TITLE PAGE

FACTORS AFFECTING TEACHING AND LEARNING OF BUSINESS SUBJECTS

IN SENIOR SECONDARY SCHOOLS IN KANO STATE

BY

ABUBAKAR UKASHATU
U10VB2091

BEING A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

VOCATIONAL AND TECHNICAL EDUCATION, FACULTY OF EDUCATION,
AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF BACHELOR OF EDUCATION DEGREE
(B ED) IN BUSINESS EDUCATION.

AUGUST, 2013

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 APPROVAL PAGE
This research study has been read and approved as meeting the requirement of the Faculty of
Education, Ahmadu Bello University, Zaria for the award of Bachelor of Education Degree in
Business Education (B. ed Business Education).

…………………………………… …………………………..
Asuquo, E. E. (Ph. D) Date
Project Supervisor

………………………………… ………………………..
Head of Department Date

………………………………… …………………………..
External examiner Date

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 DEDICATION
This research study is dedicated to my parents (Mallam and Mallama Ukashatu Aliyu
DKudu) for their support throughout the programme.

Ukashatu Abubakar (0802 336 4926)

3
 ACKNOWLEDGMENT
Praise be to Almighty God, who gives me an opportunity to study B. ed Business
Education and complete this research work.

I want to express my profound appreciation and gratitude to my parents, brothers,

sisters, wife, friends, course mates, and well-wishers who through their prayers,
encouragements and assistances, morally, friendly and financially complete this program.

I also want to acknowledge my sincere appreciation to Dr. Effiong E. Asuquo, the

project supervisor by making all the necessary corrections and guidance in writing this
project, may Almighty God reward him abundantly.

Finally, I would like to express my gratitude to all the lecturers of the Department of
Business Education, Federal College of Education, Kano.

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 ABSTRACT
The research study attempted to determine the factors affecting effective teaching and
learning of Business Subjects in Senior Secondary Schools in Kano State. Data was collected
for the study via questionnaire administered to students and teachers. Descriptive survey
research was adopted. In an attempt to answer the research questions stated, a total of three
commercial senior secondary schools in Kano State; via: AKCC, Kano, GSCS, Wudil and
GSCS, Airport Road made up the population. One hundred and fifty (150) business students
and twelve (12) business education teachers make up the sample for the study. The study
found out some of the factors affecting effective teaching and learning to include; poor
professional training of teachers; lack of adequate teaching and learning equipment and
apparatus; and government and/or parents attitude towards vocational education especially
business education subjects. Based on the analysis, the study recommended that, the state
ministry of education should employ more professionally qualified business education
subjects teachers and equip them necessary equipment and apparatus; parent should
encourage their children to study to offer business education subjects; government should
establish board for Vocational and Technical Education in the state and business education
subjects teachers should be member of Association of Business Educators.

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TABLE OF CONTENT
Title page……………………………………………………………i
Approval page…………………………………………………….. ii
Dedication………………………………………………………… iii
Acknowledgement………………………………………………… iv
Abstract…………………………………………………………… v
Table of content………………………………………………….. vi

CHAPTER I
1. Background of the study ………………………………… 1
2. Statement of the problem ………………………………... 11
3. Purpose of the study …………………………………… … 12
4. Significance of the study ………………………………… 13
5. Research questions ………………………………........... … 15
6. Scope of the study ………………………………………… 16

CHAPTER II
REVIEW OF THE RELATED LITERATURE
1. Introduction …………………………………………………. 17
2. Conceptual frame work of Business Education ………… …… 18
3. Methods of teaching business subjects………………… …… 22
4. Related factors affecting effective teaching and learning of business subjects in senior
secondary schools in Kano State…. 28
5. Students related factors affecting learning of business subjects in senior secondary
schools level………………………………. 31

6. Teacher related factors affecting teaching of business subjects in senior secondary

schools level ……………………………… 33

7. Government related factors affecting teaching and learning of business subjects in

senior secondary schools level ……….... 35

8. Parent oriented related factors affecting teaching and learning of business subjects in
senior secondary level………………… 37

9. Summary of related literature review……………………… 39

CHAPTER III
RESEARCH METHODOLOGY
1. Introduction ……………………………………............. … 42
2. Design of the study ……………………………………… … 43
3. Area of the study ……………………………………… … 43
4. Population of the study ………………………………… … 43
5. Sample and sampling technique …………………………. 44
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 6. Instrument of the study …………………………………… 44
7. Validation of the instrument ………………………………. 44
8. Reliability of the instruments ………………………………45
9. Method of data collection …………………………………… 45
10. Method of data analysis …………………………………. …. 45
11. Decision rule ……………………………………………….. 46
CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA
1. Introduction………………………………………................47
2. Analysis of Data and interpretation ………………........... …. 48
3. Summary of findings………………………………………. 62

CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
1. Summary………………………………………… ………. 64
2. Conclusion………………………………………………… 66
3. Recommendation ………………………………………. …. 67

Reference ……………………………………………………… …. 70
Appendix……………………………………………………………73

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 CHAPTER I
INTRODUCTION

1.1 Background of the Study

The increasing demand for business subjects arise from the role it plays in
preparing youths and adults to meet the yearning and aspirations of 21 st Century.
Business subjects emphasize the acquisition of skills and application of business to
solve business problems and provide services.
Business subjects are the collection of business oriented subjects taught at
both junior and senior secondary school levels with the aim of preparing the
individual for entry into business career, becoming businessmen and women,
rendering more effective services to the society; and to advance from these through
systematic in-service and/or on-the-job-training; to higher learning and performance.
Business Subjects represent a broad and diverse discipline that is included in
all types of educational delivery system whether in the primary, secondary and
tertiary institutions.
Business subjects and business education means the same thing. They only
differ in terms of where the names are used, whereby business subjects refers to
business education at senior secondary school level (O’ level) while business
education refers to business subjects at the tertiary institutions. According to Asuquo
(2005) the senior secondary school business subjects are offered separately to
further increase the students’ knowledge and understanding of business concepts.
Business subjects/education is a programme of instruction which offers
specialized instruction for office occupations and general business orientation.
According to Osuala (1998) in Asuquo (2005), it is a programmed of instruction
which consist of two parts; office education and general business.
The above definitions is in consonance with Nanassy (1976) in Asuquo (2005)
that, it is that aspect of total education programme that provide the knowledge, skills,
understanding and attitudes needed to performs in the business world as a producer
and/or consumer of goods and services that business offers.
Business subjects are the courses/subjects that are taught at senior
secondary school level. Business subjects have provided opportunities for all
students or individuals to develop and understand various businesses in which one
can be engaged after leaving school.
According to Shehu (1999) Business subjects is the area of education that
train an individual to develop understanding and skills in business offering such as
Commerce, Principles of Accounts, Shorthand, Office Practice, Typewriting,
Economics and a host of others which enable him/her to enter the business world
and earn a livelihood.
Aliyu (2001) asserts that business subjects provided adequate knowledge,
attitude and skills aided with facilities that are required for successful business and
promotion of technological development. It provides the students with the necessary
occupational information to enable them to understand the various occupations
found in the world of work.
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 Osuala (1998) commented that Business subjects equip the individual with
adequate knowledge, attitudes and skills to enable him or her participate in the world
of work. It also serves as the most effective means of empowering the citizenry. This
empowerment stimulates sustainable national development, enhances employment
opportunities, improves the quality of life, reduces poverty and limits the chances of
social vices occasioned by joblessness.
Business subjects at the senior secondary level enable the students to realize
the importance of business courses at the tertiary level as it provides them with an
opportunity of being trained for various business activities similar to many
professional, industrial, agricultural, distributive and home management occupations.
For these objectives to be achieved there is need for conducive atmosphere,
adequate and relevant instructional materials, effective teaching methodology and
techniques for the teaching and learning of these subjects.
Denga (2001) defined teaching as a social process involving communication
and interaction between the teacher and the learner with a view of improving the
understanding of the learner in the cognitive, affective and psychomotor domain
areas of learning. Aladejana (2007) defined learning as a permanent change in
positive behaviour or knowledge as a result of an experience (stimulus impact).
However, according to Njoku (1972) the teaching of business subjects should
involve the use of number of teaching methods in addition to the normal lectures.
These include demonstration, discussion, field trips, role play, simulation, and
process methods.
In addition to this, Asuquo (2005) identified photocopying machine, telephone,
filling cabinets and trays as well as stapling machine as necessary equipment for
teaching and learning of skills relevant to the modern office.
Ossioma (1993) is of the opinion that, since what the future holds for business
education programme is bright and at the time promising. It is therefore, expected
that the course should include training with the use of appropriate business
instructional equipment in the office techniques and procedures that provide the
setting in which the specialized skills and much of the knowledge acquired in other
subjects of the course of experienced.
Kano State is a state located in North-Western Nigeria, created on May 27,
1967 from part of the Northern region. It border Katsina State to the north-west,
Jigawa State to the north-east, Bauchi State to the south-east and Kaduna State to
the south-west. The capital of Kano State is Kano.
Historically, Kano state has been a commercial and agricultural state which
known for the production of groundnuts as well as for its solid mineral deposits. The
state has more than 18,684 square kilometers (7,214 sq ml) of cultivable land and is
the most extensively irrigated state in the country. The state is home to 44 Local
Government Areas, the highest in Nigeria, out of 774 total Local Government Areas
of Nigeria.
The official language of Kano state is English but Hausa Language is
commonly spoken and the predominant religion of the state is Islam.

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 According to 2006 census figures, Kano State had a population totaling
9,383,682. The state mostly populated by Hausa people.
There are only three commercial schools in Kano State, these include Aminu
Kano Commercial College (AKCC), Kano, Government Secondary Commercial
School, Wudil, (boarding) and Government Secondary Commercial School, Airport
Road.
Aminu Kano Community Commercial School, Kano now Aminu Kano
Commercial College (AKCC) Kano was the first commercial college established in
Kano State in 1967 and presently, there are some government commercial schools
which include Government Secondary Commercial School, Wudil, (1973),
Government Secondary Commercial School, Airport Road (1979) and now many
conventional schools and private schools offering business subjects.
The senior secondary schools in Kano State were supervised by Kano State
Senior Secondary Schools Management Board (KSSSSMB) headed by secretary of
the board.

Senior secondary school system came into being as a result of the

implementation of the 6-3-3-4 system of education as contain in the National Policy
on Education (NPE 1981). According to National Policy on Education (NPE 2004)
revised, secondary education is seen as ‘the education children receive after primary
education and before tertiary stage’.

Aliyu (2001) has seen senior secondary school as the next stage of
educational ladder after the junior secondary school. It is therefore a terminal point of
secondary education. He maintained that whoever completes secondary school has
two (2) options open to him depending on the circumstances he finds himself that is
he may continue into the higher institution or he goes into the world of trade.

As it has been said earlier, the need for business subject at the secondary
school level is very crucial, peculiar in nature and the requirement for effective
teaching and learning of these subjects are equally unique. This is because
conducive atmosphere, adequate and relevant instructional materials, effective
teaching methods and techniques play a key role in the changes towards inquiry-
centred and standard based instruction.

Evaluation and certification at this stage is based on Continuous Assessment

(CA) methods and a national examination conducted by West African Examination
Council (WAEC), National Examination Council (NECO) and National Business and
Technical Examination Board (NABTEB) leading to the award of the Senior School
Certificate (SSC).

According to Fafunwa (1974) Business education programme has received

low regards that resulted to little attention by educational policy makers in Nigeria.

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 Teaching and learning of business subjects is compounded by the lack of
equipment for effective teaching and learning because no success can be recorded
in any meaningful programme of education without equipment. The nature of
business subject is such that require the use of relevant equipment in its instructional
process.
Teaching equipment matter a lot in teaching and learning of business subjects
to the extent that some schools have not Typing Pool for the students to practice
what they had been taught theoretically. In a situation where there isequipment, they
were no functioning properly or that they are inadequate to take care of the
corresponding number of the students.

There are limited opportunities for the business subjects’ teachers to

continually up-date their skills in line with the changing nature of the business world,
because of the limited vacancy offered by Kano State Senior Secondary Schools
Management Board (KSSSSMB) to go for in-service training.

Another handicap/factor in the effective teaching and learning of business

subjects is the shortage of qualified business subjects’ teachers. Majority of the
teachers in the commercial schools are inexperienced or unqualified to teach
business subjects. While some trained teachers abandon the classroom for greener
pastures in other sector. Most of the teachers do not possess required qualification
of NCE or B. Ed in Business Education.

Business subjects’ teacher need to be versatile and dedicated to service,

capable of teaching all the component of business subjects that made up business
education.

1.2 Statement of the Problem

The teaching and learning of business subjects in senior secondary school
level is a type of training which while it helps to achieve all the aims of education at
any level of training, has for its primary objectives, the preparation of students’
entrance upon such career, to render more efficient service there in and to advance
their present level.

It is a known fact that all levels of our educational system cannot function
successfully without effective teaching techniques. It is disheartening to see that
despite the desperate need of improving learning of business subjects at senior
secondary school, the number of business educators teaching the subjects are few
compared to the unqualified business teachers available in the schools.

The improper use of teaching techniques in the teaching and learning

process, instructional materials needed for learning process are inadequate. Many
factors might be responsible for students’ performance in business subjects,
prominent among such factors are teaching techniques vis-a-vis their role in
11
improving the learning and teaching of business subject at Senior Secondary School
level.

Business subjects have received low regards that resulted to little attention by
educational policy makers since its inception.
It is in the light of this, that the research is determined to examine factors
affecting teaching and learning of business subjects in Senior Secondary School in
Kano State.

1.3 Purpose of the Study

The main purpose of this study is to determine the factors affecting the
teaching and learning of business subjects in senior secondary schools in Kano
State.

Specifically, the study intends to:

1. Determine students-related factors that affect the effective teaching
and learning of business subjects in senior secondary school level in
Kano State.
2. Determine teacher related factors affecting teaching and learning of
business subjects in senior secondary school level in Kano State.
3. Determine the government-related factors affecting teaching and
learning of business subjects in senior secondary school level in Kano
State.
4. Determine parent-oriented factors affecting teaching and learning of
business subjects in senior secondary school level in Kano State.

1.4 Significance of the Study

The findings of this study would be of immense importance to students,
teachers, parents, school administrators, government (education planners) as well
as the employers of labour.

The findings of this study would benefit the students to see the importance of
learning business subjects as vocational and academic career.

The findings of this research would help business education subject teachers
to eliminate or reduce to the barest minimum the improper use of teaching
methodology and instructional materials in the teaching and learning of business
subjects.

Also the parent through Parent Teachers’ Association (PTA) would be more
ardent to provide adequate instructional materials in order to arouse the students’
interest for learning business subjects.

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 The result of this study would be of great importance to Kano State
Government in the area of planning, budgeting and release of fund for the purpose of
providing state of the art equipment, construction of adequate classroom, libraries,
and staff rooms etc.

The findings of this study would also help the educational planners in the state
to identify policy direction as regards business subject’s curriculum. Other
beneficiary is school administrators for implementing business subjects’ curriculum.

Finally, this study would serve as source of information and relevant data for
future research and would be of importance to the employers of labour as it would
enable them to get skillful and experienced labour that would be productive and
effective in the production process.

1.5 Research Questions

The following research questions will guide this study: -

1. What are the students’ factors that affect the effective teaching and
learning of business subjects at Senior Secondary School level in Kano
State?
2. What are the teacher factors that affect effective teaching and learning
of business subjects in senior secondary schools in Kano State?
3. What are the governmental factors that affect the effective teaching
and learning of business subjects in senior secondary school level in
Kano State?
4. What are the parent-oriented factors that affect the effective teaching
and learning of business subjects in senior secondary school level in
Kano State?

1.6 Scope of the Study

This study is delimited to determining the factors that affect the effective
teaching and learning of business subjects in Senior Secondary School level.

Specifically, the scope of the study would cover only selected commercial
secondary schools in Kano State. These selected schools are: -

i. Aminu Kano Commercial College (AKCC), Kano,

ii. Government Secondary Commercial School, Wudil,
iii. Government Secondary Commercial School, Airport Road.

These schools selected are noted to have started offering business subjects
long time ago. The study would focus on only four (4) business subjects including
Commerce, Book Keeping & Accounts, Shorthand and Typewriting.

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 CHAPTER II
REVIEW OF THE RELATED LITERATURE

Introduction
In this chapter, literature related to the study is reviewed and presented under
the following headings: -

1. Conceptual frame work of Business Education.

2. Methods of teaching Business Subjects.
3. What related factors affecting effective teaching and learning of
business subjects in senior secondary school in Kano State.
5. Students related factors affecting learning of business subjects in
senior secondary school level.
6. Teacher related factors affecting teaching of business subjects in
senior secondary school level.
7. Government related factors affecting teaching and learning of business
subjects in senior secondary school level.
8. Parent-oriented related factors affecting teaching and learning of
business subjects in senior secondary school level.
9. Summary of related literature review.

2.1 Conceptual Framework of Business Education.

Business Education is a programme of instruction which offers specialized
instruction for office occupations and general business orientation. Osuala (1998) in
Asuquo (2005) defines Business Education as a programme of instruction which
consists of two parts: -

a) Office Education: Being vocational education programmes for office career

through initial, refresher and upgrading education leading to employability
and advancement in office occupations and;
b) General Business: Being a programme of instruction to provide students
with information and competencies which are needed by all in managing
personal business affairs and in using the service for the business world.

This definition is in consonance of what Nanassy (1976) says about the

concept. According to him Business Education is that aspect of total education
programme that provides the knowledge, skills, understanding and attitude needed
to perform in the business world as a producer and/or consumer of goods and
services that business offers.

Asuquo (2005) defines the concept as a programme of instruction which

offers specialized instruction for office occupations and general business orientation.
From the above definition, we can see that everybody needs business education
either for occupational purpose or for general business ideas, from the secondary
14
schools to tertiary levels students are offered the opportunity to learn business skills
through business subjects in senior secondary school level separately to further
increase the students’ knowledge and understanding of business concepts.
Shehu (1999) opined that business subjects is the areas of education that
train an individual to develop understanding and skills in business offering such as
Commerce, Principles of Accounts, Shorthand, Office Practice, Typewriting,
Economics and a host of others which enable him/her to enter the business world
and earn a livelihood.

Objectives of Business Education

Asuquo (2005) provide the following as the main objectives of business
education: -
i) To provide opportunity for practical job preparation or vocation studies for
students on order to make them render effective and efficient services in
office, distributive and service occupations.
ii) To provide students based on interest and aptitudes with the skills,
knowledge and attitudes needed to enter into a business occupation
advance and profit in it.
iii) To provide opportunities for students to develop an understanding of the
business and economic system of the nation so as to enable them to
participate actively as producers and consumer of goods and services.

iv) To develop in students the basic awareness of the contribution which

business and office employees make to the nation economy.
v) To develop and improve the personal qualities and attitudes of the students
as required in personal and employment situation.
vi) To serve as guide for individual students for suitable placement in business
and office employment.
vii) To enable students have career consciousness and economic understanding
of the free enterprises system.
viii) To prepare students for leadership positions in both public and private life.

Components of business education subjects

The following areas exist in the business education programme up to the
Bachelor’s Degree level, students are expected to offer all the components in order
to became professional business education teacher: -
i) Office or Secretarial Education
ii) Marketing and Distributive Education
iii) General Education
iv) General Business Subjects
v) Professional Education Subjects
vi) Teaching Practice/Industrial Work Experience

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 At the Senior Secondary Schools level, Business Education Subjects are
offered as separately that is: -
i. Commerce
ii. Principles of Accounts
iii. Shorthand
iv. Office practice
v. Typewriting and
vi. Economics
In order to further increase the student knowledge and understanding of
business concepts.

2.2 Methods of Teaching Business Subjects

Denga, (2005) defines teaching can be defined as ‘social process involving
communication and interaction between the teacher and the taught with a view to
improving the standard of the taught in the cognitive, affective and psychomotor
areas of a combination of them.
According to Asuquo (2005) that teaching is much more than presenting
information or ideas, it involves guiding students to learn by means of discouraging,
probing, and examining and analysis activities.

Therefore, the following traditional methods were recommended for teaching

Business Education Subjects: -
i) Demonstration method: - This is the learning technique which promotes the
acquisition of specific manipulative skills within a short time. The
demonstration provides a concrete and realistic visual picture of what is being
presented to supplement words, images and usually results in a more lasting
impression.
This is one of the most effective methods in teaching business
education subjects. The students are made to practice the skills demonstrated
in readiness for the time they will be called upon to display their level of
efficiency in the performance of these skills. One of the strength of this
method is that students are involved in the learning process.
ii) Discussion method: - This is a good way to help students learn the various
knowledge in Vocational Education. It affords the students to understand
current events, analyze and relate facts to real life situation. It also serves as
an effective way of reviewing knowledge of facts, increasing understanding,
and developing learning to a mastery level. Discussion can take place in a
large group, small group or in a panel.
It is another effective method of ensuring students full participation in
the learning process. To discuss requires the teacher to guide the students in
the conduct by stating the topic and the procedures for the discussion.
Students are allowed to speak freely on the matter, giving their opinions which
must be respected. The teacher can moderate the discussion and take down
relevant points which will later be summarized and presented as the highlights
16
 of the discussion. Discussion method is generally used among teachers to
complement other teaching method(s).
iii) Questioning method: - This is generally used in every classroom situation.
In vocational education this method is used to establish the alertness and
attention of students. The teacher used it to complement any other method
used. The teacher allowed students to ask some questions as well as ask
students some questions relevant to the skill or knowledge taught. It may be
adopted at the beginning of a lesson during which the teacher reviews
previous work and also ask questions to determine whether students have
fully comprehended the previous lesson.
It could also be at the middle of the lesson to determine whether the
students are following and/or arouse their attention, curiosity and interest.
Questioning could also be at the end of the lesson during which the teacher
tries to know whether the concepts, skills or knowledge taught have been
understand. The questioning method makes other methods to be effective, but
must be used carefully. It is sometimes used to stimulate discussion.
iv) Field trip method: - This is another effective and practical method that
expresses the students to real life or work situation. It is however the most
rarely used method of teaching partially because of the finances involved.
This is a method in which students are taken out of the classroom to an
industrial or commercial concern to see things of r themselves.
It is arranged in such a way that students are taken to some particular
industries to see machines or witness some production process relevant to
what they have learned in the classroom. The teacher must also inform the
students about the trip especially on the purpose f the trip, what they are
expected to observe and learn.
v) Assignment method: - This is the method in which a task is given to the
students or a number of tasks are shared to students to carry out. T could be
in form of a question that requires answer or in form of problem that requires
solution.
The students are thus required to consult textbooks and reference
materials in an attempt to come out with relevant result. They might also be
assigned to visit some institutions or industrial establishments in order to
obtain more information about the topics they covered in the classroom. The
assignment method is practically very effective in teaching vocational subjects
since it allows students to put in personal efforts at making discoveries.

Apart from the above traditional methods of teaching, newer approaches have
been evolved to make instructional process in vocational business education more
effective. These are the process approach, inquiry/problem solving approach as well
as the laboratory techniques.
Each of the methods discuss above has the capability of enabling the teacher
achieve the objectives of his lesson depending on how it is selected and applied. It
should be noted that while one method can be effective in a particular topic or
17
subjects, it might not be effective in another. The teacher must therefore be careful in
selecting his methods.

2.3 What Related Factors Affecting Effective Teaching and Learning of

Business Subjects in Senior Secondary Schools in Kano State?

Teaching and learning of business subjects is compounded by the lack of

equipment for the effective teaching and learning because no success can be
recorded in any meaningful program of education without equipment. The nature of
the business subjects is such that require the use of relevant equipment in its
instructional process.
According to Fafunwa (1974) business education program has received low
regards that resulted to little attention by educational policy makers in Nigeria.
Thakur et al (1986), the following are the initial difficulties encountered by
business subjects or business education in general. When western education came
into Nigeria and missionaries started business subjects, there was lack of
enthusiasms on the part of parent as well as their children toward the program, most
especially in northern part of Nigeria in places like Kano.
The wrong notions about Western type of education which the missionaries
are the machineries of implements and undertakings the program at that time.
Majorities of the teachers in schools are inexperienced and unqualified. Most
of them do not possess required qualification of NCE, B ed or B sc (ed) in related
area of business subjects, in case where they have the qualification they absent
themselves from the class during the normal period of contacts hours.
Sufficient and required periods are not allocated or given to the study of
business subjects for effective coverage of syllabus content outlined in senior
secondary school level in the state.
Similarly, limited training to meet up with the demand of time and SSCE
examination, such as WAEC and NECO hinder the effective teaching and learning. It
is important to note that the demand of business subjects’ teacher to upgrade skills
becomes desirable as the society and its physical changes in the pace of work,
gradually and continues to change as a result of technological innovation and
change in terms of business and commercial activities both in private and industrial
sector of the economy.
Furthermore, inadequate textbooks that is current with new development or
change in curriculum. The textbooks mostly used do not reflects the 6-3-34 system
of education or the current 9-3-4 system of education desired to be achieved.
Adamu, (2003) expresses that most of the textbooks are obsolete and written
by foreign writers or authors, which do not serve and reconcile the demand of our
educational system or curriculum activities.
In addition to the above, lack of sponsorship of students and encouragement
of teachers to attend seminars, conferences and workshops in order to upgrade their
knowledge, lack of the commercial schools offered business subjects has retarded
the interest of students in taking business subjects as a subjects of choice in senior
18
secondary school level. Teachers need to be refreshed their memory and need to
equip and be aware of new development, innovation and change in curriculum.
These and many more of related issues similar to the above can affect the
effective teaching and learning of business subjects in senior secondary school level
in Kano State.

2.4 Students Related Factors Affecting Learning of Business Subjects in

Senior Secondary School Level.

Onwuka (1981) postulated that the method of approach is very vital in any
teaching and learning situation. The way teacher presents the subject matter to the
learner may make a student like or dislike a subject.
Although, Business Subjects has been view by many students as being more
difficult to learn than some other school subjects. Once a student’s committed a
favourable attitudes to learning of business subjects he/she tends to improve on
his/her learning performance because students attitude facilitate or hinder his/her
performance in the business subjects.
Panham (2001) states that, a key aim for those who provide learning must be
to make it easier for the students to learn. The rote learning method used by
teachers traditionally made learning more difficult.
The different nature of the components of the subjects is another factor
responsible for effective learning of business subjects, the inability of some students
to acquire the required competencies particularly in Shorthand, Book Keeping &
Accounts and Typewriting, hinder their performance and as a result run away from
the subject
Osuala (1992) opined that, at the heart of our society and economic problem
is a national attitude that implies that vocational business subjects are designed for
the children of the poor. This same attitude is shared by students. Thus, it makes the
students lack positive attitude in the study of vocational education particularly
business subjects.

2.5 Teacher Related Factors Affecting Learning of Business Subjects in

Senior Secondary School Level

The question agitating the mind of all concerned with the business of teaching
business education is how prepared and informed is the business education teacher
of today. Harison (1980) writes that Business Education teachers are required to be
well informed about the technologies used in the office and be proficient in
demonstrating them to the student. Ironically, and sad enough, must business
educators in Nigeria only see the computer but are stranger to their operations.
In the light of the above, most of the business subjects teachers are
unqualified to teach because they have no required minimum qualification of NCE
and not conversant with new technologies and techniques of teaching.

19
 Ukeje (1960) in his investigation on how the teacher factors affect the
educational system discovered that success and failure of the educational system
depend on the quality and devotion of teachers. He contends that teachers hold the
key to the modernization.
If the teachers are qualified and well trained with new technologies and
different effective teaching methods, they are likely to arouse and paste positive
attitudes to the students towards learning of business subjects.
According to Sampsell (1977) the teachers are considered as facilitators and
mainly provided their services in the form of guidance to students. This modern
approach allows room for students to develop their skills at their own pace and seek
information as much as required, this providing opportunity for self-development, the
teaching strategies used must therefore be in line with the contextual learning theory
where the aim of education is the integration of content learnt with real world
experience.
Okafor (1987) opined that the, greatest single factor in teaching and learning
is the teacher. No technique, no method, no device, no gadget can guarantee
success but only an effective qualified teacher can adequately execute these. Thus,
the greatest motivating factor yet discovered is the highly motivated teacher,
students are to be involved actively in teaching and learning process in a way of
discussion, projects, filed trip, questioning, assignment, directed field activities etc,
rote learning and subject centred orientation should be changed to a more practical
and child centred outlook.
Olaitan (2007) opined that teachers who are the major operators of
educational system or programs, are expected to effect and impart the needed
knowledge to the training of business subjects, this can only be effective if the
teachers are in their right frame of mind. This needs stimulus such as providing them
with the needed remuneration, incentives, allowances, promotion and so on.
In view of the above, Kano State Government established Senior Secondary
Schools Managements Board (KSSSSMB) to cater for promotion, incentives and
allowances of teachers and awarded exalted teachers where needed arise.

2.6 Government Related Factors Affecting Learning Of Business Subjects In

Senior Secondary School Level.

The attitude of government towards commercial schools is poor and this

reveled through poor infrastructural development. For example, Ijaiya (1999)
asserted that, since western education became formally rooted in Nigeria it has
faced myriads of problems, most of which are hardly lost on the various government.

According to her, these problems pertained to the quality and quantity of

teachers, educational facilities and curriculum planning and development etc.

She quoted Adaralegbe (1983) that recurring feature in Nigeria secondary

schools from its inception about 120 years ago was its poor staffing.
20
 Government needs to realize that vocational business education training is an
expensive venture and in order to have a meaningful and fruitful training, fund must
be available for the regular purpose of sufficient and up-to-date facilities for the
students in the school.

In many schools there may be no adequate instructional materials and

teaching facilities to facilitate the effective teaching and learning. Bas attitudes of
government in the area of monitoring how the business subjects are being taught in
the school also worsen the whole matter.

Adesina (1999) speaking on the physical facilities also observed post-

independence Nigeria saw most Nigerian secondary school building not better than
they were during colonial era. The area being focus mostly by government is the
area of core and science subjects while the area of vocational subjects like business
education was neglected.

Most of the recent schools being built by previous and present state
administration are model science schools, hardly heard of model commercial schools
thereby making them inadequate.

2.7 Parent-Oriented Related Factors Affecting Learning of Business

Subjects in Senior Secondary School Level.

Adetunji (2003) discovered that parent socio-economic factor is also a great

influence, which can either aid student’s academic excellence in any subjects.

Non-challenge attitudes on the part of the parent effect effective teaching and
learning of business subjects, such negative attitudes can be express by refusal of
parents to produce/procure necessary textbooks and some other educational
materials to their children which facilitate students learning.

Osuala (1992) and Olaitan (2000) noted that an average Nigerian parent does
not want his son to earn a living as a full farmer, a watch-repairer etc and other
vocational related occupations, for many Nigerian these jobs are for the poor and
underprivileged.

Some parents sometimes in the pride of their children take courses they do
not have positive attitude in; nor can cope with nor have aptitude, as result of that
such children end of drop out or repeated severally.

Padunny (1994) stressed that typically the higher the occupational status of
the students’ parents, the positive their attitudes towards science. This is to say that
higher occupational parents would want their children to be Doctors, Engineers etc

21
without considering if the children would actually read science subjects to achieve
that.

The influence of parent in the development of students interest in business

subject cannot be overemphasized, this is because parent seem to have much
influence on children’s’ choice of educational career. the socio-economic status of
parent of a children determine the type of career one chose to do, parents forget that
every type f work once it is beneficent to the individual and society is worthy and
noble.

2.8 Summary of Related Literature Review

Based on the discussion in this chapter, it is wise to say that, student,
teachers, government and parents affect the effective teaching and learning of
Business Subjects in Senior Secondary School level in Kano State.

Student’s laziness, negative attitudes, socio-economic background and poor

teaching methods presented by the teachers are some factors that affect the
effective learning of Business Subjects in Senior Secondary School level in Kano
State.

Teachers’ qualities and devotion to duties, inaccessibility of business

educators to digital technology and internet, ineffective qualification, use of
ineffective teaching methods, approaches and techniques, inadequate teaching
facilities and non-challenge attitudes of teachers towards their primary assignment
are the teacher’s related factors affecting teaching of business subjects.
Lack of teaching materials and equipment, improper guidance and counseling
programme, poor curriculum planning and development, poor infrastructure,
inadequate and unqualified manpower and non-availability of schools concentrate on
business subjects are government related factors affecting effective teaching and
learning of business of business subjects.
Parental influence on their children in the choice of course to offer in senior
secondary school level, non-challenge attitude on the part of parent, socio-economic
and occupational status are sources of parent oriented factors responsible for
effective teaching and learning of business subjects.
Finally, teaching and learning of business subjects needs to be very effective
with highly trained manpower, motivation, infrastructural facilities and well planned
curriculum, in relation to teachers’ readiness and devotion to teaching, applying
different methods and approaches and use different instructional facilities. In view of
these parents has to leave their children to the choice of careers, encourage them to
the study of business subjects for entrepreneurial development and self-reliance.

In conclusion, students has to realize that the business subjects train

individual to develop understanding and skills of business for self-reliance and
leadership training and offer opportunities for practical job preparation and vocation.
22
 CHAPTER III
RESEARCH METHODOLOGY

Introduction

The methodology used in carrying out this study is being presented and
discussed in this chapter to the following headings: -

1. Design of the study

2. Area of the study
3. Population of the study
4. Sample and sampling technique
5. Instrument of the study
6. Validation of the instrument
7. Reliability of the instrument
8. Method of data collection
9. Method of data analysis
10. Decision rule

3.1 Design of the Study

A descriptive survey research design was adopted for this study. This is
because the study intended to elicit respondent's opinion about issues being
investigated.

3.2 Area of the Study

The areas of the study are teachers and students of Aminu Kano Commercial
College, Kano, Government Secondary Commercial School, Wudil and Government
Secondary Commercial School, Airport Road, Kano.

3.3 Population of the Study

The population of the study consists of 750 students in SS III in three schools.
This is made up of 250 students each from Aminu Kano Commercial College, Kano,
Government Secondary Commercial School, Wudil and Government Secondary
Commercial School, Airport Road, Kano as well as 24 teachers from the three
schools.

3.4 Sample and Sampling Techniques

The sample of this study is 162 respondents selected on random basis. They
are made up of 150 students and 12 teachers from both schools. A simple random
sampling technique was adopted for this study.
23
3.5 Instrument of the Study

The instrument for collection of data in this research work is structured

questionnaire. The questionnaire items are generated based on research questions.
The questionnaire was for both students and the teachers.
The responded subjects were expected to indicate their response on a 5
points scale of Strongly Agreed (SA) Agreed (A) Undecided (UD), Disagreed (DA)
and Strongly Disagreed (SD).

3.6 Validation of the Instrument

The instrument is validated by three experts in Business Education

Department in Federal College of Education, Kano.

3.7 Reliability of the Instrument

A test re-test reliability technique was used to determine its internal

consistency. The instrument was administered twice on same respondents and same
answer/result was arrived at the end. Therefore, the instrument was dependable for
study.

3.8 Method of Data Collection

Copies of questionnaire will be administered directly to respondents by the

researcher. Respondents will be given sometimes to study and fill the questionnaire.
A total of 162 copies will be distributed.

3.9 Method of Data Analysis

Mean statistic was used to analyses the data collected from the respondents.
The values obtained were added and divided by number of response options to get
the mean cut off mark. 5+4+3+2+1 = 15 = 3
5 5

3.10 Decision rule

Any item whose mean is 3.00 and above was accepted while any item whose
mean is less than 3.00 was rejected.

24
 CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA

Introduction

This chapter presented and analyzed the data collected via questionnaire.
The questionnaire was divided into two (2) sections. Section A dealt with personal
data of the respondents while Section B was made up of respondent’s items for both
students and teachers.

One hundred and sixty two (162) copies of the questionnaires were
distributed, one hundred and fifty (150) for students and twelve (12) for teachers, but
only 147 copies were returned. The one hundred and forty seven (147) copies
returned were analyzed using mean score statistics.

Section A

Personal data of respondents

Responses from students

Table 1(a): Shows the school and occupation of the respondents.
Variable No. of respondents Percentage %
AKCC, Kano 46 33.6
GSCS, Wudil 44 32.1
GSCS, Airport Road 47 34.3
Total 137 100
Source: Questionnaire Administered

From the above table, 46 respondents constituting 33.6% are students of

AKCC, Kano and 44 respondents constituting 32.1% are students of GSCS, Wudil
while 47 respondents constituting 34.3% are students of GSCS, Airport Road.

Responses from teachers

Table 1(b): Shows the school and occupation of the respondents
Variable No. of respondents Percentage %
AKCC, Kano 4 40
GSCS, Wudil 3 30
GSCS, Airport Road 3 30
Total 10 100
Source: Questionnaire Administered

25
 From the table above, 4 teachers representing 40% are from AKCC, Kano, 3
teachers representing 30% are of GSCS, Wudil and GSCS, Airport Road
respectively.

Section B

Research Question 1

What are the Students related factors affecting learning of business subjects
in senior secondary schools in Kano State?

The Mean Responses from Students

Table 2(a)
S/N Students factors Mean (π) Remark
1. Business Education Students lack 2.21 Rejected
concentration on their academic activities.
2. Business Subjects are very difficult to 2.76 Rejected
learn than other school subjects.
3. Most of the textbooks for readings and 2.06 Rejected
practical in business subjects are
outdated and written by foreign authors.
4. Business Education subjects are offered 2.45 Rejected
by under privileged students only.
5. There are inadequate teaching facilities in 3.68 Accepted
the schools and the classroom
atmosphere is unfavourable for learning.
6. The teachers applied improper methods 3.50 Accepted
and techniques when teaching business
Education subjects.
Source: Questionnaire Administered

The respondents rejected four out of six items raised as their factors. They
believed that they concentrate on their studies only the teachers applied improper
methods and techniques when teaching, the subjects are not very difficult to learn
only the classroom atmosphere were unfavourable for learning and also believed
that there are latest textbooks written by Nigerian authors while not only
underprivileged students offering the subjects.

The mean responses from teachers

Table 2(b)
S/N Students Factors Mean (π) Remarks
1. Business Education Students lack 3.0 Accepted
concentration on their academic

26
 activities.
2. Business Subjects are very difficult to 3.1 Accepted
learn than other school subjects.
3. Most of the textbooks for readings and 2.1 Rejected
practical in business subjects are
outdated and written by foreign authors.
4. Business Education subjects are offered 2.9 Rejected
by under privileged students only.
5. There are inadequate teaching facilities 4.1 Accepted
in the schools and the classroom
atmosphere is unfavourable for learning.
6. The teachers applied improper methods 3.5 Accepted
and techniques when teaching business
Education subjects.
Source: Questionnaire Administered

Based on the responses on the six factors raised, the teachers accepted that
students lack concentration on their academic activities, the subjects were very
difficult to learn, the teaching and learning facilities are inadequate and the
classroom condition were unfavourable for teaching and learning while rejected that
they applied improper methods and techniques of teaching, the subjects not only
offered by underprivileged children and believed that there are some textbooks
written by Nigerian authors.

Research Question 2

What are the teachers factors affecting teaching of business subjects in senior
secondary schools in Kano State?

The mean responses from students

Table 3(a)
S/N Teacher factors Mean (π) Remarks
1. There are adequate numbers and 2.50 Rejected
professionally trained business subjects
teachers in the schools.
2. There are adequate provision for attending 2.29 Rejected
seminars, workshops and conferences to
update knowledge of teachers.
3. There are sufficient and adequate period 2.57 Rejected
allocated to business Education subjects
teaching.
4. The teachers does not involved the 3.00 Accepted
students actively in teaching and learning

27
 processes in a way of discussion,
assignment, field trip etc.
Source: Questionnaire Administered

The students accepted the fact that there are some teacher factors affecting
the teaching and learning of business subjects, the teachers were not taking the
students along in modern methods and techniques of teaching and also proved that
there are inadequate numbers and professionally trained teachers, schools allocated
insufficient periods in the schools time table and their teachers not attending any
seminars, workshops or conferences.

The mean responses from teachers

Table 3(b)
S/N Teachers factors Mean (π) Remark
1. There are adequate numbers and 2.0 Rejected
professionally trained business subjects
teachers in the schools.
2. There are adequate provision for 2.9 Rejected
attending seminars, workshops and
conferences to update knowledge of
teachers.
3. There are sufficient and adequate period 2.2 Rejected
allocated to business Education subjects
teaching.
4. The teachers does not involved the 3.9 Accepted
students actively in teaching and
learning processes in a way of
discussion, assignment, field trip etc.
Source: Questionnaire Administered

From the above four teacher factors raised, the teachers proved that they hold
the same view with their students by rejecting the three items and accepting the last
items believed to be their factor.

Research Question 3

What are the governmental factors that affect the effective teaching and
learning of business subjects in senior secondary schools in Kano State?

The mean responses from students

Table 4(a)
S/N Government factors Mean (π) Remarks

28
 1. There are adequate provisions of 2.01 Rejected
business Education subjects’ equipment
and apparatus for teaching and learning
in the schools.
2. There are inadequate and unqualified 4.00 Accepted
Business Education Subjects teachers in
the schools.
3. The government pays more attention to 3.95 Accepted
core and science subjects than Business
Subjects.
4. There is poor monitoring and evaluation 3.80 Accepted
of how business subjects are taught by
the school administrators in the state.
Source: Questionnaire Administered

The above table indicates that the students rejected the adequacy of teaching
equipment and apparatuses in the schools. And accepted that the inadequacy of
qualified teachers, government pay more attention to other schools subjects and
schools administrators are not monitoring and evaluating how the subjects are taught
as government related factors affecting teaching and learning of business subjects in
senior secondary schools.

The mean responses from teachers

Table 4(b)
S/N Government factors Mean (π) Remarks
1. There are adequate provisions of 2.5 Rejected
business Education subjects’ equipment
and apparatus for teaching and learning
in the schools.
2. There are inadequate and unqualified 4.5 Accepted
Business Education Subjects teachers in
the schools.
3. The government pays more attention to 4.2 Accepted
core and science subjects than Business
Subjects.
4. There is poor monitoring and evaluation 3.8 Accepted
of how business subjects are taught by
the school administrators in the state.
Source: Questionnaire Administered

From the responses on the four factors raised, the last three items were
accepted and the teachers believed that there are inadequate provision of teaching
and learning equipment and apparatus in all the schools.

29
Research Question 4

What are the parents oriented factors affecting teaching and learning of
business subjects in senior secondary schools in Kano State?

The mean responses from students

Table 5(a)
S/N Parent factors Mean (π) Remarks
1. The parents have wrong notion about 3.01 Accepted
western type of education because
missionaries are the machineries for
implementation.
2. The parents’ socio-economic and 3.07 Accepted
occupational status affects the students’
performance in business subjects.
3. The parents have non challenge attitudes 3.16 Accepted
towards the academic activities of their
children by refusing to provide necessary
material for learning.
4. Parents influenced their children in 4.05 Accepted
choosing subjects to study in senior
secondary schools.
5. The parents have negative attitudes 3.91 Accepted
towards vocational education particularly
business subjects.
Source: Questionnaire Administered

From the above table, all the five factors raised were statistically proved to be
parent oriented factors that affect effective teaching and learning of business
subjects in senior secondary schools.

The mean responses from teachers

Table 5(b)
S/N Parent factors Mean (π) Remarks
1 The parents have wrong notion about 3.0 Accepted
western type of education because
missionaries are the machineries for
implementation.
2 The parents’ socio-economic and 3.5 Accepted
occupational status affects the students’
performance in business subjects.
3 The parents have non challenge attitudes 4.4 Accepted
towards the academic activities of their

30
 children by refusing to provide necessary
material for learning.
4 Parents influenced their children in 4.0 Accepted
choosing subjects to study in senior
secondary schools.
5 The parents have negative attitudes 3.7 Accepted
towards vocational education particularly
business subjects.
Source: Questionnaire administered

Based on the responses, the five factors raised were accepted by the
teachers as parent oriented factors affecting teaching and learning of business
subjects in senior secondary schools.

Summary of findings

From the analysis the following factors were found as some of the factors that
affect the effective teaching and learning of business subjects in senior secondary
schools level.

1. The teachers teaching business subjects in Kano State senior secondary schools
were inadequate and not properly trained to teach business subjects, no
provision for attending to seminars, workshops and conferences to update their
knowledge and periods allocated to teach and learn the subjects in all the
schools were insufficient to cover the syllabus.
2. Government pay less attention to business subjects, and not providing adequate
equipment and apparatus for teaching and learning while the school
administrators not monitoring and evaluating how the business subjects are
taught.
3. Methods and techniques used by most of the teachers in the schools were
improper.
4. Parents have wrong notion about western type of education, they also refuse to
purchase the required textbooks for reading, influenced their children in choosing
of subjects to study and have negative attitudes towards business subjects.
5. Professionally qualified teachers were in short supply. The few available teachers
were ill-equipped and inadequate for the teaching of business subjects.
6. Students lack concentration on their academic activities.

31
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Introduction

This chapter presented the summary, conclusion and recommendations

raised from the study.

5.1 Summary

This study was specifically aimed at determining the factors affecting teaching
and learning of business subjects in senior secondary schools in Kano State.

The chapter I of this research work dealt with the background of the study,
statement of the problem, purpose of the study, significance of the study, research
questions and scope of the study.

The researcher in his quest to determine the factors affecting teaching and
learning of business subjects consulted other people work carried out on the same
subjects matter where the opinion were delineated in chapter II as review of related
literature .

In chapter III, the methodologies used in carrying out the research work was
presented and discussed. It contains design of the study; data were collected via
questionnaire which was validated by three (3) experts. Likert scale was used for
setting of questionnaire base on that decision rule was formulated for acceptance
and rejection of opinion. Data collected were analyzed and interpreted using mean
statistics.

In chapter IV, data collected for research work via questionnaire were
presented and analyzed.

Chapter V comprised of summary, conclusion and made based on the

analysis of the data presented in chapter IV as well as recommendations in order to
address the factors affecting teaching and learning of business subjects in senior
secondary schools.

5.2 Conclusion

Based on the fact gathered from the data analyzed, the researcher made the
following conclusions:-

32
 1. That there are factors affecting teaching and learning of business subjects
in senior secondary schools in Kano State believed to be students,
teachers, government and parent- oriented factors.

2. That business subjects cannot be effectively taught in the face of such

factors as inadequate teaching periods, lack of concentration on the part of
students, inadequate provision for attending workshop, seminars and
conferences and parents wrong notion about western type of education.

3. Business subjects’ equipment and apparatus are lacking. This is as a

result of the attitudes of government and parents towards the subjects.
Consequently, the classrooms conditions were unfavourable for teaching
and learning.

4. There are acute shortages of professionally qualified teachers. Many of

the available teachers are ill-equipped with teaching facilities and poor
monitoring and the government pay much attention to other school
subjects.

5. That parent influenced their children in choosing subjects to offer in senior

secondary schools after the completion of senior secondary schools.

5.3 Recommendations

1. That since business subjects encompassed acquisition of skills the school

administrators should allot more periods in the schools time table for the
subjects.
2. Government should encouraged writing of more business subject’s
textbooks with Nigerian background.
3. The Kano State Ministry of Education through Kano State Senior
Secondary Schools Management Board (KSSSSMB) should employ more
professionally qualified business education teachers and equipped them
with necessary equipment and teaching facilities.
4. The parents should procure some textbooks for reading in order to
supplement the government efforts and do away with the wrong notion
about western type of education and encourage their children to study
vocational education as a career.
5. Schools teachers should organized field trips and excursion to business
enterprises for their students. They should also invite resource persons to
give talks to students occasionally.
6. Seminars, workshops and conferences should be continually organized for
business subjects’ teachers by the state ministry of education.

33
 7. The federal ministry of education and the Kano State ministry of education
should make some of the business subjects’ one of the core subjects in
senior secondary schools not elective.
8. The government should established board for Vocational and Technical
Education in the state so as to monitor the activities of commercial schools
among others. And build more commercial schools within each senatorial
zones of the state.
9. Government should support the idea of forming Business and
Entrepreneurship Clubs in senior secondary schools so as to encouraged
students to understand the roles played by business subjects in acquisition
of skills, solving problems and promotion of technological development.
10. Finally, business subjects’ teachers should be members of the Association
of Business Educators so as to help to project the importance of these
subjects in the school system.

REFERENCE
Aladejana, F.O (2007). Effective Teaching and Learning; the Arts
and Techniques. Onitsha: Literamed Publishers Nigeria Ltd.

Aliyu, M.M. (2001). Business Education in Nigeria (Trends and

Issues). Zaria: ABU Press Ltd.

Asuqou, E. E. (2005). Fundamental of Vocational and Technical

Education. Kano: Smith standard Nigeria Ltd.

Azubuike, O.C. (2011). Influential Factors Affecting the Attitude of

Students Towards Vocational Technical Subjects in Senior Secondary Schools
in Southeastern Nigeria: Journal of Education and Social Research Vol. 1(2).

Denga, U.B. (2001). Curriculum and Instructions for Near and

Distance Learners. Kano: Rainbow Publishers.

Fafunwa, B. (1974). History of Education in Nigeria. Ibadan:

University Press.

Federal Republic of Nigeria. National Policy in Education:

Handbook (2004 revised).

Nwaogwugwu, G. N (1989). The Future of Education and Civil

Service. Benin: Martin Press Ltd.

Okafor, S.I. (1987). Education for What? Benin, Martin Press Ltd.

34
Olaitan, S.O. (2003). Understanding Curriculum. University of
Nigeria, Nsukka.

Olaitan, S.O. (2007). Review of Problem of School Guidance in

Nigeria. Journal of Education in Developing Areas 1, 10-11

Onwuka, U. (1981). Curriculum Development for Africa. Onitsha:

African Education Publishers Ltd.

Osuala, E.C (1992). The Importance of Vocational Training in the

Socio-Economic of Nigeria. VTE/Manpower Development: Pacific Publishers
Ltd.

Okoro, O. M. (1999). Principles and Methods in Vocational and

Technical Education. Nsukka: University Trust Publishers.

APPENDIX

35
 QUESTIONNAIRE FOR STUDENTS AND TEACHERS

This questionnaire is designed to collect information on the factors affecting

teaching and learning of Business Subjects in Senior Secondary Schools in Kano
State.
Information obtained shall be used strictly for academic purpose. Kindly feel
free to complete the questionnaire objectively.

Section A
Personal information
Name of school: ………………………………………………
Occupation: Teacher [ ] Student [ ]

Section B
Keys to the question:
(A) Agreed
(SA) Strongly Agreed
(UD) Undecided
(DA) Disagreed
(SD) Strongly Disagreed

INSTRUCTION
Kindly answer the following question by ticking { √ } on the appropriate box.
1. The following items represented the students’ related factors affecting teaching and learning of
Business Subjects in Senior Secondary Schools level in Kano State.
S/N Student Factors A SA DA SD UD
1. Business Education Students lack
concentration on their academic activities.
2. Business Subjects are very difficult to learn
than other school subjects.
3. Most of the textbooks for readings and
practical in business subjects are outdated
and written by foreign authors.
4. Business Education subjects are offered by
under privileged students only.
5. There are inadequate teaching facilities in
the schools and the classroom atmosphere
is unfavourable for learning.
6. The teachers applied improper methods
and techniques when teaching business
Education subjects.

2. The following item represent teachers’ related factors affecting teaching and learning of Business
Subjects in Senior Secondary Schools level in Kano State.
36
 SN Teacher factors A SA DA SD UD
1. There are adequate numbers and
professionally trained business subjects
teachers in the schools.
2. There are adequate provision for attending
seminars, workshops and conferences to
update knowledge of teachers.
3. There are sufficient and adequate period
allocated to business Education subjects
teaching.
4. The teachers does not involved the
students actively in teaching and learning
processes in a way of discussion,
assignment, field trip etc.

3. The Government related factors that affect teaching and learning of Business Subjects in Senior
Secondary Schools level in Kano State.
SN Governmental Factors A SA DA SD UD
1. There are adequate provisions of business
Education subjects’ equipment and
apparatus for teaching and learning in the
schools.
2. There are inadequate and unqualified
Business Education Subjects teachers in
the schools.
3. The government pays more attention to
core and science subjects than Business
Subjects.
4. There is poor monitoring and evaluation of
how business subjects are taught by the
school administrators in the state.

4. Parent-Oriented factors that affect the effective teaching and learning of Business subjects in
senior secondary schools level in Kano State.
SN Parental Factors A SA DA SD UD
1. The parents have wrong notion about
western type of education because
missionaries are the machineries for
implementation.
2. The parents’ socio-economic and
occupational status affects the students’
performance in business subjects.
3. The parents have non challenge attitudes
37
 towards the academic activities of their
children by refusing to provide necessary
material for learning.
4. Parents influenced their children in
choosing subjects to study in senior
secondary schools.
5 The parents have negative attitudes
towards vocational education particularly
business subjects.

38