Publication Information
Journal: NAU Journal of Technology and Vocational Education
Volume: 2 (2017)
STRATEGIES CONSIDERED EFFECTIVE FOR TEACHING JOB SKILLS IN TERTIARY INSTITUTIONS BY BUSINESS EDUCATORS IN ADAMAWA AND TARABA STATES, NIGERIA
Eze, A. N
Department of Technology and Vocational Education Faculty of Education, Nnamdi Azikiwe University, Awka
Azu, N. O
Department of Office and Management Technology Federal Polytechnic, Mubi Adamawa State
Exposing business education students to the practical requirements of the dynamic
business world motivated this study, which sought to determine instructional
strategies considered effective by business educators for teaching job skills in tertiary
institutions in Adamawa and Taraba States. Two research questions guided the study
and four null hypotheses were tested. Descriptive survey research design was adopted
for the study. The entire population of 68 business educators in the area was studied
without sampling. A structured questionnaire validated by experts was used for data
collection. Cronbach Alpha reliability method was used to establish the internal
consistency of the items which yielded coefficients of 0.69 and 0.76 for the two
clusters with an overall coefficient of 0.73. Data collected were analyzed using mean
and standard deviation to answer the research questions while t-test was used to test
the hypotheses at 0.05 level of significance. Findings revealed that the business
educators rated reflective practice and scaffolding instructional strategies as highly
effective for the teaching of job skills and their opinions were not significantly
influenced by type of institution and experience. It was concluded that the adoption of
these instructional strategies will facilitate the acquisition of job skills among
business education students in order to be efficient in meeting workplace needs. The
study recommended among others that, the Ministry of Education in partnership with
National Universities Commission, Tertiary Education Trust Fund, and the National
Commission for Colleges of Education should provide consistent training and retraining programmes for capacity building for business educators to enable them keep
abreast with trends in the changing demands of the society.
business world motivated this study, which sought to determine instructional
strategies considered effective by business educators for teaching job skills in tertiary
institutions in Adamawa and Taraba States. Two research questions guided the study
and four null hypotheses were tested. Descriptive survey research design was adopted
for the study. The entire population of 68 business educators in the area was studied
without sampling. A structured questionnaire validated by experts was used for data
collection. Cronbach Alpha reliability method was used to establish the internal
consistency of the items which yielded coefficients of 0.69 and 0.76 for the two
clusters with an overall coefficient of 0.73. Data collected were analyzed using mean
and standard deviation to answer the research questions while t-test was used to test
the hypotheses at 0.05 level of significance. Findings revealed that the business
educators rated reflective practice and scaffolding instructional strategies as highly
effective for the teaching of job skills and their opinions were not significantly
influenced by type of institution and experience. It was concluded that the adoption of
these instructional strategies will facilitate the acquisition of job skills among
business education students in order to be efficient in meeting workplace needs. The
study recommended among others that, the Ministry of Education in partnership with
National Universities Commission, Tertiary Education Trust Fund, and the National
Commission for Colleges of Education should provide consistent training and retraining programmes for capacity building for business educators to enable them keep
abreast with trends in the changing demands of the society.
Ajoma, U. C. (2009). Analysis of methods and strategies for teaching and learning in
business education: The place of information and communication technology
in Nigeria. Book of Readings of Business Educators of Nigeria, 1(9),110- 118.
Aliyu, M. M. (2013). Subject method for business teachers. Kaduna: Sunjo A.J.
Global Limited.
Anikweze, C. M. (2012). Assessment of teachers‘ professional skills in Nigeria:
Needed reforms. Nigerian Journal of Educational Research and Evaluation,
10(2), 57-68
Azikiwe, V. C. (2010). The state of Nigerian education. The Tribute, 24.
Borrington, K. (2004). Teaching and assessing skills in business studies. Cambridge:
Cambridge University Press.
De-Ville, P. (2010). Mentoring reflective practice in pre-service teachers.
EABR&ETLC Conference Proceeding: The voice of Austrailian Science
Teachers reconstructing the mentoring provided by pre-service Lecturers, especially in the development of professional reflective practice. Retrieval
Date: 14th August 2012
Dhaka,B. (2011). Quality assurance of business
education.blogspot.com/2011/05/quality, May 23
Donald, A. S., & Martin, R. (2009). Reflective practice: Its implications for
classroom, administration and research. A public lecture given for the
department of language, literacy and Arts Education. The university of
Melbourne.
Duoc, T. Q., & Mertzger, C. (2006). Quality of business graduates in Vietnamese
institutions: multiple perspectives. Journal of Management Development, 26
(7), 629-643.
Emeasoba, N. C., & Igwe, J. N. (2016). Business studies teachers‘ perception of
effective strategies for teaching business studies in promoting national
sustainable development. Journal of Emerging Trends in Educational
Research and Policy Studies (JETERAPS) 7(3): 217-225.
Ezenwafor, J. I., & Ndinechi, G. I. (2004). Frequency of use of standard instructional
methods by secondary school business teachers. Business Education Journal,
111(4), 108-114.
Faraday, S., Overton, C., & Cooper, S. (2011). Effective teaching and learning in
vocational education. City and Guilds Centre for Skill Development.
Firestone, M. (2015). Scaffolding in education: Definition, theory and examples.
MTTC Economics: Practice and Study Guide.
Huang, H., Wu, C., & Chen, N. (2012). The effectiveness of using procedural
scaffolding in a paper-plus-smartphone collaborative learning context.
Computers & Education, 59(2), 250- 259.
Jimoh-Kadiri, S. O. (2012). Assessment of strategies for effective teaching of
entrepreneurship by business education teachers in tertiary institutions in
South-South Nigeria. A Dissertation Submitted to the Department of
Vocational Education, Faculty of Education, Nnamdi Azikiwe University,
Awka, Nigeria.
Kobayashi, M., & Lockee, B. (2008). Evidence based approaches for self regulated
learning. Revista Reginal De Investicacin Educativa, 5, 33-43.
Ngetich T. H., & Ndege, P. (2011).Instructional methods in teaching conflict
resolution in social studies in primary schools. Kasarak University
Nworgu, B. G. (2015). Educational research: Basic issues and methodology. Owerri:
Wisdom publishers.
Ogonor, B. O., & Badmus, M. M. (2006). Reflective teaching practice among student
teachers: The case in a tertiary institution in Nigeria. Australian Journal of
Teachers Education, 31(2), 1-12.
Ogunbameru, M. T., & Umameiye, R. (2012). Reflective practice: A strategy for
improving teaching practice in Nigerian colleges of education. International
Journal of Academic Research in Progressive Education and Development,
3(2), 17-27.
Olisa, J. A. (2009). Development and validation of practical skills rating instrument in
welding craft trade for technical college students. Unpublished Ph.D Thesis,
Department of T ESUT.
Onokpaunu, M. O. (2016). Analysis of web-based instructional technologies for use
by business education lecturers in tertiary institutions in Delta State.
Unpublished Masters’ Thesis, Department of Vocational Education, Faculty of
Education, Nnamdi Azikiwe University, Awka.
Onyesom, M., & Okolocha, C. C. (2013). Assessment of the adequacy of instructional
resources in business education programmes relative to NCCE standards for
colleges of education in Nigeria. Journal of Education and Learning; 2(2), 1 -
14.
Onyesom, M., & Utoware, J. D. A. (2012). Perceived benefits and challenges of ICT
in business education in the area of globalization. Journal of Business
Education, 1(1), 82 – 90.
Osuala, E. C. (2009). Business and computer education. Enugu: Cheston Limited.
Pittaway, L., & Cope, J. (2007). Entrepreneurship education: A systematic review of
the evidence. International Small Business Journal, 25(5), 479-510.
Raymond, E. (2000). Cognitive characteristics. Learners with Mild Disabilities (169–
201). Needham Heights, MA: Allyn & Bacon, A Pearson Education Company.
Sawyer, R. K. (2006). The Cambridge handbook of the learning sciences. New York:
Cambridge University Press.
Udoetuk, M. (2006). Implicated and called upon: challenging an educated position of
self, others, knowledge and knowing as things to acquire. Theories and
Practices, 3(1), 26-36.
Van de Pol, Janneke, Volman, Monique, & Beishuizen. (2010). Scaffolding in
teacher–student interaction: A decade of research. Educational Psychology
Review, 22:271–296 DOI 10.1007/s10648-010-9127-6
Williams, T. (n.d). A summary of activity theory. Work systems design Group, Nynex
Science and Technology, White Plains, NY.
Wood, D., Bruner, J. S., & Ross, G. (nd).The role of tutoring in problem solving.
Journal of Psychology and Psychiatry. 17.
Yorke, M. (2006). Looking beyond mass higher education. Maidenhead: Society for
Research into Higher Education & Open University Press, 105-118
business education: The place of information and communication technology
in Nigeria. Book of Readings of Business Educators of Nigeria, 1(9),110- 118.
Aliyu, M. M. (2013). Subject method for business teachers. Kaduna: Sunjo A.J.
Global Limited.
Anikweze, C. M. (2012). Assessment of teachers‘ professional skills in Nigeria:
Needed reforms. Nigerian Journal of Educational Research and Evaluation,
10(2), 57-68
Azikiwe, V. C. (2010). The state of Nigerian education. The Tribute, 24.
Borrington, K. (2004). Teaching and assessing skills in business studies. Cambridge:
Cambridge University Press.
De-Ville, P. (2010). Mentoring reflective practice in pre-service teachers.
EABR&ETLC Conference Proceeding: The voice of Austrailian Science
Teachers reconstructing the mentoring provided by pre-service Lecturers, especially in the development of professional reflective practice. Retrieval
Date: 14th August 2012
Dhaka,B. (2011). Quality assurance of business
education.blogspot.com/2011/05/quality, May 23
Donald, A. S., & Martin, R. (2009). Reflective practice: Its implications for
classroom, administration and research. A public lecture given for the
department of language, literacy and Arts Education. The university of
Melbourne.
Duoc, T. Q., & Mertzger, C. (2006). Quality of business graduates in Vietnamese
institutions: multiple perspectives. Journal of Management Development, 26
(7), 629-643.
Emeasoba, N. C., & Igwe, J. N. (2016). Business studies teachers‘ perception of
effective strategies for teaching business studies in promoting national
sustainable development. Journal of Emerging Trends in Educational
Research and Policy Studies (JETERAPS) 7(3): 217-225.
Ezenwafor, J. I., & Ndinechi, G. I. (2004). Frequency of use of standard instructional
methods by secondary school business teachers. Business Education Journal,
111(4), 108-114.
Faraday, S., Overton, C., & Cooper, S. (2011). Effective teaching and learning in
vocational education. City and Guilds Centre for Skill Development.
Firestone, M. (2015). Scaffolding in education: Definition, theory and examples.
MTTC Economics: Practice and Study Guide.
Huang, H., Wu, C., & Chen, N. (2012). The effectiveness of using procedural
scaffolding in a paper-plus-smartphone collaborative learning context.
Computers & Education, 59(2), 250- 259.
Jimoh-Kadiri, S. O. (2012). Assessment of strategies for effective teaching of
entrepreneurship by business education teachers in tertiary institutions in
South-South Nigeria. A Dissertation Submitted to the Department of
Vocational Education, Faculty of Education, Nnamdi Azikiwe University,
Awka, Nigeria.
Kobayashi, M., & Lockee, B. (2008). Evidence based approaches for self regulated
learning. Revista Reginal De Investicacin Educativa, 5, 33-43.
Ngetich T. H., & Ndege, P. (2011).Instructional methods in teaching conflict
resolution in social studies in primary schools. Kasarak University
Nworgu, B. G. (2015). Educational research: Basic issues and methodology. Owerri:
Wisdom publishers.
Ogonor, B. O., & Badmus, M. M. (2006). Reflective teaching practice among student
teachers: The case in a tertiary institution in Nigeria. Australian Journal of
Teachers Education, 31(2), 1-12.
Ogunbameru, M. T., & Umameiye, R. (2012). Reflective practice: A strategy for
improving teaching practice in Nigerian colleges of education. International
Journal of Academic Research in Progressive Education and Development,
3(2), 17-27.
Olisa, J. A. (2009). Development and validation of practical skills rating instrument in
welding craft trade for technical college students. Unpublished Ph.D Thesis,
Department of T ESUT.
Onokpaunu, M. O. (2016). Analysis of web-based instructional technologies for use
by business education lecturers in tertiary institutions in Delta State.
Unpublished Masters’ Thesis, Department of Vocational Education, Faculty of
Education, Nnamdi Azikiwe University, Awka.
Onyesom, M., & Okolocha, C. C. (2013). Assessment of the adequacy of instructional
resources in business education programmes relative to NCCE standards for
colleges of education in Nigeria. Journal of Education and Learning; 2(2), 1 -
14.
Onyesom, M., & Utoware, J. D. A. (2012). Perceived benefits and challenges of ICT
in business education in the area of globalization. Journal of Business
Education, 1(1), 82 – 90.
Osuala, E. C. (2009). Business and computer education. Enugu: Cheston Limited.
Pittaway, L., & Cope, J. (2007). Entrepreneurship education: A systematic review of
the evidence. International Small Business Journal, 25(5), 479-510.
Raymond, E. (2000). Cognitive characteristics. Learners with Mild Disabilities (169–
201). Needham Heights, MA: Allyn & Bacon, A Pearson Education Company.
Sawyer, R. K. (2006). The Cambridge handbook of the learning sciences. New York:
Cambridge University Press.
Udoetuk, M. (2006). Implicated and called upon: challenging an educated position of
self, others, knowledge and knowing as things to acquire. Theories and
Practices, 3(1), 26-36.
Van de Pol, Janneke, Volman, Monique, & Beishuizen. (2010). Scaffolding in
teacher–student interaction: A decade of research. Educational Psychology
Review, 22:271–296 DOI 10.1007/s10648-010-9127-6
Williams, T. (n.d). A summary of activity theory. Work systems design Group, Nynex
Science and Technology, White Plains, NY.
Wood, D., Bruner, J. S., & Ross, G. (nd).The role of tutoring in problem solving.
Journal of Psychology and Psychiatry. 17.
Yorke, M. (2006). Looking beyond mass higher education. Maidenhead: Society for
Research into Higher Education & Open University Press, 105-118