’s failure in business studies examination n public secondary schools

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Updated: 21st June 2017 — 6:27 pm

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