INTRODUCTION

Business education is the foundation upon which students build an awareness of

business and an understanding of business concept. Business is the process by
which individuals, organisations and societies interact to improve their economic
wellbeing through the exchange of products, services and ideas. The ability to
make individual decisions based on choice is essential to this process. Business
education according to Azuka, Nwosu, Kanu & Agomuo (2006), is a process of
instructing a person about what happens during business transactions in offices,
banks, markets and anywhere money changes hands. It is also a type of education
that helps someone to learn facts, acquire skills, develop abilities, solve problems
and be able to have business like attitudes useful for success in business situations.
The concept of business education had evolved over time. This is evident in the
different definitions offered by various authors and researchers in trying to make
clear the meaning of business education. Agwumezie (2017) defined business
education as a course that prepares students for entry in advancement of jobs
within business, and prepares them to handle their own business affairs to function
intelligently as consumers and citizens in a business economy. Similarly,
Amaewhule (2000) opined that business education encompasses knowledge,
attitudes, and skills needed by all citizens in order to effectively manage their
personal businesses and economic system. Atakpa (2011) remarked that business
education is an embodiment of vocational knowledge and skills needed for
employment and advancement in a broad range of business careers. In other words,
business education means education for business or training skills which is
required in business offices, clerical occupation and business policy analysis.
Okoye (2013) extensively defined business education as an education programme
that orientate students in art of business making (marketing) typing and shorthand
skills, (currently competing with computer appreciation and operation) service
delivery, secretarial jobs, stenography, account clerking, office information system
and management.

Amoor (2010) noted that business education is an integral part of vocational and
technical education. It is a form of vocational education that is directed towards
developing the learner to become productive in teaching, paid employment and
self-employment. Amoor (2010) in Tema (2007) postulated that this type of
vocational education prepares learners for gainful employment and sustainable
livelihood. He went further to say that business education plays signification role
in the economic development by providing knowledge and skills to the learners
thereby enabling them to adequately impart knowledge into others and handle
sophisticated office technologies and information systems. The goal of business
education is primarily to produce competent, skillful and dynamic business
teachers, office administrators and businessmen and women that will effectively
compete in the world of work. Amoor (2008) noted with dismay that the calibre of
students that graduate from business education especially office technology and
management (OTM) option, have the problem of inadequate exposure to modern
office technologies, information system and the rudiments of office administration.
He further stressed that lack of adequate teachers is responsible for this unfortunate
trend

Alcpan (2015) defined strategies techniques as the practice and r4nement of

presentation which a teacher uses to make his teaching more (effective) interesting
when using a specific method or teaching aid. According to Ukoha and Eneogwe
(1996), strategies are processes adopted by veteran teachers to inject variety in
their teaching, stimulate it and maintain the students' interest in it. Therefore in
order to avoid student's lack of interest in business education. they need to be well
taught and motivated by using different strategies. Hornby (1998) defined strategy
as a plan designed for particular purposes or the process of planning something or
carrying out a plan in a skillful way.

Nwachukwu (2010), described teaching strategies as decisions about organizing

students, materials and ideas to provide learning. That is, ways of approaching the
students to get them interested and understand the subject. Therefore every
business education teacher inust devise a means or develop strategies, which he
can reach out to students to learn and be interested in business education. This also
means that many techniques should be employed for effectiveness of the lesson.
Nwachukwu further states that lectureres need to vary their teaching strategies in
different classroom situations. Etuk (2000) asserted that use of a single approach
causes boredom and discipline problems in the classroom. Offorma (2015)
maintained that lecturers have to use different resources and teaching strategies to
teach students of different abilities and interests. The lecturers of business
education should try to make class activities interesting to the students. This can be
done by identifying the needs and interests of the students and thereby incorporates
them into the class activities. Making use of a variety of strategies to teach a
particular field can help to attract and maintain the interest of the students to take
active part in the subject. This will make mastery of the field easy and successful
in examinations. Narasiinhan (2009). has observed that what facilitates students'
understanding and acquisition of knowledge have been found to be dependent on
such learning environment, the lecturers knowledge level and the instructional
approaches used. Narasiinhan went further to stress that the lecturers
characteristics, teaching approaches among others, are aspects are considered very
important in influencing business education students ' learning and understanding.
Supporting this, Finch (2010) is of the opinion that the teaching approach factor in
acquisition of knowledge, and lecturers, use a good teaching approach that will
facilitate understanding among his students. It is for this same reason that
Ukanwoke (2015) is of the view that a lectures who uses real life. experiences and
simulation of life situations facilitates students' understanding business education.

Statement of the Problem

The importance of Business education for the nation's economic development

cannot be overemphasized. In the same vein, the present poor performance of
students in Business education as reflected in the college of education agbor.
According to Oltonltwo (1995), inadequate qualified Business education teachers
results to poor performance of students in Business education. This poor academic
achievement in Business education programme in college of education is
unsatisfactory. This state of affairs is very disturbing.

Many factors, including the ineffective and poor teaching stratcgics adopted by
college of education agbor, Business education lecturers do not worth they sought.
According to Ekunno (2018), poor teaching methods used in teaching of Business
education gives rise to inadequacy of learning of the required skills of Business
education. Students performance in Business ducation cannot be improved unless
lecturers adopt suitable methods and approaches of teaching Business education
students.

Commenting on students' attitude toward study, Paul< (2017) found that it is a

common feature presently in school system to see students exhibiting non-challant
attitude towards learning. This is partly due to lack of interest by students,
probably owing to the poor teaching strategies adopted by lecturers while teaching.
Obi (2001), also stated that most schools are not equipped to provide students with
learning experience necessary for the development of basic skills needed in
Business education. While hoping that material resources could be provided
someday, it is necessary to ensure that the teaching and learning of Business
education be improved on. Therefore, based on the above, the major concern of
this study is to establish strategies for improving performance of business
education in college of education.

Purpose of the Study

The major purpose of this study was to establish strategies for improving
performance of business education in college of education.

Specifically the study sought to:

 establish teaching strategies that could improve the lecturers effectiveness in

teaching Business education;
 establish learning strategies that could enhance the students' ability for
learning Business education;
 determine problems militating against the teaching of Business education;
and
 ascertain learning difficulties encountered by students in Business education

Research Questions

1. What are the learning strategies that could enhance the students' ability for
learning Business education?

2. What are the problems militating against the teaching of Business education?

3. What are the learning difficulties encountered by students in Business

education?

Research Hypotheses
The following null hypotheses were tested at .05 level of significance.

Ho,: There is no significant difference in the mean perception of students and

lectureres with regard to strategies for improving the teaching of Business
education.

Hoz: There is no significant difference in the mean perception of students and

lectureres with regard to strategies for improving learning of Business education.

110~: There is no significant differences in the mean perceptions of students and

lecturerss with regard to problems encountered in teaching Business education.

Significance of the Study

The need for the adoption of appropriate strategies for teaching business education
in college of education should not be overemphasized. This is because present day
youths constitute future leaders of this country. The production of better business
education oriented students who are prepared to be more useful to themselves and
for the overall development of the nation could prove a good asset, hence this
study would be of help to the government, business lecturer, students, industrial
sector, society and curriculum planners. would be beneficial to the government,
being the policy maker in planning and decision-making. It would help in policy
formulation, implementation, evaluation and reformation. The study will reveal to
the govcrnment the appropriate strategies needed for improving performance of
business education in college of education system, with thc aim of helping to adopt
them by providing grant in aid to institutions.

To the business studies lecturers, the study will reveal appropriate teaching
strategies that could improve the lecturers effectiveness as well as ways to conduct
excursions to various business firins for improving performance of business
education in college of education. It is hoped that the lectureres will employ them,
thereby improving teaching and learning process. Etc.

Business education students would benefit for relevant manipulative skills would
be acquired and hence make them a saleable member of the society. It would also
build the confidence in them as they contribute their quota in the society thereby
making good living from the acquircd skills. The students who have acquired such
skills would be self-reliant and useful to themselves, industrial sector and society at
large. The study also will help students become more strategic learners who can
take significant responsibility for their learning.

Operation Definition of Terms

Performance: A performance is an act of staging or presenting a play, concert, or

other form of entertainment. It is also defined as the action or process of carrying
out or accomplishing an action, task, or function.

Strategies: A strategy describes how the ends (goals) will be achieved by the
means (resources). Strategy can be intended or can emerge as a pattern of activity
as the organization adapts to its environment or competes. It involves activities
such as strategic planning and strategic thinking.
CONCLUSION

Business education is an important type of professional education which aims at

preparing managers, competent lecturers and executives for the future. The Omega
events of 20th century have caused an immense proliferation of business education
throughout the world. The roots of modern business education in Nigeria can be
traced back to the education system introduced by British a century ago. It has
passed through different stages of growth in such way that in the beginning of 21st
century it has experienced big changes. The present paper concludes that the
existing business education system has the abilities and potentials for
improvements, yet the system is reluctant to implement changes because of
prevalent lethargic behaviour in the market place. There are other impediments like
absence of proper reward and appraisal system for school, lack of guidance for
school and students, less facilities for research, ever changing educational policies,
fewer linkages between industry and academia, redtapism, corruption, school
shortage, etc which doesn’t allow the smooth and steady functioning of the
business education system in Nigeria. The business education programme in
Nigeria can be improved through taking effective planned initiatives like making a
strong link between colleges and allowing nationwide accessibility of education
through introduction of diverse programme, training teachers according to existing
educational needs, allocating proper budget to research and devising proper
mechanism for teachers evaluation and compensation. This should be done by
keeping in mind not only the local requirement of business education as well as
also keep in mind the international standard about the business education. There is
a need of integrated system in which government work together with the
educational institution by giving chance to the people, so that in broad manner all
of the problems of the business education programmes are identified and then
multi fact development strategies are applied not only to overcome the problems
but also to further improve the system for the development of our country as
whole.
 CHAPTER TWO
REVIEW OF RELATED LITERATURE
In this Chapter literature related to the study is reviewed under the following sub-
headings:

 Conceptual Framework Concept of Strategies, Academic Performance,

Teaching and Learning
 Improving Teaching of Business Education
 Improving Learning of Business Education
 Effective Teaching Strategies and Business Education lecturers in College of
Education
 Trends in the Educational Process and Academic Performance of Business
Education Students in College of Education
 Problems affecting Business Educators Quality in Business Education
Programmes
 Effects of Poor Teachers’ Quality on Graduates of Business Education
 Learning Difficulties Encountered by Students in Business Education.
 Summary of Related Literature Review.

Conceptual Framework

Concept of Strategies The phrase “strategies” have a Greek Origin.

According to the ancient Greek, the word strategy means the art of generalship, of
devising and carrying out a military campaign. It was transferred from its military
origins to the business world in the year before the ubiquitous MBA, at a time
when the military career was considered a good qualification for a manager. As
with the military, strategy was seen by business man as a high level function fit
only for the minds of leaders and a small cohort of the brightest and best. However,
corporate planning was usually a secretive operation that took place at irregular
intervals (Hindle, 2008). In the sense of the “art of the general”, which included
several subsets of skills including “tactics”, siegecraft, logistics, among others, the
term came into use in the 6th century C.E. in East Roman terminology, and was
translated into Western Vernacular languages only in the 18th century. From then
until the 20th century, the word “strategy” came to denote “a comprehensive way
to try to pursue political ends, including the threat or actual use of force, in a
dialectic of wills” in a military conflict in which both adversaries interact
(Wikipedia, 2017). The concept of strategies has come to mean different things to
disparate persons in different endeavours; while some persons may see it as a
method or plan, others regard it as an art or science. Be that as it may, there is a
general consensus to the ideology that strategy has an end point of enabling an
individual, group or an organization to realize a common goal. However, strategies
could be defined as the art or science of planning and marshaling resources for
their most efficient and effective use. It is also a method or plan selected by an
organization or group aimed at bringing about a desired future such as achievement
of a goal or solution to a problem (Business Dictionary, 2017). Strategies are high
level plans set out to achieve one or more goals under conditions of uncertainty.
Strategies are important because the resources available to achieve these goals are
usually limited. Strategy generally involves setting goals, determining actions to
achieve the goals, and mobilizing resources to execute the actions. A strategy
describes how the ends (goals) will be achieved by the means (resources). This is
generally tasked with determining strategy. Strategy can be intended or can emerge
as a pattern of activity as the organization adapts to its environment or competes. It
involves activities such as strategic planning and strategic thinking. Strategy is a
pattern in a stream of decisions to contrast with a view of strategy as planning,
while some experts argues that strategy is about shaping the future and is the
human attempt to get to the desirable ends with available means, others view
strategy as a system of finding, formulating, and developing a doctrine that will
ensure long-term success if followed faithfully. However, complexity theorists
define strategy as the unfolding of the internal and external aspects of the
organization that result in actions in a socioeconomic context (Wikipedia, 2017).
Thus, the concept of strategies could be further described in the following five
ways:

1. Strategy as Plan: a directed course of action to achieve an intended set of

goals; similar to the strategic planning concept. Here strategy is viewed as a
futuristic phenomenon which is predicated on the attainment of set of
organizational objectives.
2. Strategy as Pattern: a consistent pattern of past behaviour or method of
discharging a particular task or broad objectives, with a strategy realized
over time rather than planned or intended. Where the realized pattern was
different from the intent, he referred to the strategy as emergent.
 3. Strategy as Position: locating brands, products, or companies within the
market, based on the conceptual framework of consumers or other
stakeholders; a strategy determined primarily by factors outside the firm.
4. Strategy as a Ploy: a specific maneuver intended to outwit a competitor. It
encompasses those activities and/or programs carried out by an individual,
group of individuals or organisations with the core objective of attempting to
defeat closest competitors within an industry.
5. Strategy as Perspective: executing strategy based on a “theory of the
business” or natural extension of the mindset or ideological perspective of
the organization. Thus, it will interest you to note that strategy involves two
major processes: formulation and implementation. Formulation involves
analyzing the environment or situation, making a diagnosis and developing
guiding policies. It includes such activities like strategic planning and
strategic thinking. Implementation refers to the action plans taken to realize
the goals established by the guiding policy of an organization or individual.

Concept of Academic Performance The concept of academic performance is

often used interchangeably with academic achievement and it can be defined by
the students’ reporting of past semester CGPA/GPA and their expected GPA for
the existing semester. The grade point average can be deployed by the department
of business education as a convenient summary measure of the academic
performance of their students. Thus, academic performance could be said to be that
which represents performance outcomes that indicate the extent to which a person
has accomplished specific goals that were the focus of activities in instructional
environments, specifically in school, college, and university. School systems
mostly define specific goals. Academic achievement is the degree of a student’s
accomplishment of his or her tasks and studies. Obviously, the most well-known
indicator of measuring academic achievement is grades which reflect the students’
“score” for their subjects and overall tenure (Duruji, Azuh & Oviasogie, 2014).
The issue of academic achievement of students in business education has become
the focus of plethora of actors in the field of business education.

Concept of Teaching and Learning

It is generally accepted that the development of a country is related directly to the
educational level of its people. It then follows those countries of the world that are
considered to be the most developed technologically and economically are also
those countries which are distinguished by the excellence of their educational
systems (Aina, 1990). Such countries, in addition to providing higher education
opportunities for their citizens who possess the ambition and capabilities to make
full use of them, also provide educational opportunities to all of their youths.
Teaching is an act common among people everywhere in the world (Majasan,
1995). Majasan further explains that teaching is an endeavour geared towards the
transmission of knowledge. This endeavour may not always lead to positive
consequence, the consequence could be negative. For instance, experienced and
older members of a society may make conscious effort to transit such knowledge
that will result in societal progress and stability. This kind of knowledge if
acquired could be considered positive and worthwhile. On the other hand, a gang
of robbers may busy themselves transmitting such information that will transform
their inexperienced members to experts. Based on societal standards, this type of
knowledge is negative and anti-society. Whether the knowledge acquired is
positive or negative, the conscious attempts made at helping or making a person or
group of persons to acquire knowledge could be referred to as teaching.
Teaching has also been viewed as an attempt geared towards assisting the learner
to change his behaviour in a specific context. In this sense, it could be a change of
attitude, knowledge, idea, skill or appreciation (Onwuka, 1985).
Defining teaching from this perspective, Akinboye (1992) sees teaching as "a
deliberate activity made by an instructional agent (the teacher) to help another
person (the learner) effect some change in behaviour in a specified context." He
pointed out that the teacher creates the opportunities for learning and guides the
learner to make appropriate responses. The expectation is that the provision of
these opportunities and the guidance activities will result in desirable change in the
behaviour of the learners.
In the same vein Gary (1990) defines teaching as two or more people being
involved, one of whom knows is able to do more than the other, engaged in a
relationship for the purpose of conveying knowledge or skill from one to the other.
Gary pointed out that in teaching there are features to notice. One obvious feature
is that, in each case, two persons are involved in the activity. Another feature is
that the two persons are engaged in a particular way. On looking at the nature of
this engagement, one notes that one person knows, understands, or is able to do
something that he is trying to share with the other person. That is, the person in
possession of the knowledge or skill (the teacher) intends to convey it to the other
person (the learner).
This conception of teaching is no longer acceptable among many modern
educational practitioners. The modern view of teaching reflects the current
perception of the learner as an active participant in the teaching-learning process.
Drawing from this perspective, Encyclopedia for Education Research (1998) has
defined teaching as the presentation of learning experiences and guidance activities
to enhance the opportunity of learning by the learners. Here, both the teacher and
learner are active and play an interactive role in the process of teaching and
learning. The learner learns through active involvement in the learning activities
while the teacher guides the learner as much as is necessary to ensure that learning
takes place. This perspective was further strengthened by Farrant (1980) in
Majasan (1995) who noted that teaching is "a complex process of cooperation and
inter-communication between teachers and learners. Not a one-way traffic in
information from teacher to learner." The teacher interacts with the learners in such
a way that not only the learners learn but the teachers also continue to learn too.
Supporting the above statement, Majasan (1995) concluded that, "Education is a
continuous process and spans from cradle to grave." Therefore, teachers as
vanguards of our educational aspirations can never be tired of learning especially
now we are adopting new system of education (6-3-3-4). For effective teaching
within the school situation, Onwuka (1985) stressed that teaching will have to
involve the
following activities:
 The setting of worthwhile objectives;
 The selection and arrangement of learning experiences;
 Guidance and motivation of learners; and
 Evaluation of the learner's learning to determine the extent of attainment of
set objectives.
These are the major activities involved in the process of teaching and any
guide to effective teaching will require a due consideration of them.
In terms of conceptual framework of learning, Encyclopedia Research for
Education (1998) outlined that an interest in learning strategies is the natural
outgrowth of a change in orientation from behaviourist theories to cognitive
theories of learning. The behaviourist (or S-R) approach to learning as developed
from the work of Hull, Spence and Skinner - focuses on how presentation of
material influences behaviour. As Bower and Hilgard (1975) point out, this S-R
approach is based on the idea that "a stimulus goes in, a response comes out, and
what happens in between is summarized by a hyphen.
In contrast, the cognitive approach to learning seeks to understand how
incoming information is processed and structured in memory. Bower and Hilgard
(1975) notes that "with the emergence of cognitive psychology in the 1960's . . .
now, instead of a hyphen, we have mental structures and processes". The cognitive
approach has changed our conception of the teaching-learning process in several
ways. Instead of viewing learners as passively recoding the stimuli that the lecture
presents, learning is viewed as an active process that occurs within the learner and
which can be influenced by the students instead of viewing the outcome of learning
as depending mainly on what the lecture presents, the outcome of learning is
supposed to depend jointly on what information is presented and on how the
learner processes the information. Hence, there are two different kinds of activities
that influence the encoding process:
i. Teaching strategies such as the lecture; and
ii. Learning strategies, such as the learner actively organizing or elaborating
or predicting about the presented material.
While the traditional S-R approach has focused educators attention on the
first kind of activity, the cognitive approach requires also focusing on the second
kind of activity. Cook and Mayer (1983) analysed four main components of
teaching-learning process :
1. Selection - the learner actively pays attention to some of the information that
is impinging on the sense receptors and transfers this information into
working memory (or active consciousness).
2. Acquisition - the learner actively transferred the information from working
memory into long-term memory for permanent storage.
3. Construction - the learner actively builds connections between ideas in the
information that have reached working memory.
4. Integration - the learner actively searches for prior knowledge in long-term
memory and transfers this knowledge to working memory. The learner then
builds external connections between the incoming information and prior
knowledge.
The choice of theory of learning greatly influences the instruction by a
business teacher. Obi (2002), explained that two learning theories can be applied
by a business teacher. Obi pointed out the two widely accepted theories as
connectionism and Gestalt theories of learning. Obi observed that Connectionism
is based on Stimulus. Response bonds otherwise known as "S-R bonds." According
to Obi, it was developed by Thorndike (1932). Thorndike developed this theory
through experimentation with monkeys where learning came about through
stamping in correct responses and stamping out incorrect ones. Thorndike's
theories are greatly applied in vocational training (Obi, 2002). Obi observed that
the Stimulus could be represented in business studies by the printed letter in
typewriting and a corresponding response will be the striking of the identical letter
on the keyboard. The more often the typist sees and strikes the same key letter, the
more competent he becomes in striking the key in a passage. A stronger bond is
established between the stimulus and the response. This theory emphasizes neural
reaction rather than perception.
According to Obi (2002). the gestalt principle is translated in psychology as
"pattern" or "configuration". The principle assumes that analysis of parts, however
thorough, cannot provide an understanding of the whole. Thus, learning is based on
insight and understanding as the bases for drill and repetition.
Obi also reported that learning through connectionism should be applied to the
motor stills. Such as typewriting or machine operation. While the connectionist
emphasizes trial and error, the Gestaltist emphasized the pattern of the expert. The
implication of the two theories of learning to this study is that any business teacher
who believes more in connectionism should emphasize practice in typewriting in
order to strengthen the S-R bonds, but the teacher who believes more in Gestaltism
will demonstrate every pattern he wants the learner to attain before the learner
attempts to practice. However, a good teacher will adopt and adapt to any theory of
learning provided it is suitable to his teaching and effective in his attainment of the
instructional objective.
Improving Teaching of Business Education
Teaching is a complex exercise, which involves systematic interaction with
human beings in order to enable them acquire lifc-long skills, live good lives,
improve upon existing standards and also solve social as well as economic
problems when the need arises. Appropriate teaching skills, if well utilized are
therefore the major ingredients for teaching effectiveness (Amadi, 1997).
Availability of adequate competent qualified business lecturers is a prerequisite for
the successful implementation and teaching of business Education at the tertiary
institution level. This means that Business Education levels itself to the adoption of
many and varying of these methods and techniques. Ellis, et a1 (1996) reveals that
a variety of teaching methods and techniques can be adopted to make teaching
effective. Such methods Ellis et a1 suggests include demonstration, discussion and
lecture methods, problem solving, field trips, role-playing, and others. Inviting
guest speakers or resource persons to give talks in business Education in College of
Education Agbor is among the good strategies for improving teaching of business
Education. According to Okoro (1999), the guest speaker strategy of teaching is
useful in schools because it provides variety to the teaching situation and
stimulates to study hard. He maintained that students have the opportunity to
interact with people who are actually engaged in various occupations. Osuala
(1996) supported invitation of guest speakers and stated that listening to someone
from the actual business community can make the students understand the
importance of the Business Education.
Tonne and Nanassy (1970) in Obi (1998) defines method as the procedure
by which the lecturer meets the learner at his level, starting with his interest and his
problems, and then establishing conditions that enable him to proceed to his set
goals in the most possibly effective manner. The lecturer is able to effect learning
through the application of certain principles of teaching. His ability is also
enhanced by his knowledge of educational psychology and the adoption of a
philosophy of education.
Therefore, a teaching technique is the ability to use the knowledge of
teaching effectively. Hence, any art or style applied by the lecturer to complement
his method of teaching is called a teaching technique (Obi, 1998). Obi therefore
suggest some of the effective methods of teaching business education as laboratory
method, field trips, demonstration method, use of visual aids, use of group work
and projects. She further suggested that integration of these various methods into a
form that would bring about total involvement on the part of the students.
Berkey (1 995), while writing on the selection of teaching methods said that:
a) The instructional objectives to be achieve by the students must be
considered;
b) The teaching resource available for use;
c) Characteristics of the students to be taught; and
d) The lecturers abilities and preferences.
Berkey further outlined three methods of bringing about improvement in the
teaching of Business Education as thus:
1. in-service workshop for lecturer of Business Education;
2. self-directed study experience by the lecturer; and
3. feedback information from observers.
He further buttressed his views that one of the conditions of improving
teaching is a favourable attitude towards improving one's teaching and methods.
Also Berkey states that if the lecturer does not bring with him an open mind
regarding his teaching expertise, little improvement can be experienced.
It is the opinion of the researcher that well co-coordinated teaching method and
technique to a large extent helps student response to a subject. Such teaching
pattern according to McNamara (1994) is often characterized by interaction of the
lecturer with the students in class.
Frender (1990) in the early experiences of children they learn both to do and
to know better by doing things. Through practice, learners' movements in the case
of psychomotor activities, become more skilled. At the same time their knowledge
grows 'rr and they also develop certain attitudes. Since skill is necessary to the
growth of knowledge the learner must continually undertake some activities in
connection with the subject matter in school. Indigenous education was and is still
carried on through participation in concrete situations. Emphasis is on practical
experience. There is hardly any subject without abundant opportunities for practice
in schools today. Therefore, every lecturer should assist his own teaching by
encouraging activities on the part of the students.
 On the other hand Pauk (1997), indicated that another method is asking
questions (Questioning) in class discussion, tests or assignment is one basic way by
which the lecturer can stimulate students to think, listen and learn. By asking
questions and studying the answers the lecturer can measure and evaluate the
progress of students in thinking, listening and learning. He concludes that for
questions to enhance learning experience, it has to be well worded, rationally and
logically constructed, this he reveals will evaluate the abilities at remembering,
reasoning, judging and creative thinking. Writing on questioning, Langkub & Eule
(2001) prescribed the major quality characteristics of effective and thought
provoking questions:
1. Questions should be concise - while lengthy and wordy questions tend to
confuse students, concise questions using straightforward language tend to
encourage students and also stimulate interest, curiosity, thought and
participation.
2. Questioning must vary in difficulty: lecturers should ensure that they prepare
questions of varying difficulty and depth to cater for the interest and
capacity of slow and active learners in the class.
3. Good questions are designed to measure the students' understanding of a
subject. The lecturer should therefore avoid "Yes" or "No" answer questions.
Improving Learning of Business Education
There is an increasing need for school to help students to become self
renewing, that is, educable, not just educated members of society. Therefore,
lecturer ought to have a thorough knowledge of the elements of the learning
process, for it is hoped that what the lecturer, the learners will transfer to other
situations in life. Situation analysis in the elements of the learning process is
related to this expectation of transfer. The degree of transfer of learning is a
function of the adequacy of the initial learning (Zimmerman, 1990).
Supporting the above statement Ngwoke (1 995) stated that a careful planning of
the initial learning situation includes the provision of learning cues which will help
the learner to acquire responses that are appropriate to both immediate and
extended objectives. Therefore, it is expected that the lecturer selects and arranges
materials to reflect not only the immediate learning environment, but also the
expectations from the distant society.
Disu (1991) observed that learning would be facilitated if the classroom
environment is comfortable, satisfying and attractive. Therefore, the business
Education classroom should be neat, clean, organized, noiseless and well ventilated
to ensure the circulation of fresh air. These will yield effective learning of business
Education. Nosiri (1.997) supports this view by stating that a well-equipped
classroom with material resources is not only to improve students' interest but also
to make the classroom neat and attractive.
 Field trips, is another very good strategy from improving teaching Business
Education in College of Education. Trips to business centres. companies and others
can help students to see in practice and concretize what they have learnt in class.
Okpara and Onyemerekeya (1994) maintained that field trips afford students
opportunity of seeing clerks and others on duty, machines and equipment they have
heard about in their class. Osuala (1996) suggested that field trips to various
business establishments should be organized to give students opportunity to
observe and analyse bookkeeping as it is practiced in the business community.
While Okoro (1999) said that field trips, like guest lectures are useful because they
provide variety and relate what students learnt in school with what actually obtains
in the world of work. The importance of field grips in improving learning of
Business Education cannot be overemphasized.
In terms of strategies for improving learning, Ngwoke (1995) pointed out
that learning is an active process. He observed that learning proceeds more
economically and effectively when the learner participates actively in the process.
Ngwoke cited John Dewey, that children learns what they do but forgets what they
hear. Indeed children learn those experiences he lives. Also, in the Piagetian
Psychology active interaction with the environment is regarded as the most basic
requirement for proper intellectual development. It is the view of Piaget that
knowledge is constructed through the learner's actions on the object of knowledge.
It is of the researcher opinion that the teaching of business Education should be
maintained based on activity method, which will help the students to discover the
skills in the subject. It is based on the principles of learning by doing, by
observation and from proceeding from known to unknown, concrete to abstract and
others. This method if properly used, makes the Business Education interesting
since it is full of a lot of activities. Supporting this Obi (2002) said that it is
important to make Business Education interesting so that children will want to
learn. She went further to - explain that if students are motivated very well, the
process of learning Business Education would be easy.
'This type of learning method is also supported by that cognitive learning
theory of Piaget in Ngwoke (1995). This theory sees learning as a personal
environment, which entails restructuring and reorganizing of perception and
insight. The theorist believes that when an individual is ready to learn, the
organization and restructuring of perception should occur as to facilitate insight in
what occurs suddenly. According to them, reorganization and restructuring of
individual's perception is necessary in facilitating purposeful activity. Generally,
this theory advocates perceptions, motivation, activity and logical reasoning as
some of the ingredients that will help in perceiving new relationship (Ngwoke,
1995). The implication of this study is that Business Education should be taught in
a way to arouse the interest of the students so as to male them learn the subject
since it is the most fundamental of the acquisition of skill for self-reliant and
therefore is clearly essential hence the need for this study. Oltorie further outlined
that a good reading habit backed by positive reinforcement plays an important role
in influencing the learning process. Still on study habit, ' Okorie state that to be
able to acquire an effective study habits, that will improve learning, the following
guidelines are helpful:
i. Development of a profitable study pattern;
ii. Development of power of concentration;
iii. Selection of a comfortable environment;
iv. discovery of a relative study duration;
v. regular class attendance;
vi. embarking on individual study; and
vii. study should be done on regular basis.
Oltorie concluded by saying that if all these guidelines of study habits is
properly used it will improve students learning of any subject. Its implication to
this study is that Business Education needs a good study habit so that the students
learning should be improve, which will help to acquire the skills needed in the
Business Education.

Effective Teaching Strategies and Business Education lecturers in College of

Education

According to the works of the Center for Teaching and Learning (CTL,
2017) University of North Carolina, several contemporary and effective teaching
strategies are in existence. However, some of these effective teaching strategies are
seen to be used by the lecturer in business education programme while others are
yet to be used. Thus, as involve, group dynamism technique, small group
brainstorming, election of male and female hall of fame, brain construction,
preparation of exhibition, putting idea into picture, carrying out rock convention,
using technology and instructional resources, organizing units of instruction by
topics, using sociometric text to make sociometric analysis of class, using case
studies reported in literature to illustrate psychological principles and facts,
coaching that is providing special succor for students having difficulty in the
course, survey, committee projects, audio tutorial lessons (individuals instruction),
verbal illustrations using anecdotes and parables to illustrate, role playing, panel of
exhibits and displays by students, use of motion pictures, educational films,
videotapes by a student or student committee, use of dramatization, skills and
plays, class projects and individual projects. However, amidst the novel strategies
established above, it is observed that there have been a preponderant use of few of
the teaching strategies by the lecturers in the business education programme.
Accordingly, some of these strategies used by them are determined as follows:

 Survey study
 Committee class individual or projects
 Construction of exhibition and displays by students
 Coaching – special assistance provided for students having difficulty in the
course
 Use of technology and instructional resource
 Small group brainstorming
 Class discussion conducted by a student or student committee 8. Audio-
tutorial lessons
 Role playing
 Formal debates Also, the other effective teaching strategies that the business
education programme teachers uses to teach students are as follows: the
student centered approach, the inquiry-based approach and the corporative
learning (Teaching Method, 2017).

Trends in the Educational Process and Academic Performance of

Business Education Students in College of Education

Like every other sector of Nigerian economy, as a component of general

education has metamorphosed from one trend to another from one point to another.
In the educational sector different trends have come and gone with each having
discrepant influence on the student academic performance in Business Education
programme in Rivers State. However, while some of these trends are caused by
external factors, others are also caused by internal factors. The internal factors may
be regarded as being the controllable factors while the external factors could also
be called the uncontrollable. However, some of these trends in the educational
process may include the following (Ohaka, 2017); change of administrative
policies, change of Educational Policies, organism in teaching strategies, student–
teacher class ratio, teacher effective communication skills and availability of
teaching aids. In most instances, these trends determine the performance students
on regular intervals. Most of them have become an integral aspect of the business
education in Rivers State tertiary institutions. Constant changes and amendments
of educational polices is one trend that most times hinders the performance of
students as most of not student centered. When the policies are being enacted, most
students who cannot cope with the trend experience retarded academic growth and
educational development. Organism in teaching strategies is another significant
trend in educational process that impacts either positively or negatively on business
education’s student’s academic performance. Teaching strategies is one veritable
tool of feeding that have transformed over time. Each generation comes with new
sets of suitable strategy or the other. So, when such strategies are not being
enforced, students may lack the capacity to cope since that may be the most
befitting strategy for that age. For effecting teaching and learning to take place, the
teacher must be able to identify the students in terms of their names, learning
abilities, values, among others. If this is the case, the issue of teacherstudents class
ratio as one of the educational trends that influences the conduct of students is one
thing that must not be taken for granted.

Problems affecting Business Educators Quality in Business Education

Programmes

Despite the growth of Business education programmes in Nigerian colleges

of education, still suffer different institutional as well as governmental problems.
Thus majority of them cannot follow the international standards of business
education (Ali & Wajidi, 2008). The institutional problems of business education
includes lack of highly qualified professional teachers specialised in different
business areas, lack of link between industry and academia, lack of facilities for
good quality in business education research, lack of corporate leadership, no
standardised performance evaluation system of teacher’s promotion, lecturers
approach to students in tertiary institutions. The problems from government side
include inadequate government investment, politicised curricula in educational
sector, corruption in educational sector, inadequate classroom for learning and
examinations. The brief description of problems both from institutional as well as
government side is given below.

Lack of highly qualified professional teachers: Through the government of

Nigeria has fixed considerable budget for tertiary institutions throughout the
country but still the business education programme faces the shortage of highly
qualified professional business educators have not only strong academic
background in business and commerce but also have experience in corporate
sector, so that they can give the real image of business education to students.

Lack of linkage between industry and academia: In Nigeria there is lack of

linkage between industry and academia and this is really a serious problem
hampering the performance of business education that the students should also
learn practical techniques and should build skills related to commerce, trade and
industry for which they have to practically visit the business sites and locations. If
there are fewer linkages between industry and academia then they will not be able
to get practical exposure.

Lack of facilities for good quality research and presence of work load among
business educators: In order to overcome the gap between theory and practice,
there is a need of quality research. But in the business education in Nigeria
especially in the private sector there are no facilities for doing good quality
research; there are no properly maintained libraries, with non updated data bases
and no extra remunerations for researchers. Furthermore, teachers are given too
many courses in each semester, which perceived by teaching as extra burden which
ultimately hampers their teaching effectiveness (Anwar, Ishak & Kamran, 2011).

Lack standardised performance evaluation system: The lack of standardised

evaluation system has demoralising effects on the academic staff. The public sector
colleges of education follow the old annual confidential report technique, in which
the performance of teachers is evaluated on annual basis by their boss and this
evaluated is one sided in such way that no feedback is given to the teachers. Often
this evaluation is used for promotion of teachers and is not used for teaching
improvement and quality enhancement purposes (Udeme, 2012).

Lack of lecturers’ approach to students in colleges of education: Another

amazing problems leading to the production of poor quality graduates in Nigeria is
the lecturers approach to students. It is unfortunate that the lecturers who suppose
to render a helping hands in the production of good quality graduate now
constituting nuisance in national educational system because they are only
interested in money and fail to commit to memory that their activities today
determined the progress and downfall of national development in future. No
interest for lecture, they see their lecturing duty as the second chance duty, the
lecturers approach to inculcate knowledge, skill in students had failed instead they
contrive more hazard in national educational system, they enhance the students
illegalities. A lecturer in one of the colleges of education announced to students
secretly after exams. Any student who needs ’A’ will pay N4000, is not a good
impression. With this, some students will relax after all I will pay N4000 and get at
least ‘A’ and the act is only jeopardising the school system but also the nation
because from there the students learn bribering and corruption which is now
common in the country.. Some lecturers demand for canal knowledge of a girl in
order to award her pass mark, with this, compel that student to commit fornication
which can stimulate the student to develop sexual intensity. That means Nigerian
tertiary institutions are not only producing poor quality graduates but also burglars
and prostitutes (Udeme, 2012).

Lack of government investment: The government of Nigeria has increased

budget for education sector of the country, but still it is considered that the
government investment in education sector is low. Furthermore, over 95% of
educational budget is spent on salaries and office expenses and lesser amount is
left for research and development. Nevertheless, it is pertinent to recognise that
school conveniences can never be overlook when debating on poor quality
graduates produced in Nigerian tertiary institution on mentioning school
conveniences, we remember the responsible body for school conveniences which is
the government of the country, the response of government to educational sector
compared to other sectors is generally very unfortunate. Education which is the
foundation for every development suppose to be given a higher attention before
other sectors, because without appropriate approved educational standard those
sectors will not stand , just as it has become problem today and channel to part
time programme is wrong. Any house without a solid foundation cannot stand the
test of time. That is what is happening in our country, the government of our nation
devoted low interest on education which gives birth to other sectors of the
economy. The impression government gives to academic staff are very meagre. A
BSc, Masters or PhD holder in educational sectors cannot be compared to their
educational qualification counterpart in other sectors, with this, how will the
educational instructors devote their full interest for their duty/? The impression
compels them to compromise their duty even when they are eligible to render
effective service to students and nations at large (Obiete, Nwazor, & Vin Mbah,
2015). Inadequate classroom for learning and examinations constitutes downfall in
our education, some students are not comfortable when learning in school.
Congestion in the hall during examination gives exam malpractice and with exam
malpractice, quack students get access to graduate from school, without that, poor
quality graduates will not be found in the labour market because they cannot leave
the school until they qualified.

Effects of Poor Teachers’ Quality on Graduates of Business Education

According to Amoor (2010) poor teacher quality causes serious damages on the
graduates of business in Nigeria colleges of Education in the following ways.

 It hinders the graduate from developing intellectual skills and knowledge that
will equip them to contribute significantly to the society and nation at large.

 It denies the graduates the ability to satisfy the requirements of the labour
market. This causesunemployment and subsequently the graduates are engulfed in
poverty.

Summary of Related Literature Review

The literature reviewed in this study revealed that the goal of Business Education
was the production of manpower that possess the requisite knowledge, skill and
attitude for harnessing other resources. It was also revealed that the manpower
brings the resources into cooperative relationship yielding the goals and services
demanded by the society. There was also a growing need for business knowledge
by consumers of goods and services. Therefore, in order to achieve these goals,
experts are of the opinion that activity method of teaching should be used to
improve teaching and learning of Business Education. Also, Business Education
teaching should be more practical than theoretical
Researchers also identified the method of teaching as responsible for the poor skill
and knowledge acquisition. Research studies have shown that the method of
teaching vocational subjects and business Education subjects in particular is
mainly by lecture and copying of lecture notes. This is not in consonance with the
inquiry nature of business Education. Business Education teaching thus requires
that students make sense of what they are being taught but this is not the case in the
conventional approaches where the lecturer dominates and does not allow the
students to engage in critical thinking. demonstrating with real or improvised
equipment and ensuring students participation in the teaching learning situation
have been found to arouse students' interest, motivation. imagination, curiosity and
stimulation. This study is undertaken to determine the strategies necessary for
effective teaching and learning oS business Education in College of Education
Agbor.

CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter presents a description of the method and procedure adopted in
carrying out study. The methodology was presented in the following headings
 Research Design
 Population of the study
 Sample and sampling Techniques
 Instrument for Data collection
 Validation of Instrument
 Method of Data Collection
 Method of Data Analysis
3.1 Research Design
The research was a descriptive survey and it was designed to investigate the
Strategies for improving performance of Business Education in college of
Education Agbor.
3.2 Population
The population of this study consists of Business Education Students in
College of Education Agbor.
3.3 Sample and Sampling Techniques
The sample size is made up of Business Education students from year one to
year three students that were randomly selected from the population.
3.4 Instrument for Data Collection
 For effective data collection for this study, the researcher designed
questionnaires, and the questionnaire was made up of two sections. The first part
consists of personal data of respondent, which include the name of the school,
type of the school and sex. The second part of the instrument comprise of the
question directed to the student on the strategies for improving performance of
business education in College of Education Agbor. There are fifteen (15) items in
this section and response to this part was based on four (4) likert scale of Agree,
Strongly Agree, Disagree and Strongly Disagree.
3.5 Validation of the Instrument
The questionnaire designed by the researcher was submitted first to the
researcher’s supervisor for screening and criticism to ascertain its validity; the
suggestion was taken into consideration when drawing the instrument.
3.6 Method of Data Collection
The questionnaire were administered by the researcher to the Business
Education Students and collected after response has been made.
3.7 Method of Data Analysis
After separating the positive and negative response a numerical scoring code
was assigned and the total was found. The statistical method adopted in the
100
analysis of data was simple percentage number of responses X 1 .
 Department of Business Education
College of Education,
Agbor.

Dear respondents,
I am a student of the above named department carrying out a research on the topic
“the Strategies for improving performance of Business Education in college of
Education Agbor” the information provided will be used for academic purpose
only. It will be highly appreciated if the attached questionnaire is duly completed
and returned to me.
The information provided will be treated with of most confidentiality.

Your faithfully

…………………..
[Researcher]

QUESTIONNAIRE:
SECTION A
Name of institution ------------------------------------------------------------------
Sex: Male [ ] Female [ ]
Name of Respondents: --------------------------------------------------------------
Level of Respondents ………………………………………..
SECTION B
Below are statement for you to respond. Kindly indicate your level of agreement to
the following questions by ticking ( ) in the appropriate column.
RESEARCH QUESTIONS 1
What are the learning strategies that could enhance the students' ability for learning
Business education?

S/N Question statement number of respondents/percentage

Agree % Disagre %
e
1 Using appropriate teaching aids in
instruction
2 Varying teaching methods

3 Ensuring students' participation in the

teaching/learning situation sometimes
4 Supervising students at work effectively
5 Showing concern for students' ability to
learn
RESEARCH QUESTION II
What are the problems encountered by teachers in the effective teaching of
Business Education?

6 hadequate provision of equipment and

facilities for teaching business studies
7 Lack of qualified business lecturers with
comprehensive knowledge of business
Education
8 Lack of qualified Business lecturers with
comprehensive knowledge of business
Education
9 Lack of special incentives
10 Unwillingness on the part of parents and
 guardians to provide necessary materials
to their children or ward
RESEARCH QUESTION III
What are the learning difficulties encountered by students in Business
education?

11 Inadequate equipment for participation

during lesson
12 Students not asking questions for
clarification
13 Not acquiring appropriate study
materials
14 Students not attending class regularly
15 Lack of readiness to learn

CHAPTER FOUR
ANALYSIS OF DATA
This chapter deals with the presentation and discussion of the data collected
from the responses of the respondent on the effect of child abuse on the academic
performance of primary school pupils in Ika South Local Government Area of
Delta State.
4.1 RESEARCH QUESTIONS 1
. What are the learning strategies that could enhance the students' ability for
learning Business education? Response to statement 1-5 in the questionnaire

S/N Question statement number of respondents/percentage

Agree % Disagree % Total %
1 Using appropriate 150 60% 100 40% 250 100%
teaching aids in
instruction
2 Varying teaching 170 68% 80 32% 250 100%
methods
3 Ensuring students' 150 60% 100 40% 250 100%
participation in the
teaching/learning
situation sometimes
4 Supervising students at 160 64% 90 36% 250 100%
work effectively
5 Showing concern for 200 80% 50 20% 250 100%
students' ability to learn

The table above shows that on item 1 60% agree that children who are
subjected to hawking before school hours usually come late to class, while 40%
disagree on the view. On items 2, 68% agree that children who hawk do not
concentrate in class, while 32% disagree. On item 3, 605 of the pupils agree that
children who hawk goods before school hours sometimes sleep in the class, 40% of
the pupils disagree, on the view Also item 4, shows that 64% of the pupils agree
that children who are subjected to hawking after school hours hardly have time for
their study while 36% of the pupils disagreed. And on item 5, 80% of the pupils
agree that children who hawk goods after school hours hardly have time for their
home work while 20% of the pupils disagree on this view. This shows that street
hawking the academic performance of pupils in school.
4.2 RESEARCH QUESTION II
What are the problems encountered by teachers in the effective teaching of
Business Education? Response to statement 6-10 questionnaires

S/N Question Number of Respondents/Percentages

Total no of %
Agree % Disagree % Total %
6 hadequate provision of 150 60% 100 40% 250 100%
equipment and facilities for
teaching business lecturer
7 Lack of qualified business 155 62% 95 38% 250 100%
lecturer with
comprehensive knowledge
 of business Education
8 Lack of qualified business 180 72% 70 28% 250 100%
teachers with
comprehensive
knowledge of business
Education
9 Lack of special incentives 170 68% 80 32% 250 100%
10 Unwillingness on the part 175 70% 75 30% 250 100%
of parents and guardians to
provide necessary
materials to their children
or ward

The table above shows that on item 6, 60% agree that children are denied
love by their parents is always aggressive in class while 40% disagree on the view.
On item 7, 62% agree that children who are always scolded for little office do not
concentrate in class while 38% disagree. On item 8, 72% agree that children who
are over worked at home do not have time for study while 28% disagree on the
view. On item 9, 68% agree that some children are sad in class because their parent
always beat them while 32% disagree on the view. And on item 10, 70% of the
pupils agree that death of both parent affect academic performance of pupils while
305 of the pupils disagree on the view.

4.3 RESEARCH QUESTION III

What are the learning difficulties encountered by students in Business
education? response to statement 11-15 in the questionnaire?

S/N Question Number of Respondents/Percentages

 Total no of %
Agree % Disagree % Total %
11 Inadequate equipment for 185 74% 65 26% 250 100%
participation during lesson
12 Students not asking 200 80% 50 20% 250 100%
questions for clarification
13 Not acquiring appropriate 160 64% 90 36% 250 100%
study materials
14 Students not attending 190 76% 60 24% 250 100%
class regularly
15 Lack of readiness to learn 185 74% 65 26% 250 1005

The table above shows that on item 11, 74% of the pupils agree on the
opinion the lack of parental care due to illiteracy of the parents affects academic
performance of a pupil in the second while, 265 of the pupil disgrace on the view.
On item 12, show that 80% of the agree that emotional distress affect, academic
performance of the pupil while 20% of the pupil disagree on the opinion. Also on
item 13, revealed that pupils in a street hawking during and after school hours
affects academic performance of the pupil while 36% of pupil disagree on the
view. On item 14, shows that 76% of the pupil disagree on the opinion. And item
15 revealed that 74% of the pupils agree those parents are the main effect of child
abuse. 26% of the pupils disagree on the view. This revealed that all these are
effect of child abuse on the academic performance of the pupil in school.
4.4 DISCUSSION OF RESULT
From the first finding it was showed that many pupils supported the new that
street hawking affects pupil academic performance in the schools. This goes in line
with some of the people who observed that as a result of poor economy in many
developing countries some area push their children into the street to earn whatever
they can. They also stressed that street hawking affect all area of the child’s life
such as health exposure to dangers and risk such as being knocked down by
vehicles as these children are seen In the cities running after moving vehicle in
order to make sales, finally, the last finding shows that child neglect by parents and
teachers who give no affection and constantly beat the children lead to the child
running away from home or class and making friend with other youngster and
running into alcoholism become almost aggressive. And some also said that when
children needs are not met it affects both their school work and home work.

CHAPTER FIVE
FINDINGS, CONCLUSION AND RECOMMENDATIONS
This study was carried out to investigate the effect of child abuse on
the academic performance of primary school pupils in Ika South Local
Government Area of Delta State the method employed was statistical
method was adopted, the researcher used simple random sampling
method for the selection of five schools in the area of study.
5.1 FINDINGS
The analysis revealed the following findings in statement 1. The
finding revealed that 60% of the sample population agrees that children
who are subjected to hawking before school hours usually come late to
class. In statement. 2. The finding revealed that 68% of the sample
population agrees that children who hawk do not concentrate in class work.
In statement 3 the finding revealed that 60% of the sample population also
agree that children who hawk goods before school hours sometimes sleep
in class. In statement 4 the findings revealed that 64% of the sample
population agrees that children are subjected to hawking after school hours
hardly have time for their study. In statement 5, the finding revealed that
80% of the sample population agrees that children who hawk goods after
school hardly have time for their home work. In statement 6 the finding
revealed that 60% the sample population agree that children who are
denied love by their parents are always aggressive in class.
In statement 7 finding revealed that 62% of the sample population
agrees that children who are always scold for little offenses do not
concentrate in class. In statement 8 the finding revealed that 72% of the
sample population agrees that children who are over worked at home do
not have time for study. In statement 9 the finding revealed that 68% of the
sample population agrees that some children are sad in class because
parents always beat them. In statement 10 the finding revealed that 70%
of the simple [population agree that death of both parent affect academic
performance of a pupils. Ins statement 11 the finding revealed that 74% of
the sample population agree that lack of parental care to illiteracy of the
parent affect academic performance of a pupil. In statement 12 the finding
revealed that 80% of the sample population agrees that emotional distress
affect academic performance of pupils.
In statement 13, the finding revealed that 64% of the sample
population agrees that engaging pupil in street hawking during and after
school hours affect academic performance of pupils.
In statement 14, the finding revealed that 76% of the sample
population agrees those teachers are the main effect of child abuse. In
statement 25, the finding revealed that 74% of the sample population
agrees those parents also are the main effect of child abuse.
5.2 CONCLUSION
Based on the analytical finding of the study. It can be deduced that
the home the child comes form has a great role in his/her academic
performance since inadequate parental care affect the child academically,
there is needs for parent to be more concerned about the well being of their
children physically, socially and academically or otherwise we may
continue to witness a persisting increase of children poor academic
performance in schools.
5.3 RECOMMENDATIONS
The solution is that child abuse must be seen to be all embracing
parent communities’ school and the nation must create the right
atmosphere for the proper upbringing of the child. Based on the finding of
the study, the researcher has made the following recommendations;
1. That government should make provision for jobs opportunities for
parents
2. Socio-economic supports for less privilege orphans and widows
should be made through provision of social securing allowance by the
government
3. The pupil and parent in Ika South Local Government Area of Delta
State be educated and enlightened about the effect of child abuse in
the performance of primary school pupils.
4. The parent should devote more time and attention to their children
listen to them and interact with them
5. Moreover, since child abuse is a social problem, the government
should embarks on enlightenment campaign and giving of public
lectures on children upbringing and the consequences of child abuse
6. The government should also consider the desirability of enacting
special laws against child abuse
7. Non-governmental organization (N.G.O) should establish more child
protection institution and faster homer to take care/custody of the
abused.

RECOMMENDATIONS

In order to enhance teachers’ performance in business education programme in the

country there should be establishment of partnership with business sector. The
colleges of education in Nigeria should try to establish partnership with business
sector in such way that they should provide a pool of well trained and talented
personnel to business sector and in return ask for investment in the colleges. In
such way only business education sector will be provided a source of fund but also
strong linkages will be formed between business sector and academia.

More focus on research: The colleges of education should focus more on research
and development in order to overcome the gap between the theory and practice.
Furthermore it can only provide technology and updated skills to business sector,
once it is engaged in research and development activities for an improved
pedagogy.

Introduction of modern techniques of evaluation: The colleges of education should

try to formulate and adopt new techniques of performance evaluation of the
academic staff. These techniques should include both qualitative as well as
quantitative techniques. Furthermore both the students as well as colleagues along
with head of department should be included in this process of evaluation and in the
end feedback should be given to the academic staff members for improvement of
their performance and overcoming of weaknesses.
Colleges of education in the country should try to train their teachers on regular
basis by imparting them latest knowledge about business management.
Furthermore, the teachers should be given special training in teaching and research,
so that their quality of instruction is improved and they can produce good quality
research work, which can benefit not only their students but also the people outside
the world of academia.

Only qualified and competent business educators should be recruited into the
business education programmes to teach in order to avoid half- baked graduates in
our country. One sided lecturer should not be employed as business education is
not meant for all comers or interlopers. Since there has been a downward trend in
the quality of business education graduates, it suffices to say that the quality of
teaching these graduates received while in school is below standard and has
reflected in their inability to function effectively in corporate environment. In the
light of the above, and the need to produce quality business education graduates
authors and researchers through training and retraining of business education
lecturers on modern corporate governance practices like transparency and
accountability, the legal and regulatory environment, appropriate risk management
measures, information flows and the responsibility of senior management and the
board of directors. These lecturers can be trained through organisation of seminars,
conferences and professional courses in corporate governance. Administrator of
business education programme should integrate the study of business ethics
courses in the business curriculum.

REFERENCES
Agwumezie, F.U. (1999). Resources Management in Business Education
Programmes Towards Utilising the great Potentials of woman. Business Education
Journal, 3(2), 128-136

Ali, N & Wajidi E.C. (2008). Business Education in Pakistan; Identifying

Weaknesses and Suggesting improvements. East – West, Journal of Economics
and Business, 1,547 – 178;

Amaewhule, W. (2000). An introduction to Vocational Education and

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