SECONDARY SCHOOLS STUDENTS’ SOCIO-ECONOMIC BACKGROUND AND ACADEMIC ACHIEVEMENT IN BUSINESS STUDIES IN ZARIA AND GIWA EDUCATION ZONES, KADUNA STATE

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SECONDARY SCHOOLS STUDENTS’ SOCIO-ECONOMIC BACKGROUND AND ACADEMIC ACHIEVEMENT IN BUSINESS STUDIES IN ZARIA AND GIWA EDUCATION ZONES, KADUNA STATE

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ABSTRACT

This study investigated the ―Secondary Schools Students‘ Socio-economic Background

and Academic Achievement in Business Studies in Zaria and Giwa Education Zones,

Kaduna State‖. To achieve the aim of this research, four objectives were formulated in line

with research questions and hypotheses such as to; determine the secondary schools

students‘ socio-economic background and academic achievement in Business Studies

between male and female, examine the secondary schools students‘ socio-economic

background and academic achievement in Business Studies between boarding and day

school and ascertain secondary schools students‘ socio-economic background and

academic achievement in Business Studies between private and public in Zaria and Giwa

education zones, Kaduna State. The study used survey method that covers all public

secondary schools in Zaria and Giwa education zones in Kaduna State. The population of

the study comprised of 81 Principals, 684 Teachers and 648 school prefects making a total

of 1413. A sample of 413 respondents which consisted of 24 Principals, 205 Teachers and

195 School Prefects were used meaning that 413 copies of questionnaire were distributed.

The instrument used for the data collection was structured questionnaire. The instrument

was validated by the researcher supervisors to ensure its reliability. Crombach Alpha was

used during the pilot study. This yielded a reliability coefficient of r = 0.87 and significant

level of 0.05. Four hypotheses were postulated and the testing was done by using Analysis

of Variance (ANOVA). All the four hypotheses were retained. The study reveals that

female students develop high interest in Business Studies than male students due to the

initial business upbringing by the parents especially mothers who engage in petty trading

in secondary schools in Zaria and Giwa education zones, Kaduna State. The study

conclude that Female students develop high interest in Business studies than the male

student and female students offering Business Studies do not most of the time go beyond

secondary education unlike the male students in secondary schools in Zaria and Giwa

education zones, Kaduna State. It was recommended that, parents should encourage both

male and female students to develop high interest in Business Studies by provision of

essential needs to aids studies such as relevant text books on related subjects and improved

socio economic standard of the children and there should be proper provision of numerous

basic amenities by the government for secondary schools in both rural and urban area that

will contributes to academic achievement in Zaria and Giwa education zones, Kaduna State.

TABLE OF CONTENTS

Title Page i

Declaration ii

Certification iii

Dedication iv

Acknowledgments v

Table of Contents vi

List of Tables vii

Abbreviations viii

Abstract ix

Operational Definition of Terms x

CHAPTER ONE: INTRODUCTION

11 Background to the Study 1

12 Statement of the Problem 5

13 Objectives of the Study 6

14 Research Questions 7

15 Hypotheses 7

16 Basic Assumptions 8

17 Significance of the Study 8

18 Scope of the Study 9

CHAPTER TWO: REVIEW OF RELATED LITERATURE

21 Introduction 11

22 Conceptual Framework 12

221 Socio-Economic Background 12

222 Academic Achievement 13

223 Business Studies 14

224 Nature of School (Day and Boarding) 17

225 School Type (Public and Private) 20

226 School Location (Rural and Urban) 22

227 Students Gender (Male and Female) 27

23 Theoretical Framework 28

24 Historical Development of Business Studies in Nigeria 29

25 Importance of Teaching Business Studies in Junior Secondary schools 30

26 Methods of Teaching Business Studies 32

27 The Role of Technology in Teaching Business Studies in

Junior Secondary Schools 37

28 Resources for Business Studies Teaching 40

29 Empirical Studies 42

210 Summary 46

CHAPTER THREE: RESEARCH METHODOLOGY

31 Introduction 48

32 Research Design 48

33 Population of the Study 49

34 Sample and Sampling Technique 49

35 Instrumentation for Data Collection 50

351 Validity of Instrument 51

352 Pilot Study 51

353 Reliability of the Instrument 51

354 Administration of Instrument 52

36 Procedure for Data Collection 52

37 Procedure for Data Analysis 52

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

41 Introduction 54

42 Answering of Research Questions 56

43 Research Hypotheses Testing 66

4 5: Summary of Hypotheses Testing 71

44 Summary of Major Findings 72

45 Discussion of Major Findings 72

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

51 Summary 79

52 Conclusions 79

53 Recommendations 82

54 Suggestions for Further Studies 83

References 84

Appendices 91

CHAPTER ONE

INTRODUCTION

11 Background to the Study

Nigeria like any other country has witnessed series of political instability with various

effects on educational policies at federal and state government levels This gradually laid the

foundation of fallen standard in education at secondary school level which caused

differential academic achievement of male and female students in secondary schools In the

quest of finding survival, the nation has evolved services for socio-economic and

educational measures but these have not improved the socio-economic status of families

influencing students‘ academic achievement in Nigeria (Mailgram, 2000)

According to Olotu (1994), in the quest of finding survival, the nation has evolved

serves of socio-economic and educational measures and policies such as Structural

Adjustment Program (SAP), Austerity Measures, Universal Basic Education (UBE) and

devaluation of Naira These measures have not improved the socio-economic and

educational status of families in the country; they rather increased their suffering and

widened the socio-economic gap between families (Chime, 2004)

Socio-economic status is often measured as a combination of education, income and

occupation It is commonly conceptualized as social standing or class of an individual or

group When viewed through a social class lens, privilege, power and control are

emphasized Furthermore, an examination of socio-economic as a gradient or continuous

variable reveals inequities in access to and distribution of resources Socio-economic is

relevant to all realms of behavioral and social science, including research, practice,

education and advocacy

Research indicates that students from low socio-economic households and communities

develop academic (Morgan, Farkasa, Hillemeier, /&Maczuga, 2009) Initial academic skills

are correlated with the home environment, where low literacy environments and chronic

stress negatively affect a child‘s pre-academic skills The school systems in low socio-

economic communities are often under-resourced, negatively affecting students‘ academic

progress (Aikens&Barbarin, 2008) Inadequate education and increased dropout rates affect

male and female student‘s academic achievement perpetuating the low socio-economic

status of the community

Business Studies is a unit of vocational and technical education According to Ohiwerei

(2005), this programmes started late in Nigerian Educational system Vocational business

studies stated as commercial clerical training centre that were needed in the office By 1995,

both government and privately owned day and evening business schools were established in

various part of the country According to Esene and Ohiwerei (2005), Business studies

subjects have not been popular in Nigerian secondary schools because of the bias against

vocational education The public perception of business subject, which form part of

vocational education, is education for the school dropouts This further reinforced by the

attitude of Nigerian parents who prefer the conventional grammar schools to business

schools whose curricular were directed towards the training of secretarial and clerical

personnel This erroneous impression was corrected by the release of the national policy on

education

The National Policy on Education (1976), which recommended the 6-3-3-4 educational

systems (Fabunmi, 1986) was instrumental to the inclusion of business subject in the

secondary school curriculum The implementation of the 6-3-3-4 systems in 1982 brought

many reforms into the educational system in Nigeria At the junior secondary school level

pre-vocational subjects were introduced to the curriculum while vocational educations were

introduced at the senior secondary level The focus of pre-vocational was to exposed

students at junior secondary level to the world of work through exploration Such exposure

will enable junior secondary school students make intelligent career choice and also

intelligent assumptions are practical Agricultural, Home economics, Introductory

Technology and business studies Business studies consist of aspects of book-keeping,

shorthand, typewriting, commerce, office practice and computer, which are integrated The

National Board for Technical Education, while supporting the integration reported:

The new concept of pre-vocational course at the junior secondary school level is

different from the traditional one Examples, the business studies component Transmit

narrow commercial knowledge, which restricted pupils to take one of typewriting,

shorthand, accounting, economics etc for five years The new approach emphasizes the

integrated nature of business studies and includes of secretarial skills (ie shorthand and

typewriting), accounting, business method and commerce

A school qualification is strongly associated with social disadvantages primarily

determined whether the student accessed post-school education and if so, at what level

participation It is a well known fact that secondary school students performance in

academic activities vary, some students perform better than the other, many disadvantaged

students feels the length of their students career would be limited by their finances, rather

than by their academic ability and this makes them lack behind in their academic

achievement Clemens and Oelike (1967) and Emeka (1984) in their studies shows the cause

of academic achievement to a combination of personal institutional factors Personal factors relate to the individual intelligence knowledge and ability Institution factors are family or

parental influence, school related factors

Enclosed within the institutional factors are teacher related factors and living condition,

high level of illiteracy, poverty and low socio-economic status with high rate of paternal and

maternal deprivation of student academic needs which was necessitated by poor socio-

economic situation of Nigeria has thrown many families into unhold financial problems such

as poverty and lack of money to purchase text books, payment of school fees, transport

services, television/radio, complete school uniform and provide the best for their children

This poor parental care with gross deprivation of social and economic need of a child

usually leads to poor students‘ academic achievement of secondary school students in Zaria

and Giwa Education Zones, Kaduna State

In April, 1999 the Federal Government of Nigeria established the National Examination

Council by the former Head of State Abdul Salami Abubakar to take over the

responsibilities of the National Board of Education Measurement The services rendered by

the body include Senior Secondary School Certificate Examination (Internal and External)

with six years of basic education, three years of junior secondary education and three years

of senior secondary education Junior secondary school certificate examination is intended

for candidates in the third year of their junior secondary education in federal unity college

and other federal secondary schools Private secondary schools also take part in junior

secondary certificate examination

It is against this background that researchers tried to find out the Secondary School

Students Socio-Economic Background and Academic Achievement in Business Studies in

Zaria and Giwa Education Zones, Kaduna State of Nigeria

12 Statement of the Problem

In past few years, it has been noticed that students‘ academic performance from low

socio-economic background is not as good as those from high socio-economic background,

secondary school students are not enjoying an equal level of success within secondary

education as their more advantaged peers due to the students' difference socio-economic

background Chime (2004) Day and Boarding Junior Secondary School students‘ socio-

economic background can result to the many problems such as; truancy, accidents,

unwanted pregnancy, lack of seriousness, favoritism, drug abuse, examination malpractice

and so on But even those who are likely to have suffered from a number of barriers which

may have hindered their academic progress and deterred them from continuing any further

Despite the effort of researchers, parents, teachers and government, the poor performance of

secondary school JSS students is still a recurring problem that is imperative at this time

Onasanya (2008) opines that Business Studies education in Nigeria for long had been

criticized for not quite preparing JSS students for effective living in the society as result of

inappropriate utilization of instructional methods in Business Studies classroom In support

of the above, Okpalama (2008:65) maintains that the ―relationship between socio economic

background of male and female JSS students achievement in business studies education

enclosed with several related factors and poor socio-economic situation of the country has

thrown many families into untold financial problems such as poverty and lack of money to purchase text books, payment of school fees, transport services, television/radio, complete

school uniform and provide the best for their children This poor parental care with gross

deprivation of social and economic need of a child usually leads to poor students‘ academic

achievement of Junior Secondary School students in Zaria and Giwa education zones,

Kaduna State

13 Objectives of the Study

The following objectives are designed to:

1 determine the relationship between male and female secondary schools students‘ socio-