TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgments v
Table of Contents vi
List of Tables vii
Abbreviations viii
Abstract ix
Operational Definition of Terms x
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 5
1.3 Objectives of the Study 6
1.4 Research Questions 7
1.5 Hypotheses 7
1.6 Basic Assumptions 8
1.7 Significance of the Study 8
1.8 Scope of the Study 9
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction 11
2.2 Conceptual Framework 12
2.2.1 Socio-Economic Background 12
2.2.2 Academic Achievement 13
2.2.3 Business Studies 14
2.2.4 Nature of School (Day and Boarding) 17
2.2.5 School Type (Public and Private) 20
2.2.6 School Location (Rural and Urban) 22
2.2.7 Students Gender (Male and Female) 27
2.3 Theoretical Framework 28
2.4 Historical Development of Business Studies in Nigeria 29
2.5 Importance of Teaching Business Studies in Junior Secondary schools 30
2.6 Methods of Teaching Business Studies 32
2.7 The Role of Technology in Teaching Business Studies in
Junior Secondary Schools 37
2.8 Resources for Business Studies Teaching 40
2.9 Empirical Studies 42
2.10 Summary 46
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 48
3.2 Research Design 48
3.3 Population of the Study 49
3.4 Sample and Sampling Technique 49
3.5 Instrumentation for Data Collection 50
3.5.1 Validity of Instrument 51
3.5.2 Pilot Study 51
3.5.3 Reliability of the Instrument 51
3.5.4 Administration of Instrument 52
3.6 Procedure for Data Collection 52
3.7 Procedure for Data Analysis 52
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 54
4.2 Answering of Research Questions 56
4.3 Research Hypotheses Testing 66
4.5: Summary of Hypotheses Testing 71
4.4 Summary of Major Findings 72
4.5 Discussion of Major Findings 72
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary 79
5.2 Conclusions 79
5.3 Recommendations 82
5.4 Suggestions for Further Studies 83
References 84
Appendices 91
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Nigeria like any other country has witnessed series of political instability with various
effects on educational policies at federal and state government levels. This gradually laid the
foundation of fallen standard in education at secondary school level which caused
differential academic achievement of male and female students in secondary schools. In the
quest of finding survival, the nation has evolved services for socio-economic and
educational measures but these have not improved the socio-economic status of families
influencing students‘ academic achievement in Nigeria (Mailgram, 2000)
According to Olotu (1994), in the quest of finding survival, the nation has evolved
serves of socio-economic and educational measures and policies such as Structural
Adjustment Program (SAP), Austerity Measures, Universal Basic Education (UBE) and
devaluation of Naira. These measures have not improved the socio-economic and
educational status of families in the country; they rather increased their suffering and
widened the socio-economic gap between families (Chime, 2004).
Socio-economic status is often measured as a combination of education, income and
occupation. It is commonly conceptualized as social standing or class of an individual or
group. When viewed through a social class lens, privilege, power and control are
emphasized. Furthermore, an examination of socio-economic as a gradient or continuous
variable reveals inequities in access to and distribution of resources. Socio-economic is
relevant to all realms of behavioral and social science, including research, practice,
education and advocacy.
Research indicates that students from low socio-economic households and communities
develop academic (Morgan, Farkasa, Hillemeier, /&Maczuga, 2009). Initial academic skills
are correlated with the home environment, where low literacy environments and chronic
stress negatively affect a child‘s pre-academic skills. The school systems in low socio-
economic communities are often under-resourced, negatively affecting students‘ academic
progress (Aikens&Barbarin, 2008). Inadequate education and increased dropout rates affect
male and female student‘s academic achievement perpetuating the low socio-economic
status of the community.
Business Studies is a unit of vocational and technical education. According to Ohiwerei
(2005), this programmes started late in Nigerian Educational system. Vocational business
studies stated as commercial clerical training centre that were needed in the office. By 1995,
both government and privately owned day and evening business schools were established in
various part of the country. According to Esene and Ohiwerei (2005), Business studies
subjects have not been popular in Nigerian secondary schools because of the bias against
vocational education. The public perception of business subject, which form part of
vocational education, is education for the school dropouts. This further reinforced by the
attitude of Nigerian parents who prefer the conventional grammar schools to business
schools whose curricular were directed towards the training of secretarial and clerical
personnel. This erroneous impression was corrected by the release of the national policy on
education.
The National Policy on Education (1976), which recommended the 6-3-3-4 educational
systems (Fabunmi, 1986) was instrumental to the inclusion of business subject in the
secondary school curriculum. The implementation of the 6-3-3-4 systems in 1982 brought
many reforms into the educational system in Nigeria. At the junior secondary school level
pre-vocational subjects were introduced to the curriculum while vocational educations were
introduced at the senior secondary level. The focus of pre-vocational was to exposed
students at junior secondary level to the world of work through exploration. Such exposure
will enable junior secondary school students make intelligent career choice and also
intelligent assumptions are practical Agricultural, Home economics, Introductory
Technology and business studies. Business studies consist of aspects of book-keeping,
shorthand, typewriting, commerce, office practice and computer, which are integrated. The
National Board for Technical Education, while supporting the integration reported:
The new concept of pre-vocational course at the junior secondary school level is
different from the traditional one. Examples, the business studies component Transmit
narrow commercial knowledge, which restricted pupils to take one of typewriting,
shorthand, accounting, economics etc. for five years. The new approach emphasizes the
integrated nature of business studies and includes of secretarial skills (i.e shorthand and
typewriting), accounting, business method and commerce.
A school qualification is strongly associated with social disadvantages primarily
determined whether the student accessed post-school education and if so, at what level
participation. It is a well known fact that secondary school students performance in
academic activities vary, some students perform better than the other, many disadvantaged
students feels the length of their students career would be limited by their finances, rather
than by their academic ability and this makes them lack behind in their academic
achievement. Clemens and Oelike (1967) and Emeka (1984) in their studies shows the cause
of academic achievement to a combination of personal institutional factors. Personal factors relate to the individual intelligence knowledge and ability. Institution factors are family or
parental influence, school related factors.
Enclosed within the institutional factors are teacher related factors and living condition,
high level of illiteracy, poverty and low socio-economic status with high rate of paternal and
maternal deprivation of student academic needs which was necessitated by poor socio-
economic situation of Nigeria has thrown many families into unhold financial problems such
as poverty and lack of money to purchase text books, payment of school fees, transport
services, television/radio, complete school uniform and provide the best for their children.
This poor parental care with gross deprivation of social and economic need of a child
usually leads to poor students‘ academic achievement of secondary school students in Zaria
and Giwa Education Zones, Kaduna State.
In April, 1999 the Federal Government of Nigeria established the National Examination
Council by the former Head of State Abdul Salami Abubakar to take over the
responsibilities of the National Board of Education Measurement. The services rendered by
the body include Senior Secondary School Certificate Examination (Internal and External)
with six years of basic education, three years of junior secondary education and three years
of senior secondary education. Junior secondary school certificate examination is intended
for candidates in the third year of their junior secondary education in federal unity college
and other federal secondary schools. Private secondary schools also take part in junior
secondary certificate examination.
It is against this background that researchers tried to find out the Secondary School
Students Socio-Economic Background and Academic Achievement in Business Studies in
Zaria and Giwa Education Zones, Kaduna State of Nigeria.
1.2 Statement of the Problem
In past few years, it has been noticed that students‘ academic performance from low
socio-economic background is not as good as those from high socio-economic background,
secondary school students are not enjoying an equal level of success within secondary
education as their more advantaged peers due to the students' difference socio-economic
background Chime (2004). Day and Boarding Junior Secondary School students‘ socio-
economic background can result to the many problems such as; truancy, accidents,
unwanted pregnancy, lack of seriousness, favoritism, drug abuse, examination malpractice
and so on. But even those who are likely to have suffered from a number of barriers which
may have hindered their academic progress and deterred them from continuing any further.
Despite the effort of researchers, parents, teachers and government, the poor performance of
secondary school JSS students is still a recurring problem that is imperative at this time.
Onasanya (2008) opines that Business Studies education in Nigeria for long had been
criticized for not quite preparing JSS students for effective living in the society as result of
inappropriate utilization of instructional methods in Business Studies classroom. In support
of the above, Okpalama (2008:65) maintains that the ―relationship between socio economic
background of male and female JSS students achievement in business studies education
enclosed with several related factors and poor socio-economic situation of the country has
thrown many families into untold financial problems such as poverty and lack of money to purchase text books, payment of school fees, transport services, television/radio, complete
school uniform and provide the best for their children. This poor parental care with gross
deprivation of social and economic need of a child usually leads to poor students‘ academic
achievement of Junior Secondary School students in Zaria and Giwa education zones,
Kaduna State.
1.3 Objectives of the Study
The following objectives are designed to:
1. determine the relationship between male and female secondary schools students‘ socio-
economic background and academic achievement in Business Studies in Zaria and Giwa
education zones, Kaduna State;
2. examine the relationship between boarding and day secondary schools students‘ socio-
economic background and academic achievement in Business Studies in Zaria and Giwa
education zones, Kaduna State;
3. ascertain the relationship between private and public secondary schools students‘ socio-
economic background and academic achievement in Business Studies in Zaria and Giwa
education zones, Kaduna State; and
4. find out the relationship between rural and urban secondary schools students‘ socio-
economic background and academic achievement in Business Studies in Zaria and Giwa
education zones, Kaduna State.
1.4 Research Questions
The following research questions are asked:
1. Is there relationship between Male and Female secondary schools students‘ socio-
economic background and academic achievement in Business Studies in Zaria and Giwa
education zones, Kaduna State?
2. What is the relationship between Boarding and Day secondary schools students‘ socio-
economic background and academic achievement in Business Studies in Zaria and Giwa
education zones, Kaduna State?
3. Is there any relationship between Private and Public secondary schools students‘ socio-
economic background and academic achievement in Business in Zaria and Giwa
education zones, Kaduna State?
4. Are there relationship between Rural and Urban secondary schools students‘ socio-
economic background and academic achievement in Business Studies in Zaria and Giwa
education zones, Kaduna State?
1.5 Research Hypotheses
In this study, the following null hypotheses were tested:
1. There is no significant difference between Male and Female JSS students‘ socio-
economic background and academic achievement in Business Studies in secondary
school in Zaria and Giwa education zones, Kaduna State;
2. There is no significant difference between Boarding and Day JSS students‘ socio
economic background and academic achievement in Business Studies in secondary
school in Zaria and Giwa education zones, Kaduna State.;
3. There is no significant difference between Private and Public JSS students‘ socio-
economic background and academic achievement in Business Studies in secondary
school in Zaria and Giwa education zones, Kaduna State; and
4. There is no significant difference between Rural and Urban JSS students‘ socio economic
background and academic achievement in Business Studies in secondary school in
Zaria and Giwa education zones, Kaduna State.
1.6 Basic Assumptions
This study will be achieved base on the following assumptions:
1. It is believed that junior secondary school students‘ achievement in Business Studies in
secondary schools in Zaria and Giwa education zones, Kaduna State is gender related.
2. It is believed that the boarding students would likely have better academic achievement in
Business Studies than the day students in secondary schools Zaria and Giwa education
zones, Kaduna State.
3. It is believed that relationship exists between private and public students achievement in
Business Studies in secondary schools in Zaria and Giwa education zones, Kaduna State.
4. It is believed that relationship exists between rural and urban students achievement in
Business Studies in secondary schools in Zaria and Giwa education zones, Kaduna State.
1.7 Significance of the Study
This study will be significant in highlighting the role of socio-economic of parents
towards their children‘s academic achievement in secondary schools by enlightening the
teachers on the need for male and female students‘ participation in their lessons and their
role will change from being passive listeners and excellence in their final examination in
JSSCE.
Policy makers and stakeholders in society will benefit from this study in the sense that
the study will create awareness of providing all necessary needs for their children in school
for purpose of their academic improvement in Zaria and Giwa education zones, Kaduna
State.
Teachers will also benefit from the study because as more male and female students are
clarified of the meaning and purpose of business studies subject, many will embrace it
thereby generating their job secured. Generally the parents and society stands to benefit
from the study as graduate of business studies will come back to serve the society thereby
fulfilling the manpower requirement of the society.
This study will be significant in the sense that government will be able to find out the
relationship that exist between socio economic background of male and female students
achievement on Business Studies subject. As against the former oxford system which is
limited to classroom setting, the knowledge of Business Studies subject extended beyond
that in which a change of observable behavior is indicated in the students through
manipulative, skills, techniques and attitudes.
Since small scale business constitutes the highest percentage of business establishment
not even the local government area but also the whole nation if the above statement is true,
then they are great importance to the entire nation‘s economy and industrial development.
1.8 Scope of the Study
This study is to assess the Secondary Schools Students Socio-Economic Background and
Academic Achievement in Business Studies in Zaria and Giwa Education Zones, Kaduna
State. The study was limited to some selected junior secondary schools in the area. This is because the researcher resides in the state and as such had the knowledge of the area and its
environs.
However, it is hoped that the result of this work was applicable to not only Zaria and
Giwa education zones, Kaduna State, but to others state in Nigeria.
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