The Importance of Business Education Training of Secondary School Students

1.1 Introduction

1.1 Background to the Study

In recent years, there has been a growing recognition of the role that business education plays in promoting economic development and personal financial well-being. Studies have shown that students who receive business education are better prepared to manage personal finances, understand economic trends, and engage in entrepreneurial activities (Junior Achievement USA, 2015).

This educational background not only enhances their employability but also contributes to their ability to make informed decisions in both their personal and professional lives. Moreover, the integration of business education in secondary schools is seen as a vital strategy for addressing skill gaps in the labor market. The World Economic Forum highlights that skills such as critical thinking, problem-solving, and digital literacy are essential for future job markets, and business education is instrumental in developing these competencies (World Economic Forum, 2020).

In today's rapidly evolving global economy, the significance of business education at the secondary school level cannot be overstated. Business education equips students with critical skills and knowledge necessary for understanding the complexities of the modern business world. It prepares students not only for potential careers in business but also fosters essential life skills such as financial literacy, critical thinking, problem-solving, and effective communication. According to the National Business Education Association (NBEA), business education at the secondary level helps students develop a strong foundation in economic principles, entrepreneurship, and personal finance, which are crucial for their future professional and personal lives (NBEA, 2018).

The curriculum typically includes subjects such as accounting, marketing, economics, and information technology, which are designed to provide students with a comprehensive understanding of business operations and management. This educational framework ensures that students are well-prepared to navigate and succeed in a dynamic and competitive economic environment. Furthermore, business education promotes entrepreneurial thinking, encouraging students to innovate and consider self-employment as a viable career option.

The foundation of business education in secondary schools can be traced back to the early 20th century, when educational reforms began to emphasize the importance of practical skills alongside traditional academic subjects. The shift towards incorporating business education into secondary school curricula was driven by the recognition of its value in preparing students for the workforce and fostering economic literacy. Historically, business education has aimed to equip students with the skills necessary to participate effectively in the economy, understand the principles of business operations, and develop entrepreneurial competencies.

As the global economy has become increasingly interconnected and technologically advanced, the need for robust business education has grown more pronounced. According to the Organisation for Economic Co-operation and Development (OECD), modern economies require individuals who are not only proficient in core academic subjects but also possess practical business skills and financial acumen (OECD, 2019). This need has prompted educational policymakers and institutions to place a greater emphasis on business education within the secondary school curriculum.

1.2 Statement of the Problem

Investigation revealed that one of the primary issues is the inconsistent integration and standardization of business education curricula across different schools and educational systems. While some schools offer comprehensive business education programs, others may provide only limited exposure to business concepts. This disparity can lead to unequal opportunities for students and varying levels of preparedness for post-secondary education and careers.

The National Business Education Association (NBEA) underscores the need for standardized business education curricula to ensure all students receive a high-quality education that covers essential business knowledge and skills (NBEA, 2018). Furthermore, effective business education requires well-trained teachers who are proficient in business concepts and pedagogical strategies. However, there is often a shortage of qualified business education teachers, and many existing teachers may lack the necessary training and ongoing professional development.

According to the Association for Career and Technical Education (ACTE), enhancing teacher preparation and providing continuous professional development are critical for improving the quality of business education (ACTE, 2019). Despite the recognized benefits of business education in secondary schools, several challenges and issues hinder its effective implementation and impact. These problems can significantly affect the quality of business education training that students receive, ultimately impacting their preparedness for the workforce and economic participation. It is on this backdrop that this research tends to examine the relevance of business education training of secondary school students.

1.3 Aim and Objectives of the Study

The aim of the study is to evaluate the Importance of Business Education Training of Secondary School Students. In achieving this aim, the specific objectives were set out as follows:

1. To ascertain the extent to which Secondary School students learning business education subject are influenced by the use of instructional materials;
2. To determine the available resources for training business education subject in secondary schools in the area under study;
3. To evaluate the state of resources available for the training of business education in the study area; and
4. To determine whether there is any difference in the academic performance of secondary schools students in business education subject due to the availability and use of instructional materials.

1.4 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 secondary school students learning business education subject influenced by the use of instructional materials?
• Will there be any difference in the performance of secondary school students in business education subject due to the availability and effective use of instructional resources for training?
• What is the state of resources available for the training of business education in the study area?
• What are the available resources for training business education subject in secondary schools in the area under study?

1.5 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: Secondary school students who receive comprehensive business education training demonstrate higher levels of financial literacy, entrepreneurial skills, and economic understanding compared to those who do not receive such training.
• H₀2: The presence of adequately trained and continuously professionally developed business education teachers significantly enhances the effectiveness of business education programs.
• H₀3: Students who perceive business education as relevant to their future careers and who are actively engaged in business courses show higher academic achievement and skill acquisition in business-related subjects.
• H₀4: The implementation of interactive and real-world applications in the business education curriculum increases student interest and engagement in the subject.

1.6 Significance of the Study

The study on the importance of business education training for secondary school students holds significant implications for various stakeholders, including educators, policymakers, students, and the broader economy. The findings of this study can contribute to the enhancement of educational strategies and policies, ultimately benefiting students and society as a whole.

Additionally, the study will provide valuable insights into the effectiveness of current business education programs, highlighting areas that require improvement. These insights can guide educators and curriculum developers in creating more robust and comprehensive business education curricula that address the needs of students and the demands of the modern economy (National Business Education Association, 2018).

Furthermore, policymakers can use the study's findings to inform the development of policies that support and standardize business education across secondary schools. By understanding the key factors that enhance business education, such as teacher preparation and resource allocation, policymakers can implement measures that ensure all students have access to high-quality business education (OECD, 2019).

Finally, the research findings will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied will go to an extent to provide new explanation to the topic.

1.7 Scope of Study

The scope of this research is focused on the importance of business education training of secondary school students in Ikeduru Local Government Area of Imo State.

1.8 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:

1. 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.
2. 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).
3. 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.

1.9 Definition of Terms

Business Education:

Business education refers to the teaching of fundamental principles, practices, and skills related to commerce, finance, management, marketing, and entrepreneurship. It aims to prepare students for the business world by providing them with practical knowledge and skills necessary for economic participation and career development (National Business Education Association, 2018).

Secondary School:

Secondary school is an educational institution where students typically receive education after completing primary school and before entering higher education or vocational training. It generally includes middle school and high school levels, covering grades 6 through 12, depending on the educational system (OECD, 2019).

Business:

It refers to the study of the management of individuals organizing to maintain collective productivity toward accomplishing particular creative and productive goals (usually to generate profit).

Techniques:

Is the process by which the learner is associated with the learning task by the teacher, techniques are generally used within a method. They form part of a method of approaching a topic.