CHARPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

When used correctly, instructional approaches for teaching and studying business studies via textbooks enhance learning and information retention among learners across the Nigerian education system. Understanding of topics in business studies is likely to be enhanced by differentiated teaching techniques that promote long-term edification for improved test scores (Ganiraet al., 2019). Various techniques of giving instruction in business studies provide learners with engaging and vibrant episodes, resulting in successful knowledge development even in the absence of a subject instructor. However, if techniques do not fit individual preferences in class, skill development is hampered, negatively impacting learners' academic outcomes in business courses.

According to Kipsaina and Nabwire (2016), a textbook that advocates for methods such as small group discussion keeps the novice captivated throughout the learning process, fast tracking mastery of content and acquisition of inner imaginative skills, promoting creativity and innovativeness among secondary school learners. Incorporating role play into the teaching of business studies topics fosters passion and synergy in comprehension of instructional content, leading the path for new discoveries and boosting learners' aptitude in business studies class (Triaca 2017). Role acting in business studies class captivates the student by solidifying concepts learned, resulting in the attainment of specific topic objectives. When teaching approaches are properly designed and suitably differentiated, the student is motivated and inwardly driven to dive deeper into fact understanding, reinforcing acquisition of necessary information and skills (Vintere, 2018). In contrast, when utilized in isolation to provide knowledge, a teacher-centered strategy may lead to learner boredom, blocking depth of intellect, retarding efficacy, causing confusion, and clogging academic outcomes in business studies.

According to Valejoet al. (2020), learners retain facts when inquiry-based teaching methods are used in business courses. Inquiry-based learning allows the student to own the new material being acquired, resulting in improved academic outcomes. According to Vermont and Donche (2017), the instructional approaches used determine the degree of learning that is attained. When a teaching strategy is carefully planned with the student in mind, it makes it easier to attain certain learning objectives. Business studies strives to provide learners with a good attitude and collaboration in the workplace, resulting in improved learner performance. Furthermore, Arikpo and Domike (2015) note that a painstakingly prepared teaching style augurs well with learners' enthusiasm in learning, stimulating the demand for deeper meaning of terms and phrases in business studies textbooks. Teaching strategies that promote individual diversity in the classroom encourage learner participation, resulting in improved results in learner progress records for business courses. According to Shareefaet al. (2019), correctly differentiated strategies involve learners' visual, aural, and kinesthetic senses in knowledge production. Hands-on activities such as observation, small group discussion, and interaction with actual objects for simulation exercise help attainment of learning outcomes for higher learner mean score. According to Beak and Beasley (2020), various learning modalities for business studies education improve character building. The primary goals of business studies are to foster a favorable attitude toward work, peace and collaboration among students, and the development of critical thinking abilities. Collaboration entails: Positive attitude, teamwork, and critical thinking help to enhance an individual's character while also instilling a feeling of responsibility for better study habits. improving learning outcomes.

I.2         STATEMENT OF PROBLEM:

The methods utilized to influence students' understanding of business courses have continued to diminish. Many business educators and school officials should be concerned about the number of pupils enrolled in secondary school and higher education institutions each year. Egbeani (2020) noted that business studies resources supplement attractive teaching methods that are acceptable for a wide range of skills, hence enhancing learner pleasure. When proper strategies are used, mastering of topics is accelerated, enhancing dialogues among learners with varying cognitive levels and enthralling the learning process for enhanced learning outcomes. A poorly designed business studies core textbook restricts the learner's large, explorable field of wonder. Learner ennui results from a mismatch between learner preferences and the methods used.

In effect, there are a large number of issues that a large number of people want to study in order to discover answers to the problem. These include what business studies as a whole are, who is involved in teaching it, what methods are used to improve instruction, and what are the reasons for low performance and enrollment in the subject. These are all factors that have led to this examination of secondary school needs.

1.3 OBJECTIVES  OF STUDY

The broad objectives of the study is to evaluate teaching methods in business studies in junior secondary schools. Other specific objectives includes:

i.          To investigate the applicable methods used in teaching business studies in secondary schools.

ii.        To determine what common  method of teaching are adopted by  business studies  teachers.

iii.      To  investigate if the method are appeals to learner’s interest and soothe their cognitive  capabilities.

iv.      To ascertain whether teaching methods applied by the teacher is effective to bring about student’s  high performance in business studies.

I.4. RESEARCH QUESTION:

For the purpose of this research the following question are put forward

i.          What are the methods applicable methods used in teaching business studies in secondary schools.?

ii.        What common  method of teaching are adopted by  business studies  teachers?

iii.      Does  the teaching method used by business studies teachers  appeals to learner’s interest and soothe their cognitive  capabilities.

iv.      Does the teaching methods applied by the teacher is effective to bring about student’s  high performance in business studies?

1.5    SINGNIFICANCE OF THE STUDY:

      The study will enable teachers to know the right methods to use in teaching business studies in secondary school. This study is relevant in the sense that there is need to increase knowledge in the area of the methods been used.  It is also significant in the sense that it will enable the teacher training college to intensify effort on assessing the performances of their students while on teaching practice (TP). The study will also serve as a help to show the outcome of the method been used at the end of the lesson. It will also enlighten the school authorities to employ quality teachers to the subjects.

1.6 SCOPE OF THE STUDY

The scope of  this study boarders on a  review on  teaching methods  business studies in junior secondary school. However the study is however delimited to selected junior secondary Abeokuta Metropolis in Ogun State.

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