AN EVALUATION OF JOB PERFORMANCE OF MINNA COLLEGE EDUCATION TRAINED BUSINESS EDUCATION TEACHERS

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dc.contributor.authorTHOMAS, DAUDA DANLADI
dc.date.accessioned2014-02-17T09:56:25Z
dc.date.available2014-02-17T09:56:25Z
dc.date.issued2000-09-15
dc.descriptionA THESIS SUBMITTED TO THE POST- GRADUATE SCHOOL, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA, In partial Fulfilment of the Requirements for the Award of Master of Education (Business Education) DEPARTMENT OF VOCATIONAL AND TECHNICAL EDUCATION FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY, ZARIA NIGERIAen_US
dc.description.abstractThis research was aimed at evaluating the job performance of Minna College of Education trainees Business Education Teachers in Niger state Secondary School. There were 433 subjects' studies. The sample made up of teacher of Business Studies, and 405 out of 455 Business Studies students in the secondary school of Niger state. Result of the preliminary study revealed that majority of the teacher of Business studies were College of Education Minna- COEM graduate. This was confirmed during the main study where the first hypothesis of no significant difference to the number of NCE Business studies teacher in the secondary schools of Niger state tested Negative, this Hypothesis was rejected. The performance of NCE student on the Business teacher Education programme was independent of whether or not they had prior knowledge. This is because student with teacher grade II education background competed favourable well with student who had WASC/GCE background. Secondary school student however, signified that Business studies was a worthwhile course because it enabled these category of students preparation for vocationally oriented graduate. The business studies teachers (both COEM and NCOEM) graduate agreed that the curriculum content and syllabi (old and new) were adequate but required additional training in Vocational and Teacher Education (VTE), Maths/Statistics and Education Psychology to enhance their future preparation to teach Business studies more effectively. Furthermore the study revealed that Guidance and Counseling, Shorthand and typewriting were inadequate for secondary school students to enable them make wise selection of business subjects for SSCE registration. While the second and fourth hypotheses of the study were concerned with preparing Teachers for Business Studies at the secondary schools in Niger State were retained, the first and third hypotheses concerned with the performance of COEM graduate taught using old syllabus compared with those taught the new syllabus were rejected. This was because the subject areas in which addition at will be needed varied between the two categories of teachers. Recommendations from the study are thus: i. That short time seminars or lectures should be organized by the COEM for Business Studies Teachers of Secondary School in Niger State. This is with a view to helping them improve their performance and effective in the teaching of Business Studies on Post primary schools in the state, ii. Both COEM and NCOEM graduate will require additional or further training in VTE, Maths and statistics and psychology to enhance their performance in their schools, iii. That Typing and shorthand have not be accorded their rightful places as student were not found to have taught this subject areas. There is therefore need for teachers to adopt methods that will help motivate students to like Business Studies; and iv. That Business Studies teachers should be included in the JCC curriculum planning as it affects their programme implementation in the secondary schools in Niger State.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/1676
dc.language.isoenen_US
dc.titleAN EVALUATION OF JOB PERFORMANCE OF MINNA COLLEGE EDUCATION TRAINED BUSINESS EDUCATION TEACHERSen_US
dc.typeThesisen_US
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