The challenges to teaching and learning of Business Studies in selected junior secondary school in Ikere local government area of Ekiti State. Four (4) research questions based on the four purposes formulated guided the study. Using random sampling technique, Five selected school was sampled and used for the study. Records of students’ performance in Business studies and structured questionnaire were the two major instruments used for the data collection. The data collected were analyzed using frequency statistical table and simple percentage. From the analyzed data, it was discovered that students’ performance were not encouraging; male students performed better than their female counterparts; there exist inadequate skilled teachers and facilities and the learning environment were not quite conducive. Based on the findings of the study, it was suggested that the governments should make adequate budgetary allocation to cater for the effective teaching and learning of skilled inclined subjects in which Business studies is inclusive; Business Studies teachers should be sponsored by their employers to attend refresher courses, seminars and conferences as a way of updating their knowledge and skills in the subject.



This chapter presents what the study is about. It outlines the background to the study, statement of the problem, purpose of the study, research questions, significance of the study, scope or delimitation of studies, definition of terms.

1.1     Background of the Study

Education is an important aspect of economic development. When citizens of a country are educated that is a key to social, economic and political stability (Ojiambo, 2009). 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 fact, 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.

Business studies could be referred to as that area of vocational education that offers to courses in Economics, Commerce, Book-Keeping, Accounts etc.

The international dictionary of education (2001) refers to it as both commercial studies and business studies. The dictionary sees the commercial studies of education as the area that comprises such school subjects of Typewriting, Shorthand, Book-Keeping and Elementary Accounting at defines business studies a studies of Commerce and Management subjects. This definition however does not indicate the level of education at which the title should be used. The difference in title is a matter of sentiment which does not in any way determine the content of the courses at the various level of education.

In the secondary school in Nigeria, the courses is regarded as business studies but in the higher levels in colleges and universities, it is known as business education or management science which covers subjects as well as related courses like Business law, Business management, Accounting, Marketing, Data processing and Computer.

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

Hawes (2012) expressed that one of the main reasons for the failure of so many business studies innovation is that the teachers have been unable to implement the new syllabuses and materials either by reason of their insufficient basic education or because their training had not filted them for the new approaches and because no significant retraining had taken place since the teachers were not retrained to teach.

The business studies in junior secondary schools and the resources provided may not have been sufficient, the business studies has been facing challenges in its implementation, the study was therefore carried out to identify the    challenges facing business study in junior secondary schools in Ikere Local Government Area of Ekiti State, Nigeria.

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Updated: 22nd June 2017 — 3:29 pm