Strategies for Effective Teaching and Learning of Business Studies in Secondary Schools in Enugu North Local Government Area, Enugu State.

Abstract

Business Studies, as a discipline, is a relatively new comer into the Nigerian educational system. It marked its entrance into the Nigerian Educational system in 1981, when the National Policy on Education through its enactment made it compulsory that business studies is taught in all secondary schools in Nigeria. This study discussed the strategies for effective teaching and learning of Business Studies in secondary schools. Seven (7) research questions were raised and twenty (20) items of questionnaire was extracted from the seven (7) research questions. Related literatures were reviewed. The research design is survey research; the area of the study is Enugu-North Local Government Area of Enugu State. The population of the study is 702 teachers, and 14,046 students. The simple random sampling technique was used to select two hundred (200) respondents from eight (8) secondary schools in Enugu-North Local Government Area. The instrument used for data collection is questionnaire. However, the data collected were organized using frequency table. Mean scores from a five (5) point Likert scale of Strongly Agree (SA), Agree (A), Undecided (U,) Disagree (D), and Strongly Disagree (SD) was used. The cut off point was 3.50; hence any mean score below 3.50 was rejected while any mean score equal to or above 3.50 was accepted. The result obtained showed that factors affecting the effective teaching and learning of Business Studies includes availability of resources, the attitude of students, the role of teachers, government, non-governmental organizations and stakeholders. It was observed that where ever these factors were lacking teaching and learning was affected negatively. It was recommended that adequate funding of public schools, provision of teaching and learning facilities, training of teachers and staff, adequate incentives for teachers and students alike should be provided.

Full text

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STRATEGIES FOR EFFECTIVE TEACHING AND LEARNING OF
BUSINESS STUDIES IN SECONDARY SCHOOLS IN ENUGU
NORTH LOCAL GOVERNMENT AREA, ENUGU STATE.
OKONKWO CHUKWUDI JOSEPH
Department of Cooperative Economics and Management.
Our Saviours’ Institute of Science, Agriculture and Technology, Enugu. (OSISATECH)
E-mail: jochy2kng@yahoo.com
UGWA MAGNUS
Department Of Business Administration and Management
Our Saviours’ Institute of Science, Agriculture and Technology, Enugu. (OSISATECH)
E-mail: magnusugwa@yahoo.com
ABSTRACT
Business Studies, as a discipline, is a relatively new comer into the Nigerian educational system. It
marked its entrance into the Nigerian Educational system in 1981, when the National Policy on
Education through its enactment made it compulsory that business studies is taught in all secondary
schools in Nigeria. This study discussed the strategies for effective teaching and learning of
Business Studies in secondary schools. Seven (7) research questions were raised and twenty (20)
items of questionnaire was extracted from the seven (7) research questions. Related literatures were
reviewed. The research design is survey research; the area of the study is Enugu-North Local
Government Area of Enugu State. The population of the study is 702 teachers, and 14,046 students.
The simple random sampling technique was used to select two hundred (200) respondents from eight
(8) secondary schools in Enugu-North Local Government Area. The instrument used for data
collection is questionnaire. However, the data collected were organized using frequency table. Mean
scores from a five (5) point Likert scale of Strongly Agree (SA), Agree (A), Undecided (U,) Disagree
(D), and Strongly Disagree (SD) was used. The cut off point was 3.50; hence any mean score below
3.50 was rejected while any mean score equal to or above 3.50 was accepted. The result obtained
showed that factors affecting the effective teaching and learning of Business Studies includes
availability of resources, the attitude of students, the role of teachers, government, non-governmental
organizations and stakeholders. It was observed that where ever these factors were lacking teaching
and learning was affected negatively. It was recommended that adequate funding of public schools,
provision of teaching and learning facilities, training of teachers and staff, adequate incentives for
teachers and students alike should be provided.
Key words: Business studies, strategies, teaching and learning.
Introduction
Teaching and learning can be described as inseparable as far as human development is concerned.
Teaching is teacher-centered while learning is people, pupil or student oriented. Ifeagwu (2000)
defined teaching as a two-way traffic system involving exchange of ideas between the teacher and
the students. He further defined teaching as a series of activities geared towards helping students
“learn how to learn”. While learning can be defined as the behavioural change that takes place at the
end of a teacher-student interaction in a classroom setting. In order words, learning is the experience
gained from interactions. According to Burns (1995:p95) learning is conceived as a relatively

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permanent change in behavior with behavior including both observable activity and internal process
such as thinking, attitude and emotions.
Business studies is a subject that requires a high level of synchrony between teacher and learner, to
make an impact. Business studies is an integrated subject and is made up of five component subjects
– Shorthand, Typewriting, Book-keeping, Commerce and office Practices (Anioke, 2005). According
to the National Policy on Education (1981), (1998) and (2002) business studies which comprises of
shorthand, typewriting, commerce, office practice and book keeping is a compulsory subject at the
Junior Secondary School level of Education.
Component subjects of business studies are charged with impacting different skill to the learner.
Shorthand as a subject is a method of rapid writing by means of abbreviations and symbols, used
especially for taking dictation. Typewriting on the other hand is simply writing down with a
typewriter. The subject typewriting teaches the skill of writing with a typewriters. Also, Book-
keeping as a subject involves learning the skill of keeping records of all financial transactions in a
business. The subject commerce concerns itself with the activity of buying and selling, especially on
a large scale. Lastly, office practice is concerned with familiarizing the students with and about the
concepts of theory and practices of business organizations, office machines, their meanings and
importance.
Business studies, while offered in junior secondary school, it is taken from class One (J.S.S 1)
through class three (J.S.S. 3). While in senior secondary school, students offer accounts, commerce,
economics, shorthand, and typewriting as separate subjects despite the fact that subjects like
typewriting and shorthand are gradually being replaced with the computer.
Statement of the Problem
The subject Business Studies has in recent times struggled to survive as a subject in secondary
schools in Enugu north local government area of Enugu State. The subject has experienced limited
number of students offering to study it as well as a total removal of the subject from some schools’
curriculum due to lack of students. Paul (2005) identified one of the problems encountered in the
study of business studies as lack of suitable equipment and supplies for the teaching of business
study.
Secondly, there is the problem of apathy on the part of some school administrators and their staff
which results in their deliberately ignoring business studies as a programme or relegating the
programme totally. Also apathy on the part of the non-business students towards business students,
which results in either superiority or inferiority complex.
Again, there is a problem of discontinuity of students who studied business studies in secondary
school from pursuing a high studies in the university, polytechnic and college of education or even
practicing skills acquired from the study. This disconnection is one of the reasons this research study
is being embarked on.
Finally, there is the problem of skilled and well qualified personnel to teach the business related
courses. This is a major reason why studying of business studies is some worth uncomfortable and
uninteresting for students offering the subject.
Purpose of the Study

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The major purpose of this study is to find out the strategies for effective teaching and learning of
business studies in Enugu North Local Government Area of Enugu State.
The specific purposes of this study are to;
1. Find out contribution of teachers to the effectiveness of teaching and learning of Business
Studies.
2. Find out student’s role in improving teaching and learning of Business Studies in secondary
schools.
3. Find out the role of resource/facilities in improving teaching and learning of Business
Studies.
4. Find out the duties of the educational administration and management in teaching and
learning of Business Studies.
5. Find out the role of government and non-governmental organization in improving teaching
and learning of Business Studies in secondary schools in Enugu North Local Government
Area of Enugu State.
Research Questions
1. What are the contributions of teachers to the effectiveness of teaching and learning of
Business Studies?
2. What are the roles of students in improving teaching and learning of Business Studies in
secondary schools?
3. What are the roles of resources/facilities in improving teaching and learning of Business
Studies?
4. What are the duties of the educational administration and management in teaching and
learning of Business Studies?
5. What are the roles of government and non-governmental organization in improving teaching
and learning of Business Studies in secondary schools in Enugu North Local Government
Area of Enugu State?
Scope of the Study
The scope of the study is restricted to teaching and learning of Business Studies in Enugu State,
which is based on the students in secondary schools in Enugu North Local Government Area of the
state. The scope is centered on the strategies for effective teaching and learning of Business Studies,
the role of teachers and that of students to the course, the duties of educational administration and
management, the expectation from government and non-governmental organization in seeing to its
effectiveness.
Significance of the Study
This research work is important in developing the entrepreneurial skill in the students at an early age.
When teaching and learning becomes more effective, the youngster are more independent minded in
their approach to life rather than dependent on the government for employment. This study would
improve and increase the productivity of the teachers as well as educational institutions. Studies like
this, highlights areas where teaching is deficient as well as administrative flaws.
This study is important, in that it will assist policy makers as well as governments to enact laws and
establish policies in line with positive research recommendations.

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Review of Related Literature
The origin of the earliest form of business education can be traced to apprenticeship training.
According to Osuala (2004), Popham, Schrag, and Blocklvs (1971) and Njoku (2006), business
education started from apprenticeship training. Most places of apprenticeship were privately owned.
The proprietary business gained prominence in the middle of the 19th century, and until the early 20th
century it was the primary producer of trained workers for businesses (Nwokocha, 2005). The period
of training and impacting of skills varied from one trade to another. Payment for training was either
in cash or in form of a mortgage of land or any valuable property.
As time went on business started growing, Popham (1975) recorded that more people were needed
in businesses therefore, the idea of restricting training to certain places was not achieving much so
itinerant tutors started traveling around the country (USA) giving instructions in book keeping and
penmanship. People started appreciating the need for business skills, schools started including book-
keeping, penmanship and commercial arithmetic in the curricula as a result of demand for
commercial training. This gave business education a place in the formal setting.
The period between 1959-1976 marked the era in which most states in Northern Nigeria established
commercial schools or opened up commercial departments in existing secondary schools to offer
commercial subjects. Prior to this period, while the existing commercial centres in the North were
privately operated, the other Southern states had this programmes running in government recognized
established schools. By 1960, schools in Lagos, Ibadan, Enugu, Kaduna and Auchi were established.
These colleges trained senior and middle level technical personnel. They offered two and three years
courses in commerce, accountancy, secretarial studies and other fields, leading to the intermediate
examinations and particularly city and guilds institute of London and Royal society of Art (RSA)
(Nwokocha, 2005).
The National Policy on Education (FRN, 1977) in its candid nature deplored the attitude with which
the public regards technical/commercial education. This policy portrayed the Federal Government
interest and preparedness to develop vocational education programmes. The major aim of vocational
education programmes is to provide trained man-power for Nigeria technology and commerce. This
in effect will boost the country’s industrial, commercial and economic development. Realizing the
importance and need of education and technical education, the 1977 policy on education was revised.
In 1981, the revised national policy on education laid much emphasis on the fundamental necessity
of vocational education, by making (as a point of policy) all the secondary schools to start these
commercial courses right from the beginning of the first year in secondary school.
THEORETICAL FRAMEWORK.
This research is based on the Classical behavioural (Stimulus-response) theory of Edward Thorndike.
Edward L. Thorndike (1874-1949) is well known for his laws of learning. One of his major laws of
learning includes the law of effect. This law states that an act which results in an animal’s
experiencing satisfaction in a given situation will generally become associated with that situation so
that when it recurs that act will also be likely to recur. The idea is that pleasure and pain as
consequences of our acts are important determination of behaviour. We all do those things that give
us pleasure and naturally avoid those things that give us pain.
The Law of effect arose as a result of an experiment which he carried out using a hungry cat locked
up in a cage with a tempting morsel of fish outside. The only way to unlock the cage was by pulling

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a string hanging inside the cage. The cat was able to discover this after several attempts of making
frantic efforts to find its way out. Its effort was rewarded by the door opening and its being able to
get at the fish. The test was repeated several times and it was discovered that it took the cat shorter
and shorter time to open the door of the cage and reach the fish outside. After several studies,
Thorndike concluded that it was not by the cat’s reasoning nor by his instinct that he learnt to pull
the string rather it was due to the gradual stamping in of the stimulus response connection between
seeing the string and pulling it. That is to say, if a stimulus was followed by a response and then by a
satisfier, the stimulus-response connection would be strengthened. If however, a stimulus was
followed by a response and then by an annoyer, the stimulus-response connection would be
weakened. Thus, satisfying and annoying effects of responses determined whether the stimulus-
response connections would be stamped in or stamped out.
The Law of effect was later modified to read the Law of exercise. This simply means that satisfying
consequences serve to re-inforce stimulus response bonds. It was further modified to read the law of
readiness. This law states that a learner’s satisfaction is determined by the extent of his “preparatory
set” that is readiness for action. Thorndike’s theories are of great importance to the teacher. The
emphasis on the S-R bond reminds teachers of the importance of viewing all his activities as
contributions to the learning process; lesson planning, instruction and evaluation of learning.
Contribution to the Teaching of Business Studies
Thorndike’s theories have contributed immensely to the teaching of Business Education (Business
Studies) in the following ways.
Practice: Business studies which consist of shorthand, typewriting, bookkeeping, commerce and
office practice is geared towards skill acquisition. The skills can only be acquired through practice.
In the Thorndike’s experiment, the cat was able to perform less random activity with subsequent
trials until it operates the release mechanism once it finds itself in the cage. According to Isiaka and
Dagosta (2001), this is analogous to the theory of vocational education which states that training
should help the trainee to capitalize his interest and abilities to the highest possible degree. In other
words, incorrect experiences will diminish and the correct ones get fixed with constant practice.
Business studies is rooted in acquisition of skills and as such learning cannot be effective by
watching someone else perform the action.
Motivation: Thorndike’s theories contain element of motivation. Motivation is a learning process
which is constantly applied in business education instruction. This is a way by which an individual is
energized so as to learn better.
Need for Students to Work at Their Own Pace: Another useful outcome of the stimulus response
theories is the need for students to work at their own pace. This means that your students’ stages of
development, maturation and environmental differences should be taken into consideration when
teaching.
Need to Learn the Specific Behaviours That are Necessary Through Discrimination:
Thorndike’s learning theories emphasize the necessity to discriminate between different behaviours.
Thorndike’s cat was able to discriminate between different structures in the cage and capitalized on
the release mechanism whenever it wants to obtain food. Therefore when teaching, ensure that you
emphasize the need for your students to learn specific behaviours that are needed for efficient job
performance.

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Reinforcement: Reinforcement is one of the key principles of learning. Food reinforces response, it
is the reward for a particular action taken by the cat therefore it repeats it again and again. This also
applies to learning business studies. Reinforcement is a way to encourage what has been learnt in
order to make it part of the individual and this is achieved through constant practice. Praise always
follows a job well done and deep appreciation for efficient mastery of skills has always been part of
teaching/learning process for business studies.
EMPIRICAL STUDY
THE MEANING OF BUSINESS STUDIES
According to Parkhill (2011) Business Studies is a dynamic course which prepares students for the
challenges of 21st century by introducing them, to the world of business. It emphasizes the ever
changing character of business, the diverse nature of business enterprise and the inter-dependence of
the various parts of the business world. As an academic subject business studies is practical, applied
and exciting. It equips students with many life skills such as communication skill, problem solving
skill, time management skills, teamwork and decision-making skills whether your aim is to pursue an
academic career, train for a profession or become an entrepreneur the necessary knowledge and skills
will be provided.
According to the Federal Government in its National Policy on Education (1981), (1998) and (2002).
Business Studies which comprises of shorthand, typewriting, commerce, office practice and book-
keeping is compulsory subject at junior secondary school level of education.
The National Policy on Education (NPE) further provides that on completion of the junior secondary
school, students should be streamed into senior secondary school, the technical college, vocational
training centre and the apprenticeship scheme on the basis of 60%, 20%, 10% and 10% respectively.
AIMS AND OBJECTIVE OF STUDYING BUSINESS STUDIES
According to McShare (2011), teaching and learning of business studies in Nigeria secondary
schools has the under listed aims and objectives. They include;
1. To maintain and/or stimulate student’s curiosity, interest and enjoyment in business studies.
2. To enable students to be familiar with a body of business and economics knowledge,
principles, skills and vocabulary.
3. Also, to enable students to see business studies in the context of a wider body of knowledge
and skill.
4. To help students to develop a range of skills like politeness, perseverance, initiative and
ability to work independently as well as part of a team.
5. To employ teaching methods and resources that allows all students to have equal access to
business studies and to experience success and enjoyment in their business studies work.
6. To develop an awareness in students of the implications of business and industry (past and
present) for the individual, the community and the environment.
Research Methodology
The design for this study is the survey. This design was chosen because the study solicited the
perceptions of the respondents. For this research work, 20 (twenty) items in a 5 point scale

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questionnaire were administered. . The response format is: Strongly Agree (SA), Agree (A),
Undecided (U), Disagree (D) and Strongly Disagree (SD).
The population consists of all the teachers and students of all the secondary schools in Enugu North
Local Government Area of Enugu State. According to the Post Primary School Management Board
(PPSMB) statistical unit of Enugu educational zone of 2012/2013 study year or academic session,
the population of teachers was 702, while that of students was 14, 046.
The researcher selected 8(eight) secondary schools from all the secondary schools within the area of
study. However, 25 respondents were randomly picked from each of the selected secondary schools
giving a total of two hundred (200) respondents. Two hundred and forty (240) copies of
questionnaire was distributed to secondary school students, teachers and staff in eight (8) secondary
schools in Enugu North Local Government Area. Two hundred and twenty-two were returned, from
which two hundred (200) were randomly picked; which formed the copies used.
DECISION RULE
An item is accepted when the mean is equal to or greater than 3.50, but rejected if below 3.50 cut off
point.
Results
The data collected in the process of this study were organized using the frequency distribution tables.
RESEARCH QUESTION 1
The contribution of teachers to teaching and learning of Business Studies in secondary schools in
Enugu North Local Government Area.
Table 1 Contributions of teachers
SA
A
D
SD
U
TOTAL
MEAN
S/N
ITEMS
5
4
3
2
1
(T)
(X)
DECISION
1.
Business studies teachers are
dedicated and industrious in
their teaching in Enugu
North Local Government
Area.
132
660
56
224
4
12
4
8
4
4
200
908
4.54
Accepted
75
375
85
340
27
81
7
14
6
6
200
816
4.08
Accepted
GRAND MEAN
4.31
Accepted
Source: Field survey 2015.
In table 1, items 1 and 2 recorded mean scores of 4.54 and 4.08 respectively, with the grand mean of
4.31. From the above record, all items recorded mean scores that are above the cut-off point of 3.50,
therefore they are all accepted.
RESEARCH QUESTION 2

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How does boosting the interest of the students play roles in the effective teaching and learning of
business studies?
Table 2 Student’s role in improving teaching and learning
SA
A
D
SD
U
TOTAL
MEAN
S/N
ITEMS
5
4
3
2
1
(T)
(X)
DECISION
3.
Organizing business
studies competitions with
attractive prizes for
students of secondary
schools in Enugu North
will enhance effective
teaching and learning of
Business Studies
133
665
46
184
8
24
8
16
5
5
200
894
4.47
Accepted
4.
Proper guidance and
counseling services in
secondary school will
enhance effective
teaching and learning of
Business Studies
65
325
61
244
15
45
41
82
18
18
200
714
3.57
Accepted
5.
Encouragement of the
students by their parents
like buying of Business
Studies text books,
educational CDs on
Business Studies for
them, sponsoring them on
extra training/lesson etc
can enhance effective
teaching and learning of
Business Studies
129
645
42
168
20
60
3
6
6
6
200
885
4.43
Accepted
GRAND MEAN
4.16
Accepted
Source: Field survey 2015.
In table 2, items 3-5 recorded mean scores of 4.47, 3.57 and 4.43 respectively, with the grand mean
of 4.16. From the above record, all items recorded mean scores that are above the cut off point of
3.50, therefore they are all accepted.
RESEARCH QUESTION 3
How does the availability of resources/facilities help in the effective teaching and learning of
Business Studies in Enugu North Local Government Area?
Table 3 Effect of availability of resources/facilities
SA
A
D
SD
U
TOTAL
MEAN
S/N
ITEMS
5
4
3
2
1
(T)
(X)
DECISION
6.
Provision of teaching and
learning facilities like
information
communication
Technology(ICT), internet
facilities and Instructional
131
47
6
16
0
200
4.47
Accepted

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materials will enhance
effective teaching and
learning of Business
Studies
655
188
18
32
0
893
7.
Provision of well stocked
libraries in secondary
schools will enhance
effective teaching and
learning of Business
Studies.
80
400
42
168
39
117
31
62
8
8
200
755
3.78
Accepted
8.
Proper funding of schools
so that instructional
materials etc can
adequately be provided in
schools will enhance
teaching and learning.
71
355
56
224
30
90
41
82
2
2
200
753
3.77
Accepted
GRAND MEAN
4.0
Accepted
Source: Field survey 2015.
In table 3, items 6-8 recorded mean scores of 4.47, 3.78 and 3.77 respectively, with the grand mean
of 4.0. From the above record, all items are above the cut off point of 3.50, therefore they are all
accepted.
RESEARCH QUESTION 4
What are the duties of educational administration and management in the effective teaching and
learning of Business Studies in Enugu North Local Government Area?
Table 4 Duties of educational administration and management
SA
A
D
SD
U
TOTAL
MEAN
S/N
ITEMS
5
4
3
2
1
(T)
(X)
DECISION
9.
Effective supervision of
teachers and inspection of
secondary schools will
enhance effective teaching
and learning of Business
Studies.
120
600
25
100
37
111
18
36
0
0
200
847
4.24
Accepted
10.
Organizing seminars,
symposia, lectures etc to
enlighten and sensitize
Business Studies teachers,
students and school
authorities in the importance
of Business Studies will
enhance teaching and
learning.
123
615
51
204
14
42
9
18
3
3
200
882
4.41
Accepted
GRAND MEAN
4.32
Accepted
Source: Field survey 2015.
In table 4, items 9 and 10 recorded mean scores of 4.24 and 4.41 respectively, while the grand
mean is 4.32. From the above record, all items recorded mean scores that are above the cut off

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point of 3.50, therefore they are all accepted.
RESEARCH QUESTION 5
How does the role of Government, non-governmental organization and other stakeholders enhance
the effective teaching and learning of Business studies in secondary schools in Enugu North Local
Government Area of Enugu State?
Table 5 Role of Government, non-governmental organization and other stakeholders
SA
A
D
SD
U
TOTAL
MEAN
S/N
ITEMS
5
4
3
2
1
(T)
(X)
DECISION
11.
Organizing in-service and on
the job training for Business
studies teachers will improve
the quality of teachers in
teaching Business studies.
121
605
74
296
3
9
0
0
2
2
200
912
4.56
Accepted
12.
Provision of teaching and
learning facilities like the state
of the art facilities will
improve effective teaching
and learning of Business
Studies.
133
665
47
188
20
60
0
0
0
0
200
913
4.57
Accepted
13.
Promotion and rewarding of
dedicated and industrious
teachers and staff will enhance
effective teaching and
learning.
134
670
41
164
16
48
8
16
1
1
200
899
4.5
Accepted
14.
Improving the salaries and
welfare package for the
teachers and staff will
improve the teaching and
learning of Business Studies
140
700
47
188
9
27
4
8
0
0
200
923
4.62
GRAND MEAN
4.56
Accepted
Source: Field survey 2015.
In table 5, items 11-14 recorded mean scores of 4.56, 4.57, 4.5 and 4.62 respectively with the grand
mean of 4.56. From the above record, all items recorded mean scores that are above the cut off
point 3.50, therefore they are all accepted.
RESEARCH QUESTION 6
How does the quality, quantity and attitude of teachers enhance the effective teaching and learning
of Business Studies?
Table 6 Effect of quality, quantity and attitude of teachers
SA
A
D
SD
U
TOTAL
MEAN
S/N
ITEMS
5
4
3
2
1
(T)
(X)
DECISION
15.
The number of Teachers,
paying teachers well and
improving their welfare to
boost their morale will
enhance effective teaching
and learning Business
Studies in Enugu North
Local Government Area.
138
690
53
212
6
18
3
6
0
0
200
926
4.63
Accepted
GRAND MEAN
4.63
Accepted

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Source: Field survey 2015.
In table 6, item 15 recorded a mean score of 4.63 and a grand mean score of 4.63, which is above the
cut-off point of 3.50. Therefore, it is accepted.
RESEARCH QUESTION 7
What is the condition of teaching and learning Business studies in secondary schools in Enugu North
Local Government Area of Enugu State?
Table 7 Conditions of teaching and learning
SA
A
D
SD
U
TOTAL
MEAN
S/N
ITEMS
5
4
3
2
1
(T)
(X)
DECISION
16.
Enough time/periods are
allocated for Business
Studies lessons.
57
285
81
324
51
153
11
22
0
0
200
784
3.92
Accepted
17.
Business Studies lesson are
conducive for learning.
60
300
116
464
18
54
5
10
1
1
200
829
4.15
Accepted
18.
Students are highly
interested in the subject
Business Studies
100
500
44
176
51
153
3
6
2
2
200
837
4.19
Accepted
19.
Teachers give adequate
Continuous Assessment
Tests and assignments
regularly to the students.
111
555
72
288
11
33
5
10
1
1
200
887
4.4
Accepted
20.
There are enough facilities,
instructional materials for
teaching and learning
Business Studies.
15
75
45
180
44
132
96
192
0
0
200
579
2.89
Rejected
GRAND MEAN
3.92
Accepted
Source: Field survey 2015.
In table 7, items 16-20 recorded mean scores of 3.92, 4.15, 4.19, 4.4 and 2.89 respectively, with the
grand mean of 3.92. From the above record, all the items apart from item 20 are above the cutoff
point of 3.50, therefore they are all accepted but item 20 is rejected.
Findings
1. It was discovered that varying methods of teaching of Business Studies has helped in the
effectiveness of teaching and learning of the subject.
2. It was discovered that availability of resources/facilities matters a lot for effective teaching
and learning of Business Studies. However, facilities, instructional materials etc are not
enough.
3. It was discovered that if teacher’s attitude and interest are boosted by organizing seminar,
symposia, lectures, for them in business studies, paying them well, increasing their number in
schools by employing more teachers who are Business Studies experts and properly
supervising them will enhance the effective teaching and learning of business studies.
4. It was also discovered that provision of all teaching and learning facilities, resources, quality
teachers etc can boost the morale of students and motivate them to learn more.

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5. Lastly, it was discovered that government has not helped as expected in enhancing the
effective teaching and learning of Business Studies. Proper funding of schools, training and
re-training of teachers, improving of infrastructures, provision of teaching and learning
facilities, among other things have been neglected by the government.
DISCUSSION OF FINDINGS
From the findings of the study, it was discovered that varying methods of teaching of Business
Studies has helped in the effectiveness of teaching and learning of the subject.
Also, the availability of resources/facilities matters a lot for effective teaching and learning of
Business Studies in Enugu North Local Government Area of Enugu State. However, it was
discovered that there are no enough facilities, instructional materials etc for teaching and learning
of Business Studies within the area of study.
The study also discovered that if teacher’s attitude and interest are boosted by organizing
seminar, symposia, lectures, for them in business studies, paying them well, increasing their
number in schools by employing more teachers who are Business Studies experts and properly
supervising them will enhance the effective teaching and learning of business studies in Enugu
North Local Government Area of Enugu State.
Furthermore, the study’s discovered just as Owolabi and Jegede (2005) opined, that provision of
all teaching and learning facilities, resources, quality teachers etc can boost the morale of
students and motivate them to learn more.
Lastly, it was discovered that government has not helped as expected in enhancing the effective
teaching and learning of Business Studies in secondary schools especially in Enugu North Local
Government Area. Proper funding of schools, training and re-training of teachers, improving of
infrastructures, provision of teaching and learning facilities, among other things have been
neglected by the government. This agrees with Bada, Adewole and Olaleka (2006) who lamented
that the government has performed below achieving the objectives of the National Policy on
Business Studies Education.
Conclusion
Teaching and learning of business studies in secondary schools especially in Enugu North Local
Government Area of Enugu State has come to stay. Therefore, teachers, students, parents,
governments and other stakeholders should play their roles very well in other to uphold the
objectives of National Policy on Education Business Studies. This will in no small measure increase
the dignity of our educational system not only in Enugu North Local Government Area but also in
our state and nation at large.
Recommendations
1. There should be training and re-training of teachers and staff and upward review of their
salaries. Schools should be properly funded and provision of the needed facilities ensured.
2. Also, hardworking students and teachers of business studies should be adequately rewarded
to encourage them to put in their best.

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3. Finally, quiz competitions on business studies should be organized from time-to-time in
secondary schools especially in Enugu North Local Government Area, in other to create
awareness on the importance of business studies Education.
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