THE EFFECT OF TEACHERS EDUCATIONAL QUALIFICATION AND TEACHING METHOD ON STUDENT INTEREST IN BUSINESS STUDIES
CHAPTER TWO
LITERATURE REVIEW
2.0. Theoretical Framework
2.1 Conceptual Framework on teachers educational qualification and TeachingMethods
There was a change in the various ways in which the knowledge being taught in the schools are passed to the learners. In the past, the subject matter, society and the learner are the most important elements of education in Nigeria. But nowadays subject, it is the reverse. From the society-centred and subject-centred, we are now moving to student-centred or learner-centred education.
Method as the way of doing something is an approach adopted by the teacher to explain the subject matter to learners. The African social and environmental studies programme (ASSSP, 1994) described the teaching method as the general approach to conduct a lesson. While Onwuke (1996) perceived method of teaching as curriculum. In other words is the way of bringing learners into contact with subject matter. To find out the impact of teachers educational qualification as variables onto our junior secondary school student, the following variables were considered viz: teachers educational qualification, teacher qualification and teachers experience as variables
2.1.2 Teacher as Variable
A teacher is a person who provides schooling for others. Teacher is he who facilitates education for an individual student he may also be described as a personal tutor. According to W. Louder, 1991, the teacher is the ultimate key to educational change and school improvement. Furthermore, the restructuring of schools, the composition of national and provincial curricula and the development of benchmark assessments are of little values if they do not take the teacher into consideration. A teacher doesn‟t deliver the curriculum, but he develops, define and re-interpret the curriculum. It is what teachers think, believe and do at the level of classroom that ultimately shapes the kind of learning that young people get. Therefore, appreciation of this fact is placing working with teachers and understanding teaching at the top of our research. There are three schools of thoughts whose described a teacher as someone who consciously and deliberately shows others how to do things. With this definition, we can say that anybody who occupies a leadership position in any sphere of the society is a teacher. This includes those who are not paid to teach in school like religious schools and parents. The second school of thought looks at a teacher as someone who imparts ideas, knowledge and skills in an organized classroom. There they mean a teacher is just anybody who can handle chalk and stand before the learners and pour facts for the learners to copy into their notes.
This group includes untrained teachers, half bated teachers and trained teachers. While the third school of thought views the teacher as “someone who is professionally qualified to impart knowledge and stimulate learning formally in a classroom situation”. Here a teacher is someone grounded in his subject area and must necessarily posses‟ basic teaching qualification, which enables him to be appointed to teach institutions of learning. This group includes trained teachers, tutors, instructor and lecturers who are paid to teach in our institutions of learning. Teachers registration Council (TRC) [2002] define a teacher „ as a person who had undergone approved Professional training in education at appropriate levels capable of imparting knowledge, attitudes and skills to the learner”.
The Nigeria Union of Teachers NUT (1994) defined a teacher ‟‟ as a person who has the registrable professional qualification which enables him to be appointed to teach at any appropriate level of recognized education in any nation and who is of sound mind and is mentally alert‟‟. The word „teach‟ is sometimes synonymously used with such terms as impart, inspire, facilitate, guide, influence, organize, coordinate, disseminate, inform, direct, instruct, educate or counsel.
Teacher has been respected, revered and loved by the society because of the unconditional services he rendered to humanity. Teachers have been associated with certain virtues and characters which make them more responsible to the society. This includes honesty, kindness, faithfulness, diligence, endurance, rehability, good judgment, self control, adaptability, intelligence and trust worthiness. The teacher, through leadership by example imparts these good character traits to students. Thus, apart from academic training the teacher facilitates, moral training of learners. W. Louden, (1991) to be a good teacher, he must have possessed the following qualities a part from the above listed ones.
Positivity: The teacher has to think positively and enthusiastically about people and what are capable of becoming. Be good in many situation and can make forward to make the most difficult situations when confronted with obstacles. He should also encourage others to be positive as well.
Communicative: he should share with others in a manner that encourages effective two-way communication. He communicates personal thoughts and feelings on a wide spectrum of issues and listen to students in an empathetic manner, assuring each that conversation will be held in confidence.
Dependable, honest and authentic in working with others. Works with them in an open-mind, honest and forth right manner.
Personable Establishes and maintains positive mutual working relationship. Likes to be with others, has many ways of getting to know student as persons, while building trust and appreciation through personal interaction and involvement to their activities.
Organized: Teacher should make efficient use of time and moves in a planned and systematic direction. He knows where he or she is heading and is able to help students in their own organization and planning, can think in terms of how organization can be beneficial to them.
Committed: demonstrate commitment to students the profession and himself confident poised and personally in control of situation. He should have a healthy self image, encourages students to look at them selves in a positive manner, careful to honor the self respect of the students, while encouraging them to develop a positive self concept.
Lexible Willing to alter plan and directions in a manner which assists people in moving toward their goals. Seeks to reason and out situation with students and staff in a manner that allows all people to move forward in a positive direction.
Knowledgeable: Is in a constant quest for knowledge, keep up in his or her speciality areas and has the insight to integrate new knowledge. Take knowledge and translate it to student in a way which is comprehensive to them, yet retains its originality.
Patient: He should (teacher) strives to look at all aspect of the situation and remains highly fair and objective under most difficult circumstance. He should behaved that problem can be resolved it enough input and attention in given the people who are affected. If the above listed or discussed qualities were possessed by theteachers, the learning situation will improved, the educational sector will boost and our society will developed in any aspect of life. From the foregoing, it could be deduced that teacher as a variable is very much paramount in causing learning to take place not only in , but in all disciplines.
2.1.3 Method of teaching
In Africa, especially in Nigeria, instructional materials are now recognized as important because of the significant difference within and between students and teacher that used instructional materials and those students that their teacher do not make use of instructional well structured instructions on the subject. Therefore teachers using instructional materials are the best and interest in imparting knowledge to his students.
Subject could also be looked at as an area of knowledge studies in a school. The subject and courses should be handled with care and concentration as over enthusiasm may lead to estrangement of students from the various subjects. In this case adequate instructional materials are required in teaching subjects at all levels of education.
Teaching methods needed in the teaching of all subjects are so many, therefore teaching these subject or courses are tasked by a lot of preparation. Also his students are not left behind. In order to exchange information effectively, and obtained the desired responses, therefore in the need to employ different ways and means which appeal to all the sense of the person receiving the message.
Lack of qualified teachers, instructional materials essential for effective teaching and learning of all or some subjects is rather making the teachers and students to treat with impurity of all subjects in the school curriculum leading to confusion. It‟s against this back ground that the researcher tends to expose the imperatives of instructional materials for the effective teaching and learning.
2.2 The Review of Related Empirical Studies
Boor (2020) in her research on Implication of Projected still visuals on the interest in business studies of junior secondary school students, the research was conducted on one variable which is instructional materials. Her findings show that, using instructional materials in teaching is very important. Therefore her research is similar with my research, the only difference was, she conducted her own on one variable while my own was on three variables, that is teacher, instructional materials and method as the variables in teaching, while Ajayi, (2000), in his study on the factors affecting the teacher in classroom teaching in schools and colleges uses questionnaire and structural oral interviews to gather his data. The study revealed that many schools and colleges in Imo state had no enough teachers. This is supported by the fact that only 38% of the schools and college indicated that they had enough teachers. Those schools and colleges with student population of 500 (25%) had more teachers than the schools and colleges with student population of 500 and under (10%). That schools and colleges had more qualifiedteachers (55%) than un qualifiedteachers (35%); and also the fewteachers were been managed to teach the subject in the state.
The study also revealed that principals, vice principals, senior tutors and the teachers identified some factors as being fully responsible for the inadequate teachers to teach in their schools and colleges.
A more ambitions review conducted by Rendel. Morris. Wetzel and “Whitehall (1992) examined 69 studies over a 28 year period Fifty-six percent of the comparisons showed no difference between simulation games and other instructional methods. Although 32% of the studies found differences favouring simulations, most of these studies focused on Mathematics and the Language arts. Only a few studies showed differences favouring simulation games with social science content. Despite a variety of design and measurement problems with a number of these studies, as summarized by Druckman (1995). A pattern be discerned across many types of studies: Most social science simulations do not improve student learning: however, they are useful tools for retaining the ~arterial and stimulating interest. A question suggested, but not answered, by As studies is why the learning impacts are modest. A related question, asked by Wolfe and Orookall (1998). Is why the field of experiential gaining has made little progress. The study is similar to the one under investigation because it aid comparison between simulation games and other instructional methods it slightly differs in the subject area because most of the studies focused on mathematics and the Language Arts, only few showed Social Science content which is related to civic education.
Nevertheless, Shwnansky. Hedges and Wood worth (1990) evaluated 81 research studies contrasting the performance of student in hands-on activity, based programs with that of students in text book-based classrooms. This meta-analysis showed that primary grade children exposed to hands-on instruction displayed a positive effect size of 1/4 standard deviations in science achievement. Furthermore, there was a significant achievement gains by students of the teachers who had take/n in-service training on the hands-on curricula.
2.3 Teachers’ knowledge of Subject Matter and Student’s interest in business studies
Knowledge of the subject matter has been identified by many researchers as a variable that influences teachers‟ quality and also affects students‟ performance. Majason (1995) opined that the mastery of relevant knowledge is one of the most important attributes of the teacher. The teacher must have a good grasp of the subject matter if he is to command the respect of his learners. When a geography teacher has mastery of the subject of geography, such a teacher will be able to simplify lessons for his students, thereby making the teaching /earning process interesting and fulfilling.Hill, Rowan and Ball (2005) investigated how teachers‟ knowledge of mathematics influences students‟ mathematics achievement. The study findings showed that teachers‟ knowledge was significantly related to students‟ achievement gains in both first and third grades; and provided of mathematics improved students‟ mathematics achievement.The work done by Baumert et al. (2010) which investigated teachers' subject matter knowledge, cognitive activation in the classroom, and student progress also found a correlation between these variables.Teachers with a higher PCK score was found to create better lessons, which had positive effects on the students‟ content knowledge and test results.
A similar study carried out by Adediwura and Bada (2007) which looked at the relationship between perception of teachers‟ knowledge, attitude and teaching skills as predictors of interest in business studies in Nigerian secondary schools found that students‟ perception of teachers‟ knowledge of subject matter, attitude to work and teaching skills were significantly correlated to students‟ interest in business studies.
2.4 Teaching Methods and Student’s interest in business studies
On the “Impact of Teachers‟ Teaching Methods on the interest in business studies of Primary School Pupils in Ijebu-Ode Local cut Area of Ogun State,”Adunola, O. (2011), remarked that the method of teaching is as important as the subject been taught. Whether a student will understand what is been taught or not is a function of the method employed by the teacher in the delivery of such lesson. He went further to outlined six conventional methods of teaching. According to him, a teacher can apply any of these methods depending in the target learners/audience and the nature of the lesson. These teaching methods include lecture method, discussion method demonstration method, discovery method, project method and field trips methods, project method and field trips methods.