Factors Affecting the Learning of Business Education students in Federal College of Education (Technical) Asaba

Factors Affecting the Learning of Business Education students in Federal College of Education (Technical) Asaba

ABSTRACT

This study assessed the Factors Affecting the Learning of Business Education students in Federal College of Education (Technical) Asaba.

Four research questions guided the study. The total population of the study was seventy-three (73) Business Educators in Federal College of Education (Technical) Asaba. All the 73 Business Educators in Federal College of Education (Technical) Asaba were used for the study. The instrument used for data collection was a structured questionnaire, tiled: “Factors Affecting the Learning of Business Education students in Federal College of Education (Technical) Asaba. The instrument was validated by two lecturers; one in School of Secondary Education (Business) and the other in Educational Measurement and Evaluation Unit, Federal College of Education (Technical) Asaba. Seventy-three (73) copies of the validated questionnaire were administered on the respondents personally and 69 were retrieved and analyzed using mean and standard deviation.

Findings of the study revealed that inadequate learning facilities, learning environment and Students’ attitude affects the learning of Business Education students in Federal College of Education (Technical) Asaba. It was therefore, recommended among others that government should provide adequate learning facilities to improve the learning of Business Education students in Federal College of Education (Technical) Asaba.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education is the key to the development of every nation. This is because no nation can develop above the quality of education available therein. This is why every country that is tagged as developed today started by improving the quality of its education. Therefore, quality teaching and learning is so important for education to be of acceptable standard in any country.

Learning is a complex process that involves individuals acquiring new knowledge, skills, behaviors, and understanding of the world. It is a fundamental aspect of human development and is not limited to humans, as many animals also exhibit various forms of learning. The behaviourist approach emphasizes the role of the environment in learning, focusing on observable behavior by the learner. Crow and Crow (2019) define learning as the acquisition of habits, knowledge, and attitudes, involving new ways of doing things and progressive changes in behavior. Learning can occur in various settings, such as formal education, informal settings, or self-directed study.

On the other hand, Business Education is defined as a broad and integrated discipline which involves the combination of some specialised fields such as accounting, secretarial studies, entrepreneurship, human resources management, stenography, marketing among others. Osuala (2018) defines Business education which is as a programme of instruction which consists of two parts: Office education – a vocational programme of Office careers through initial, refresher and upgrading education and General business education which is a programme to provide students with information and competencies which are needed by all in managing personal business affairs and in using the services of the business. Having a certificate in Business Education gives you the opportunity of choosing the teaching aspect as a profession or setting up and managing your own business by utilising the knowledge acquired from your institution of study. Njoku (2018), in his own view, sees Business education as an educational programme that equips an individual with functional skills, knowledge, attitude and value that would enable him or her operate in the environment he or she finds himself or herself.

Idialu in Amoor (2019) sees Business education as a vocational education aimed at developing learners into productive individuals for teaching, paid employment, and self-employment. It improves individuals’ standard of living, indirectly improving the country’s per capita income and combating issues like idleness, drug trafficking, child trafficking, kidnapping, theft, pipeline vandalization, and oil bunkering. The program exposes learners to knowledge and skills that make them problem solvers in the business world, making them sought for in the recruitment of qualified personnel. Business education is a dynamic field of study that prepares both youth and adults for and about business (Igboke, 2020).

The goals of business education can be categorised to Education ‘for’ Business and Education ‘about’ Business. Education ‘for’ Business specifically aims at imparting students with the necessary skills, knowledge, qualities, abilities that will make them outstanding and sought for in the labour market (Olaniyi, 2019). What they have learnt gives them the opportunity of gaining a well-paid job as well as enable them to contribute to the success of their employer’s organization.  The knowledge acquired enables them to bring up innovating ideas that can solve the organization’s challenges and pave way for rapid growth. On the other hand, Education ‘about’ Business makes them knowledgeable about the strategies required for the setting up and continuity of business (Olaniyi, 2019).

Despite the importance and contribution of Business education to the nation so far, it was observed that the programme is being handled with a “lassaire faire” and “non-challant” attitude. According to Edokpolor & Egbri (2017), such attitude has always deprived business education from adequate provision of funds, qualified manpower, modern facilities, quality curriculum and proper attention. Research indicates that inadequate funding is the primary challenge in the business education program, leading to issues in providing adequate learning facilities. Additionally, outdated facilities and outdated curriculums are prevalent in these institutions, causing graduates to be considered “half-baked” and lacking essential knowledge for the modern labor market.

Learning facilities according to Aworanti (2020) is a broad term that can refer to physical or virtual spaces and resources that are designed to support and enhance the learning process. These facilities can vary widely depending on the context, but they are generally created with the goal of providing an environment conducive for learning, skill development, and knowledge acquisition.  Aworanti (2020) also observed that the basic learning facilities have declined both in quality and quantity. For a Nation to assist in improving her economy and the citizen’s standard of living, huge funds should be injected into business education programme by the government. According to Abassah (2019), the federal and state government has not been providing proper financial resources to address this critical area.

Learning environment plays crucial role on enhancing students’ learning. A learning environment refers to the physical, social, and psychological context in which learning takes place. It encompasses all the elements and factors that contribute to a person’s educational experience (Roy, 2020). Ehiametalor (2018) noted that school buildings, chairs and desks, boarding facilities, materials, laboratory equipment and qualified instructional and supporting personnel are the important inputs necessary for a school learning environment. He maintained that the physical out look of a school building has a strong psychological impact on students’ attitude towards the school authority and willingness to belong. In fact, the effectiveness of the school system in achieving the established goals is dependent on adequate facilities. Ajayi (2019) noted that institutions exist in a symbiotic relationship with their environment and the subjects taught in the classroom.

Obemeata (2017), while agreeing that a conducive learning environment is one where there are sufficient human and material resources, noted that in most primary schools in Nigeria, learning takes place under adverse conditions. The classrooms are not only in a state of disrepair, they are over-crowded and teaching is done with few instructional materials. Okafor (2019), observed that poor ventilation; lack of accommodation and furniture, filthy and untidy classroom and the non-availability of instructional materials obviously cannot promote or motivate good quality teaching or learning but produce poor performance of students in their academic endeavour. Lackney (2012), also maintained that the physical layout and especially the arrangement of the students’ seats is a great single management device to improve students’ academic performance as well as enhances the implementation of business studies curriculum at the junior secondary school level of education. He maintained that the way pupils are positioned influences their behaviour and that the physical impression of the classroom can be an ally or an enemy in teaching. In the same vein, Edward (2019), stated that poor physical educational environment hampers students’ academic performance.

Attitude on the other hand, is said to be one of the factors affecting teaching of Business Education. Attitude refers to a person’s feelings, beliefs, and predispositions towards a particular subject, situation, or concept. In the context of education, students’ attitudes typically pertain to their feelings and beliefs about learning, school, teachers, subjects, and the educational process as a whole (Edward, 2021). Attitude is a psychological character that is shaped by social transformation, norms, values, environment, and activities. It is the way an individual adapts to their environment, resulting from cognitive, affective, and behavioral processes (Okeke, 2018). Attitude can be positive or negative, depending on individual differences. Students’ attitudes can range from positive to negative or good to bad. Attitudes are enduring orientations developed over time, expressed verbally as opinions (Okeke, 2018). Beliefs and values, which are formed after experiences, are crucial in learning as they determine the type of attitude one adopts (Fontana, 2019). Therefore, attitudes are a reflection of an individual’s overall psychological character.

When it comes to learning Business Education, positive attitude is key. However, students’ negative attitude seems to constitute a problem to effective teaching of Business Education. It is in the light of the foregoing that this study examined Factors Affecting the Learning of Business Education students in Federal College of Education (Technical) Asaba.

Statement of the Problem

Business education is a programme designed to prepare students for life after graduation. The programme and its curriculum is designed in order to impart knowledge, skills and initiatives needed by learners so that they can be outstanding and sought for in the labour market.

Learners have the opportunity of utilizing the knowledge, ideas acquired during their period of study to establish a well positioned business or for effective contribution towards the achievement of their employer’s stated objectives. It enables business graduates to be relevant in teaching, self-reliance and labour market.

However, students’ performance in Business Education Courses in Federal College of Education (Technical) Asaba has not been encouraging. This has become an issue of concern considering the importance of Business Education programme in youth empowerment and entrepreneurial development. Scholars such as Dickson and Obed (2021) have attributed students’ poor academic achievement in Business Education to certain factors such as quality of teaching, learning environment, inadequate learning facilities and students’ attitudes towards Business Education courses.

It is against this background that this study seeks to examine the factors Affecting the Learning of Business Education students in Federal College of Education (Technical) Asaba.

Purpose of the Study

The main purpose of this study is to examine the Factors Affecting the Learning of Business Education students in Federal College of Education (Technical) Asaba. Specifically, the study seeks examine:

1. The effects of inadequate learning facilities as a factor affecting the learning of Business Education students in Federal College of Education (Technical) Asaba.
2. The effect of learning environment as a factor Affecting the Learning of Business Education students in Federal College of Education (Technical) Asaba.
3. The effects of students’ attitude as a factor Affecting the Learning of Business Education students in Federal College of Education (Technical) Asaba.

Research Questions

1. How does inadequate learning facilities affect the Learning of Business Education students in Federal College of Education (Technical) Asaba?
2. How does learning environment affect the Learning of Business Education in Federal College of Education (Technical) Asaba?
3. How does students’ attitude as a factor Affecting the Learning of Business Education students in Federal College of Education (Technical) Asaba.

Significance of the Study

The study would be beneficial to students, business educators, school management, researchers and the field of business education.

1. For students, the study could help to shed light on how their attitude affcets their learning of Business Education which could help them adapt their study strategies and improve their learning outcomes. Understanding how various factors affect their learning can also promote personal growth and the development of skills in areas such as time management, study techniques, and stress management. Students can make informed decisions about their choice of courses, majors, and career paths within the field of Business Education.
2. For Business Educators, they could use the findings to tailor their teaching methods to better align with students’ needs and learning preferences. This can lead to more effective instruction and improved student engagement. Understanding the factors affecting learning could aid in the development of relevant and engaging curriculum, ensuring that it meets the needs and expectations of students. The research could help educators identify areas for improvement in their teaching methods and assessment strategies.
3. For School Management, the study could help to identify key factors that affects the learning of Business Education such as inadequate learning facilities, teachers’ competence and students’ attitude. can allocate resources more effectively by targeting areas that need improvement, such as teacher training, classroom facilities, or technological resources. The study can contribute to the development of quality assurance measures and standards for Business Education programs, which can help maintain or enhance the reputation of the institution. Understanding the factors affecting learning could also help schools develop strategies to improve student retention and reduce dropout rates.
4. For Researchers, research on factors affecting the learning of Business Education contributes to the academic literature and the body of knowledge in the field of education. It can lead to further research and exploration of related topics. Researchers may uncover insights that inform educational policies and practices, leading to improvements in the overall education system. The research can serve as a valuable resource for researchers looking to specialize in this field or contribute to the development of educational theories and practices.
5. Finally, for the field of Business Education, understanding the factors affecting learning ensures that the field of Business Education remains relevant and adaptable to the changing needs of students and the business world. Research findings could drive continuous improvement and innovation in the field, ensuring that education keeps up with evolving industry standards and demands. A focus on student learning and outcomes can enhance the reputation of Business Education programs, making them more attractive to prospective students and employers.

Scope of the Study

This study is centered on Factors Affecting the Learning of Business Education students in Federal College of Education (Technical) Asaba. With inadequate learning facilities, learning environment and students’ attitude as variables of interest. The respondents of the study are Business Educators in Federal College of Education (Technical) Asaba.

Pages:  57

Category: Project

Format:  Word & PDF         

Chapters: 1-5                                 

Source: Imsuinfo

Material contains Table of Content, Abstract and References.