Introduction
This
chapter deals with the analysis of the responses from questionnaire and
personal interview conducted. In relation to the problem of study “the attitude
of secondary school students towards business studies (A
case study of
teacher’s perceptions in some elected secondary schools in Owheologbo grammar
school in Delta State). Frequency count, simple percentage and chi-square
methods were the statistical tools used for analysis. 4.2. Data Presentation and Analysis
The
results obtained from sample are presented in the table below.
Table One: Attitude of students towards business studies
S/N
|
Item
Description
|
Yes
|
%
|
No
|
%
|
1
|
Is business studies a difficult
subject?
|
50
|
83.33
|
10
|
16.67
|
2
|
Is the attitude of students towards
business studies is not favourable?
|
35
|
58.33
|
25
|
41.67
|
3
|
Do students regard business studies as
a feminine subject?
|
35
|
58.33
|
25
|
41.67
|
4
|
Does negative attitude of students like
hatred, fear e.t.c has adverse effect on their academic performance in
business studies?
|
40
|
83.33
|
10
|
16.67
|
5
|
Is there any significant difference
between students with positive attitude towards business studies and those
with negative attitude?
|
35
|
66.67
|
20
|
33.33
|
6
|
If yes, can students be made to learn
positive attitude towards business studies?
|
40
|
66.67
|
20
|
33.83
|
Sources:
Field survey, 2011 showed that from table above, the result (50, 83.33%) said
yes business studies is a difficult subject while (10, 16.67%) said No. this
means students perceived business studies as a difficult subject because it is
practical in nature and teaching. Also about (35, 58.33%) of the respondents
said no the general attitude of students towards business study is not
favourable while (25, 41.67%) support the notion yes. This implies that since
students perceived business studies as a difficult subject, the general
attitude towards the subject is not favourable. Furthermore, majority of the
respondents (35, 58.33%) regard business studies as a feminine subject while
others (25, 41.67%) said no. This is because business studies is all about
trade (buying and selling) which is seen mainly for women.
There
is a significant difference between students who develop positive attitude
toward business studies and those with negative attitude. This can be improve
by learning success.
Table Two: Provision of Teaching Facilities in Teaching/Learning of Business Studies.
S/N
|
Item
Description
|
Yes
|
%
|
No
|
%
|
7.
|
Do teachers find it difficult to teach
business studies due to lack of facilities
|
50
|
83.33
|
10
|
16.67
|
8.
|
Does lack of facilities affect the
teaching effectiveness of business studies teachers?
|
40
|
66.67
|
20
|
33.33
|
9.
|
Is the level of provision of
instructional facilities adequate enough in school?
|
20
|
33.33
|
40
|
66.67
|
10
|
Did you think lack of funds hinder the
provision of teaching facilities in the teaching and learning of business
studies
|
40
|
66.67
|
20
|
33.33
|
11
|
Did you think lack of facilities
contribute to prohibit the teaching skills of teachers in business studies?
|
50
|
83.33
|
10
|
16.67
|
Sources: Field, 2
From
the table above (50, 83.33%) said yes teachers find it difficult to teach
business studies due to lack of facilities while (10, 16.67%) did not support
the idea. This implies that due to lack of facilities, teachers cannot teach
due to lack of facilities, teachers cannot teach business studies interesting;
it is seen that about (40, 66.67%) said yes, lack of business studies teacher
while (20, 33.33%) said no, the respondent (40, 66.67%) of the respondent said
No. The level of provision of instructional facilities is not adequate enough
in school while (20, 33.33%) support the notion. This means to say that the
level of provision of instructional facilities in teaching business studies in
school is low.
In
a related development majority of the respondent (40, 66.67%) opined lack of
funds hinder the provision of teaching facilities in teaching business studies.
Also, (40, 66.67%) said no.
About
(50, 83.33%) said yes. Lack of facilities contribute to affect the teaching
skills of teachers (10, 16.67%) said No to the view.
Table Three: Difference in the teaching effectiveness of trained and untrained business studies teachers.
S/N
|
Item
Description
|
Yes
|
%
|
No
|
%
|
12
|
Are there enough qualified and
experienced teacher to teach business studies in school?
|
20
|
33.33
|
40
|
66.67
|
13
|
Did you think there are non graduate
staffs teaching business studies in school?
|
35
|
58.33
|
25
|
41.67
|
14
|
Do non-graduate teacher make effective
use of teaching aids in teaching business studies in school?
|
25
|
41.67
|
35
|
58.33
|
15
|
Do you think trained teachers are
better than untrained teacher in terms of teaching effectiveness?
|
40
|
66.67
|
20
|
33.33
|
16
|
If yes, do you think there is any
significant difference between qualified and unqualified business study
teachers in school?
|
||||
17
|
Does trained teachers develop positive
attitude towards teaching studies in school than untrained teachers
|
50
|
83.33
|
10
|
16.67
|
Sources:
Field Survey, 2011.
Also,
(35, 58.33%) of the respondent were of the opinion that there are non graduate
teacher teaching business studies while (25, 41.67%) did not support the motion
this implies that there are presence of non-graduate teachers in schools.
In
related development (35, 58.33%) of the respondents said non-graduated teachers
does not know how to make effective use of instructional materials.
4.3. Testing of Hypothesis
The chi-square statistic formula is given as shown below.
Where: Fo = Observed frequency
The
degree of freedom n = 2 or -1 = 1
Note E1 = Total frequency 60 divided by 2 = 30
Hypothesis One
Ho = There is no
significant difference between students who have positive attitude towards
business studies and those with negative attitude towards business studies.
H1 = There is significant difference between students who have positive attitude towards business studies and those with negative attitude towards business studies.
To
test this question item 5 in table 1 is used
Table Four: Result of chi-square analysis
based attitude of students to business studies.
Responses
|
Fo
|
Fe
|
(Fo
– Fe)
|
(Fo
– Fe)2
|
 |
Yes
|
40
|
30
|
10
|
100
|
3.333
|
No
|
20
|
30
|
10
|
100
|
3.333
|
Total
|
60
|
60
|
X2cal
|
6.666
|
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