STRATEGIES FOR IMPROVING THE TEACHING OF SHORTHAND IN SECONDARY SCHOOLS IN IMO STATE
STRATEGIES FOR IMPROVING THE TEACHING OF SHORTHAND IN SECONDARY SCHOOLS IN IMO STATE
No Thumbnail Available
Date
1986
Authors
UDUMA, IBEZIMAKO
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The aim of the study was to identify professional tasks
required by business teachers and to develop strategies for
improving the teaching of shorthand in secondary schools. This
was based upon adapting workable and successful practices as
recommended by business teacher educators and carried out by
business teachers in the secondary schools. An extensive review
of related literature was carried out for the purpose of developing
a comparative evaluation model by experts with current practices.
The data for the study collected through the questionnaire
was sent to:
(a) Twelve business teacher educators in two Nigerian
Universities and one College of Education offering
business teacher education programmes.
(b) One hundred and seventeen business teachers in
forty-four secondary schools in Imo State where
shorthand is taught.
There was an indication that eight categories of professional
tasks and twenty simpler professional tasks are rated as important
and therefore need to be incorporated into the business teacher
education programmes. The study also showed that twenty-nine
shorthand Instructional strategies are acceptable by the business
teacher educators while twenty-four strategies are acceptable by the
business teachers.
Other findings from the study reveal that:
1. The business teacher educators, who were regarded as
research consultants, rated the professional tasks and the shorthand
instructional strategies higher than the business teachers. This was
seen as ratings in ideal situations from the expert's point of view.
2. There is need for seminars, workshops, or conferences to be
organised for business teachers in the secondary schools from time to
time. The Universities, Colleges of Education, Ministries of Education.
and Associations like the Nigerian Association of Business Educators,
can play very important roles in organising such seminars or
conferences.
3. Areas to be included in such seminars, or workshops, or
conferences are:
(a) Professional role and development of the business teacher;
(b) Instructional planning, execution and evaluation in the
area of shorthand;
(c) Curriculum planning, development and execution,
4. Areas in which trends in the teaching of shorthand lie are:
(a) Writing skills
(b) Transcription
(c) Speed development
(d) Reading skills
5. Majority of the respondents believe that shorthand
instruction should be introduced in Class III in the secondary schools
system.
The study concluded WITH RECOMMENDATIONS which includes
1. Business teachers should be prepared to be both
technically and professionally competent through competency
based teacher education
2. Well-equipped workshops and laboratories for business
subjects should be provided in the schools offering skill
businesc subjects.
3. Since continuous assessment forms part of thee conditions
for certification at both pre-vocational and vocational levels,
evaluation should not be based on a single examination to
determine success or failure of a student.
Description
A THESIS SUBMITTED TO THE POSTGRADUATE SCHOOL
AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA, IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF MASTER OF EDUCATION (BUSINESS EDUCATION)
VOCATIONAL AND TECHNICAL EDUCATION DEPARTMENT
FACULTY OF EDUCATION
AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA.
Keywords
STRATEGIES,, IMPROVING,, TEACHING,, SHORTHAND,, SECONDARY SCHOOLS,, IMO STATE