1. Lack
of equipment rank highest (100%) among the constraints while shortage of
relevant textbooks and lack of interest on the part of the school authorities
rank lowest (63%). The constaint as perceived by both teachers and students are
similar most of the implementation constraint lies in the areas
of staff
shortage, inadequacies in the numbers of teaching equipment and facilities, shortage
of funds and in some cases poor attitude towards the subjects.
Other
factors include:
1.
Newness of School Curriculum: Business
studies is a new field of study in Nigeria, here its philosophy and objectives
are not clearly defined in the new national policy on education. Aina (1990)
noted that business studies is not more than 50 years old in United States
which can rightly be called its home. The time, allocated to business studies
in secondary school time table is not sufficient for the teachers to lay a good
foundation for business training or impact any meaningful selectable skills.
2.
Facilities learning and instructional
materials, machine and other equipment needed for teaching business studies
subjects are either completely absent or in short supply. This is a handicap to
the acquisition of the manipulation skills expected of the students. Some of
these equipment/instructional materials are:
i.
Accounting machine
ii.
Typewriter
iii.
Textbooks
iv.
Stationeries
v.
Teaching aids
vi.
Stop watch e.t.c
vii.
Suitable classrooms and typing pools
without these equipments, the teaching becomes more of theories than practical
and this change the type of manpower development needed in business studies.
3.
Inadequate professionally trained/ under
staffing.
Okechukwu
(1984) noted that one of the major problems of obtaining teachers who are
occupationally competent and also supporting skills which are integral to the
success of the instruction process.
Besides,
Mackerie (1986) found that teachers identified lack of instructional aids,
inadequate administrative support and poor fringe benefit as causes of
unattractive of business teaching.
Skills
can be developed under supervised, meaningful practice. Hence with more speed,
more accuracy and more beauty of output can be achieved. Similarly, in
shorthand, ability to write correctly at first and later with speed are all
examples of skills. Ability to read back what one had written is a skill,
phrasing is a skill, developing these skills enhances the greater the
proficiency of the person. In book-keeping, skill is shown in the ability of a
student to past the various sums of student to past the various ledger
accounts, so as to show understanding of the use of cash book, use of trail
balance, use of cash book, use of trading profit and loss account and the
balance sheet to mention a few. The students need practice to be able to do the
posting correctly.
Guidance
is useful in order to help them master the skills; commerce on the other hand
is not a very skill-centered subject unless a student is involved in projects.
A commerce project involves actual setting up a shop or outfit for example, and
running it. The facts learned in class may now be utilized in running the shop.
Then the skill of the person may be notice. The theoretician (full of facts)
may do well in class but fail practical. Such person may be said to have
learned no skill that has to do carrying out tasks. Skill is a doing knowledge.
In teaching skills there should be a demonstrated application stage.
The
third stage is the integration stage. At the integration stage so many ideas
gathered at various other times are employed. The components of the skill are
all incorporate by learning till they perform at a seemingly effortlessness
rate. Smoothness is noticed in a skill performance. There is no mistake when
one is an expert in a small dictation and transcription, secretarial office
practice and administrative duties can be presented as tasks to students for a
stipulated time to see how they can perform.
Those
who are able to carry out certain task correctly, effortlessly and smoothly are
likely to be the more skilled ones.
Attainment
of skill at a given level of expectation is also called a competency those who
have attained a certain level of competency are usually the ones assigned to
higher level of to tasks, sometimes of different nature and complexity, to see
how they utilize previous competencies or skills in solving the newer tasks or
problems for every subject involving skills, there is also a standard for the
teacher and the learners for example, both should know and respect the
standard, be co-operative, by willing to teach, learn peacefully, use the
latest or newest style and contact as well as honor each aspect learn as
something really important during the interaction, it will help to listen tom
complaints and to vary approaches.
The
time element is a significant part of a standard for example, how long does
someone take to type, to post, to extract information and so on. If one is more
competent, time spent doing the task correctly is less.
No
teacher should be satisfied when product of a programme of studies cannot
perform at a rate comparable competencies with products of similar programme in
other countries.
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