1.1 Introduction
Business Studies is an educational subject that focuses on equipping students with the knowledge, skills, and competencies necessary for understanding and participating in business and entrepreneurial activities. It encompasses areas such as management, accounting, marketing, economics, and entrepreneurship, aiming to prepare students for both academic and practical engagement in business environments (Umar & Ma'aji, 2019). Teachers play a pivotal role in the learning process, as their qualifications and teaching methods significantly influence students' interest and performance. Teachers' educational qualifications determine their mastery of subject content and their ability to design effective learning experiences. Research has shown that highly qualified teachers, such as those holding B.Ed, BA, or M.Ed degrees, are more confident in content delivery and better equipped to employ teaching strategies that engage students actively (Okoro & Ekanem, 2018). The method of teaching is equally critical. Business Studies is a practical subject that is best taught using learner-centered and interactive methods, including discussions, group activities, role plays, and project-based learning (Darling-Hammond, 2017).
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
Business Studies is an essential subject in the secondary school curriculum that equips students with knowledge, skills, and competencies necessary for understanding and engaging in business and entrepreneurial activities. According to Umar and Ma'aji (2019), Business Studies provides learners with practical insights into areas such as management, accounting, marketing, economics, and entrepreneurship, fostering problem-solving abilities and decision-making skills that are critical for personal and national economic development.
Teachers' qualifications are crucial in influencing students' learning outcomes. Okoro and Ekanem (2018) reported that teachers with higher educational qualifications, including B.Ed, BA, or M.Ed degrees, possess deeper subject mastery and pedagogical competence, which positively affect students' interest and engagement in the classroom. They further asserted that highly qualified teachers are more capable of explaining complex concepts in ways that students can easily understand. Adeyemi (2011) stated that the level of teacher qualification is directly linked to the quality of instruction and students' academic performance, emphasizing that well-qualified teachers tend to use more effective instructional strategies.
Ndirangu (2007) stated that teaching methods are used to impart knowledge to students they are the means by which the teacher attempts to impart the desired learning or experience (Ndirangu, 2007). The choice of a particular method of teaching by the teacher determined by number of factors which includes the content to be taught, the objectives which the teacher plans to achieve availability of teaching and learning resources and the ability and willingness of the teacher to improvise if convectional teaching aids are not available, evaluation and follow-up activities and Individual learner differences (Ndirangu, 2007).
Teaching methods also play a significant role in shaping students' interest. Darling-Hammond (2017) affirmed that learner-centered and interactive methods, such as discussions, group work, and project-based learning, enhance students' engagement and comprehension by connecting theoretical concepts to real-life business situations. On the other hand, traditional teacher-centered methods, such as lectures and rote learning, are often less effective in sustaining students' attention and enthusiasm. Researchers contend that the combination of teachers' qualifications and the methods they employ determines students' level of interest, motivation, and overall academic performance (Umar & Ma'aji, 2019; Okoro & Ekanem, 2018).
In the teaching and learning of some secondary school subjects, there are different types of teaching methods which can be used to impact knowledge to students effectively. Appropriate teaching methods give rise to an enriched learning and environment and hence better learning outcome (Uche and Awujo 2014). Some of which are cooperative method, discussion method, problem solving method, demonstration method among others. There are different teaching methods employed in science education in Nigeria secondary schools especially in the study of some secondary school subjects. This study is set against the backdrop of the need to understand how teachers' educational qualifications and teaching methods jointly influence students' interest in Business Studies.
1.3 Statement of Problems
Investigation revealed that students' interest in Business Studies is a critical factor that influences learning outcomes and academic performance. Observations in many secondary schools indicate that students often exhibit low enthusiasm and participation in Business Studies classes, which is reflected in poor performance and limited application of business concepts (Okoro & Ekanem, 2018). On the other hand, even when teachers possess higher qualifications such as B.Ed, BA, or M.Ed degrees, the teaching methods employed in the classroom influence students' level of interest. Traditional lecture-based methods, which are heavily teacher-centered, are often ineffective in sustaining students' engagement (Umar & Ma'aji, 2019).
Furthermore, the combination of teachers' educational qualifications and teaching methods is crucial. Students taught by highly qualified teachers who use ineffective methods may still show low interest, while those taught by moderately qualified teachers employing interactive methods may demonstrate higher engagement (Darling-Hammond, 2017; Adeyemi, 2011). It is against this backdrop that this study seeks to investigate the effect of teachers' educational qualifications and teaching methods on students' interest in Business Studies.
1.4 Aim and Objectives of Study
The aim of this study is to investigate how teachers' educational qualifications and teaching methods affect students' interest in Business Studies in secondary schools. In achieving this aim, the following specific objectives were laid out as follows:
- To identify the level of teachers' qualifications in Business Studies and their impact on students' interest in the subject.
- To examine the methods of teaching employed by Business Studies teachers and how these methods affect students' interest.
- To determine the relationship between teachers' qualifications, teaching methods, and students' academic performance in Business Studies.
- To suggest strategies for improving students' interest in Business Studies through effective teacher qualification and teaching methods.
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:
- What is the level of teachers' qualifications in Business Studies, and how does it influence students' interest in the subject?
- What teaching methods are commonly used by Business Studies teachers, and what effect do they have on students' interest?
- How do teachers' qualifications and teaching methods collectively relate to students' performance in Business Studies?
- What strategies can be adopted to enhance students' interest in Business Studies through teacher qualifications and teaching methods?
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.
Hypothesis One
- H0: Teachers' qualifications and teaching methods have no significant impact on students' interest in Business Studies.
- H1: Teachers' qualifications and teaching methods have a significant impact on students' interest in Business Studies.
Hypothesis Two
- H0: Teachers with higher qualifications negatively influence students' interest in Business Studies.
- H1: Teachers with higher qualifications positively influence students' interest in Business Studies.
Hypothesis Three
- H0: The use of effective and interactive teaching methods does not significantly increases students' interest in Business Studies.
- H1: The use of effective and interactive teaching methods significantly increases students' interest in Business Studies.
Hypothesis Four
- H0: There is no significant relationship between teachers' qualifications, teaching methods, and students' academic performance in Business Studies.
- H1: There is a significant relationship between teachers' qualifications, teaching methods, and students' academic performance in Business Studies.
1.7 Significance of Study
The results of this study will provide useful insights on the differential effectiveness diverse teaching methods have on students' academic performance. The study will help to increase the teachers' level of awareness and understanding of the use of most of the instructional technique. Findings may also provide the teachers with a feedback on the teaching competences in most commonly used teaching methods as a basis for improvement in their instructional practice so that they can enhance performance.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of the research is focused on Effect of Teachers Educational Qualification and Teaching Method on Student Interest in Business Studies in selected Secondary School in Lagos State.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- 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).
- Lack of Initial Cooperation 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 Operational Definition of Terms
Teaching Method:
It is a teaching device or strategy adopted by a teacher to teach a lesson, this includes the use of games, text books etc. that stimulates learning.
Activity:
This is student-centered teaching-learning approach, where the student has some control over the process and directs more or less the instructional activities with the teacher providing adequate guidance.
Academic Performance:
Learning outcome or output in students taught government which results from teaching techniques/methods the teacher adopts.
Effect:
It is the outcome of result of using appropriate teaching method on students as measured by government performance test.
…
