SOURCE:

Faculty: Education
Department: Vocational Education

CONTRIBUTORS:

Ogwunte, P. C.
Okolocha , C.C.

ABSTRACT:

This study which was on strategies considered effective by business teachers in south-south, Nigeria for teaching new business subjects in secondary schools used the six instructional strategies proposed by Mannison (2009). The study adopted a survey research design. Six research questions and six null hypotheses were tested at 0.05 level of significance. A population of 13,290 business subject teachers in public secondary schools in south-south, Nigeria was used for the study. A sample of 1,329 business subject teachers drawn from the total population of 13,290 constitute the sample size of the study. Data was collected for the study through the administration of validated questionnaire on the respondents. The split-half method was used to determine the reliability of the instrument. The reliability co-efficient of the instrument for the study was found to be 0.86, 0.58, 0.62, 0.97, 0.86 and 0.62 respectively. The mean statistics was used to answer the research questions while Z-test statistic was used to test the hypotheses. Findings of the study revealed that business teachers in south-south, Nigeria secondary schools considered independent and experimental instructional strategies very effective for teaching business subjects, while interactive and indirect instructional strategies were considered generally effective. However, material/visual aid strategies was considered fairly effective and direct instructional strategies was considered ineffective for teaching business subjects at the secondary school level. The implications of the findings have been discussed and conclusion drawn. Relevant recommendations were made towards the improvement of effective teaching of business subjects at secondary school level, which include compulsory application of independent and experimental instructional strategies for teaching business subjects in all secondary schools in south-south, Nigeria.