Teaching Strategies Employed By Teachers for Improving Students’ Learning in Business Education in Secondary Schools in Delta State (Published)
Citation: Onajite, G. O. (2022) Teaching Strategies Employed By Teachers for Improving Students’ Learning in Business Education in Secondary Schools in Delta State, British Journal of Education, Vol.10, Issue 3, pp., 85-100
Abstract:This study investigated teaching strategies employed by teachers for improving students’ learning in Business Education in secondary schools in Delta State. Four research questions guided the study. The descriptive survey research design was employed in the study. Population of the study consisted of all the 2,100 teachers teaching business education subjects in the 448 secondary schools in Delta State. Sample size of the study comprised 630 business education teachers from 224 secondary schools in Delta State selected using stratified random sampling technique. A 40-item researchers’ self-developed questionnaire titled “Teaching Strategies employed by Teachers for Improving Student’s Learning in Business Education Questionnaire (TSTISLBEQ)” arranged into four clusters, and structured on 4-point scale. The research instrument was validated by three experts and reliability determined through a pilot test which yielded an internal consistency reliability value of 0.74. Data collected were analyzed using the mean score and standard deviation. The findings of this study revealed among others that the teachers mostly employed the direct teaching strategies. All the other teaching strategies like the experimental, material/visual aids, interactive and the independent teaching strategies were largely not employed by the teachers in teaching business education in secondary schools in Delta State. From the findings, recommendations were made which include and among them were that principals in the secondary schools should encourage and support the teachers to employ other direct teaching strategies such as seminars, individualized instruction method, peer tutoring, team teaching and sharing students into different reading groups for improving students’ learning in business education in secondary schools in Delta State.
Improving Teaching of Christian Moral Education in Secondary Schools in South East Geo-Political Zone of Nigeria through Commitment in Teachers’ Behaviour (Published)
Nigerian society exhibits symptoms of serious moral decay. There is consequently widespread concern about the moral predicament in the nation. This paper is an attempt to investigate how commitment in teachers’ behaviour could improve the teaching of Christian moral education in secondary schools in the southeast geopolitical zone of Nigeria. Two research questions guided the study. The study adopted descriptive survey research design. South-east geopolitical zone is the area of study and the population comprised of all the Christian Moral Education teachers in the states that make up the zone. 300 teachers were selected out of 967 Christian Moral Education teachers in the area using purpose sampling technique. Fixed response questionnaire was used to collect data from the respondents. Mean was used to analyze data. Result show-cased that the teaching of Christian Moral Education could be improved through commitment in teachers’ behaviour. Based on the findings, the study stresses that a greater percentage of the work of improving the teaching of Christian moral education lies in the hands of the teachers as commitments in teachers’ behaviour becomes a necessity of immediacy and paramount. This however forms the contribution of the study.