ATTITUDE OF BUSINESS EDUCATION STUDENTS TOWARDS

LEARNING INABIA STATE UNIVERSITY

1
 ABSTRACT
This paper focuses on the topic of university education of modern business
students through the lens of their attitude towards university education.
Several factors were considered such as attendance, peer influence, future
aspiration, etc. These factors strongly affect students' attitudes and shape their
opinions on what role the university education should play in their lives. A
survey was conducted to create a complex image of the current reality. It was
discovered that the attendance of modern business students is not affected by
any of the factors that are usually considered to compose the quality of a
university's education. More personal factors play a key role in influencing
such decisions. The majority of business students put future job satisfaction in
the first place. To provide focus for the study, five research questions were
formulated. Thus,
i. What is the attitude of students to business subjects?
ii. What are the factors that influence students’ attitude towards the
study of business subjects?
iii. Is there any significant relationship between practical lessons and
attitude of students in business subjects?
iv. Has career preference any influence on the attitude of students
towards business subjects.
v. Do incompetent business teachers influence the attitude of students
towards business subjects?
The population comprised of students from the selected secondary schools in
Okigwe Local Government Area of Imo state. The sample was made up of
200 students randomly selected from six secondary schools in Okigwe Local
Government Area of Imo state. To answer the formulated questions, a
questionnaire of twenty four items was designed and administered to 200
students from six secondary schools in Okigwe Local Government Area of
Imo state. Data collected from these 200 respondents were analysed by
means of simple percentage. And data interpretations were based on the
[Link] view of the collected and analyzed data, the following findings
were made. The attitude of studens towards the study of business subjects in
Okigwe Local Government Area s of Imo state is high. The availability of
materials and textbooks influenced the students have a positive attitude
towards the study of business subjects.

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 TABLE OF CONTENT

Chapter one – introduction

Background of the study

Statement of problem

Research questions

Purpose of the study

Basic assumption

Significance of study

Delimitation of the study

Limitation of the study

Definition of terms

Chapter two – Literature Review

- Student attitude to business studies

- Sex difference in business achievement

- Factors influencing students attitude towards business subjects

- Teachers qualification

- Parents qualification

- Location

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Chapter three – Research Methodology

Design of the study

Population of the study

Sample/sampling technique

Instruments

Validity of the questionnaire

Reliability of the instrument

Method of data collection

Method of data analysis

Chapter four

Analysis, interpretation and discussion of data

Data analysis

Findings relating to research questions

Discussions

Chapter five

Summary, conclusion and recommendation

Summary

Conclusion

4
Recommendation

Suggestion for further studies

Reference

Questionnaire

5
 CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Business studies are generally seen to be more theoretical, conceptual

and academically more than the new vocationally focused applied business.

The applied business course has much practical emphasis. This is in line with

the secondary education.

At the university level in many countries, its study combines

accounting, economics, finance, marketing and organizational behaviour.

However, these topics are taught somewhat differently depending on which

board the examination.

The study of business took its sound footing right from the beginning

of 20th century when curriculum planners and educators developed strong

interest in the study of business in schools.

In Nigeria, senior secondary school, many subjects are being offered

among which are business subjects which include commerce, economics,

book-keeping, type writing, shorthand and mathematics.

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 According to Williams {1986} “the most notable areas of need for

improvement is the pedagogical and other related aspects of business

education with special reference to females”. She is of the view that females

in the world from the ancient time have always been regarded as being

inferior to males in all facets of life. According to her, if women are given a

chance they can lead the men to achieve great heights.

In the area of business specialists, educators, women tend to have larger

numerical strength while relatively few men are known to be highly qualified

as business educators. This is almost an accepted view by every men that

women should always dominate the field of business education.

As a result of the above, student in our institutions of learning have

tended to develop very poor attitude to the studies of business education. It is

against this background that this study is intended to investigate the factors,

which affect the attitude of student to business studies.

1.2 Statement of problem

The role of university in educating young people has been well known

for centuries. However, recent global changes have brought new

developments in terms of how tertiary education is perceived and even more

7
importantly what role it plays in life of young people. Their attitude towards

education can be a resonating factor on their lifestyle and can have

tremendous affect on their future choices in life. Current literature is rich with

studies tackling factors that affect students' satisfaction with university

education. However, such studies rarely take under consideration factors such

as students' attendance, part-time jobs and life values. Various studies

revealed that lecturers' expertise, elective courses offered, learning

environment and facilities are the main factors that affect the student'

satisfaction with the quality of education. Furthermore, the quality of

university plays a significant role in influencing students' attitude towards

education. The quality in education is a continuous process involving critical

self-examination of the institution's contribution to the student's intellectual

and personal development. Understanding who students perceive this quality

is a challenging process. However, it is necessary if there is a need to discover

their attitudes towards business education. In recent years no studies were

conducted to explore these topics among students in business field of study.

Our paper aims to fill this research gap

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1.3 Scope of the Study

The study is based on attitude of business education students learning

in Abia State University

1.4 Purpose of the study

The purpose of study is to identify the attitude of business education

students towards learning in Abia State University, Uturu. Specifically, the

study intends to;

1. Find out if availability of equipment and textbooks for teaching and

learning in Abia State University can influence students attitude to

business subjects.

2. To ascertain the factors that influence students’ attitude towards the

study of business education in Abia State University.

3. Find out whether career preference has any influence on the attitude

of student towards business education.

4. Determine whether incompetent business teachers influence the

attitude of student towards business education.

1.5 Significance of the study

9
 The study, the attitude of business education students towards learning

in tertiary institution in Okigwe Local Government Area of Imo State will

help reveal some of the factors which influence student attitude to business

studies courses. It helps students improve their attitude. Also help curriculum

planners identify areas of emphasis in the planning of business study

curriculum. Not the last, it will serve as a basis for further research.

It will help business studies identify areas of concentration in business

studies.

1.6 Research questions

The following research questions guided the study

1. What are the factors that influence student’s attitude towards the

study of business education?

2. What are the significant relationship between practical lessons and

attitude of students towards business education?

3. How does preference any influence on the attitude of student

towards business education.

4. To what extent incompetent business teachers influence the attitude

of student towards business education?

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 CHAPTER TWO

LITERATURE REVIEW

This chapter reviews some researches that are related to study. It s

organized under the following sub headings; conceptual background,

theoretical framework, empirical framework and summary of literature

reviewed.

2.1 Conceptual framework

2.1.1 Concept of Attitude

Attitude is a central part of human identity. Every day, people love,

hate, like, dislike, favour, oppose, agree, disagree, persuade and so on. All

these are evaluative responses to an object. Hence, attitude can be defined as a

summary evaluation of an object of thought (Yusuf, 2014). Attitudes refer to

inclinations and predispositions that guide an individual’s behavior and

persuade to an action that can be evaluated as either positive or negative

(Samuel, (2015) citing Mohammed and Waheed (2011)

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2.2 Theoretical Framework

Student attitude to business education

The tremendous role of business education in Nigeria development

cannot be over looked. The pursuit of business education is imperative for any

nation that wants to maintain its independence and sovereignty insuring

growing prosperity and hold up its head among civilized nations. Ivow, 2013

sees the student’s poor attitude to business education as its utility value and

nature of the business oriented courses.

This attitude begins from home, once a child is born, he/she is exposed

to the use of toys like dolls and cooking pots depicting business education like

moter cars, trucks horse etc. “it is in this light, that male and females alike

must arise and fight against obstacles that prevent the full participation

students in business education which surely will lead to the vocational and

technical growth of this nation” Onu and Makinwa, (1983)

2.2.2 Factors influencing students attitude towards business subjects

According to Farrant (1980) education is dynamic, evolving process

that is an essential element to national development. It is the process of

learning to live as a useful and acceptance member of the community.

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Education whether vocational, science, technical or university produce

individuals who have developed or attained various skill e.g. engineering,

medical., legal skills, etc and this increases their capacities to contribute to

national development. However, in recent years, certain factors include the

parents, government, students, teacher and society. Parents and peer group

influence the attitude of students towards business subjects, usually encourage

students to offer those subject or courses that lead to prestigious jobs. This

could therefore increase student’s interest in such subject hence a positive

attitude. However, if on the other hand a student’s interest in the choosen field

is not here, this can lead to poor performance in the field, which invariably

leads to negative attitude towards business subjects.

Government on the other hand can also influence the student’s poor

attitude towards the study of business subject by not providing adequate

teaching and learning facilities such as typing pool and practical work

materials changes. In attitude of students in more related to the characteristics

of pupils than the qualities of the school. A students might decide to put in

more effort in other subjects that are not initial interest to excel in business

courses or subjects. Teachers can influence the attitude of students towards

13
the study of business by motivation, relationship of students and also

instructional methodology. The society may also influence the attitude of the

students towards the study of business subject, through the way they are

attached to professions. A situation where those who studied at courses or

subjects arte highly paid it discourages the study of business having negative

attitude towards business subject and the students will assume that business

might tend to be very relevant in our present society many Nigerian who tend

to relegate business education to the background considered it assumption

that:

1. It is only pursued by those who could not make it academically.

2. There was a well defined risk involved

3. It is meant for the very intelligent ones.

Attitude associated with business appears to as a subject (AAAS, 1989,

Koballa Crawley and Shrigleg, 1990) and impacting performance in business

(IAEP, 1992, Weiss 1987, Linn 1992). An international assessment of nine

the thirteen-year old students in twenty countries (IAEP 1992) revealed that

positive attitudes towards business influence students performance positive

14
students attitudes towards business higher science performance by the

majority of 13 years old student in is countries (IAEP 1992).

2.3 Empirical Studies

Teachers are very important to any educational programme, for they

can make the educational system. It is also said that a blind man cannot lead a

blind man or both of them will fail into a pit. For that reason, the teacher

should be more professionally qualified than the people he teaches, otherwise,

he will be likened to the blind leading the blind. With respect to teachers

qualification, David (1970) was of the opinion the “effective teaching of

business has been limited to the wide spread of unqualified teachers”.

Vaughan (1933) said that “one of the greatest difficulties of teaching business

education is that of getting qualified teachers” according to him only few

teachers can teach business subjects he must be professionally trained and that

his curriculum must be flexible. A teacher has to teach from the store of

knowledge, which can only come through professional training. In a status

report o the study of teachers of effectiveness, Berina (1973) remarked the

student’s performance in business education is differently affected by the

qualification of the teachers. He went further to say that a business teacher

15
must be hard working, flexible, tolerant, patient and understanding to enable

him do justice to the subject.

Karmel (1976) reported that “the only ultimate test of the quality of

school system is embedded in the qualification and types of experiences

teachers have”. A qualified teacher, is an expert in his subject area and may

use improvised monographs to enable the students, female in particular fail to

feel the scarcity of textbooks. He makes reference in the library for the

duplication of already prepared notes. In such a case, the original textbooks

may be replaced by duplicated sheets prepared by the teachers and issued to

students association warrants. All the scholars whose work have been

reviewed above seems to agree that qualification of a teacher has an important

role for girls and boys in the past. Mary Sutton (1951) has another view as to

the attitude of student to business education. In her own view, the difference

in the achievement of boys and girls in the business is as a result of the girls

traditional interest in living things.

Catherine Mantherpe (1987) supported this view when in her findings

she came up with the report that girls perform extremely good in business

studies when compared with their performances in business education

16
courses. According to her, the most common route to a business education for

girls was through domestic economy, hygiene, law of health and domestic

business, which was by no means an end in itself but the assumed purpose of

preparing the females for the role in life as would be mothers and house

wives. She also pointed out the vocation knowledge of females was as a way

of improving their manners and morals and that, the application of such

knowledge was limited strictly to domestic sphere. As a contented with the

ideas of being mother and house wives and hence having little or nothing to

do with business courses. However, those who believe in equal opportunity

for males and female have been concerned that females lack of business

qualifications meant that they are severely advantaged when it comes to

future career opportunity.

A country which fails to fully utilize the talents and potentials of half

its human resources with special reference to younger once cannot achieve its

vocational technical. The development of a comprehensive contingent of

business education comprising of men and females is therefore to play in the

effective teaching and learning of nay subject with special reference to

business subjects. Karnel (1976) emphasized experience and knowledge of

17
the subject matter, Fafunwa (1967) recommended flexibility in curriculum

from the researcher view, none of these should be treated in isolation because

a teacher needs sound knowledge of subject matter, experience and flexibility

of curriculum to be able to teach business education courses effectively. And

it is also clear that students learn these business subject during their senior

secondary education when they are adolescent. An unq unqualified teacher

who has no knowledge of psychology of adolescent will always come at

logger heads with his/her students thereby creating an unfavourable

atmosphere in the classroom, which hinder the effective teaching and learning

of business subjects hence he should be patient, tolerant and understanding

according to Berlina.

2.3.1 Location

This refers to the school in the urban area, or the rural area. An urban is

a developed area with social infrastructures while rural area is an

underdeveloped area lacking social amenities like pipe borne water,

electricity, and recreational centres in the urban area, the standard of living is

high and children from this area have necessary opportunities for education

unlike the rural children. Also the middle class persons reside in urban centres

18
where the best schools are located. The few qualified teachers and

instructional materials are sent to these schools where the children of the

middle and upper classes are found. The children here have the additional

advantage that most urban schools transmit middle class values because they

are being taught by teacher who also belong to middle class.

It is generally observed that parent from upper middle homes in urban

area provides a more conducive academic environment adequate for the study

of business subject than comparable class family in the rural area. The

influence of the environment, which the students learn, matters a lot. Imagine

a school located in the village that the nothing worthwhile that students can

learn from. There is nothing to be tagged stimulating, motivator of learning

and teaching in such an environment, this is to a great extent affect the student

who tend to learn better with models than their male counterparts. To this,

Agbontaen 91982) said that women should see themselves as an instrument

for national development, hence should aim at improving their attitude to

business education whatever the condition, which could either be conducive

or not be learning.

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2.4 Summary of Literature reviewed

Attitude, interest and values are important in the learning process because

they influence selection of stimuli to which the learner responds, the rapidity

of learning, retention of the learning response and application of the learned

materials with the importance of these motivational factors in mind, the

teacher should present instruction in a manner that appeals to each child. To

approach new learning experience effectively, it is of the existing of each

learner. To this end, more secondary schools have been established and

emphasis is no equally placed on the training of business teachers who will

help in the improvement of business education thereby realizing the objective

and goal of business education is the country.

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 CHAPTER THREE

RESEARCH METHODOLOGY

This chapter focuses on the design of the method and procedures for

conducting this study. It is organized under the following sub-headings;

research design, area of the study, population of the study, sample and

sampling techniques instrumentation, development of the instrument,

validation of the instrument, reliability of the instrument, administration of

the instrument and method of data analysis

3.1 Research Design

This study is a description study designed to investigate the attitude of

business student towards the learning of business subjects.

3.2 Area of the Study

The study focuses on the attitude of business education students towards

learning in Abia State University

3.3 Population of the study

The target selected to be used in the study are students of ten (6)

secondary schools in Okigwe Local Government Area of Imo State.

21
 A total of hundred (200) student drawn from the ten (6) secondary

schools selected constitute the population of the study.

3.4 Sample/Sampling techniques

The sample consisted of 200 students selected randomly from a school

population of 5, 661 students. The sample for this study were the six (6) older

school in Okigwe.

3.5 Instruments

To enable the collection of data for this study, questionnaire method of

data collection is used. The questionnaire, which was designed in such away

that it reflects the attitude of student towards the study of business.

Section ‘A’ require personal data of the respondents. Section ‘B’ is on

the actual research question and contains 25 items.

A2 or A3 – point scale, strongly agreed, agreed, disagreed and

strongly disagreed. Otherwise referred to as nominal-scaling method is

used.

3.5.1 Validity of the questionnaire

The questionnaire was design by the researcher and subjected to

screening by the project supervisor. Her comments and suggestions proved

22
very useful in improving the quality of the instrument. Also, to make sure that

it contained the relevant and reliable information needed for the study.

The final instrument was then constructed in compliance with the

supervisors’ advice before finally administering them on the sample.

3.5.2 Reliability of the Instrument

The researcher by determined the reliability of the instrument carried

out test-retest reliability by administering it to the selected 140 respondents

separated from the total number of students of this research study.

3.7 Administration of the Instrument

The questionnaire were administered through personal contact by the

researcher in order to allow for explanation of some items if need be. The

researcher also collected the entire questionnaire administered after

completion.

3.8 Method of Data Analysis

The nominal scale, which was classified into strongly agreed, disagreed

and strongly disagreed, was used to determine the result obtained from the

questionnaire. Tables, frequency of response and percentage were used to

analyze the data. The response to item answers were recorded in frequency of

23
response and calculated in percentage of the overall response to a particular

item, the formula used for percentage is

Y/Z x 100/1

Where Y = Number of respondents for a particular item,

Where Z = Total number of respondents

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 CHAPTER FOUR

ANALYSIS, INTERPRETATION AND DISCUSSION OF DATA

This chapter especially deals with the tabulation, analysis,

interpretation and discussion of data collected. The results are represented in

tables according to each research questions that guided the study.

4.1 DATA ANALYSIS

To analyze the responses from the questionnaire in the tables, the

results are in percentage (%).

Research question 1

What is the attitude of student to business subjects?

The responses obtained on the issue were analyzed and the results are

presented in the table below.

Table 4.1: Responses on the attitude of student towards the study of business

subjects.

Response level Frequency Total number of % of response

respondents

SA 100 200 50

25
 A 60 200 30

D 30 200 15

SD 10 200 0.5

TOTAL 200 100

To answer the question above, items 1 – 5 as reflected in the

questionnaire were used to determine their attitude.

From the table above, it could be seen that 100 respondents

representing 50% and 60 representing 30% indicated that, they prefer

business subjects to other subjects in school, business subjects should be

made compulsory in schools, business improves their ability in other courses

while 30 respondents representing 155 and 10 respondents representing 0.5%

indicated that business subjects are boring and business should not be made

compulsory in schools.

From the above indication, it is well established that the majority of

student are very much interested towards the study of business education

subjects. Therefore, the students have a positive attitude towards business

subject in Okigwe Local Government Area of Imo State.

26
RESEARCH QUESTION II

What are the factors that influence student attitude towards the study of

business subjects?

The response obtained on the question above was analyzed and are

represented on the table 4.2 below

Response level Frequency Total no. of % of response

respondent

SA 70 200 35

A 80 200 40

D 30 200 15

SD 20 200 10

TOTAL 200

Table 4.2 shows that 35 and 40% indicated that they preferred business

lessons because they have hardworking and dedicated teachers they have

library with adequate materials. They also like Business lessons because of

the employment opportunities enjoyed by those who studied business while

27
17 and 10 do not agree with the above factors. Therefore, the factors

influencing the attitude of student towards they study of business subjects are;

1. Teachers knowledge of the subjects

2. Employment opportunities on oil industries and others that are

readily available

3. Knowledge of such subjects leads to the study of business education

areas.

4. Students in business are posed the relevant skills needed to develop

the Nigeria economy.

5. The public respects those who read business

RESEARCH QUESTION III

Is there any significance relationship between practical lessons and

attitude of students towards business subjects?

Table 4.3 shows the responses on whether there is any significance

relationship between practical lessons and attitude of students towards

business subjects.

Response level Frequency Total no. of % of response

28
 respondent

SA 90 200 45

A 50 200 25

D 20 200 10

SD 40 200 20

TOTAL 200

To answer this question items, 11 – 15 of the questionnaire were used

to determine student’s attitude.

From the table above, it could be seen that 90 of the respondents

representing 45% and 50 of the respondents representing 25% indicated that

business subjects are interesting, business subjects does not involve too much

work, they like reading business novels, while 20 respondents representing

10% and 40 respondents representing 20% do not agree that, (1) Business

practical are interesting, (2) They do not read business novels, (3) they

believe that business practical involve too much work. Therefore, there is

positive percentage of 45% and 25%.

29
 With the positive percentage of 45% and 255 in the table above, it

means that practical activity influence the attitude of students towards

business subjects in Okigwe Local Governemnt of Imo State.

RESEARCH QUESTION IV

Has career preference any influence on the attitude of student towards

business subjects?

Responses obtained on the issue were analyzed and the results are presented

in the table 4.4 below;

Table 4.4

Responses on whether career preference has any influence on the

attitude of student towards business subjects.

Response level Frequency Total no. of % of response

respondent

SA 100 200 50

A 60 200 30

D 20 200 10

SD 20 200 10

30
 TOTAL 200

To answer this question items 16-20 were used to determined whether

career preference his any influence on the attitude of student towards business

subjects.

Table 4.4 above shows that, students choice of future career is on business

subject area. It further shows that majority of the students want to become

accountant because they are highly respected in the society. Table 4.4 also

indicates that 100 respondents representing 50% and 60 respondents

representing 30% are of strongly agreed (SA), agree (A) respectively,

showing the students high attitude towards they study of business subjects,

while 10% and 10% respectively out of 200 respondent, responded to

disagree (D) and strongly disagreed (SD) respectively. This shows that career

preference has influence on the attitude of student towards the study of

business education subjects.

Their choice of future career is factors that influence the students

desire to attend business classes. Most of the students want to become

accountant because they are highly rated and respected on the society.

31
RESEARCH QUESTION V

Do incompetent business teachers influence the attitude of student

towards business subjects?

Table 4.5 responses on whether incompetent business teachers influence the

attitude of student towards business subject.

Responses level Frequency Total no. of % of responses

respondent

SA 110 200 55

A 40 200 20

D 30 200 15

SD 20 200 10

TOTAL 200

The analysis of this question was done based on the information

supplied by the respondents on section ‘B’ of the questionnaire. To answer

this question, items 21-25 were used to determine whether incompetent

teachers influence the attitude of student towards business subjects. Table 4.5

indicates that 110 students of 55% and 40 students of 20% out of 200 students

32
responded strongly agreed (SA) and agreed (A) respectively, and a total

frequency of 30 students of 15% and 20 students of 10% respondents,

responded to disagreed (D) and strongly disagreed (SD) respectively which

shows that despite the problems of incompetent teachers, the student are still

much interested in business subjects.

With the percentage (%) in the table above, it means that incompetent

teachers influence the attitude of student towards the study of business

education subjects in Okigwe Local Government Area of Imo State.

4.2 findings relating to research question with reference to the research data

collected and analyzed the following were carried out.

1) The inadequacy of standard workshops, qualified teachers, proper

teaching methods and the influence of public view on business

influences student attitude towards business subjects.

2) The school lack adequate materials for effective practical work.

However, they have relevant textbooks for teaching and learning

purpose which is also encouraging.

3) Practical activities have positive effects on the attitude of students thus,

developing their interest in business subjects

33
 4) The correlation of students’ career preference and their attitude towards

business subjects.

The implication of this result is that there is no significant difference

between female and male student with respect to their achievement in

business-oriented courses.

4.3 DISCUSSIONS

The discussion of this study deals with the findings and views of the

research. The analysis on table 4.1 revealed that 50% of both male and

student responded to strongly agreed (SA), while 30% responded to agreed

(A), 15% and 0.5% responded to disagreed (D) and strongly disagreed (SD)

respectively. This implies that there is no significant difference in the

responses of students from boys schools and those from girls schools with

respect to the factors which affect student is supported by Ivowi who

submitted that there is no know significant contribution of sex to the

achievement in business courses.

Monica (1992) in her work on Irish schools found that there is little or

no difference between the performance of boys and girls in arithmetic’s.

34
 The analysis on table 4.3 revealed that students to develop interest in

business subjects. The table further shows positive influence on student

attitude towards the study of business subjects.

According to Gayne (187), the internal state of individual is influenced

by the choice of action thereby making a certain class of action possible, as

they now understand it better. The importance of practical activity in

secondary schools especially in business subjects is expected to produce

oriented students with the materials in their library that function properly, this

means that much practical activity will take place. At the end of every work

done.

In table 4.4, it is revealed from the analysis that about 50% of the

students expressed their willingness to become accountant in future. Hence,

their interest to study art subject. This shows that they attach much value to

becoming accountant in the future especially now that secondary school

curriculum has become broadened to help students gain admission into

tertiary institutions after secondary school.

35
 A value is an orientation towards a whole class of goals that are

considered important in ones’ life, this orientation assist in the selection of

ideas in life.

This equally has led to increased interest and the likeness for business

subjects. Thus, creating a positive attitude towards the study. The analysis of

research question 5 is reflected on the responses of items 21-25 and is

analyzed in table 4.5, 75% of the students responded strongly agreed (SA)

which implies that undermining the problems of incompetent business

teachers, the students still have interest in business subjects. While 15%

responded so low, which means that the teachers encourage them to develop

interest in business subjects with 10% of strongly disagree (SD), it signifies

the level of teachers influence on students to have or develop interest in

business subjects.

“Teachers at all level must encourage the creativity and inventiveness

of girls not only in schools but also in extension classes and non-formal

training institutions in Esan as well as in urban areas in business subjection”.

36
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 SUMMARY

This chapter focuses on summary of the results, conclusion and

recommendation based on the finding of the research.

The main aim of the study was to determine the attitude of business

student towards learning in Okigwe Local Government Area of Imo State.

To achieve the objective of this study five research questions were put

forward;

1. What is the attitude of student to business subjects

2. What are the factors that influence student attitude towards the study

of business subjects?

3. Is there any significant relationship between practical lessons and

attitude of students to business subjects?

4. Has career preference any influence on the attitude of student

towards business subject?

37
 5. Do incompetent business teachers influence the attitude of student

towards business subjects?

The population of the study consists of students from 6 secondary

school in Okigwe Local Government Area of Imo State.

The sample consists of 200 students from six secondary schools. The

research instrument was designed in from of normal scale type questionnaire.

The questionnaire contains 24 items. Tables frequency of each responses and

simple percentage were used to analyze the data collected.

In view of the collected and analyzed data, the following findings were

made.

i. The attitude of students towards the study of business students in

Okigwe is high especially among the male students

ii. Availability of materials and textbooks influence the students to

have positive attitude towards the study of business subjects.

iii. In addition, most of the students responded positively to the fact that

the public respect those that read business

iv. Poor teaching methods of business teachers influenced the students

attitude towards business subjects.

38
 v. Moreover, majority of the students responded more positively to

choice of career preference in accountant and practical activities

motivate them to study business subjects.

The findings of this research also disclosed some other factor that can

improve the attitude of student to business subjects. These are adequate

exposure to the world of education with special interest in business

scholarship to the best student in business oriented courses, incentives to

teachers and students of business education with more emphasis on females.

Qualified teachers of business-oriented courses should be encouraged and

provided.

At the end of this research work, some conclusion were made based on the

analysis of data and findings, student are found more un the sciences oriented

courses than in art due to educational. Schools with qualified and experienced

business teachers have girls who do better in business than those that are least

fortunate. Student suffer a lost of deprivation due to lack of exposure to real

life problems. The difficulty in understanding business concepts in school,

centres around factors other than sex

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 Since business subjects are the backbone of any developing nations, the

researcher is of the view that adequate materials are provided in our

secondary schools to enhance teaching and learning.

5.2 RECOMMENDATIONS

In view of the findings and conclusions, the researcher hereby makes

the following recommendations,

The government should intensify efforts to make the public aware of

the need of business subjects for the advancement of our nations. Standard

library should be constructed in all the secondary schools in the local

government.

As a matter of urgency, the state government should recruit qualified

teaching staff where they are not adequate. The provision of in-service

training should be made so as to improve of the teacher’s education in

schools.

Teachers should be sponsored to be attending seminars so as to be

abreast with recent information on business education. Teachers should also

be encouraged by paying them good salaries, paying up their arrears and

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salaries as at when due to make them happy and to put in their best in school.

Their allowance should be paid regularly too.

Special grant should be given to schools to purchase machines and

tools they should be properly maintained especially in technical schools.

Government should not relent effort in the provision of textbooks and journals

schools.

Students should be encouraged and motivated to developed interest in

business subjects by the provision of materials. Excursions should also be

arranged for student to place of vocational technical interest. Awarding

scholarship when necessary should encourage student in

5.3 SUGGESTIONS FOR FURTHER STUDIES

The researchers suggest that more schools and Local Government Area

should be covered in future studies.

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 REFERENCES

Babs Fafunwa (1967) New Perspective in Education, London and Basin Stoke

Macmillan ltd

R. E. Ekhaise (2005) A Book on Essentials of Business Communication

Aina, A. F. (1982) Business Study a book on Methodology, Evans Brothers

Nigeria Ltd

Aderaiegbe, A. (1975) Ibadan Business Studies Methodology

S. O. Jimoh-Kadiri (2003) A book on Principles and Method of teaching

Business Subjects

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 QESTIONNAIRE

This questionnaire has been designed to investigate the factors

influencing the attitude of student towards business subjects in Okigwe Local

Governemnt Area of Imo State.

Instruction: Please tick the box containing the answer of your choice.

Section A

Name of school: …………………………………………………………….

Sex: Male ( ) Female ( )

Type of school: Mixed ( ) Single ( )

Section B

S/ Question SA A D SD

1 Business is one of my best

2 Business subjects are interesting

3 Business is a boring subject

4 I prefer business subjects to other subjects in

school

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5 Business subject should be made compulsory in

school

6 Business improves my ability in other courses

7 I enjoy business subject lessons because the

teachers are hardworking and dedicated

8 I prefer business because a good knowledge of

business raises ones prestige in the society

9 My school library has enough business textbooks

10 I like to read business novels

11 Business subjects give me the ability to solve

problem

12 Business subject make me dislike the idea of

schooling

13 Only students who want to pursue business in

future should offer it in secondary school

14 Business is not a popular subject in schools

15 I like my business teachers because they are

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 hardworking

16 I do not care if my business teachers miss his/her

lessons

17 I enjoy business lessons because my business

teachers make me understand the subjects

18 I am usually comfortable in business class

19 The motivation of my business teachers

increased my interest in business subjects

20 I like to work as an accountant

21 I study business because I want to be a

accountant

22 Business subjects are very interesting

23 Business subjects involves too much work

24 I want to be an accountant because they are well

respected in the society

Key:

SA Strognly Agreed

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A Agreed

D Disagreed

SD Strongly Disagreed

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