DETERMINANTS INFLUENCING THE TEACHING OF BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOLS IN ETI-OSA, LAGOS

CHAPTER ONE INTRODUCTION 1.1 Background of the Study Adeleye (2017) emphasizes that the importance of any educational program lies in ensuring its graduates acquire the essential skills, foundational scientific knowledge, and mindset necessary to meet workplace demands. For a nation to achieve rapid development and induce behavioral changes in its citizens and communities, it must instill the right values and education to nurture responsible and capable youths (Obi, 2021). In pursuit of these objectives, the Nigerian government strives to empower individuals toward self-reliance while contributing significantly to global economic matters. Consequently, pre-vocational subjects have been incorporated into junior secondary school curricula across Nigeria. Business Studies, as a curriculum, encompasses both intellectual and practical skills that prepare students for success in employment after school. Adeleke (2017) highlights that this practical nature is a key reason why Business Studies is categorized as a practical discipline. Achieving these goals necessitates effective teaching strategies coupled with learner support (Ajisafe, Bolarin, and Edeh, 2015). Business Studies plays a crucial role in junior secondary school curricula because it equips students with essential knowledge and skills for financial management, entrepreneurship, and basic business operations. The course covers fundamental topics such as accounting, commerce, office administration, and economics to prepare students for competitiveness in the global market (Adigun & Omolewa, 2022). Nigerian educational authorities recognize the vital role of Business Studies instruction in fostering entrepreneurial mindsets and contributing to economic growth, stressing the need for effective teaching methods (Adejumo et al., 2023). Nevertheless, several challenges hinder the full effectiveness of Business Studies teaching. These challenges include insufficiently trained teachers, inadequate funding, poor infrastructure, overcrowded classrooms, negative attitudes among teachers and students, a shortage of teaching resources, lack of instructional materials, and limited access to modern educational tools like information and communication technology (ICT) (Eze & Chukwuma, 2023). It is evident that without the necessary materials and resources, achieving high-quality outcomes is difficult. Personal observation reveals that instructors often focus more on completing the Business Studies syllabus in time for examinations rather than applying the constructivist teaching methods recommended by the curriculum, which are designed to teach both business literacy and practical skills effectively. Teaching methodology is a vital means of conveying the theoretical principles of Business Studies alongside its practical aspects to improve student attitudes and academic performance (Aluko & Oba, 2021). Since Business Studies is inherently practical, its instruction should integrate both theoretical and practical elements supported by adequate instructional materials to enhance learning and simplify lesson delivery. Unfortunately, there is a scarcity of both authentic and improvised teaching aids—including computers and typewriters—to support this. According to Aluko & Oba (2021), Business Studies teachers rarely make use of instructional materials and often resort to oral teaching, which negatively impacts the quality of both teaching and learning. Further studies indicate that many Nigerian schools lack business laboratories and adequately equipped classrooms, which hampers the inclusion of practical components prescribed in the curriculum (Nwachukwu, 2023). As a result, students often fail to develop essential critical thinking and problem-solving skills that Business Studies aims to foster. The effectiveness of Business Studies instruction is also greatly influenced by teacher-related factors. A major barrier to quality teaching in this field is the lack of professional development opportunities and inadequate teacher training (Olatunji et al., 2022). When teachers rely on outdated instructional methods due to insufficient experience and modern pedagogical knowledge, student participation declines and academic achievement suffers. Furthermore, teachers’ ability to effectively deliver the Business Studies curriculum is further constrained by heavy workloads and unfavorable teaching environments (Okafor & Adekunle, 2023). Socioeconomic factors also affect the teaching and learning of Business Studies. Students from low-income families frequently lack access to vital learning resources, such as ICT tools and textbooks, which are necessary for understanding the subject (Adewale & Ogunleye, 2023). Additionally, cultural beliefs, parental encouragement, and the overall learning environment play significant roles in influencing students’ motivation and academic success in Business Studies (Ezeaku, 2023). Hence, this study aims to investigate the factors influencing the teaching of Business Studies in junior secondary schools located in Eti-Osa, Lagos. 1.2 Statement of the Problem Business Studies is a critical subject in junior secondary schools because it imparts essential skills in entrepreneurship, financial literacy, and career preparedness. However, several challenges impede effective teaching and learning. These include overcrowded classrooms, insufficiently qualified teachers, lack of instructional materials, and underutilization of modern teaching tools. Research reveals that inadequate infrastructure and teaching resources negatively affect students’ engagement and understanding of Business Studies topics (Okoye & Eze, 2023). Similarly, the scarcity of innovative teaching methods, often caused by a shortage of qualified teachers, detrimentally influences student academic performance (Adewale & Omotayo, 2022). Additionally, family backgrounds and socioeconomic factors impact students’ grasp of Business Studies content (Ezeaku, 2022). Despite the growing importance of entrepreneurship education, persistent challenges in its delivery limit its impact. For example, many schools lack access to the ICT resources necessary for practical aspects of the curriculum (Nwachukwu & Ugochukwu, 2023). If these challenges remain unaddressed, students risk missing out on vital competencies needed to navigate today’s economic realities. Therefore, this study seeks to explore the factors affecting the teaching of Business Studies in junior secondary schools in Eti-Osa, Lagos. 1.3 Objectives of the Study The overall aim of this research is to examine the factors influencing the teaching of Business Studies in junior secondary schools in Eti-Osa, Lagos. The specific objectives include: i. To examine school-based factors affecting the teaching of Business Studies in junior secondary schools, Eti-Osa, Lagos State. ii. To explore teacher-related factors influencing the teaching of Business Studies in junior secondary schools, Eti-Osa, Lagos State. iii. To investigate environmental factors impacting the teaching of Business Studies in junior secondary schools, Eti-Osa, Lagos State. iv. To identify student-based factors affecting the teaching of Business Studies in junior secondary schools, Eti-Osa, Lagos State. 1.4 Research Questions The study will be guided by the following questions: i. What school-based factors affect the teaching of Business Studies in junior secondary schools, Eti-Osa, Lagos State? ii. What teacher-related factors affect the teaching of Business Studies in junior secondary schools, Eti-Osa, Lagos State? iii. What environmental factors affect the teaching of Business Studies in junior secondary schools, Eti-Osa, Lagos State? iv. What student-based factors affect the teaching of Business Studies in junior secondary schools, Eti-Osa, Lagos State? 1.5 Research Hypotheses The following hypotheses will guide this study: H01: School-based factors do not affect the teaching of Business Studies in junior secondary schools, Eti-Osa, Lagos State. H02: Teacher-related factors do not affect the teaching of Business Studies in junior secondary schools, Eti-Osa, Lagos State. H03: Environmental factors do not affect the teaching of Business Studies in junior secondary schools, Eti-Osa, Lagos State. 1.6 Significance of the Study The results of this research will be valuable to teachers by providing insights into effective teaching methodologies, resource utilization, and professional development needs. Teachers can adopt enhanced instructional strategies and make better use of available resources to improve student engagement and learning outcomes. Furthermore, the findings will assist policymakers and school administrators in formulating policies and allocating resources to tackle challenges such as shortages of teaching aids, insufficient teacher numbers, and inadequate infrastructure. This will ultimately enhance the quality of Business Studies education in junior secondary schools. Moreover, the study will contribute to academic literature, enrich library resources, and serve as a useful reference for future researchers interested in this field. 1.7 Scope of the Study This study focuses on the factors influencing the teaching of Business Studies in junior secondary schools within Eti-Osa, Lagos. Empirically, the research investigates school-based, teacher-related, environmental, and student-based factors that affect Business Studies instruction in this area. Geographically, the study is limited to the Eti-Osa Local Government Area of Lagos State. 1.8 Limitations of the Study Like all research endeavors, this study encountered certain constraints, including: Time: The researcher faced time limitations due to the need to balance this study alongside other academic commitments, including lectures and other educational responsibilities. Financial Resources: Conducting this research incurred expenses related to printing, typesetting, sourcing relevant materials and literature, and data collection. Availability of Materials: There was difficulty in accessing sufficient literature on the topic due to its specialized nature, which posed a limitation to the study. 1.9 Definition of Terms Business Studies: A subject taught in junior secondary schools encompassing disciplines like commerce, accounting, office practice, and entrepreneurship, designed to provide students with foundational knowledge and skills for business activities. Teaching Resources: The materials, tools, and equipment (such as textbooks, ICT devices, charts, and business labs) utilized by teachers to facilitate effective lesson delivery. Junior Secondary School: The educational level in Nigeria typically attended by students aged 10 to 15 years, covering the first three years of secondary education. Instructional Strategies: The various teaching methods and approaches employed by educators, including lectures, group discussions, practical demonstrations, and multimedia use. Curriculum: The structured educational content, goals, and learning outcomes prescribed by educational authorities for Business Studies at the junior secondary school level. Teacher Qualification: The professional credentials, academic degrees, and certifications necessary for an individual to be regarded as a competent Business Studies teacher. Class Size: The number of students in a classroom, which can influence the effectiveness of teaching and learning processes. Socio-Economic Factors: The social and financial conditions, such as family income, parental education, and community resources, that affect students’ academic performance and learning capacity.