FACTORS AFFECTING STUDENTS PERFORMANCE IN BUSINESS STUDIES IN

JUNIOR SECONDARY SCHOOLS IN BAUCHI METROPOLIS.

FEBUARY, 2017

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 ABSTRACT
This research was designed to look into Factors affecting students in business studies in
secondary schools in Bauchi metropolis. The purpose of this research work was specifically
to examine the level of qualification and experience of business studies teachers, determine
the availability and adequacy of instructional materials, the method of delivery of the lesson
and the level of students exposure to practical in the teaching of business studies. The
research question applied was: what are the qualifications and level of experience of the
teachers?, how available and adequate is the instructional material?. what kind of teaching
method does the teacher use in the delivery of his/her lesson? and what is the extent of
students exposure to practical during or after the lesson?. The population of the study was
68 business studies teachers in Bauchi metropolis while the sample size was 58 business
studies teachers sample was randomly selected using random sampling technique. The data
collected were analyzed using percentage and statistical mean, and the findings show that
there are enough qualified teachers of business studies, while on the other hand they are
inexperienced as well. Also, it was discovered that the teaching and learning materials are
neither available nor adequate. Another observation was that the methods used in the
delivery of the lessons are not sufficient. Finally it was discovered that the students are not
exposed to practical. Therefore it was recommended that business studies as a subject should
be restructured to increase emphasis on practical teaching. Also, teacher should make effort
to upgrade their degrees and where necessary because, training and re-training of teachers
make them more efficient, More so, all tiers of government should provide sufficient money
for buying instructional materials as well as engage in vital projects that will benefit the
school, student and on the long run the society at large.

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 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The relevance of education to individual and societal growth shows its significance to

the economic, social, political and cultural development of human society world-wide. In

Nigeria as in most countries, educational curriculum is developed to meet the national goals

and objectives in the various areas and stages of manpower development and needs. It is

therefore important to observe that the introduction of the 6-3-3-4 system currently referred

to as the 9-3-4 (9-Year Basic Education: Primary 1 to Junior Secondary 3; 3-Year Senior

Secondary Education and 4-Year Tertiary Education) educational system in Nigeria had the

goals and the operation of the system in line with the countrys national education goals as

highlighted in the National Policy on Education (NPE). The Nigerian national educational

goals which are derived from the countrys philosophy and goals include, the acquisition of

appropriate skills and the development of mental, physical and social abilities and

competencies as equipment for the individual to live in and contribute to the development of

the society. In order to realize fully the potentials of the contributions of education to the

achievement of the national educational goals, emphasis is placed on the broad goals of

secondary education which aims at preparing individuals for useful living within the society

and for higher education FRN, (2004).

Specifically, secondary education is to: Provide a higher level of education for all primary

school leavers. Abrar, et al., (2010) offer diversified curricular to cater for all, provide sub-

professional manpower in science, technology and commerce, provide technical knowledge

and vocational skills, inspire desire for self-improvement and achievement and raise citizens

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who can think and respect the views of others. The age bracket of the secondary school

students (12-18 years) show the needs to give them valuable counsel about life in order to

discover their abilities and potential to contribute to economic development and as well be

useful in life.

The vocational preference of every individual differs and there are many factors that may

influence individuals in their choice and preference of vocation and sub-sequent choice of

occupation which may include self-concept and knowledge requirement of various

occupations. Vocation has been described as a part of the total experience of an individual

whereby he /she learns successfully to carry on a gainful occupation. Vocational education

can also be seen as that education designed to prepare individuals for gainful employment as

semi-skilled or skilled worker or technicians or sub-professional in recognized occupations

and in new and emerging occupations or to prepare for enrolment in advanced technical

education programme.

However, at the junior secondary school level, pre-vocational subjects are introduced into the

curriculum while vocational subjects are introduced at the senior secondary school level. The

focus of the pre-vocational subjects is to expose students at the junior secondary school level

to the world of work through exploration and exposure which would enable junior secondary

school students to be gainfully employed or independent after graduation or it will enable the

student make intelligent career choices and also patterns. Among the pre-vocational subjects

taught at the junior secondary school level are home economics, Agricultural science,

introductory technology, fine art and Business studies.

Business studies can be seen as the integral part of the pre-vocational subjects whose aim is

to train, introduce and develop occupational skills that will enable individuals to be effective

and functional members of the society. The teaching of business studies at the junior

secondary school level with emphasis on the acquisition of practical skills, values and

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knowledge that would enable individuals to live a meaningful life in the society. Kayla

(2009) sees Business studies as an academic area of concentration within the business major

that is taught at the junior secondary school. However, there are several branches of business

studies which help to train and prepare undergraduates and graduates for careers in the

business world such as accounting, book keeping, shorthand, typewriting, office practice and

commerce. In agreement with the above, Atakpa (2004) posits that it is that aspect of

education that concern itself with vocational and professional preparation for career in

business. Ehisiemen (2005) and Aliyu (2006) see it as a comprehensive, practical and skill

subjects while Ogben and Amahi (2008) maintained that business education equips students

with knowledge and skills that will help them to find a job after schooling or create their own

employment. Also, Parkhill (2011) sees business studies as a dynamic course which prepares

students for the challenges of the 21st century by introducing them to the world of business

through practical knowledge and skills acquisition. Looking at the great role this aspect of

education has played in equipping individuals for a living, one can see why the National

Policy on Education gave the deserved attention to this aspect of education. Bauchi State

among other States is not left behind, but quite a number of factors appear to be affecting

students performance in this aspect of education.

1.2 Statement of the Problem

Bauchi State is believed to be one of the States with both human and natural resources

in Nigeria. Although with all these resources, the State still continues to battle with problems

of un-employment and resource wastage and this may be attributed to the negligence of the

educational system which has affected the students of business studies. However, the

researcher observed that the performance of students in business studies in some selected

government and private schools in Bauchi Local Government Area of Bauchi State shows

that students performance in business studies is poor. The researcher did not just arrive at

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this fact, but went ahead to get the recent results of the external and internal examinations in

some of the various schools before concluding. For the external examination such as Basic

Education Certificate Examination (BECE) and National Examination Council (NECO)

exams for junior secondary school students, In the schools consulted it was observed that for

five years, precisely from the year 2012 to 2016, 74.5% of the student scored between 40-49,

7.5% scored between 50-59, 18% failed completely and there was no distinction at all, but

however, in the internal exams, it was discovered that about 8% failed completely, 71% of

the students scored between 40-49, 16% scored between 50-59, while the remaining 5%

scored between 60-70. In line with the above observation made, it justifies that with the poor

performance, business studies students can not fit perfectly into the business world. Hence

the impact of business studies is not felt. There is need for students to have a proper

foundation for them to fit into the changing world. With this end, the researcher observed

that the students poor performance might be due to some factors which the researcher

intends to find out.

1.3 Purpose of the Study

The main purpose of this study is to investigate the factors affecting students'

performance in business studies in some selected junior secondary schools in Bauchi

metropolis. Specifically, the study seeks;

1. To identify the level of qualification and experience of business studies teachers

2. To determine the availability and adequacy of instructional materials.

3. To find out the method of delivery of the lesson

4. To determine the level of exposure to practicals in the teaching of business studies.

1.4 Research Questions

1. What are the qualifications and level of experience of the teachers?

2. How available and adequate is the instructional material?

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 3. What kind of teaching method does the teacher use in the delivery of his/her

lesson?

4. What is the extent of students exposure to practical during or after the lesson?

1.5 Significance of the Study

This type of study is very significant at this period of technological advancement it

will be very useful to the educational authorities in Bauchi state. It is the intention of the

researcher to explore the problems affecting students performance in business studies in

some selected public and private secondary schools in Bauchi metropolis with a view to

suggesting solutions to the problem there after.

The work when completed will help the teachers in selection of appropriate materials for his

or her lessons, it will help the teacher in the proper planning and presentation of lesson, it will

also help the teacher in selecting the most appropriate and suitable method for the delivery of

a particular lesson.

Also this research when completed will help the educational administrators in the proper

planning of the school curriculum and also selecting and providing the necessary facilities

and equipment needed for equipping the students for easy adoption into the business circle

and for positive and useful living in the society.

Finally, at the completion of this research, it will help the student realize their potentials, and

also psychologically prepare them for adoption into the business circle, it will also help the

student to make the correct decision in choosing a career or job, and finally to make the

student productive and self-reliance upon graduation.

1.6 Scope of the Study

In a research work of this nature, which is supposed to cover all the schools in the

state, the researcher discovered that it is very impossible for her to reach all the schools in the

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entire state. However, the researcher intends to focus on the factors affecting the performance

of student in business studies in 20 selected schools in Bauchi metropolis.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction
This chapter is concerned with the related literatures which were consulted for this study.

The study was reviewed under the following sub - titles.

a. Definition and objectives of business studies

b. Attitude development

c. Teaching and quality of certificate issued

d. Inadequate teaching method

e. Shortage of qualified business teachers

f. Maintenance of equipment

g. Inadequate instructional materials

h. Inadequate funding

i. The Nigerian certificate

j. Summary of the literature review

2.2 Concept of Business Studies

The formal school system curriculum in Nigeria, as provided for by the Federal

Government in its National Policy on Education (1998), revised in (2002 and 2004) offers

business studies which comprises of shorthand, typewriting, commerce, office practice and

book keeping. It is a compulsory subject at the Junior Secondary School level of Education. It

is a prevocational subject which is expected to expose the students to general business

knowledge and to have basic ideas about business. Its components are shorthand, typewriting,

office practice, commerce and bookkeeping. Students at this level are not being trained for a

profession, rather are trained to acquire skills for semi-skilled jobs if perhaps they cannot

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proceed to the next level of education. National Council For Curriculum and Assessment

(NCCA ) (2013), sees business studies as that part of the curriculum which enables the

students to make informal decisions in the everyday business of living, which contributes to

the students understanding of the world of business, and also which encourages a positive

attribute to enterprise and develops appropriate skill in that field. Osuala (2005) defines

business education as that part of the field of education which deals with business

experience for both- specialized occupational uses and for general uses. Amachi (2008),

maintained that business studies equip students with knowledge and skills that will help them

find a job after schooling or create their own employment. Sutherland and Banick (2005),

Sees business studies as the acquisition and application of the unique set of knowledge and

skills used in commercial and industrial organizations. Olian (2004), states that Business

studies is about proactive and in-depth analytical skills in the various disciplines. Farlex

Financial Dictionary (2012) defines business studies as generally involve theoretical, and

perhaps also practical, course work on how to manage a company, construct a business model

and generally run a business. They may also involve the study of accounting,

entrepreneurship, finance, marketing and/or supply chain management. However, business

studies form a means of laying foundation for national, technological, economical

advancement and for higher education NPE (2004) and FRN (2008).

2.3 Objectives of Business Studies

At the secondary school level, business studies is intended to enable students acquire

basic knowledge of business studies, as well as help them develop basic skills in office and

related occupations and for personal use. It is also expected to prepare them for further

training in business studies. As for those who intend to work immediately after school, it is

also expected to provide them with the orientation and basic skills with which to start a life of

work.

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However, the objectives of business studies as reflected in the JSCE syllabus include

enabling the students to;

1. Appreciate the role of commerce and its relationship with the other aspects of

production.

2. Appreciate and understand the basic concepts and principles relating to commercial

activities with practical situations, especially, in a developing economy.

3. Identify types of transactions and open the necessary books of accounts they pass

through in the modern business activities.

4. Acquire the ability in office procedure or practices.

5. Acquire skill in typing mailable letter at a determinable speed/time as well as

knowledge of the ethics of an office/organization.

6. Acquire skill in writing correct shorthand outlines by its theories and transcription of

simple shorthand passage(s) into long hand with correct spellings at a determined

speed and time.

7. Prepare for further work in commerce, book-keeping, office practice / procedure,

typing and shorthand.

The NCCA (2013) stated the objectives of business studies, which include be the following;

1. To encourage in students develop interest and a positive attitude towards, the business

world and to enable them to acquire a knowledge and an understanding of commercial

activities and to provide an introduction to the structures and functions of business

institution and their inter-relationship.

2. To develop in student the skills of communication, use of technology and recordings

of information and transactions.

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 3. To enable the student to apply oral and written communication skills to business

activities and to develop the vocabulary necessary for further progress in the business

world.

4. To enable the student to develop skill in numeracy, neatness and accuracy in respect

of recording of transactions, summarizing these and interpreting the

5. To develop the skill of accurate keyboarding

6. To develop in student an understanding of the new information technologies and as

far as possible, to enable them to establish a practical and useful skill in the use of

computer and office technology.

7. To enable student to integrate knowledge and skills in a practical and useful way and

in particular in applying them to realistic business/personal situation.

8. To encourage students to apply business knowledge and skills to the commercial

aspects of their own lives and that of their households.

Business skills acquired at the secondary school level enable individuals to make useful

living for themselves as well as prepare students for higher education.

2.4 Attitude Development

Brady et al., (2009) studied student' attitude towards business studies subject based on

their perceptions on the influences of text books usage, exposure of business studies among

teachers, talks about business opportunities and exposure of practical training. Weimer

(2009) in the process of preparing an article for the newsletter, I came across this

observation that nothing they do will alter the results of the learning process, or who attribute

success to good luck and failure to bad luck, however after carrying out his research it was

very evident that if a student believes that no matter what they do, they wont succeed in a

course, even being in a course with a highly rated effective teacher does not change the effect

of those beliefs. He then later proposes that the teachers and school has to do a lot to come up

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with strategies we propose do help them learn. John et al., (2008) who conducted a research

on 244 university students taking business studies programme. The research found that

teaching approach in business studies courses affected students' attitude and ability to make

decision. Felder and Henriques (1995) found out that the teaching styles used by teachers

which were suitable or not suitable while not specifying attitudes for each sections of the

syllabus, it is expected that in covering the syllabus students will be positively encouraged.

Some of the attitude developments which the syllabus wants to imbibe in the student are as

follows:

1. To develop a positive attitude towards budgeting in the personal, business and

national context.

2. To develop an awareness of the market forces at work in society and to develop a

discriminating attitude in dealing with them.

3. To develop an openness to and appreciation of the differing viewpoints in industrial

relations.

4. To develop an appreciation of accounts as a form of communication and to develop

confidence in reading accounts.

5. To develop a positive attitude towards entrepreneurs, towards profits, towards the

creation of wealth and its distribution.

6. To develop a confidence when dealing orally or in writing with financial institutions.

7. To develop a positive attitude towards our export market and to transfer that attitude

towards acquiring foreign language skills.

8. To develop the positive attitude towards technological development in the domestic,

business and industrial world.

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2.5 Teaching and Quality of Certificate Issued
There have been a lot of complains about the quality of the Nigerian certificate,

because most of the students who graduate from the various institutes and secondary schools

cannot deliver in the place of work to justify their certificate. Ohiwere, (2005) states that the

problems with business studies in Nigeria is as old as the country itself. This was traced to

when the colonial masters gave the type of education that does not fit the educational needs

of the country. This assertion was informed by the ill treatment given to the countrys

educational system by the colonial masters who were egocentric and tactically refused to

introduce the desired business education/studies early to Nigerians instead self-manipulated

educational system was in place where by certificates were issued to the very few clerks and

interpreters which they used. Another problem here has to do with the implementation of the

business studies programme at the junior secondary level. This has been hardly implemented

and when implemented treated with levity. According to Esene (2003), like every other new

educational programme successful implementation of the business studies curriculum at the

junior secondary schools lack the following infrastructure/materials, Qualified and competent

teacher, necessary equipment, in-adequate planning and financing, technological know-how,

guidance and proper counseling. Also associated with these Esene (2003), also acknowledged

that there are also problems of mismanagement and constant change in government

occasioned by military coups in the time past and change in the ruling party. Nigerian Policy

on Education (NPE) (2004) boldly reported that efforts were being intensified by both the

federal and state governments to ensure that Nigerians acquire the much-needed technical

(practical) skills. Having acquired entrepreneurial and vocational skills the individual can be

said to have qualified to be self-employed. Having analyzed these facts above, the researchers

would like to identify and discuss below some of the school factors affecting the teaching of

business studies in some selected secondary school in Bauchi metropolis of Bauchi State.

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2.6 Inadequate Teaching Method
The teaching profession over a decade has been faced with many challenges in

Nigeria with negative impact on the quality of education and the status of the Nigerian

teachers. The most single critical element in the education process is the teacher who plans,

organizes, designs, directs, motivates and inspires others to learn using standard teaching

techniques to impart knowledge. Teaching according to Adeola (2011) citing Oyedeji (1998)

is the process of imparting in the students knowledge, skills and attitude in order to bring

about a desirable change in learners. Teaching refers to the process of imparting knowledge

and skills from a teacher to a learner. It encompasses the activities of educating or instructing.

It is an act or experience that has a formative effect on the mind, character or physical ability

of an individual according to ask.com (2013). The primary education goal for teaching

business studies is to teach student both the practical and theoretical aspect of the subject but

unfortunately this is not so in our schools. Teachers are the most important factor in students

learning next to students themselves. As a result, the pre-eminence of teachers, the

application of pedagogical knowledge into classroom oriented plan of actions constitute most

essential fabric upon which the success of the school, its administration and the entire

education system rest upon. Education can change ones culture of learning, mind-set and

orientation to values. Desirable transformation can only occur in the learner when a teacher

has a good mastery of the subject matter, have a map to follow in terms of well-prepared

lesson plan / note, grab the students attention through effective class control mechanism or

strategy, recognize student attention span, plan activity for the students by allowing students

to participate actively in the teaching-learning encounter. The teacher should maintain

approved lesson period, utilize visual aids, voice, eye contact and body movement as a way

of stimulating the students, summarize lesson and evaluate lesson using all sorts of

continuous assessment techniques. Several authors have identified the factors causing this

problem to include the lack of instructional materials and or poor teaching method. Kibbos
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(2002) has single out the expository approach to be the dominant teaching method commonly

used for business studies instruction in our school. The expository approach of instruction is

that in which the teachers spend most of their time giving verbal explanation in the form of

talk and chalkboard. Obviously such inadequate and limited teaching methods tend to

negatively affect the learners views of practical concept and associated method. This is not

right because there are a lot of teaching methods which has been designed to suit the various

topics. Some of these methods may include class participation, demonstration, recitation or

combination of these methods. Kibbos and Ogunniyi (2003) opined that unless urgent

measures are taken to curb the problems in the Nigerian educational system, it will continue

to persist.

2.7 Shortage of Qualified Business Studies Teachers

Business studies teachers refers to graduate of accounting and secretariat education

the two option are qualified personnel to work in the office as management assistant and

business studies teachers. However, unfortunately the very few education teachers available

prefer opting out of teaching to industries there by compounding the shortage of qualified

personnel in teaching and conduct of business studies examination. There is no replacement

of dead or retired qualified business studies teachers. However some other non-qualified

teachers have accepted to teach in the absence of qualified business studies teachers. People

from other disciplines come into the business studies department to teach courses without

imparting the right knowledge on the student because its not their field of specialization and

the resultant effect is that graduates cannot defend their certificate. The quality of teachers is

important in any meaningful presentation of educational transactions. Quality of teachers is

essential to the achievement of the great national aspiration. In support of the statement

above, An article published by clement Idoko dated 31st may 2010 on Nigerian Tribune

where the minister of education Prof. Ruqayyatu Ahmed Rufa'i stated that 50% of Nigeria

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teachers are not qualified, the federal Government has said 50 percent of teachers in primary

and secondary schools in the country have no requisite skills and capacity to impact

knowledge, a factor responsible for mass examination failures in recent times.

2.8 Inadequate Instructional Materials

Efiong (2005) stated that another problem affecting the development of business

studies is inadequate textbook, work book, and other teaching aids. While textbook and

workbook, authored by Nigerians are surfacing in the market in areas such as commerce,

business method, business management, accounting etc., there are still no sufficient materials

on the subject business studies with practical approach, this creates problems for business

studies educators. The unavailability of Instructional materials in secondary schools and the

inability of teachers to improvise has overtime been a problem of the teaching and learning

process of business studies as this affects the retention ability of the students and results to

greater emphasis on theoretical aspects of the subject. Therefore graduate of business studies

who are taught without these facilities cannot defend their certificates and impact the right

skills and knowledge to the students. Lack of books in the libraries and where few books exit

they are either outdated and the information contained in the books are obsolete, ill-equipped

laboratories or studios as in the case of business studies student that makes conducting

experiment and practicals impossible and student are left with the theoretical knowledge of

the subject and the monster called Brain Drain where by many of Nigerians brightest minds

are leaving to school or take up positions overseas.

2.9 Inadequate Funding

In line with the Phelps stoke commissions the government should spend at least 25%

of its annual budget so as to contribute effectively to the development of education is the

nation so as to make it compete effectively with the developed world. It is generally known

that successive governments have failed to allocate anything close to 26% (UNESCO

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minimum) of annual budgets to education. On the average, the annual budgetary allocation to

education at the federal level has hovered around 10% since the 1990s to date (see Figure 1

showing the percentage budgetary allocation to education between 1995 and 2008).

Business studies/education has over the years witnessed inadequate funding. This has

hampered the effective teaching of business studies hence the aim of the programme has

failed to achieve its positive result. Educational plan can equally by affected if the total

enrolment expected in a target years is not property projected. If the turnout of pupils is more

than the projected plan it could lead to the problems of implementation in terms of fund and

accommodation.

The Nigerian government budgetary allocation to education falls short of the United Nations

(UN) stipulation due to paucity of funds, lecturers cant carry out researches. Educational

problems cant be addressed when there is little money for running the sector. Some state-

owned universities and secondary schools are utterly neglected and grossly under-funded

2.10 Nigeria Certificate

One of the problems affecting performance of workers in Nigeria is the value attached

to paper qualification by most employers in Nigeria. This certificate mentality is adversely

affecting teaching of business studies/education through examination malpractice where

people want to pass examination they did not prepared for by all means. This brings the

educational system to a total collapse. According to Ediofor (2000), it is a sad truth that time

alone adds value to the certificate acquired by Nigerians even when they are not put to use.

Some employers now pay for the certificates but not for productivity. Many employers pride

themselves on their paper qualification and not on what they can do individually. This

practice is more pronounced in public sector and since the public sector of the Nigeria

economy is expanding rapidly. There is a danger that unless there is a re-orientation, the

adverse effects of the certificates mentality will spread like a virus to the detriment of

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productivity. The certificate mentality creates false values, causes a misallocation of

resources. Educations in Nigeria for instance, now a lot of people spend the greater part of

their productive life, including office hour, studying for examination, some of which are

irrelevant to our problems.

Also the certificate mentality has compels individual who are already productivity suspend

production and spend more time in acquiring higher qualification will not be opportune to be

employed because of god-fathers in Nigeria, not only is the nation robbed of productivity

labor force, but planning is also made difficult. We are all aware of cases of diploma and

NCE struggling to be graduate of B.Sc. (ED) Business Education. As you will recall

supervision and invigilation of examination is part of teaching and learning but unfortunately

those who are sent to supervise examination and those whom they ought to keep surveillance

are carefree. There are instances where supervisors are bought over with money or other

things in order to make them keep mute over the act of examination malpractices. This is

most unfortunate because these supposed men of integrity allowed themselves to be

manipulated by children whom they are supposed to supervise.

According to Agbonifo (2002), the quality of graduates produced by any educational

institution is determined by the environment problems posed by the larger society in which it

operates and the facilities available to it, most persistently the caliber and motivation of its

academic and non-academic staff. Sokumbi (2006) observed that some banking institution

are actually going abroad to source for personnel as some of our universities products are not

All these fact are all hatched because of our emphasis on paper qualification people therefore

get the qualification whether they are well taught to merit it or not at all cost.

2.11 Summary of the Literature Reviewed

The use of teaching and learning materials in business studies can never be over

emphasized this is because it serves as a catalyst for social change it is therefore divided into

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printed and non-printed materials. Instructional materials in business studies has become one

which open the horizon of an individual towards skill acquisition in turn leads to poverty

alleviation among individuals thereby raise the economy of the nation at large. Therefore

this chapter briefly discuss about the definition of business studies, the objective of business

studies, attitude development, teaching and quality of certificate issued, inadequate teaching

method, shortage of qualifies business teachers, inadequate instructional materials,

inadequate funding and Nigerian certificate mentality. It is therefore expected that every

teacher should make use of the teaching and learning materials available towards enhancing

teaching and learning because business studies as a course in vocational and technical

education, which in this days priority is mostly given to.

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 CHAPTER THREE

METHODOLOGY

3.1 Introduction
The methods used in carrying out this study are under the following sub-headings:

a) Research design

b) Area of study

c) Population of the study

d) Sample and sampling techniques

e) Instrument for data collection

f) Method of data collection

g) Validation of instrument

h) Method of data analysis

3.2 Research Design

This research was designed to enable the researcher to anticipate what the appropriate

research decisions should be to maximize the validity of result. The research design adopted

for this study was descriptive research design of survey. Ali (2006) stated that a descriptive

survey is most appropriate for a study that has fairly large population. The design is

investigating the factors affecting students performance in business studies in junior

secondary schools in Bauchi metropolis. The method employed uses questionnaire to

discover the responses and opinion of teachers with respect to issues raised in the

questionnaire.

3.3 Area of the Study

The area of the study is Bauchi metropolis in Bauchi State Nigeria. Bauchi State is

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located between latitude 9o3I and 12o3I north of the equator and longitude between 8o50I and

11o east of Greenwich Meridian. The state is bordered by Seven State, Kano and Jigawa to

the North, Taraba and Plateau to the South, Gombe and Yobe to the East and Kaduna to the

West. Bauchi state was created in February 1976 from the former North Eastern state by then

regime of General Murtala Mohammed.

3.4 Population of the Study

The target population for the study was restricted to all teachers of Business Studies in

all Junior Secondary Schools of Bauchi State. While the accessible population for the study

was limited to those within Bauchi metropolis making a total population of sixty eight (68)

business studies teachers.

3.5 Sample and sampling techniques

The sample for this study was twenty nine (29) junior secondary schools which were

randomly selected from the sixty eight (68) junior secondary schools in Bauchi metropolis.

Two business studies teachers from each school making a total of fifty eight (58) business

studies teachers were sampled out of the population of sixty eight (68) business studies

teachers in the junior secondary schools in Bauchi metropolis as described by Krejcie and

Morgan table of determining sample size of a given population. The sampling technique used

was simple random sampling.

3.6 Instrument for Data Collection

The instrument for data collection was a checklist and a questionnaire. The checklist

was completed by the researcher during her visit to the junior secondary schools. The

researcher was accompanied by a staff of the schools to observe the facilities in each school

visited. The checklist was used to get information on the availability and adequacy of

teaching and learning materials. Also a structured questionnaire with a 5 point Likert scale

was used. Issues were raised in various sections with section A carrying the bio-data of the

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respondent, section B; staff level of qualification, section C; the availability of equipment and

learning materials, the method of teaching and the level of exposure to practical.

3.7 Method of Data Collection

Data for the study was collected by the researcher after administering copies of the

questionnaire to the respondents to be able to ascertain their unbiased responses. The

researcher guaranteed the respondents a total confidentiality of their responses

3.8 Validation of instrument

Two experts from Vocational and Technology Education Programme (VTEP)

Abubakar Tafawa Balewa University Bauchi were consulted for the validation of the

instrument. Experts comments and observations was used to provide final draft of the

instrument.

3.9 Method of Data Analysis

The research question was analyzed using simple descriptive statistics, means and

percentage. Where the data collected involved numerical figures, the numerical figures were

tabulated. In the computation of data, mean was used to analyze the data, the values obtained

was worked out in percentage. The percentage of the responses was worked out in the

following way;

Where:

x = the scores of the response

f = the number of teachers who responded

N = the total number of teachers.

An item per research question will be accepted if the average mean is 3.0 but rejected if the

outcome is below 3.0. However, the grand mean score of the research question is determined

by dividing the total average mean score by the number of item per research question.

21
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23
 APPENDIX

Dear Respondent,

I am a final year student of the above mentioned University, conducting a research on

Factors affecting Students Performance in Business Studies in some selected secondary

schools in Bauchi metropolis. Attached is a questionnaire seeking your candid opinion on

the issues raised. All information obtained will be treated confidentially and strictly used for

academic purpose only.

Yours faithfully,

QUESTIONNAIRE FOR TEACHERS OF BUSINESS STUDIES IN BAUCHI

METROPOLIS.

SECTION A: BIO DATA

Kindly thick [ ] in the appropriate bracket.

1. Age:
i. 25 years and below [ ] ii. 26 - 30 years [ ]
iii. 31 - 35 years [ ] iv 36 - 40 years [ ]
iv. 40 year and above [ ]

2. Gender:
i. Male [ ] ii. Female [ ]

3. Area of specialization:
i. Accounting [ ] iii. Secretarial studies [ ]
ii. Management [ ]

SECTION B: Staff level of qualification and experience

4. Highest teaching qualification:

24
 i. Grade II [ ] iv. PGDE [ ]
ii. N.C.E [ ] v. M.Ed [ ]
iii. B.Ed. [ ] vi. Ph.D Ed [ ]
5. Number of workshops/seminars/conferences in business studies or education attended
in the last three years:
i. None [ ] iv. Three times [ ]
ii. Once [ ] v. Above 3 times [ ]
iii. Twice [ ]

25
Kindly thick [ ] in the column that best expresses your opinion.
Key: SA=Strongly Agree, A=Agree, U=Un-decided, D=Disagree, SD=Strongly Disagree
SECTION C:
S/N ITEMS SA A U D SD
6. THE AVAILABILITY OF TEACHING AND
LEARNING MATERIALS
7. There are relevant text- books for business studies in the
school library.

8. There is a standard typing pool in the school

9. There are enough typewriters or computers to go round
the entire students of business studies.

10. There are enough teaching aids in the school.

11. There are standard classrooms in the school.

12. There is a shorthand studio in the school for shorthand

class.

13. All the teaching equipment for Business Studies are

properly maintained

14. There is ICT facility in the school

THE METHOD OF TEACHING

15. The use of teaching and learning materials increases

students participation.
16. The use of audio-visual materials in teaching and
learning process raise the interest of the learner.

17. The teacher uses lecture method in the delivery of his

lessons.

18. Lessons are presented with adequate teaching Aids.

19. The use of audio-visual aids is the most effective way of

administering instructions.

26
20. The teacher uses assignment method in the assessment
of his students

21. The teacher sometimes field trip in other to reinforce the

theory content of his lesson
22. The teacher uses computer aid in the delivery of his
lesson
23. The teacher uses projector in demonstrating his lessons.

THE LEVEL OF EXPOSURE TO PRACTICALS

24. There is adequate equipment to accommodate the

population of students during practical.

25. The equipment in the typing pool and studio are

functional and well maintained.

26. The students are exposed to small scale business

ventures.

27. The students are exposed to business seminars.

28. The students are exposed to excursion to business

offices and banks.
29. Students are allowed to handle the equipment by
themselves during practical with guidance from the
teachers.
30. Students are allowed to use the equipment at will to
perfect their skills.

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 A CHECK LIST ON THE AVAILABILITY AND ADEQUACY OF
INSTRUCTIONAL MATERIALS FOR BUSINESS STUDIES IN BAUCHI
METROPOLIS
S/NO MATERIALS MATERIAL REQUIRED AVAILABLE MATERIAL
1 Computers
2 Laboratories
3 Pictures
4 Typing pool
5 Typewriters
6 Libraries
7 Practical equipment
8 Furniture
9 Projector
10 Audio-visual aids
11 Shorthand Studios
12 Radio
13 Charts
14 Text books
15 Posters
16 Television
17 Projector
18 Modules

28