1

EVALUATION ON THE IMPLEMENTATION OF THE MARKETING

TRADE SUBJECT CURRICULUM IN ANAMBRA STATE.

Department of Adult education

Faculty of Education

CHAPTER ONE
INTRODUCTION

Background of the Study

In this era of globalization and technological revolution, education is considered as a
first step for every human activity. It plays a vital role in the development of human
capital and it is linked with an individual, well-being and opportunities for a better
living. Thus, it ensures the acquisition of knowledge and skills that enable individuals
to increase their productivity and improve their quality of life. Nigeria having realized
the effectiveness of education as a powerful instrument for national progress and
development is continuously adjusting her educational philosophy and methodology to
match the ideals and challenges of changing economic and social structure of a modern
society by adjusting her secondary school educational system to encompass diversified
curriculum that integrates academic with technical and vocational subjects with a view
to empowering the individual for self-employment. According to the National Policy
on Education (2009), the broad aims and objectives of secondary education in Nigerian
educational system are preparation for useful living within the society (self-
employment) and preparation for higher education.
However, the educational system does not seem to achieve its purpose as majority of
school leavers are not equipped with necessary skills to empower themselves.
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Consequently they cannot raise their socio-economic standards and therefore cannot
contribute to nation building. A good number of students who have completed their
secondary education but failed to secure admission into institutions of higher learning
are in dilemma. This is because they are not equipped with the requisite skills for self
or paid employment (Igwe, 2007). It is no longer news that the nation’s youth
unemployment rate has skyrocketed.
Igwe (2007) stated that the identified gaps in the old curriculum could not provide
needed support for poverty reduction and wealth creation. Levin (2007) also stated that
the old curriculum is overloaded and does not respond to the students’ interest and
teachers feel pressured to cover the curriculum that may be pitched at a level that is too
high for students to achieve. Furthermore the old curriculum did not address
communication skills, entrepreneurial skills, functional literacy and numeracy.
Consequently there was a need to review, adjust and update the existing The most
significant aspect of the National Policy on Education as noted by Dike (2009) is the
new focus it gives to Nigerian educational system, the need for the Industrialization of
the nation in which technical and vocational education play crucial roles and the
realization to change from white collar job oriented educational system to science,
vocational and technical oriented educational system which prepares individuals to be
self-reliant and useful to the society. This is said to have informed the Federal
Government to lay emphases on introduction of the trade subjects into the curriculum.
Dike (2009) further noted that the five National goals cannot be realized without
developing technical/vocational education and if well rooted will definitely transform
the economic, social and political life-styles of our Nation from the third world to be
the first world class.
Curriculum is a vehicle through which education is attained. The secondary school
curriculum as presently implemented is far from achieving the goals of secondary
school education system. Several authors have noted that the national policy on
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education is well structured and the contents are adequately defined but the
implementation calls for questions. According to Obanya (2004) the secondary school
curriculum as presently implemented is far from achieving the goals of secondary
education systems. Offorma (2005) held that Nigeria’s curriculum lack effective
implementation and does not adequately prepare students for the demands of a
competitive talented workforce. Adeleke (2005) believed that one of the problems of
Nigeria secondary school curriculum is effective finishing of a product
(implementation). He opined that poor implementation of the secondary school
curriculum in Nigeria has caused the missing link between the goals of Nigeria
education and its achievements. The idea that secondary school graduates should be
equipped with relevant skills in communication technology deserves national support.
One objective of the new secondary school curriculum is to produce secondary school
graduates who are sufficiently equipped for tertiary education. The students are
expected to possess, at the end of their studies, practical knowledge and professional
skills that could be usefully applied to the socio economic development of the nation.
The federal government has said that the introduction of the new senior secondary
school curriculum is to include more subjects which in a sense should guarantee
development, self-employment and professionalism among secondary school leavers in
the nearest future. Buttressing the government’s announcement, the Public Relations
Officer, Federal Ministry of Education, Mr Kabio Mammud disclosed that the new
curriculum is fashioned by the Nigeria Educational Research and Development
Council (NERDC) to ensure a gradual phasing out of the current curriculum. Mammud
stressed that there is a need for a new curriculum and that Nigeria requires it to go far.
According to him the standards of education in the country has gone down (Josephine,
2014).
Adekoye (1999) claimed that for the Nigerian youth to be empowered economically
they should be taught the necessary skills and for this to be done, the curriculum
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should be effectively implemented. To ensure a positive future, the youth who are
believed to be the future leaders of the country ought to be well equipped with basic
skills to drive the economy. According to the Executive Secretary, National Education
Research and Development Council, Prof Godswill Obioma, the curriculum is
designed to produce graduates who are well prepared for higher education with
relevant functional trade and entrepreneurial skills needed for poverty eradication, job
creation and wealth generation; and in the process reinforce further the foundations for
ethical, moral and civic values acquired at the basic education level (Ruby Rabiu, 9 th
November 2007, Nigeria muse newspaper on article on FG launches new school
curriculum)
The new curriculum was planned to build on the gains of the nine year basic education
curriculum and to connect logically to the learning experiences at the tertiary education
level. The introduction of 34 vocational subjects marked a radical departure from the
subsisting curriculum in which accent was not placed on professional skills acquisition.
To achieve the lofty objectives set out in the new curriculum, it is important to make
technologies widely accessible to secondary school students and teachers. The
introduction of marketing as one of the trade subjects into the senior secondary
education curriculum is equally a welcome innovation in the Nigerian education
system. According to American Marketing Association (2013), Marketing consists of
the performance of business activities that direct the flow of goods and services from
producer to consumer. It is an organisational function and set of processes for creating,
communicating and delivering value to customers and for managing customer
relationships in ways that benefit the organisation and its stakeholders. According to
Ogah (2008) Though one may oversimplify issues by assuming marketing activities are
only concerned with the flow of goods and services, yet it is obvious that, to achieve
maximum efficiency in marketing, there must also be a flow of information in the other
direction i.e. from the market to the producer, these market functions which includes
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advertising, warehousing, transportation, sales promotion etc. must be performed by

humans which brings us to the creation of employment. The restructuring of the
curriculum is no doubt aimed at meeting emerging educational needs and global
competitiveness, ensuring that entrepreneurial and technical subjects are properly
embedded in the curriculum. This will go a long way to ensure national socioeconomic
growth and sustainable development. The restructuring of the senior secondary (SS)
education curriculum is therefore a giant step towards achieving a strong and self-
reliant nation with great and dynamic economy and full of opportunities for her
citizens (Federal Republic of Nigeria (FRN), 2004).
If marketing as a new trade subjects is planned, executed and encouraged, it could be
used to develop the innate genius in the youth and enhance their capacity to stand by
themselves. Thus, they could be used as investment that could yield rich productive
dividends in a very near future which could have far reaching effects on national
development. Marketing as a new trade subject would prepare an individual with
courage and sound mind not to be easily deflected by emotion of the moment. Majority
of Nigerians are idle and some are involved in various vices due to unemployment.
They do not have the required skills to either fit into many types of jobs that are
available or create jobs. Thus the ministry of education noted that the poor quality of
graduates is worrisome.
The introduction of the marketing as one of the new trade subjects into the senior
secondary education is entirely a new innovation. This innovation, no doubt, will
enable the youth acquire concrete skills for survival, poverty alleviation, job creation
and enablement to compete globally, as well as prepare them for higher education.
Thus, the restructured curriculum will bring about the empowerment of youths for
survival, today and in the future. This is in line with the objectives of the Millennium
Development Goals (MDGs) and the National Economic Empowerment and
Development Strategy (NEEDS), some of which include, achieving wealth creation,
 6

employment generation, poverty alleviation and value orientation. Offorma (2005)

lamented the growing dependence of our youth on white-collar jobs which are difficult
to come by these days. Job employers do not emphasize certificates but what one can
do and urged youth to seek self-reliance through self-employment.
The implementation of the new senior secondary school curriculum commenced 3
years ago and the first batch of graduates were expected in 2014. It is now pertinent to
ascertain the journey so far; hence the need for this study on the appraisal of the
curriculum on marketing as a new trade subjects for senior secondary schools in
Anambra Central Senatorial District, Nigeria.

Statement of the Problem

Marketing as a functional education involves training youths in such a way that they
would be independent, and contribute their own quota to national development. To the
utmost dismay of concerned citizens of Nigeria, schools in the country especially
secondary schools, have been producing students who seem to be half baked and
unqualified to perform any job without serious retraining and supervision, which in
most cases are non-existent. Majority of Nigerian youth are idle and some are involved
in various vices due to unemployment. Consequently they cannot raise their
socioeconomic standard and therefore cannot contribute to nation building. Youth
unemployment is a menace and constitutes a real danger and a threat to Nigeria’s
socio-economic growth. As is often said “an idle mind is the devil’s workshop” the
joblessness of the Nigerian youth today stems from their non-acquisition of
entrepreneurial skills. This has further aggravated the youth negative behaviour in the
society as most antisocial acts including thuggery, arm robbery, militancy, restiveness,
ethnic-political clashes and other social vices in Nigeria could be traced to the high rate
of unemployment (Okafor, 2011).
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It has been observed that the methods of instructions in the old curriculum are not
motivational, demonstrative and the approach is teacher centred. In many secondary
schools in Nigeria, existing machines and tools are obsolete or not enough for the
students use. The dearth of these machines decreases the teacher’s efficiency and the
students learning experience. There remains an acute shortage of qualified teachers
which are manifested in poor implementation of the curriculum. Ajibola (2008) also
pointed out that most of the teachers are not qualified to teach the subjects introduced
in the curriculum as this could be responsible for poor pedagogy in secondary schools
in Nigeria.
It appears that the qualities of graduates produced from the secondary schools are very
poor and this has affected them in translating the skills learned from school into work
environment. This could be attributed to decay of infrastructures, obsolete
technologies, lack of qualified teachers, non motivational instructional methods.
Balogun (1995), Jega (2002), Awah and Agba (2007) Nwakoma (2009) and Morinho
(2009), all observe that factors that limit the effective implementation of curriculum in
Nigeria include inadequate planning, insufficient teachers, syllabus overloading,
incessant strikes, lack of infrastructural facilities among others. The need to address
this phenomenon and its attendant problems necessitated this study.

Purpose of the Study

The main purpose of the study is to evaluate the implementation of the marketing trade
subject curriculum in senior secondary schools in Anambra state. Specifically, the
study aims to:
1. Evaluate the adequacy of the content of marketing trade subject in senior secondary
schools in Anambra state.
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2. Evaluate the methods of instruction used in teaching marketing trade subject in

senior secondary schools in Anambra State.

3. Evaluate the adequacy of instructional facilities available in teaching and learning

of marketing trade subjects in senior secondary schools in Anambra state.

4. Evaluate the adequacy of staffing situation for teaching marketing trade

subject in senior secondary schools in Anambra state.

Significance of the Study

The findings of this study will benefit the students, educational administrators, teachers
involved in teaching marketing as a new trade subjects, guardians, and employers of
labour, Nigeria as a nation.
The findings of the study will enable the teachers ascertain their areas of strength and
weaknesses. It will expose to them the importance of marketing as a new trade subjects
towards the growth and development of human capital.
The findings will also propel the educational administrators and schools management
to assess available facilities and equipment, staff quality and quantity, teaching
strategies towards the implementation of the new curriculum.
The findings will also sensitize policy makers and curriculum planners on the need and
how best to plan toward effective curriculum implementation in Nigeria secondary
schools. This will go a long way in minimizing the rate of unemployment among
young secondary school leavers thereby making them well-adjusted individuals who
will raise the economic productivity of the country.
The findings of this study will also provide a point of reference to Ministries of
Education and the Nigeria Educational Research and Development Council [NERDC]
who will find the result of the study valuable particularly in the current government
effort toward the implementation of the new senior secondary school curriculum. It
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will also expose the loopholes, decays, problems and weakness as well as area of gains
and strength.
The findings of this study will create awareness among Nigerian senior secondary
students on the value of marketing as a new trade subjects in their development. This
will go a long way in equipping them with the required vocational skills needed to
engage effectively in jobs. It will expose them to new technologies thereby minimizing
the rate of unemployment among young secondary school leavers, and make them
well-adjusted individual who will raise the economic productivity of the country.
Guardians will also benefit if they are made aware of the financial benefits (the ease in
financial burden) they stand to gain if they support their children and wards to embrace
the trade subjects and acquire those skills, which will help the children/wards to be
easily employed, and in turn less dependent financially on their help.

Scope of the Study

This study is limited to the evaluation of the implementation of marketing trade subject
curriculum in senior secondary schools in Anambra state.
This study will cover the adequacy of the marketing curriculum contents, instructional
methods used by marketing teachers, availability and adequacy of qualified marketing
teachers, and adequacy of instructional facilities in teaching and learning of the
marketing as a new trade subjects.

Research Questions
The study will be guided by the following research questions:
1. How adequate is the content of marketing trade subject in senior secondary schools
in Anambra state.
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2. How adequate are the methods of instruction used in teaching marketing trade
subjects in senior secondary school curriculum in Anambra state?

3. How adequate are the facilities available for the teaching and learning of marketing
trade subjects in secondary schools in Anambra state?

4. How adequate is the staffing situation for teaching marketing trade subjects in senior
secondary schools in Anambra state?

Hypotheses
The following null hypotheses will be tested at 0.05 level of significance:
1. There is no significant difference in the mean ratings of male and female teachers
regarding the adequacy of the content of marketing trade subject in senior secondary
schools in Anambra state.

2. There is no significant difference in the mean ratings of male and female teachers
regarding the adequacy of available teaching facilities for the marketing trade subject
in senior secondary schools in Anambra State.

3 There is no significant difference in mean ratings of male and female school

administrators’ teachers on the adequacy of instructional methods used by teachers for
the teaching of marketing trade subject senior secondary schools in Anambra state.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter on the review of related literature is treated under the following sub
headings:
Conceptual Framework
 Evaluation
 Curriculum
 Curriculum Evaluation
 Marketing
 Trade subjects
Theoretical Framework
 Tyler objectivity model.
 CIPP evaluation model.
 Discrepancy evaluation model
Theoretical Studies
 The marketing trade content in senior secondary schools
 Availability of teaching facilities
 Instructional strategies in teaching marketing trade subject
 Staffing situation for teaching marketing trade subject.
Empirical studies
Summary of Related Literature Review
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Conceptual Framework
The Concept of Evaluation
Evaluation is an integral part of the entire educational process. This is why the mere
mention of the word evaluation puts its meaning seemingly in the context of education.
The word evaluation is coined from the French word “evaluer”, which means to
examine and/or judge the quality or degree of a thing (Osiki & Salami, 2003).
According to Stufflebeam (1971) evaluation is the process of delineating, obtaining
and providing useful information for judging decisions alternatives. On the other hand,
Ogunyinka (2000) sees evaluation as the process of determining the merit, worth or
value of an activity. In the same manner, Ibrahim and Iliyasu (1997) also opine that
evaluation generally refers to the appraisal of the worth or value of an event, object or
entity and taking an appropriate decision on the basis of such appraisal. This is quite
similar to Okoro (2000) who sees evaluating as the appraisal of the worth or value of a
thing or action and the making of appropriate decision on the basis of such appraisal.
He further stresses that, evaluation in education involves the collection of data and the
use of such data to assess the effectiveness or quality of a programme or performance.
This is in line with Obisanya (1998) who defines evaluation as the systematic
collection, analysis and interpretation of information about the activities and outcomes
of a programme. It is to determine the extent to which the purpose or objectives of a
particular programme is being achieved. It is also a process of determining the extent
to which learners have learnt.
Evaluation is being regarded as a form of research by many researchers, commonly
referred to as evaluation research (Ofo, 2002; Nworgu, 2006; Akuezuilo & Agu, 2007).
Ofo (2002) defines evaluation research as an attempt that is made to collect and
analyse data which will guide decision making. She further stresses that evaluation
involves questions, with a major purpose to select an alternative for decision making.
Evaluation research involves making decision relating to the value or worth of
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educational materials, methods, and programme based on available empirical data,

which must be collected in a systematic manner (Nworgu, 2006; Akuezuilo & Agu,
2007). Riecken in Okoro (2000) defines evaluation as being synonymous with
measurement, as the measurement of desirable and undesirable consequences of an
action intended to forward some goals that the actor values. He outlined four types of
evaluation studies or research, which include; effective studies, operations analysis,
survey of need, and investigation.
Abimbola and Mustapha (2000) give the following as reasons, why evaluation is
conducted in education:
(a) To determine the effectiveness or relative effectiveness of a programme in terms of
students’ behavioural changes, knowledge, skills and/or attitude.
(b) To make a rational decision based on systematically collected evidence about an
educational planning, programme or entire educational system.
(c) To ascertain the worth of an educational programme in terms of time, resources and
energy injected into the programme.
(d) To provide educational planners and administrators with adequate and relevant
information about teaching effectiveness and the effectiveness of the educational
programme.
(e) To identify problems or potential problems that could hinder successful
implementation of an educational programme and of the realisation of educational
goals.
(f) To prompt action or decision in views of any or all of the above.
The present study focuses on appraising the new trade marketing subject curriculum as
it relates to students, the lecturers and society.

Types of Evaluation Techniques

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There are different types of evaluation used in education. These include; programme
evaluation, diagnostic evaluation, formative evaluation, summative evaluation,
placement evaluation and performance evaluation. What to be evaluated and the
purpose of the evaluation will determine which of the above mentioned types of
evaluation to be used.
 Programme evaluation: Okoro (2002) sees programme evaluation as the
judgement of the worth, usefulness, effectiveness or value placed on a particular
programme. The main purpose of this evaluation is to determine whether or not
a particular programme should be continued or terminated.
 Diagnostic evaluation: This type of evaluation is employed in order to find out
students’ learning difficulties. Ene (1999) argues that diagnosis of persistent
learning difficulties involves much more than diagnostic testing to discover the
difficulties a child is encountering during the learning process. A good example
is deafness; a deaf child will be giving wrong answers because the child does not
hear well. The teacher could identify such a child and advises the parents to take
the child to specialists for treatment.
 Formative evaluation: This is used to know the strength and weakness of a
programme, so as to apply remedial measures. It is carried out when the
programme is ongoing.
 Summative evaluation: This is used to ascertain whether a programme is to
continue or should be terminated. It is carried out at the end of a programme. It
could also be used to determine the impact the programme is making.
 Performance evaluation: This is employed to determine achievement or level of
performance of the learner. It could also be in the form of formative or
summative.
 Placement evaluation: Most placement evaluation tests are pre-tests designed to
find out the entry behaviour of students, what they have already known, that is
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the previous knowledge upon which the teacher will build subsequent teaching
(Ene, 1999).
The Purpose of Evaluation
Evaluation is not just done for the sake of doing something. This is because it is out to
achieve or determine certain purpose. The purpose of evaluation is to determine the
efficiency of a programme, project and their components (Ogunyinka, 2000). This is
true even in education. Okoro (2000) states that, the main purpose of evaluation in
education is to judge the worth, usefulness, effectiveness, or value of something, be it
an educational programme, curriculum, textbook, students’ performance or equipment.
Programme evaluation in education according to him, should perform one or more of
the following functions which are; programme improvement, programme planning,
decision making, accountability, and personnel improvement.
In the light of these, it should be noted that evaluation should not be done haphazardly
to produce needed results. In other words, whenever evaluation is made, its outcome
should provide a springboard for innovative teaching as all instructional methods
should be over hauled and constantly be varied through adapted localized instructions
that are not typical to the learner’s background (Osiki & Salami, 2003).
Abimbola and Mustapha (2000) gives the following as reasons, why evaluation is
conducted in education:
 To determine the effectiveness or relative effectiveness of a programme in terms
of students’ behavioural changes, knowledge, skills and/or attitude.
 To make a rational decision based on systematically collected evidence about an
educational planning, programme or entire educational system
 To ascertain the worth of an educational programme in terms of time, resources
and energy injected into the programme.
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 To provide educational planners and administrators with adequate and relevant

information about teaching effectiveness and the effectiveness of the educational
programme.
 To identify problems or potential problems that could hinder successful
implementation of an educational programme and of the realisation of
educational goals.
 To prompt action or decision in views of any or all of the above.
Reviewing and Evaluating Curriculum Implementation
In the guideline circular to all secondary schools, Circular 26/013 (DES, 2013), the
DES outlined the strategy adopted, in conjunction with the National Council for
Curriculum and Assessment, for reviewing the progress of curriculum implementation
and setting targets for further implementation.
The strategy included:
• A review and evaluation of the implementation of marketing course in schools by the
DES Inspectorate in the context of conducting whole-school inspections.
• An evaluation of the PSCP, commissioned by the DES and part-funded by the
NCCA, undertaken by a research team from Trinity College, Dublin.
• The collection and analysis by the NCCA of responses to the Review and Reflection
Template for Teachers from a representative sample of schools in order to provide
information on the progress of curriculum implementation.

Curriculum
Curriculum is a statement of aims and specific objectives which indicates some
selection and organization of content; it either implies or manifests certain patterns of
learning and teaching. Finally it includes a programme of evaluation of the outcomes
Taba, (1962). According to Miller and Seller, (1985) curriculum is an explicitly and
implicitly intentional set of interactions designed to facilitate learning and development
 17

and to impose meaning on experience. The explicit intentions usually are expressed in
written curricula and in courses of study; the implicit intentions are found in the
‘hidden curriculum’ by which we mean the roles and norms that underlie interactions
in the school.
Eisner, (1975) states that a curriculum is the programme the school offers to its
students, a preplanned series of educational hurdles, an entire range of experiences a
child has within school which guides learning experiences and intended outcomes,
formulated through the systematic reconstruction of knowledge and experience, under
the auspices of the school, for the learner’s continuous and wilful growth in personal-
social competence. According to Clarke and Starr, (1981) the curriculum of a school is
the totality of the experiences that a school plans for its pupils. It is a plan for
providing sets of learning opportunities for persons to be educated and also a planned
experience offered to the learners under the guidance of the school.
Unruh and Unruh, (1984) curriculum is a plan for achieving intended learning
outcomes, with what is to be learned and the results of instruction. According to
Robinson, (1983) curriculum is a course of learning activities set out for the learner to
perform to make him achieve certain goals prescribed by the educational system. It
includes all subjects and activities over which the school has responsibility. It also
defines the limits within which certain types of learning are to take place. It denotes
those experiences and activities which are devised by the school or other institutions of
learning for the purpose of changing a learner’s behaviour, acquiring or reinforcing
certain skills and preparing him to fit properly into his society
Curriculum is not a new concept in our educational system today. However, issues of
curriculum, either explicitly or implicitly are inextricably linked to current thinking’s
and actions on educational systems around the world Ajibola, (2008). The
Encyclopaedia of Educational Research (1969) saw curriculum as all the experiences a
 18

learner has at school under the guidance of the teacher. To him the teacher plays a vital
role in translating curriculum objectives.
Ezengwu (2001) stated curriculum as the sum total of all planned and guided
programmes by means of which the formal educational system of a nation is executed
or carried out. According to Coles, (2003) curriculum is more than a list of topics to be
covered by an educational programme for which the more commonly accepted word is
syllabus. A curriculum is a policy statement about a piece of education and secondly an
indication as to the ways in which that policy is to be realised through a programme of
action. All the definitions of curriculum hinge on the planning and arranging of
academic activities or educational programmes to achieving the stated objectives
through a guided effort of the teacher.
Maduewesi (2007) believed that in recent times, human activities and life have become
highly industrialized and technical hence the meaning of the term curriculum has also
been changed to meet the needs of education of different courses of studies.
Curriculum which is an organized plan of course outlined with the objectives and
learning experiences can be used for the achievement of set objectives. In a wider
perspective, it is a way of preparing individuals to become productive citizens and
useful members of the society to which they belong. Thus, curriculum is a tool of
education to educate and humanize the whole man
Anglin, (1999) states that different types of curriculum exist within or outside the
school system. These differences are based on design, official recognition and
teacher/learners perspective. They include the following.
Formal or Official Curriculum - This includes the activities accommodated in the
regular hours of school. The timetable of the school allocates specific periods of
teaching time for different areas of the formal curriculum.
Informal Curriculum – Activities that occur outside of regular school hours, during
breaks of lunch time, after school and sometimes on weekends, are also sources of
 19

learning and constitute the informal curriculum. These are sometimes referred to as
extra-curriculum or co-curriculum activities and are therefore treated in a different
way from the activities of the formal curriculum.
Hidden Curriculum according to Kelly (1989) educationists speak of the ‘hidden
curriculum’ by which they mean those things which pupils learn at school because of
the way the school is planned and organized but which are not in themselves overly
included in the planning or even in the consciousness of those responsible for school
arrangements.
Actual or Received Curriculum – These terms are often used interchangeably. This
view of curriculum acknowledges that a definition of curriculum out to embrace all the
learning’s that results from the experience of schooling. This includes not only
learning’s that are explicitly planned in the formal curriculum, but also unplanned
learning’s that are by-products of planning and practice and are learnt through the
hidden curriculum. Examples of this are social roles, sex roles and certain attitudes and
values. For this reason, some writers prefer to make a distinction between the official
curriculum and the actual curriculum or between planned and the received curriculum.
The official or planned curriculum refers to what is openly acknowledged and often
written down while the actual or received curriculum is the full range of pupils’
experiences in school.

Core curriculum – Eya (2006) stated that core curriculum is used to denote base
studies general education or all subjects and courses which educational authorities
consider necessary for all students. It could simply refer to the unifying subjects and
courses which are of interest to both learners and the society. Core curriculum refers to
an educational experience for all students or those learning that teach common
concepts, skills and attitudes needed by all individuals for effective functioning in
society.
 20

Based on this, the present study seeks to appraise the new marketing trade subject
curriculum with a view to aiding the curriculum planner on the need for necessary
adjustment and modification where the needs for necessary adjustment and
modification where the needs arise.

The Concept of Curriculum Evaluation

Curriculum evaluation is the value judgment or the worthwhileness of a learning
process as well as the effectiveness to which it is carried out (Adikwu, 2008). It is the
diagnosis of a curriculum for proper decision making and improvement to be made on
the entire curriculum. Curriculum evaluation is the systematic collection of information
on all aspects of an educational programme or components with a view to facilitate
decision making about the worth of the curriculum and whether or not the curriculum
goals and objectives are capable of being achieved (Abimbola & Mustapha, 2000).
Curriculum evaluation is an all-embracing activity which requires the collection and
utilisation of different types of decisions. Indeed, curriculum evaluation ranges from
evaluating the performance of a single child in a course through the evaluation of
specific instructional materials, methods, activities and techniques to the evaluation of
an entire curriculum programme (Nwogu, 2002).
According to Abiodun (1999) curriculum evaluation is aimed at determining
 The curriculum goals and objectives are appropriate.
 The curriculum is functioning while in operation.
 The best materials and methods are followed adequately.
 The programmes are cost effective.
Adikwu (2008) on the other hand gives the following as the general goals of the
curriculum evaluation system;
 To ensure that the curriculum is appropriate for the education and development
of competent graduates.
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 To assess whether the measurement tools are appropriate to gather data about the
effectiveness of the programme.
 To update stakeholders in the educational system the effectiveness of the
educational programme.
This is why a curriculum needs to be evaluated from time to time. This will bring about
regular feedback that will help to reform the curriculum development and
implementation processes. Aremu and Sokan (2003) said that there is bound to be a
kind of evaluation process as long as there is subject to teach and there are learner to
receive instruction. They added that the evaluation of the teaching and learning process
and its outcome holds an important place in the minds of educationists, researchers,
policy makers, parents and the students. Without appropriate or proper curriculum
evaluation, the progress that the policy makers desire to see at the end of the day may
not be seen. This could mean that curriculum evaluation exposes all the hidden facts
about the entire process of curriculum implementation ranging from the objectives of
the curriculum, how effective they are, to the content of the curriculum, whether it is
adequate or not. It also addresses the method of instruction, in order to ascertain their
appropriateness or effectiveness. It also assesses the instructional resources, such as
human, material and financial. Furthermore, the performances of the students who are
exposed to the curriculum are also assessed.
In the whole process of curriculum evaluation the teacher stands out as central
personnel, especially when it comes to the real curriculum implementation process.
Abiodun (1999) reported that in Nigeria, curriculum evaluation is not carried out often,
though it is essential for curriculum development, since it is capable of bringing about
effectiveness in teachers. Dada (2001) suggests that curriculum should be monitored
and evaluated continuously so as to ascertain its relevance.
 22

Marketing
The term 'marketing' has been defined in many ways by different authors. Cundiff and
Still (1964) saw marketing as a business process by which products are matched with
markets and through which transfer of ownership are affected. It is a total system of
business activities designed to plan, price, promote, and distribute want-satisfying
goods and services to present and potential customers (Stanton, 1964). It is also a
human activity directed at satisfying needs and wants through exchange process, while
also aspiring to achieve the market's objectives (Olufokunbi, 1993).
According to Kotler, (1984) marketing is a social process by which individuals and
groups obtain what they need and want through creating and exchanging products and
value with others. It is the function that assesses consumer needs and then satisfies
them by creating an effective demand for goods and services at a profit (Johnson,
1982). According to Kotler and Armstrong, (1996) marketing is the business function
that identifies customers’ needs and wants, determines which target markets the
organisation can serve best, and designs appropriate products, services, and
programmes to serve these markets. It is important in creating human ideas and
activities aimed at identifying, anticipating and satisfying human needs and wants
through exchanging as efficiently and effectively as possible.
Nwaizugbo (2004) also stated that marketing is a process of researching into and
identifying consumer needs for the purpose of creating goods and services and
facilitating their transfer into the hands of specialized functions of distribution and
promotion in order to earn profit. An integrated series of activities oriented towards
achieving long term customer satisfaction which involves planning, pricing,
promotion, distribution of good and services (Oguah 2008). Linn (2010) saw marketing
as the management function that organizes and directs all business activities involved
in assessing and converting consumer purchasing power into effective demand for a
 23

specific product or service, and in moving it to the final consumer or user so as to

achieve the profit target or other objectives set up by the company.
Riley, (2012) gave four definitions of marketing as follows:
(a) The all-embracing function that links the business with customer needs and wants
in order to get the right product to the right place at the right time.
(b) The achievement of cooperate goals through meeting and exceeding customer
needs better than the competition.
(c) The management process that identifies, anticipates, and supplies customer
requirement efficiently and profitably.
(d) A set of human activities directed at facilitating and consummating exchange.
According to American Marketing Association, (2013) it is the activity, set of
institutions and processes for creating, communicating, delivering, and exchanging
offerings that have values for customers, clients, partners, and society at large.
Marketing consists of the performance of business activities that direct the flow of
goods and services from producer to consumer or user.
It is very clear from these definitions that the term 'marketing' is open to varying
definitions as each author thinks fit, hence no particular one has universal acceptance.
However, the common theme is that marketing is more than selling; it is the whole
process that occurs between the production of any surplus goods or services and their
consumption or use, and it is consumer-oriented. In actual fact, the most important
need is not an exact definition, but to acquire a sound understanding of what marketing
means. Nwokoye (1987) stated the following on the relevance of marketing:
(a) It helps to develop an individual sense of judgment and ability for analytical
appraisal business decision process, management strategies, and socio-economic
problems with the purpose of providing solution to business & associated commercial
challenges of this country and her global perspectives.
 24

(b) It helps in Creating appropriate business environment for the students in intellectual
and creative development of the spirit of self-reliance.
(c) It helps to fit one into various sectors of the economy, particularly the sense of self-
employment, entrepreneurship, and corporate social-entrepreneurship.
Nwaizugbo (2004) outlined the objectives of marketing to include providing
satisfaction of customers, increase in demand through advertising and other sales
promotional efforts, provision of better quality product to the customers by updating
and upgrading their knowledge and technology to continuously provide better
products, generate profitable sales volume which is the ultimate objective of all
marketing efforts. The author also stated the functions of marketing as the
standardisation and grading, branding, pricing the product, promotional activities
including advertising, personal selling, sales promotion and publicity, distribution,
Selling, storage and warehousing.
Kotler (2008) stated that marketing is an integral part of life as it strengthens one’s
ability to think well, make decisions, communicate well, and apply your marketing
knowledge and skills to situations, to do research in business, to ask and answer
questions efficiently, to use business technology effectively, and to work in a team.

Trade subjects
Trade is defined as a job, especially one that involves working with one’s hands and
requires special training and skills (free dictionary.com). According to Orji, (2013)
trade is entrepreneurship which is the ability and skill to put together all the factors of
production to start and sustain a business. Orji went further to define an entrepreneur as
a person who is willing and able to convert a new idea or invention into a successful
innovation, an owner or manager of a business enterprise who makes money through
risk and initiative. Orji, (2013) clearly stated that one cannot become an entrepreneur if
one is not properly trained to possess skills and develop oneself. Therefore education
 25

in trade subjects equips one not only with knowledge but also experience, skills which
makes one creative.
Supporting the above definition is the scope of entrepreneurship education which
according to UNESCO, (2003) includes creativity, innovations, risk taking and the
ability to plan and manage projects in order to achieve educational objectives. One can
understand that to become an entrepreneur, employer of labour or work in any
environment there is need for training and this brings one back to the need for trade
subjects. The International Labour Organisation, (2002) in its recent appraisal of the
world job situation urged member nations to create specific programmes to engage the
youth in vocational areas of automobile mechanic, metal work, electrical electronics,
carpentry, tailoring among others. Such interventions, the ILO opined, was the solution
to the ever-widening challenges of joblessness worldwide. This is evidence that the
trade subjects can also be seen as entrepreneurship because it is skill oriented.
According to Muhammed, (2010) the promotion of trade subjects would create
opportunities for employment and if they are carefully co-ordinated, then
unemployment will be eradicated completely in the 21st century. Trade subjects
training in the Nigeria senior secondary school curriculum was instituted by the
Federal Government in 2011. These subjects are aimed at equipping students with
attitudes and competences in order to be job creators and not just hunters. The training
is geared towards assisting students to develop positive attitudes, innovative and skill
towards self-reliance rather than depending on government to provide employment for
them (Banabo and Ndiomu, 2011). The skills inherent in trade subjects are:
(a) Basic ICT skills (keyboarding, word processing, data management, internet
operations etc)
(b) Entrepreneurial skills (Time management, marketing, etc)
(c) Communication skills (written and verbal: ability to write a clear and concise
sentences, reporting, presentation, telephone skills etc.)
 26

(d) Problem solving skills (creativity, practical, investigating, researching, analysing,

identifying/evaluating options etc).
(e) Interpersonal skills (leadership ability, delegating, team work etc).
According to Osalor (2013) trade subjects are very different from other subjects
because they are skill oriented and cannot be taught the same ways as other subjects. It
requires pedagogical practices, actions, personal initiative and commitment towards the
enhancement, sustainability, of development in Nigeria. It focuses on developing an
understanding of the pursuit of entrepreneurial behaviour. It is also a change in
educational system which embraces a strategy in introducing and instilling
entrepreneurial attitudes into students. Osalor, (2013) stated the following functions of
trade subjects to a learner:
(a) Demonstrating skills in business start-up.
(b) Demonstrating skills in managing business longevity.
(c)Developing knowledge and demonstrate business management, operation skills.
(d) Managing human resources.
(e) Helping the individual become entrepreneurs after school than waiting for non-
existent government jobs
Orji (2013) articulates the objectives of trade subjects at the secondary school level
include:
(a) Building of support for job creation and wealth generation
(b) Providing students with the knowledge, skills and motivation to successfully start
and sustain their own business.
(c) Offering training for self-employment and to meet the demands of the work place.
(d) Providing graduates with adequate training that will enable them to be creative and
innovative in identifying noble business opportunities.
 27

(e) Making secondary school education functional to the extent that school graduates
have vocational, technical and entrepreneurial skills and competences necessary to for
generate jobs and create wealth, and in the process eradicate poverty.
(f) Addressing the dearth of technical skills and a growing demand for services of the
skills in Nigeria. Skill does not depend solely upon a person’s fundamental, innate
capacities but must be developed through training, practice and experience which an
individual acquires; these can be achieved through the application of trade subjects.
Orji (2013) also stated the functions of the trade subjects to include
(a) Occupational aspirations and job readiness.
(b) Hands-on and work-based experience.
(c) Acquisition of functional organizational skills (e.g. Time management, leadership
and interpersonal skills).
(d) Planning, Financial literacy, and money management skills.
(e) Development of responsible and enterprising individuals.
(f) Problem-solving and decision-making abilities.
(g) Capacity for independent work, academic performance and school attendance.
(h) Enhances social psychological development (e.g. Self-esteem, ego development &
self-efficacy).

Theoretical Framework
A theory is a statement of the general laws, principles, or causes of something known
or observed. It is adequate in that a theory must contain a statement of its basic
premises. If one cannot state the basics of premises (postulates) of a theory being
discussed, one has not even begun to know the theory (Futuyma, 1979). Kaplan, (1964)
stated theory as a set of statements or principles devised to explain a group of facts or
phenomena, especially one that has been repeatedly tested or is widely accepted and
can be used to make predictions about natural phenomena
 28

According to Moore, (1991) theory explains how some aspect of human behaviour or
performance is organized. It thus enables us to make predictions about that behaviour.
The components of theory are concepts and principles. A theory is a related set of
concepts and principles (about a phenomenon and the purpose of which is to explain or
predict the phenomenon). Moore, (1991) stated that theories provide concepts to name
what is observed and explain the relationship between concept, it allows us to explain
what we see and to figure out how to bring about change, it is a tool that enables us to
identify a problem and to plan a means for altering the situation, it enhance the growth
of the professional area to identify a body of knowledge with theories from both within
and without the area. The body of knowledge grows with theories and research.
According to Thomas, (2007) a theory is an interrelated set of logically consistent and
parsimonious fact-like statements about a broad class of similar phenomena with the
ultimate goal of explaining and predicting occurrences within that class.
Law (2009) described theory as a set of assumptions, prepositions or accepted facts
that attempt to provide a plausible or rational explanation of cause and effect (casual)
relationships among a group of observed phenomenon. Hornby (2010) saw theory as a
formal set of ideas that is intended to explain why something happens or exists, the
principles on which a particular subject is based, an opinion or idea that somebody’s
belief is true, but that is not proved.

Tylers Objective Model

Tyler propounded the objective model theory between 1933 and 1941. The Tyler
Model is often referred to as the ‘objective model’ because of its objective approach to
educational evaluation. It emphasizes consistency among objectives, learning
experiences, and outcomes. Curriculum objectives indicate both behaviour to be
developed and area of content to be applied (Keating, 2006).
 29

Tyler pointed out four questions to use as the basic theory of curriculum design and
teaching as follows (1949):
(1) What is the objective of education?
(2) What teaching experience do we have to provide in order to achieve educational
objective?
(3) How to effectively organize educational experience?
(4) How can we know whether these objectives have been achieved?
Based upon those four questions, Tyler’s advocated objective model consisting of the
following; objectives, activity (learning experiences), organization of activities,
implementation of the activities and evaluation. This model is considered the best by
curriculum planners with particular reference to planning the various phases of
outcome based learning (Olive 1992, and Lovat and Smith, 2003). Apparently, Tyler’s
model is based on the objective-oriented theory. This model takes curriculum as a
means of aiming toward an educational objective. Therefore, this model is also called
means–objective model. This model aims at students developing behaviours as their
target of teaching.
The implication of Tyler’s models to the present study is that both are objective
oriented. The present study seeks to appraise the marketing trade subject curriculum
towards equipping the graduates with marketing skills for employment in various fields
of endeavour. Tyler’s objectives model will also help the schools to select, organize
learning styles and methods which will help the students to gain experience and skills.
Finally it will help to evaluate the relevance of marketing towards youth
empowerment, job creation and poverty eradication.
 30

CIPP Evaluation Model

Daniel L. Stufflebeam (1971), who chaired the Phi Delta Kappa National Study
Committee on Evaluation, introduced a widely cited model of evaluation known as the
CIPP (context, input, process and product) model. The approach when applied to
education aims to determine if a particular educational effort or programme has
resulted in a positive change in schools, colleges, universities or training organisations.
This model has had a lot of influence on evaluation thinking and procedure in recent
years. It has frequently been used as a guide in the development of specialised
evaluation models for specific programmes. The CIPP model regards evaluation as a
continuing process requiring a systematic programme of implementation and involving
cooperation between the evaluator and the decision makers. On the other hand, content
evaluation is concerned with the definition and description of the environment to
identify the target audience as well as where changes needed to occur. It also identifies
the needs to be met, unused opportunities and the objectives of the programme to be
addressed. It also questions the rationale for a particular programme and diagnoses
specific problems of that programme. The objective of context evaluation is to assess
the overall environmental readiness of a programme to examine whether existing goals
and priorities are attuned to needs, and assess whether proposed objectives are
sufficiently responsive to assessed needs.
Input evaluation is also designed to determine the availability of curriculum resources
like human, material and financial resources and the utilisation of the available
curriculum resources to best meet the objectives of the programme. It provides
information on what strategies to be used for a proper programme implementation. The
information collected in input evaluation borders on the qualities of staff, availability
of resources, procedural barriers, budgets, time, policies and so on are addressed. The
purpose of an input evaluation is to help prescribe a programme to make needed
 31

changes. Input evaluation helps experts, evaluators, and stakeholders identify or create
potentially relevant potential approaches and help formulate a responsive plan.
Process evaluation is another way to determines how well plan are to be implemented.
It provides feedback to the people responsible for the implementation of the
programme. It evaluates the progress of the programme, monitors the programme to
bring about possible sources of failure or success, provides information and describes
what actually took place within the implementation of the programme. Process
evaluation affords opportunities to assess periodically the extent to which the project is
being carried out appropriately and effectively.
Product evaluation is also another key use to measures and interprets the attainment of
the curriculum or product objectives. It examines the results obtained to ascertain
whether the needs have been met or not. It also examines the effects of the programme
on the students who have gone through it. It differentiates between the intended
objectives and actual attainments. It guides decision about recycling. Basically, it
guides the decision makers regarding the future of the programme whether to continue,
terminate or modify. Product evaluation identifies and assesses project outcomes, both
intended and unintended
It can be concluded that in order to appraise the new marketing trade subject
curriculum, there is a need to use the CIPP (Context, Input, Process and Product Model
of Evaluation) model because of its relevance and easy application.

Discrepancy Evaluation model

This model of evaluation was developed by Provus in 1971. This model evaluates
differences between actual and intended programme outcomes. It is a well-tested and
accepted model used in evaluating academic programmes. Provus, (1971) described
discrepancy evaluation as the process of agreeing upon programmes standard by
determining whether a discrepancy exists between some aspects of the programme and
 32

standards that govern the aspect of the programme. He stated that the purpose of
discrepancy evaluation is to determine whether to improve, maintain or terminate a
programme. Discrepancy evaluation model compares programme performance and
desired programme standards to determine if there is any discrepancy, (the intended is
equal to the actual outcome). Discrepancy evaluation model involves three major steps;
(a) Defining programme standards (objectives).
(b) Determining whether a discrepancy exists between some aspects of the programme
and performance standards.
(c) Using information about discrepancy to identify the weakness of the programme in
order to improve, terminate or continue the programme. The model provides
information for programme improvement
According to Provus, (1971) the Discrepancy Model has five stages: (a) design (b)
installation (c) process (d) product and (e) programme comparison. He noted that at
each of these stages a comparison is made between reality and standards. The first four
stages are developmental in nature and designed to evaluate a single programme. The
fifth stage, which Provus designated as optional, provides information for making
comparisons with alternative programmes. It should be noted that a discrepancy
evaluation procedure is not performed to label a programme "good or bad" but rather it
is used to determine when a programme is failing to reach its goals. In this manner, this
evaluation model provides the feedback necessary to implement procedures to remedy
deficiencies in any programme.
The application of Provus’s evaluation model reveals the following:
(a.) The generally acceptable goals and objectives of the programme.
(b) The performance of the programme - the totality of the combinations of resources
in actual implementation of the programme.
(c) Discrepancies between performance and standards as revealed by the comparison.
(d) The termination of some aspects of, or the entire programme due to its irrelevance.
 33

(e) Modification, alteration and improvement of aspects of, or the entire programme
for its continuity.
The model lays emphasis on the search for discrepancies between the objectives of a
programme and students’ actual achievement of the objectives. This implies looking at
the intended objectives and actual objectives achieved by the students. The information
gathered about the discrepancies can be used to guide programme management
decisions.

Theoretical Studies
The Marketing Trade Content in Senior Secondary School
Marketing education simply means the education that teaches the learner marketing
skills on how to be self-employed. Ibeneche, (2009) saw marketing, a new trade
subject in the curriculum of secondary school is an entrepreneurial subject which will
equip graduates with skills to become self-reliant and as a professional course studied
in the higher institutions.
According to the West African Examination Council (2014) marketing content at the
senior secondary school level in Nigeria is designed to assess the candidate’s basic
knowledge of marketing. It includes an overview of marketing, marketing concepts,
marketing mix, consumer and organizational behaviour, marketing management and
entrepreneurship. The aims and objectives are to test the candidates’ knowledge and
skills, concepts needed to practice marketing as a career and the ability to set up and
manage a market outlet and finally understand the roles of marketing in the economy.
By the end of the senior secondary school marketing student are expected to
 34

(1) Understand the term marketing, needs and wants, demands, products, exchange,
transactions and markets, brief history of marketing in Nigeria, functions of marketing.
This will give the student a broad knowledge of marketing (Ibeneche, 2009)
(2) Understand marketing concepts is all about and the various marketing concepts
(production, product, selling, marketing and societal marketing) which indicate that the
buyer has the ultimate decision on what should be produced because the consumer is
the king.
(3) Be exposed to the combination of variables, attributes, and values which form the
marketing system. Elements of marketing mix which includes the product, price, place
and promotion. The marketing environment, factors affecting marketing environment
(political, cultural, religious, economic, technological, social)
(4) Become familiar with products and its qualities. How a product is classified
(industrial goods, consumer goods, services, primary and secondary products and
mineral products –oil and non-oil), how a product is designed, differentiated and its life
cycle. The aim is to equip the student with the knowledge of product planning.
(5) Understand that marketing is not associated with one place alone and can be done
anywhere there is need of satisfaction and also classification of markets (consumer,
organization).
(6) Understand who a consumer is and different behaviours of a consumer. What
factors influence consumer decisions?
(7) Understand the elements of market planning, information required for market
planning, reasons for market planning research, utilization of feedback.
(8) Have the knowledge of price which is the exchange value of a product, its
objectives and pricing policies, and price determination.
(9) Understand that advertising is an important function in marketing. Different types
of advertising, its advantages and disadvantages of using an advertising media to
promote a product and services.
 35

(10) Know about sales promotion and its relevance towards a product and service.
Different types of sales promotion (price off, coupons, salesman competition, loyalty
schemes, premium offers, and trade in allowance, sampling, training, and
merchandising incentives)
(11) Become familiar with merchandising-its meaning, elements (packaging, branding
and labelling), influencing factors, and functions.
(12) Learn what distribution is all about, means or channels through which a product
can be distributed to get to the final consumer, the factors affecting choice of
distribution channels, functions of channel members.
(13) Learn how to transport goods and services to get to the consumer, through
particular means of transportation; become acquainted with the documents used in
transportation, factors affecting choice of transportation.
(14) Know how to store or stock different goods until they are needed by the
consumer, different types and functions of warehousing (Ayozie and Ajibola.,2013)
According to Jobber (2007), the content of marketing is to help in the discovery of
entrepreneurial talents. He made this point very succinctly when he observes that
marketing is a multiplier of managers and entrepreneurs which help in sustaining and
improving the existing levels of employment. The answer is that when a country
advances economically, it takes more and more people to distribute goods
proportionately.
Ojetunde (1993) stated that the marketing content is expected to:
(a) Inculcate in the students the practical skills and right attitudes necessary for a
specific business job.
(b) Develop in the students the ability to use the acquired skills and attitudes or the
development of the job.
(c) Develop in the students a good understanding, awareness of the economic and
business activities of the society in which they are citizens.
 36

(d) Inculcate economic literacy in the student to enable them be intelligent consumers
of goods and services offered by the business community.
Dickson (2008) stated that the marketing content provides a basic foundation for
students to perform economic functions at work and in the market. This includes
purchasing, pricing, and distribution functions through project based activities in the
classroom. Decision-making and problem-solving skills are involved in units of
personal finance, human relations and communications, distribution systems,
product/service planning and the use of technology in marketing. Both general
marketing and employment skills learned will improve and increase the chance of
successful transition into the world of work. According to Dickson, (2008) the
marketing contents will provide the students with the following skills and knowledge
on how to use computers/electronics equipment whenever possible, utilize business
software, appropriate web software and other kinds of technology to collect, organize,
and communicate information and ideas, Interpret the importance of economic
principle and apply the knowledge to real-life scenarios using classroom activities and
materials, Analyse the various disciplines in marketing (i.e., purchasing, inventory
control, sales, warehousing, distribution, staffing, and customer relations);Analyse and
apply skills associated with communication, human relations, writing and speaking
skills through communications in the promotion and salesmanship units.
It is also helpful in problem-solving and decision-making skills as they apply in
economics, personal finance, human relations, distribution, or product service
planning; help in investigating the various types of risks that impact business
activities; categorize the risks as natural, human or economic; and explain methods a
business uses to control risks, describe and evaluate a marketing plan for a new or
existing business or product line and explain ways to make responsible buying
decisions in relations to wants and needs
 37

The marketing content emphasises on oral and written communications, mathematical

applications, problem solving, and critical thinking skills as they relate to advertising,
promotion, selling, distribution, financing, marketing-information management, pricing
and product development and service management. Students will learn the basics of
selling along with aspects of promotion. Additionally, students will learn how to
develop advertisement in marketing, write commercials, initiate a taste testing
comparison, and advertise and promote a product created by their group.
Ayozie and Ajibola (2013) outlined the goals of the marketing contents as follows:
(a) Providing knowledge to its graduates in ascertaining consumer needs and wants a
regular phenomenon and improvement in existing products and introduction of new
product keeps taking place.
(b) Providing its graduates with the abilities of making products available at all places
and throughout the year thus, marketing creates time and place utilities.
(c) Generate employment for a large number of people, and accelerate growth of
business.
(d) Generating revenue and ensuring success of a business in the long run, because the
marketing content is equipped with the skills to grow the business in meeting
competition and challenges most effectively.

Availability of Teaching Facilities

Teaching facilities have been observed as a potent factor to quantitative education. It
aids in teaching and learning. The dictum that “teaching is inseparable from learning
but learning is not separable from teaching” is that teachers do the teaching to make the
students learn, but students can learn without the teachers. According to Akande
(1985), learning can occur through one’s interaction with one’s environment.
Environment here refers to facilities that are available to facilitate students learning
outcome.
 38

According to Oni, (1992), facilities constitute a strategic factor in organizational

functioning. This is so because they determine to a very large extent the smooth
functioning of any social organization or system including education. Oni further
stated that the availability and adequacy of teaching facilities influence efficiency and
high productivity in education. Farombi, (1998) opined that the wealth of a nation or
society could determine the quality of education in that land; emphasizing that a
society that is wealthy will establish good schools with quality teachers, learning
infrastructures. With these, students may learn with ease thus bringing about good
academic achievement. Writing on the role of facilities in teaching, Balogun, (1982)
submitted that no effective education programme can exist without equipment for
teaching; this is because facilities enable the learner to develop problem-solving skills
and scientific attitudes. In their contribution, Ajayi and Ogunyemi, (1990) reiterated
that when facilities are provided to meet relative needs of a school system, students
will not only have access to reference materials mentioned by the teacher, but
individual students will also learn at their own pace. The net effect of this is increased
overall academic performance of the entire students.
The availability and use of facilities are necessary in carrying out any task especially in
teaching and learning. These facilities are of great importance to the teachers since the
availability of these facilities could be referred to as those sets of materials which
enable a teacher to impart knowledge to the learners in a more vivid manner.
According to Nicholas, (2000) teaching facilities are those items that have intellectual
content and by design assist in the instruction of a subject or course. Dike, (2002) saw
it as a set of materials, which a classroom teacher can use to extend the range of
various experiences of his learners. Ezenwafor and Ndinechi (2003) affirmed that
teaching materials increase the rate of learning, save teachers’ time and effort, increase
learners interest in the subject and facilitate retention of what is learnt. They further
stressed that the use of instructional materials or teaching facilities by teachers give
 39

definitiveness to students’ ideas, give vividness to explanation and make teaching more
exact and thorough. According to Azuka, (2003), teaching facilities are things that
appeal to more senses in learners and enhance the methodology adopted by the teacher,
which includes types of objects that could be touched, seen, heard, smelled or tasted. A
teacher who is adequately equipped with relevant equipment and facilities can achieve
very much ‘in his class.
Anyakogu (2002) opined that a relationship exist between the availability of school
facilities and implementation of school curriculum. Anyakaogu believes that without
the availability of functional infrastructures in the schools, the skill-based curriculum
will not be effectively implemented in Nigeria, and youth would lack skill acquisition
and economic empowerment. This is because, youth lack the ability to carry out some
meaningful work due to lack of basic skills that promote effective work performance.
It is also noted that most of the equipment, tools, and workshop facilities are either
broken down or damaged or dilapidated and they are not replaced neither renovated
(Puyate, 2006).
Nigeria National Policy on Education (2013) emphasized the practical exposure to
various tools the provision of facilities, equipment and materials for every junior and
senior secondary school in order to make learning meaningful. Skill acquisition
programme at the secondary school level is comprehended effectively and experience
becomes efficient through the use of teaching facilities.
Educational facilities in marketing include physical facilities and learning facilities.
The physical facilities include site, accommodation for workshops, laboratories,
classroom and studios. The learning facilities include computers, textbooks etc.
According to Beyond, (1985) teaching facilities are those things in education which
enables a skilful teacher to achieve a level of instructional effectiveness that far
exceeds what is possible when they are not provided. Facilities include physical and
material assets and can be generally defined as buildings, properties and major
 40

infrastructure, also referred to within the Facility Management Industry as the built
environment Institute of educational facilities, (2006). Teaching facilities include all of
the infrastructure and material resources that are used to support the delivery of quality
education. Infrastructure refers to basic physical and organisational structures needed
for the successful running of the institution. According to Institute of educational
facilities, (2006), this can be seen in the form of any physical structure or space
required by the institution for the performance of its programmes and related activities.
Odina (2000) supporting Emmanuel, (1991) confirmed that if learners were to acquire
the necessary skills, adequate material resources should be provided in school. The
need for workshops, laboratories, studio and classrooms to be equipped with such
items as benches, tables, machine tools and instruments cannot be over emphasized.
Teaching facilities are meant to enhance the teaching and learning of any given
subjects. Nwaogu (1985) asserted that no matter the strength of manpower resource in
the system, educational process must require a conducive classroom, physical
accommodation, libraries, laboratories etc. When these facilities are lacking, teachers’
effectiveness are hindered.
Ezeuwa and Odoemenam (2010) said that having well-planned facilities in school have
proven to have a measurable influence upon students’ performance. Mgbodile (2003)
has it that educational facilities are needed for developmental cognitive areas of
knowledge, abilities and skills which prerequisites for academic achievement. He also
stated that they are essential for developing values, commitment, positive emotions,
and social sensitivity in learners. Using educational facilities like machines,
laboratories, and materials influences the students in:
(a) Demonstrating specific skills.
(b) Carrying out manually operated functions.
(c) Carrying out mechanically operated activities.
(d) Promoting memory development and recall.
 41

(e) Evaluating the success of skill acquisition (Olaitan et al 1999) therefore to give
training and impact the required skills to people, tools, machines and equipment must
be effectively utilized.
Ile (2002) added that teaching facilities help to stimulate interest, facilitate comparison
and give movement and continuity to the teaching and learning process. He maintained
that where they are effectively utilized, they generate greater students’ interest in the
learning system and assist in the retention of ideas. All these explanations on
instructional facilities stresses on the importance of instructional facilities in teaching
of marketing trade subject, the need for availability of these facilities and adequacy of
these equipment in marketing education. Chuke (2003) stressed further that the value
of anything is its usefulness. When adequate skills are not properly acquired, graduates
may not even be acceptable in the offices talk less of been self-employed and noted
that for these skills to be acquired, we must learn by what we do. This implies that the
critical content of any learning experience is the process through which the learning
takes place. It is noted that the number of students studying a course surpasses the
number of available functional equipment; this creates a vacuum in the students
learning process. These students will not be able to demonstrate the abilities and
competencies of creativity and manipulative skill. They cannot therefore boast of
having acquired the needed skills. In perfecting skills and improving knowledge, there
is need for provision of teaching facilities which helps to reinforce whatever idea, facts
or skills the students have learnt. From the above statement it is clear that for
knowledge to become useful and for skills to become practical, there is need for
facilities in learning which aids in achieving educational objectives.
A Chinese proverb state that
“ I hear and I forget
I see and I remember
I do and I understand’’
 42

Students should therefore learn through the process of doing so as to acquire the
desired skills.

Instructional Strategies in Teaching Marketing Trade Subject

Instructional strategy is a method, step, means, approach or procedure of achieving the
stated goals of education, (Emeniru, 1989). According to Okwuanaso and Nwazor,
(2000), strategies are same as methods and procedures. Teaching strategies play very
important role in the teaching and learning process. Effective teaching strategies are
also very crucial in teaching and learning job skills in secondary schools. This is
because the consequences of lack of effective teaching of job skills are devastating. For
instance, lack of effective strategies in teaching job skills may result to poor or zero
skills acquisition among school leavers. Poor or zero skills acquisition may result in
unemployment. Joblessness on the other hand, results in poverty and social ills.
A good instructional strategy or method must cater for the three major ways through
which learning can be acquired, namely auditory, visual and kinaesthetic. More so, a
good teaching strategy must consider students’ background knowledge, environment
and learning goals. Mannison, (2009) proposed six groups of instructional strategies
for teaching skills. These include:
(1) Direct Instructional Strategies which he says are highly teacher-centred and very
effective for providing instructional information to students. Examples are; Lecture
Method, Listen and Visualize Method, Programmed Instruction Method,
Individualized Instruction Method, etc.
(2) Indirect Instructional Strategies which he as student-centred strategies which seek a
high level of students’ involvement in observing, investigating, drawing inferences
from data and forming hypotheses. Examples are: Inquiry Method, Assignments or
Dalton Method, Questioning Technique, Read and Practice Method, etc.
 43

(3) Interactive Instructional Strategies which are interactive and rely heavily on
discussion and sharing among participants. Students can learn from peers, teachers and
at the same time, develop social skills and rational thinking. Examples are; Discussion,
Invitation of Guest Speakers/Resource Persons, Debates, Role play, Conferencing etc.
(4) Experimental Instructional Strategies which are learner-centred and activity
oriented. It involves personal and practical experience of the learner. Examples are;
Field Trip, Office Visits, Workshops, Laboratory exposure etc.
(5) Independent Instructional Strategies which are a range of instructional methods
which are purposefully provided to foster the development of individual student
initiative, self-reliance and self-improvement. Examples are; Critical Thinking Method,
E-learning, Project Method, Computer Assisted Instruction, etc
(6) Materials/Visual Aid Strategies which involve the use of instructional materials and
visual aids in teaching and learning process. It enables the learner to learn through
sight and sound. Examples are; Television, Video Tapes, Use of Textbook,
Instructional Films, etc
Taylor (2009) was of the view that teaching strategies can best be defined as the
principles and methods used for instruction. He further stressed that the type of
teaching strategy to be used depends on the information or skills the teacher is trying to
convey. Nneji, (2006) described teaching strategies as variety of ways through which
the teacher can present the subject matter to the learner. He went further to point out
that mastery of the subject matter and an understanding as well as ability to use the
appropriate strategies makes a master teacher. (Daughtrey, 1974) was of the view that
teaching strategies are the broad pattern of thinking or action which a teacher follows
to help his students reach the goals set for the course.
In his own submission, Uwameiye, (2005) stated instructional strategies as methods
which allows learners to access the information while teaching is going on. Norman,
(2011) posited instructional strategies involve the use of all the materials, methods, and
 44

other resources available to teachers that would help them meet the instructional needs
of all students and enable them to progress from dependent to independent learners.
Contributing Olawodun, (2009) stated that instructional strategies refer to the
techniques and methods used by the teachers in the classroom, their activities,
behaviours and actions taken for effective teaching of his students. He viewed teaching
strategies as being unique to subject matter and varies from teacher to teacher. Finally,
he noted that strategy could be an experience, talent or trait.
All the views above, could not agree less with that of Jayaprakas, (2005) who opined
that teaching strategies can help almost everyone involved in education. Experienced
teachers need to learn about new strategies and techniques to be up-to-date. New
teachers may want to have a reference of old theories that have worked well for others.
The continuous change in education, business, office work and national economy
makes the application of effective strategies for teaching job skills in business subjects
inevitable so as to impart in the students, realistic and relevant knowledge, skills and
competencies required in today’s office and business establishments. Nwaokolo and
Akilaiya, (2004) stated that effective teaching demands effective strategies so as to
bring about significant changes in the behaviour of the students before and after they
have learnt. On the other hand, Aworanti, (2010) pointed out that for effective teaching
to take place, a good strategy must be adopted by the teacher. Also when deciding the
strategy to use, a teacher needs to consider students’ background knowledge,
environment, and learning goals. He added that in teaching, a variety of strategies are
used to ensure that all students have equal opportunities to learn, which can be done in
three major ways- Auditory, Visual and kinaesthetic.
The success of teaching job skills in marketing in secondary schools depends to a large
extent on effective teaching strategies applied by teachers. More so, any teacher who
fails to apply effective strategies in teaching job skills in secondary schools is
operating below optimum capacity. On this basis, Nwaokolo, (1998) was of the
 45

opinion that effective teaching of job skills in business subjects demands the use of
appropriate tools, equipment, and effective strategies in order to emphasize learning-
by-doing. Ezeom and Afe, (2004) stated that teaching and learning is effective and
meaningful when the learner is actively engaged in the process and understands the
ideas or skills that he is learning.
In the same direction, Okoh, (2004) observed that business subjects which are practical
in nature are not adequately handled in our secondary schools. Students are not taught
with the necessary strategies that will arouse their interest in the subject. In order to
understand effective teaching better, Eya, (2007) perceived effective teaching as
classroom management, the integration and effective use of teachers’ three basic
qualities:
(a) Teachers’ knowledge of the learner,

(b) Teachers’ knowledge of the subject matter and

(c) Teachers’ knowledge of the various teaching methods.

The major thrusts of effective teaching strategies according to Tema (2007) are:

(a) To deliver quality teaching and learning of business subjects in schools.

(b) To ensure employability of business education graduates

(c) To enhance status and attractiveness of business education programme.

While the guiding principles that are considered major drivers of these strategies
includes effectiveness, quality, accessibility, entrepreneurship, employability and
sustainability. On this basis, Eya, (2001) disclosed that the two major characteristics of
a good and effective teacher are knowledge of the subject matter and the effectiveness
 46

of strategies used in dispensing such subject to the learner. The primary goal of
teaching trade subject like marketing is for the students to learn both practical and
theoretical aspect of the subject.
Njoku, (2002) stated some methods in teaching business subjects which includes
marketing:
(a) Question Methods- Questions can be divided into questions that are based on
information-presented in a text book, reports, journals or periodicals Answering fact
questions demands that students study the material and remember the facts presented
and questions that require the students to reason or brainstorm.
(b) Use of Brochures Little pamphlets written by companies or institutions explaining
to people their activities and what they can do. These pamphlets could be got from
libraries, firms or locally. The teacher can request students to go to these companies
and collect their brochures. This will make the student feel more committed to
learning. The teacher should go through the pamphlets with the students and then post
same on the bulletin board for other students‟ information.
(c) Use Audio-Visual, Visual aids- These include teachers’ demonstration, role-play,
field trip, motion picture and television. Audio: Record player, radio, cassette recorder,
etc. Visual: Textbooks, chalkboard, class bulletin board, mounted pictures, graphic
materials, etc. If all these are used or applied, students will become more interested and
there will be higher interest in learning at the tertiary level.
(d) Discussion of life cases and problems will enable the students to see the relevance
of learning to everyday activities. A lot of knowledge should be obtained not only from
textbooks but also from happenings around the environment.
(e) Role Playing is a method of human interaction that involves realistic behaviour in
any imaginary situation. Students can be asked to role-play, such things that come up
in real life or what they have learnt in class. You have to distribute each person’s
function to ensure sound role-play. This will remain in their minds for a long time.
 47

Akinlaye. (2003) states that the use of effective strategy in teaching business subjects
can make a knowledge permanently inculcated in the learner. To understand business
subject properly there are strategies which enable students become more functional and
creative.
(a) Demonstration methods- demonstration is essential for a skilled teacher. The
development of skill requires practice, but a student cannot secure the best result from
his practice unless he knows how it is practiced. That is, he must know how he is to
perform it. This he can effectively achieve by observing a competent teacher
demonstrate the skill. For example, a good teacher of skill subject will show the
students how to build the techniques for skill subjects. In demonstrating a skill, the
teacher has to perform it in stages, but slowly, first and the entire class must see what
he does. He can do this by dividing the class into smaller groups or demonstrate to
individual students.
(b) Field Trips to business offices. The teacher has to plan very well before going on a
field trip with the students. In short, objectives must be clearly defined. The firm must
be contacted and must be there to show to the students what they have come for and
help to direct them. At the end of the presentation the teacher should find out from the
students if they have any question for the firm. This is to prevent students from asking
further questions when they come back to the class.
(c) Guest Speakers from different works of life could be invited to speak to the
students on different topics. They should be consulted in advance and should be told
the background of the students, the objectives you have in mind i.e. what you want him
to speak on, so that he can plan ahead. As he speaks, ask them to note important points
and questions to be discussed.
(d) Group Study/Project Work- organised in a manner that will make the students work
cooperatively with one another. By encouraging joint effort the students will see the
 48

need to cooperate with one another and work to accept group decision. In addition, this
may help the dull students to work harder.
Orji (2013) said that strategies touch the different senses; it stimulates and spurs the
students into action and the teacher into achieving the desired goal. This is because the
different methods of teaching have been combined to achieve the learning goal. The
teacher should be enthusiastic about the marketing subject, plan skills in advance,
practice the skills before going to teach, share lesson objectives and procedure with
students, adapt content to suit the needs of students, motivate the student and foster
active participation, encourage team work and sharing of material, develop their keen
sense of observation, Use varieties of teaching methods, improvise relevant
instructional materials, handling difficult concepts.
Ogunniyi (2003) opined that unless urgent measures are taken to curb the problem of
poor teaching methods, the learning attitude towards Nigeria educational system will
continue to persist. He stated that knowing the strategies of teaching business subjects
like marketing would help the teacher to become efficient and effective in the process
of teaching. In this regard, the application of different strategies as well effective use of
the teaching tools in learning would help to drive home the point and effect behaviour
change. It will also influence the learners in learning skills and improve their
knowledge and experiences.

Staffing situation for teaching Marketing Trade subject

The importance of teachers in curriculum planning, development and most importantly
implementation cannot be overemphasized. Teachers most times are not involved
during policy formulation even though they are expected to implement this curriculum.
A major setback in effective curriculum implementation is the problem of unqualified
teachers, especially specialist teachers in areas like vocational and technical subjects.
Ajibola,(2008) pointed out that most of the teachers are not qualified to teach the
 49

subjects introduced in the curriculum of trade subjects and these can also affect the
curriculum implementation in secondary school.
Employment of unqualified teachers into the programme can result to lowering of the
quality of the programme. Eroke, (2012) rightly pointed that a teacher can demonstrate
the act of teaching only when he is taught by the right people with the necessary
background. Hence, the job of teaching skills should not be left in the hands of
incompetent teachers. One can see that a good numbers of those who teach the trade
subjects especially marketing subject are not in the areas. Discipline can only be
instilled in a programme when the right types of people are employed to teach the
students. The students would have confidence in the teacher when the teaching and
learning are taking place. It has been observed that when students know that they are
being taught by unqualified teachers, they doubt the quality of the programme. This
means that a situation where teachers are employed indiscriminately makes the
programme worthless. Placing restriction on a programme shows discipline and dignity
for the programme.
Njoku, (2002) listed the following qualities of a teacher teaching business subjects
which can be affiliated to a marketing teacher:
(a) Entrepreneurship qualities since one is prepared both as a teacher and as a
businessman, the teacher must be innovative, focused, have foresight, have ability to
solve problems, have good human relations, must be technically competent, must be
dynamic, and must be a risk taker.
(b) Professional Qualities: must belong to a professional association, be adequately
trained to handle his/her courses, engage in research, attend conferences and seminars,
be certified as possessing the qualification of business education from a recognisable
institution, ability to withstand the test of time, retraining and venturing into new areas
in business education-entrepreneurship etc.
 50

(c) Personal Attributes of a business education teacher includes the willingness to

accept change, ability and interest to learn, accommodating of others, cheerful,
studious, not self-centred, considerate, have a good command of the English language,
Interest in people, cooperation and loyalty, character (Nolan, 1976). Nolan considered
character as the most important attribute of a teacher. Lack of great teaching skills may
be excused, others could be ignored but to have a person of doubtful character as a
teacher would be difficult to accommodate. A qualified marketing teacher can possess
these qualities which make learning of marketing trade subjects very effective. In
essence, the lack of competence is likely to arise from inadequate training, which may,
in turn affect the learning behaviour of students in the school system. Since marketing
is a practical and skill-oriented subject, it is particularly important for teacher to
understand its objective, as well as its methodology for a success- oriented classroom
as this is a step towards improving the status of the subject.

Review of Empirical Studies

Alabi (2014) conducted a study on the implementation of the new senior secondary
school curriculum for the realization of the objective of entrepreneurship education in
Ondo state. The main purpose of this study was to examine the level of implementation
of the new curriculum towards the improvement of the youth in job creation and
eradication of unemployment in Nigeria. One research question and two hypotheses
were generated and tested to determine how the new curriculum provides youth with
entrepreneurial skill to becoming self-employed. Descriptive research design was used.
Using a simple random sampling and stratified random sampling methods, a total
number of 108 principals and 590 teachers were sampled as respondents from 18
public secondary schools and 18 private secondary schools of the three Senatorial
Districts in Ondo State. Data were collected through the use of a self-developed and
 51

validated questionnaire tagged 'Implementation of the New Senior Secondary

Curriculum Descriptive Questionnaire' (INSSCDQ).
Findings revealed that entrepreneurial skills in the new curriculum influences the youth
to becoming job creators instead of job seekers. The study recommended that
entrepreneurship education should be incorporated into secondary school programme
right from the junior secondary to help expand knowledge.
The study related to the present on in terms of entrepreneurial skills in the new senior
secondary school curriculum in eradicating poverty and unemployment but differ in
their the area of study. Alabi(2014) used teachers and principals in Ondo state as
respondents while the present study will also be using subject programme
implementer( administrators and teachers) in Anambra state as respondents.

Adeyoni, and Adeola (2014) conducted a study on assessment of the new

trade/entrepreneurship education in senior secondary schools towards students’
empowerment in Oyo state using regression analysis. The study examined the recent
entrepreneurship content so as to ascertain the level of compliance with the curriculum
contents, teachers’ competence and the extent to which it has empowered students for
self-employment. They used three research questions and three hypotheses to
determine how the new curriculum empowers youth in becoming self-employed. The
stratified random sampling was used. The subject were made up of 1,425 teachers and
students from 17 schools in rural areas, and 1,027 teachers and students from 44
schools in urban areas, which were drawn across the three senatorial districts of the
state. They study utilized both quantitative and qualitative techniques in data collection
and analysis with questionnaire and observation as main instruments of collection.
Findings revealed that entrepreneurial skills influenced student’s empowerment which
enables them become creative and less dependent on government for jobs. The study
recommended adequate circulation of the curriculum, provision of equipment and
 52

relevant facilities, training and re-training of teachers and adequate funding among
others.
Their study is also directly related to trade subjects in the new senior secondary
curriculum in influencing students’ empowerment, poverty alleviation and eradication
of unemployment. However both studies differ in terms of area of study while this
study was conducted in Oyo state the present study is conducted in Anambra state.

Ogundele, Akingbade and Akinlabi (2012) Using regression analysis, conducted a

study on trade/entrepreneurship training and education as strategic tools for poverty
alleviation in Lagos state. The purpose of their study was to investigate the intensity of
entrepreneurship training and education as strategic tools for poverty alleviation and
wealth creation in Nigeria secondary schools. Two research questions were formulated.
Two hypotheses were postulated to determine the relationships between technical skills
and youth empowerment and between personal entrepreneurial skill and social welfare
services. Using a stratified random sampling technique, 250 entrepreneurs and
apprenticeships from five local government areas in Lagos state, South Western
Nigeria were selected as respondents. Data were gathered through a self-monitored
questionnaire survey and simple regression analysis was used to test the relationship
between the entrepreneurship training and education and poverty alleviation.
Findings revealed that youth empowerment are influenced by their acquired
entrepreneurial skill. The study recommended effective entrepreneurial education,
youth empowerment, and social welfare service as a catalyst for poverty alleviation.
However, their study was also aimed at trade/entrepreneurship training skills which
will help towards youth empowerment, poverty eradication and wealth creation and
their findings shows that trade/ entrepreneurship training is vital for youth development
and empowerment.
 53

Ofoha (2011) conducted an assessment of the implementation of the secondary school

skill based curriculum to youth empowerment. The purpose of the study was to assess
how the Nigerian secondary school education curriculum was implemented with a
view to ascertaining the extent to which it has empowered students for self-
employment. Two research questions were formulated. The study adopted the
descriptive survey research design which was deemed appropriate as it involved the
collection of extensive and cross-sectional data for the purpose of describing and
interpreting an existing situation under study. The sample comprised 380 junior and
senior secondary school students and 120 teachers, selected from twelve secondary
schools across three Geo-political zones in Nigeria, (North Central, South East, and
South West). The study utilized both quantitative and qualitative techniques of data
analysis with the use of questionnaire as main data collection instrument. Result,
showed that Nigerian secondary educational system is expected to rise to the challenge
of equipping the youth with the necessary entrepreneurial knowledge, skills, values and
attitude for them to live as competent members of the society and contribute to nation
building.The researcher recommended, amongst others, integration of entrepreneurship
education in the teaching-learning process, as this will enable students to be motivated
in identifying entrepreneurial opportunities.
Ofoha’s study and the current study are similar in some ways. The two studies
concentrated on entrepreneurial skills in the new senior secondary school curriculum
towards equipping the youth, creating employment and nation building and also the use
of questionnaire for data collection and number of population. However both studies
differ in area of study and population.

Ezeani (2013) conducted a study on the implementation of business education in

Nigerian secondary school, the new trade subjects’ curriculum and its impact on
discovery learning. The study examined the new national curriculum for senior
 54

secondary schools (trade subjects) in Nigeria with special focus on business education-
accounting curriculum and its impact on discovery learning. The population of the
study was 267 accounting students and 24 accounting teachers randomly selected from
ten secondary schools in Onitsha North Local Government of Anambra State. Four
research questions were raised for the study. Survey research design was used for this
study. Data were generated through the use of questionnaire and observation. The
study revealed that the accounting teachers had a fairly good perception of the dual
role of the accounting curriculum and no student wanted to study accounting as a
terminal course. Also, accounting classroom practices were not application based. It
was recommended that the laboratory for accounting (business education) should be
well equipped with internet facilities and the accounting teachers should be encouraged
to sandwich practical with theory. The findings of the study indicated that the
introduction of the new trade subjects will boost the economy of the country by
eradicating poverty, creating jobs and equipping the youth with relevant skills to
become self-reliant. In order for the programme to become successful the government
must employ qualified teachers, provide facilities for learning and conduct evaluations.
Ezeani’s study and the current study are similar in some ways. The studies concentrate
on the new curriculum for senior secondary students towards economic growth and
youth empowerment. Both studies were conducted in Anambra state. However they
differ in subject selection while Ezeani talked on accounting and book keeping the
current study is on marketing.

Summary of Review of Related Literature

The Nigeria education system is making progress in equipping their curriculum with
entrepreneurial skills to enable its citizens become independent and self-reliant. The
literature review indicates that the world of work is changing and becoming more
demanding as the knowledge and skills needed by the individuals to succeed in work
 55

places are undergoing changes. For the above target to be met there is need for the
marketing trade subject curriculum to be evaluated.
The review of related literature highlighted the views of various authorities regarding
the implementation of marketing trade subject curriculum in senior secondary schools
in Anambra state. The sub headings review includes: conceptual frame work,
theoretical framework, theories supporting implementation, and theoretical studies.
The Conceptual frame work covered concepts of evaluation, marketing, trade subjects
and curriculum. Theoretical studies covered the content of marketing in senior
secondary schools, instructional strategies, teaching facilities and staff qualification for
teaching marketing trade subjects.
On the curriculum content, the review identified various course such as marketing
concepts, marketing mix, market, marketing planning and research, pricing,
merchandising, production, transportation, warehousing, distribution, consumer and
organizational behaviour, advertising, sales promotion which will help the learner
become creative, increase experience and influence his thinking.
On instructional strategies the review revealed that most teachers use traditional
methods of teaching which is teacher centred. It also reviewed methods which can
motivate students toward learning and understanding of marketing such as role
playing, discussion, demonstration, questionnaire, field trip, guest speaker, project
work, visit to business offices and group work. The review identified some crucial and
relevant teaching facilities such as school buildings, conducive classroom, audio media
and visual media, charts and graphs, laboratories, computers for effective marketing
instruction. It revealed that instructional equipment/facilities enable a skilful teacher to
achieve a level of instructional effectiveness that far exceeds what is possible when
they are not provided. The review rejected the unavailability of these important tools in
secondary schools, and revealed the implication of this on the students; that if students
 56

are not trained with equipment they will use in the workplace on graduation they
cannot perform to their employer’s expectation or possess technological skill.
On staffing situation, it was revealed that the teaching staff should be adequately
competent and qualified to teach the course in order to make learning more effective. It
also revealed that the teaching staff determines the adequacy and quality of the
programme and that instructional goals and objectives are achieved only on the level of
their competences and visions. The review suggests that for instruction to be effective
and lead to employment of graduates, instructional staff must be posited with
entrepreneurial competencies and pedagogical capability. Review of the empirical
studies covered related studies on the appraisal of the marketing curriculum as a new
trade subject in the senior secondary school in Anambra state. Five empirical studies
were revealed, compared and contrasted.
However, no evidence of the study on the evaluation of the Implementations of the
marketing trade subject curriculum for senior secondary schools in Anambra state has
been carried out and the gap in literature is what the present study seeks to fill.
 57

CHAPTER THREE
METHOD
This chapter presents the procedure that will be adopted for the study. These which;
design of the study, population of the study, area of the study, instrument for data
collection, validation of the instrument, reliability of the instrument, method of data
collection and method of data analysis.

Design of the study

Survey research design will be used for this study. This research design will be adopted
in order to survey the evaluation of the marketing trade subject curriculum in senior
secondary schools in Anambra states and how the contents of this new curriculum of
trade subjects are beneficial to students.
This design is advantageous since it will facilitate an easy cross section content survey
across the selected schools and at the same time facilitate an easy appraisal and
collection of field data from the respondents. This method is considered most
appropriate for this study as it gives credence to the use of this research design
(Sekaran and Bougie, 2010).

Area of the Study

The study will be conducted in Anambra state. Anambra States is located in the south-
eastern Geopolitical zone of Nigeria (SEGPZN) and it occupies a land area of 4,416
Square Kilometres. The state is divided into 3 senatorial districts and 21 local
government areas for administrative convenience. Its original name was 'Oma Mbala',
the native name of the Anambra River. The Capital and the Seat of Government is
Awka. Onitsha and Nnewi are the biggest commercial and industrial cities,
respectively. The state's theme is "Light of the Nation". Boundaries are formed by
Delta State to the west, Imo State and Rivers State to the south, Enugu State to the east
 58

and Kogi State to the north. The origin of the name is derived from the Anambra River
(Omambala) which is a tributary of the famous River Niger. The indigenous ethnic
group in Anambra state are the Igbo (98% of population) and a small population of
Igala (2% of the population) who live mainly in the north-western part of the state.
Anambra is the eighth most populated state in the Federal Republic of Nigeria with a
population of about 4,055,048 according to the 2006 Census data, and the second most
densely populated state in Nigeria after Lagos State. The stretch of more than 45 km
between Oba and Amorka contains a cluster of numerous thickly populated villages
and small towns giving the area an estimated average density of 1,500–2,000 persons
per square kilometre.

Population of the Study

The targeted population size of this study will consist of 52 teachers’ who are currently
involved in teaching the new marketing curriculum subject. The population of the
study is sourced from Anambra State post primary Education commission Board
(ASPPECB).
Ali, Eyo & Sowande (2000) recommended that if the population is small it should be
studied entirely therefore, since the population of the study is small, the researcher will
be using the entire population without sampling.

Instrument for Data collection

A structured questionnaire captioned ‘An evaluation of the marketing trade subject
curriculum in senior secondary schools in Anambra state was developed by the
researcher and reflected the research questions used in the study. The questionnaire is
divided into two sections A &B. Section A consist of information on personal variables
such as gender and experiences. Section B made up of four clusters (B1-B4)
addressed the new marketing trade subject programme . A five (5) point likert rating
 59

scale as shown below will be used to enable the researcher judge respondents’ level of
confidence on each item.

Validation of the Instrument

To ascertain the validity of the instrument developed for the study, the purpose of the
study, research questions, hypotheses and the questionnaire were given to three
experts, in measurement and evaluation unit of Education foundation and another
expert from Department of Vocational Education all from Nnamdi Azikiwe
University Awka. They were requested to validate the instrument with reference to the
appropriateness of the items, their wordings and construction. The experts were also
requested to examine the items in respect of their relevance, clarity, content coverage
and their adequacy in addressing the purpose of study. The input of the authorities was
incorporated by the researcher in modifying the instrument to a current standard.

Reliability of the Instrument

The reliability of the questionnaire was established using test re-test method. Twenty
(20) copies of the questionnaire were administered to the respondents after two weeks
to ascertain the reliability of their responses. The data from the two tests were
correlated using Pearson Product Moment Correlation Coefficient and a correlation co-
efficient (r) value of 0.22 for first cluster (B1), 0. 30 for second cluster (B2) ; 0.20 for
third cluster(B3) and 0.17 for the fourth cluster( B4) which give a total reliability of
0.89 for the four clusters was obtained which is considered highly reliable for the
study.

Method of Data Collection

To ensure high percentage return of the instrument, a letter of introduction from the
researcher explaining the purpose of the exercise and appealing to the administrative
 60

head in each of the schools and also the marketing teachers to provide the researcher a
needed information which will help in the study. A period of one month will be used
for the distribution and collection of the questionnaire. The questionnaire collected will
be used for data analysis

Method of Data Analysis

In this study the researcher will be using. The mean of scores will be used to analyse
data related to the research questions, while t- test will be used to test the hypothesis
at 0.05% level of significance.

Decision Rule
Any item that attracts mean score greater than 3.00 will be used as appropriate in
teaching new market trade subject, while a mean score less than 3.00 will be
regarded as inappropriate for teaching new market trade subject. In testing the
hypotheses, null hypotheses will be rejected when P-calculated value is less than
the P-tabulated value. However, if the P calculated value is greater than the P
tabulated value will be accepted at 0.05 level of significance.

Responses value Limit

Very adequate (VE)
Adequate (A)
Moderate adequate (MA)
Slightly adequate (SA)
Not adequate (NA)
5 4.50-5.00
4 3.50 -4.49
3 2.50-3.49
2 1.50 -2.49
1 1.00 -1.49
 61

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APPENDIX A
CALCULATION OF RELIABILITY OF COEFFICIENT USING PRODUCT
MOMENT CORRELATION COEFFICIENT
CLUSTER B1
S/N X Y XY X2 Y2
1 3.2 3.0 9.6 10.24 9
2 4.0 3.2 12.8 16 10.24
3 3.5 4.0 14 12.25 16
4 3.1 3.0 9.3 9.61 9
5 3.0 3.1 9.3 9 9.61
6 3.4 3.1 10.54 11.56 9.61
7 4.2 3.5 14.7 17.64 12.25
8 3.1 3.4 10.54 9.61 11.56
9 3.0 3.3 9.9 9 10.89
10 4.1 3.0 12.3 16.81 9
11 5 4.0 20 25 400
12 4.1 3.5 14.35 16.81 12.25
13 3.2 3.0 9.6 10.24 9
14 3.1 3.2 9.92 9.61 10.24
15 3.0 3.4 10.2 9 11.56
TOTAL 39.2 43.5 186.95 1536.64 1892.25
 68

B2
S/N X Y XY X2 Y2
1 3.0 3.5 10.5 9 12.25
2 4.0 3.5 14 16 12.25
3 5.0 3.2 16 25 10.24
4 4.0 4.5 18 16 20.25
5 3.2 3.5 11.2 10.24 12.25
6 3.5 3.0 10.5 12.25 9
7 3.0 3.5 10.5 9 12.25
8 3.5 3.7 12.95 12.25 13.69
9 4.0 3.5 14 16 12.25
10 3.2 3.1 9.92 10.24 9.61
11 5.0 4.5 22.5 25 20.25
12 3.1 3.4 10.54 9.61 11.56
13
14
15
TOTAL 44.5 42.9 150.11 158.34 155.85
 69

B3
S/N X Y XY X2 Y2
1 3.5 4.0 14 12.25 16
2 5.0 4.5 22.5 25 20.25
3 3.1 3.2 9.92 9.61 10.24
4 3.4 3.3 11.22 11.56 10.89
5 3.1 3.5 10.85 9.61 12.25
6 3.4 3.2 10.88 11.56 10.24
7 3.1 3.2 9.92 9.61 10.24
8 3.4 3.5 11.9 11.56 12.25
9 5.0 3.4 17 25 11.56
10 3.5 3.0 10.5 12.25 9
11 3.0 3.5 10.5 9 12.25
12 3.4 3.6 12.24 11.56 12.96
13
14
15
TOTAL 19.5 41.9 151.43 137.4 148.13
 70

B4
S/N X Y XY X2 Y2
1 3.1 3.4 10.54 9.61 11.56
2 3.3 3.5 11.55 10.89 12.25
3 3.4 3.8 12.92 11.56 14.44
4 3.4 3.6 12.24 11.56 12.96
5 3.4 3.1 10.54 11.56 9.61
6 3.8 3.1 11.78 14.44 9.61
7 3.2 3.5 112 10.24 12.25
8 3.1 3.2 9.92 9.61 10.24
9 3.4 3.5 11.9 11.56 12.25
10 3.1 3.2 9.92 9.61 10.24
11
12
13
14
15
TOTAL 33.2 33.9 213.31 110.64 115.41

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