1.1 Introduction
Educational supervision refers to the process of overseeing and guiding teachers' instructional practices and activities to ensure that educational goals and standards are met effectively (Glickman, Gordon, & Ross-Gordon, 2014). Educational supervision plays a crucial role in shaping the academic performance of students, particularly in specialized subjects such as Business Studies. Effective supervision provides guidance, support, and feedback to both teachers and students, fostering an environment conducive to learning and academic excellence. The influence of educational supervision on students' academic performance has been a subject of considerable research, emphasizing its importance in enhancing educational outcomes. Business Studies, as a subject, encompasses various essential skills. These skills are vital for students aspiring to thrive in the business world.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
In recent decades, the role of educational supervision has further evolved to focus on enhancing the quality of education through continuous professional development of teachers and the creation of supportive learning environments for students. Supervision now includes a variety of activities such as mentoring, coaching, and collaborative problem-solving, all aimed at improving student outcomes (Sullivan & Glanz, 2013). Specifically, in the field of Business Studies, educational supervision has played a critical role in ensuring that students are well-prepared for the complexities of the business world. Business Studies, with its diverse content ranging from accounting and finance to marketing and management, requires effective instructional strategies to ensure students understand and can apply theoretical concepts in practical contexts.
Educational supervision has been instrumental in addressing the unique challenges faced by Business Studies teachers and students. Supervision helps in identifying gaps in teaching practices, providing professional development opportunities for teachers, and fostering an environment that encourages student engagement and motivation (Akinfolarin, Ajayi, & Oloruntegbe, 2017). Educational supervision has long been recognized as a pivotal element in the educational process, serving as a bridge between educational policies and classroom practices. It encompasses a range of activities designed to improve the quality of teaching and learning, ensuring that educational standards are met and that students achieve their full potential. In the context of Business Studies, which prepares students for careers in the business sector, effective supervision is essential to ensure that the curriculum is delivered effectively and that students acquire the necessary skills and knowledge.
The academic performance of students in Business Studies is influenced by multiple factors, including the quality of teaching, the learning environment, and the level of support and guidance provided by educators and supervisors. Educational supervision involves monitoring and evaluating teaching practices, providing professional development for teachers, and offering feedback and support to improve instructional methods. This holistic approach aims to create a conducive learning environment that promotes student engagement and academic success.
Studies have shown that educational supervision has a direct impact on students' academic outcomes. For instance, Oghuvbu (2011) found that effective supervision leads to improved teacher performance, which in turn enhances student learning and academic achievement. In the context of Business Studies, supervision helps ensure that the subject's complex and diverse content is taught comprehensively and effectively, preparing students for higher education and professional careers.
Moreover, educational supervision plays a crucial role in identifying and addressing the challenges faced by both teachers and students. According to Akinfolarin, Ajayi, and Oloruntegbe (2017), supervision helps in diagnosing problems in the teaching-learning process and provides solutions that improve educational outcomes. This is particularly important in Business Studies, where students must grasp practical and theoretical concepts to succeed academically and professionally.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the influence of educational supervision on academic performance of business studies students in upper educational level.
1.3 Statement of Problems
Investigation revealed that despite the recognized importance of educational supervision in enhancing academic performance, there remain significant challenges in its implementation, particularly in the context of Business Studies at the upper educational level. One of the primary issues is the inconsistency in the quality and frequency of supervision across different educational institutions. Many schools lack sufficient resources to provide regular and effective supervision, leading to disparities in educational outcomes. This inconsistency can negatively impact the academic performance of students, as they may not receive the necessary guidance and support to excel in their studies (Akinfolarin, Ajayi, & Oloruntegbe, 2017).
Another problem is the inadequate training and professional development opportunities for supervisors. Effective educational supervision requires supervisors to be well-versed in contemporary pedagogical practices and the specific content of Business Studies. However, many supervisors lack the necessary training, which limits their ability to provide meaningful feedback and support to teachers. This gap in expertise can hinder the overall effectiveness of supervision and, consequently, student performance (Sullivan & Glanz, 2013).
Additionally, there is often a lack of clear communication and collaboration between supervisors and teachers. Effective supervision should be a collaborative process that involves ongoing dialogue and mutual goal-setting. However, in many cases, supervision is perceived as evaluative rather than supportive, leading to resistance from teachers and reducing the potential benefits for students. This lack of collaboration can impede the implementation of effective teaching strategies and negatively affect student outcomes (Beach & Reinhartz, 2000).
Moreover, the specific challenges faced by Business Studies students, such as understanding complex theoretical concepts and applying them in practical contexts, require targeted supervisory interventions. Unfortunately, many supervisory practices do not address these unique needs adequately, leading to suboptimal academic performance. The failure to tailor supervision to the specific requirements of Business Studies can result in students being inadequately prepared for higher education and professional careers in the business sector (Adewale & Adu, 2013).
The identified problems highlight the need for a more consistent, well-resourced, and collaborative approach to educational supervision. Addressing these issues is crucial for enhancing the academic performance of Business Studies students at the upper educational level and ensuring they are well-prepared for future academic and professional challenges.
1.4 Aim and Objectives of Study
The aim of the study is to examine the influence of educational supervision on academic performance of business studies students in upper educational level. In achieving this aim, the following specific objectives were laid out as follows:
- To explore the perceptions of Business Studies teachers and students regarding the impact of educational supervision on teaching and learning processes;
- To assess the relationship between the frequency and quality of educational supervision and the academic performance of Business Studies students;
- To evaluate the effectiveness of training and professional development programs for supervisors in enhancing their supervisory skills;
- To identify the challenges faced by supervisors and teachers in the implementation of effective supervision in Business Studies;
- To examine the current practices of educational supervision in Business Studies at the upper educational level; and
- To recommend strategies for improving educational supervision practices to boost the academic performance of Business Studies students.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Are there challenges supervisors and teachers face in the implementation of effective supervision in Business Studies?
- What are the current practices of educational supervision in Business Studies at the upper educational level?
- How does the frequency and quality of educational supervision relate to the academic performance of Business Studies students?
- How effective are the training and professional development programs for supervisors in enhancing their supervisory skills?
- What are the perceptions of Business Studies teachers and students regarding the impact of educational supervision on teaching and learning processes?
- What strategies can be recommended to improve educational supervision practices to enhance the academic performance of Business Studies students?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: There is a significant positive relationship between the frequency of educational supervision and the academic performance of Business Studies students at the upper educational level.
- H02: The quality of educational supervision positively influences the academic performance of Business Studies students.
- H03: Inadequate training and professional development of supervisors are significant barriers to effective educational supervision in Business Studies.
- H04: Effective educational supervision practices are perceived by Business Studies teachers and students as enhancing the teaching and learning processes.
- H05: Implementing targeted strategies to improve educational supervision will lead to improved academic performance among Business Studies students at the upper educational level.
1.7 Significance of Study
The outcome realized from the research findings will be significant to the following stakeholders:
- Educational Administrators and Policymakers: This study provides valuable insights for educational administrators and policymakers into how effective supervision practices contribute to higher academic achievement in Business Studies. The findings can inform the development and implementation of policies and programs that prioritize regular and high-quality supervision, leading to enhanced educational outcomes.
- Teachers and Supervisors: For teachers and supervisors, the study offers practical insights into the impact of their supervisory practices on student performance. By identifying areas for improvement, the research highlights how better supervision can foster a supportive and collaborative teaching environment, improve instructional methods, and boost teacher morale, ultimately benefiting student learning.
- Students: Students are the primary beneficiaries of enhanced educational supervision. The study aims to create a more supportive learning environment by addressing the challenges in Business Studies education. This can lead to improved academic performance, better preparation for higher education, and greater readiness for careers in the business sector.
- Parents and Guardians: The study provides parents and guardians with a better understanding of the factors influencing their children's academic performance in Business Studies. This knowledge can help them advocate for improved educational supervision and support at schools, ensuring that their children receive the best possible education.
- Academic Community: The study contributes to the existing body of knowledge on educational supervision, particularly in the context of Business Studies. By filling a gap in the literature, it lays the foundation for further research on the subject and encourages ongoing dialogue and exploration within the academic community, ultimately leading to the development of more effective educational practices.
1.8 Scope of Study
The scope of the research is focused on the influence of educational supervision on academic performance of business studies students in upper educational level using Owerri-West Local Government Area of Imo State as a case study.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Educational Supervision:
Educational supervision refers to the process of overseeing and guiding teachers' instructional practices and activities to ensure that educational goals and standards are met effectively (Glickman, Gordon, & Ross-Gordon, 2014).
Academic Performance:
Academic performance denotes the extent to which students have achieved educational goals, typically measured by their grades, test scores, and overall mastery of subject content (Wang & Eccles, 2012).
Business Studies:
Business Studies encompasses the study of various aspects of business, including management, finance, marketing, and entrepreneurship, preparing students for careers in the business sector (Ainley & Ainley, 2011).
Upper Educational Level:
The upper educational level refers to the stage of education beyond the foundational or introductory level, often associated with higher secondary education or post-secondary education, where students are expected to delve deeper into specialized subjects like Business Studies.
