EVALUATION OF AVAILABLE RESOURCES FOR THE TEACHING AND LEARNING OF BUSINESS EDUCATION SUBJECTS IN SECONDARY SCHOOLS CASE STUDY OF ADO EKITI LOCAL GOVERNMENT AREA
Background of the Study
In order to have a describable change in the learner, good teaching must take place and to bring about good teaching, the teacher should be able to convey their message in the simplest, most convincing and practical way to the learner using available resources.
A resource is a source or supply from which benefit is produced. Typically, resource are materials, energy, services, staff, knowledge or other asset that are transformed to produce benefit and in the process may be consumed or made unavailable. An instructional also is a ‘theory that offers explicit guidance on how to better help people, learn and develop’ it focuses on how to structure materials for promoting the education of human beings, particularly youth. Instructional materials are primarily defined as print materials. Students are assigned one textbook per subject area. It contains a fixed content and is expected to last the duration of an adoption period. It is further described as the act or practice of instructing or teaching, education, knowledge or information imparted. Examples are instructional materials and approaches that motivate, stimulate and engage students.
These available resources are the instructional materials used in teaching and learning. The instructional is meant to make teaching easy and practical for the learners to understand the subject.
These objects according to Umoh-Mac and Nkume (1998) are regarded as instructional materials. They enhance real and meaningful teaching and learning. Appropriate instructional materials are imperative for implementing good quality education programmes. Unless adequate and quantity facilities and superlative human resources are available, quality of the programme will be reduced and learning-will be deterred.
Material for teaching business subject range from the common textbooks to more sophisticated machines, chalkboards real ,objects or their representatives which the teacher use to communicate effectively with the students. These materials make learning more permanent and develop continuity of thought among the learner. Teaching materials and aids for the acquisition of required skill for business Education should be on regular supply to school where Business Education subject are taught.
According to Umoh-Mac Nkume (1998) 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. There is a poor storage facility for them and so they become non-functional.
Obi and Akume (2001) warned that any school that desire to offer modern Business Education programme must include in its programme, a thorough training in the use of the appliances.
Also to give such training the school must be equipped with appliances with which it intends to give instructions. To take the point further, they stated that for the teaching process to effectively taken place generally, both human and materials resources need to be provided adequately.
No matter how good the teaching staff are, they may not be able to function effectively and effectively without appropriate teaching materials, equipment and adequate infrastructural, like workshop, conducive classrooms and laboratories, especially when is over loaded with lesson and practical courses.
A well-planned programme, they say, will fail if at implementation stage the necessary instruments are not supplied. The world at large is going technological and if Nigeria schools must keep abreast with the global technological advancement than the training must be borne in mind and they are adequate supply, proper maintenance and judicious usage of the materials.
The question to ask is who provides these resources materials to schools? Eze (1991) in his contribution, opines that instructional materials produced commercially play a key role in functional education in our schools that when these are understand, our next alternative is in improvisation, provide the improvised equally delivers the goods.
Fortunately, some sources of improvisation are available where around us by nature. Human re-arrangement of nature only requires our initiative and creative to tap them fully towards the attainment and mastery of some skills.
Nigeria must realize that finding pragmatic solution to the problems be setting the growth and development of Business Education in the country should not be left to a few person but rather it should be seen as a collective, philanthropists, corporate bodies, government agencies churches and other religion organization etc. must join hands and regard the task of solving these problem as one that must be done. When this is solved, Business Education will be accorded its pride of place in the nation’s education system as salvation of modern civilization.
Statement of the Problem
In spite of the federal government emphasis on self-reliance through acquired, still suffers some defects such as inadequate supply or provision of resource materials, poor maintenance and storage of existing ones.
Aliyu (2001) carried out a study of secondary school in saban gari local government area of Kaduna, state and reported an inadequate supply of resources materials. Ajelabi (1998) also observed an acute shortage of resources and this to a greater extent he say does affect proper and effective delivery of the lesson, He further noted that the materials that are essential for proper conduct of practical are virtually not in existence.
Oren (1998) observed that, being a skill-oriented subject, Business Education requires the use of machine and other equipment for effective teaching to take place. It is therefore expected that the federal government through the ministries of education federal, state and local government will see to the provision or availability of these necessary resources for teaching and learning of these requirement skills.
According to Oyedele (1995) citied in Atakps (2001) Nigeria children and youths are being educated more in accordance with yesterday’s world rather than in preparation for tomorrow’s living. This is in agreement with what Umoh-Mac and Nkume (op. cit) said about the obsolete equipment found in Nigeria schools.
Emphasizing the need for the provision of instructional materials in schools, Obi and Akume opine that, Business Education subject being a skilled area of study cannot be learnt by the student sitting and folding their arms and nodding their heads. 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 subject are not adequately equipped for the instructions. Resource materials are means of making teaching and learning process easy, more meaningful and understandable, Uzoegwu (2001).
These materials are not just textbooks, but it include machine, chalkboard and real objects instructional aids on the other hands are those that teacher prepare mainly to help him/her pass on the message easier and more effectively. This includes cardboard drawings, real objects brought into the class for learners to physically see and touch (visual aids).
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