CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

Data collected for the study were analyzed and the results presented as

follows:

Analysis of Data Relating to Research Questions.

Research Question 1

How effective do business teachers in Anambra State secondary schools

consider direct instructional strategies for teaching job skills?

Data obtained for research question 1 were analyzed in Table 3

Table 3: Respondents’MeanRatings on the effectiveness of Direct

Instructional Strategies. N = 344
S/N GROUP 1 -
Items of Direct Instructional Strategies X Remarks

1. Lecture Method 1.80 Ineffective

2. Individualized Instruction Method 2.32 Ineffective

3. Information, Advice and Guidance (IAG) 2.53 Fairly effective

4. Programmed Instruction method 1.77 Ineffective

5. Cognitive instruction method 2.04 Ineffective

6. Inductive Instruction method 1.47 Ineffective

7. Compare and contrast method 1.79 Ineffective

8. Reciprocal peer tutoring (RPT) method 2.15 Ineffective

9. Guided and shared Reading method 1.42 Very ineffective

10. Listen and Visualize method 2.29 Ineffective

 69
Table 3 contd.: Respondents’MeanRatings of the effectiveness of

Direct Instructional Strategies

S/N GROUP 1 -
Items of Direct Instructional Strategies X Remarks

11. Ecological method 1.50 Ineffective

12. Model-lead test instruction (MTI) 1.67 Ineffective
13. Scaffolding Instructional method 3.67 Effective
14. Structured Overview method 1.58 Ineffective
15. Gold TM method 1.15 Very ineffective
16. Explicit Teaching method 1.54 Ineffective
Grand Mean 1.81 Ineffective

Among the items of direct instructional strategies, only item 13, Scaffolding

Instructional method was considered effective for teaching job skills by

business teachers. It has a mean value of 3.67. Item 3 was considered fairly

effective with a mean value of 2.53.

Items 1,2,4,5,6,7,8,10,11,12,14 and 16 were considered to be ineffective

for teaching job skills by business teachers with their mean values of 1.80,

2.32, 1.77. 2.04, 1.47, 1.79, 2.15, 2.29, 1.50, 1.67, 1.58 and 1.54

respectively. Items 9 and 15 were considered very ineffective by business

teachers for teaching job skills at secondary school level. They have mean

values of 1.42 and 1.15 respectively. A Grand Mean of 1.81 implies that

direct instructional strategies was considered ineffective for teaching job

skills at secondary school level by business teachers in Anambra State.

 70
Research Question 2

How effective do business teachers in Anambra State secondary schools

consider indirect instructional strategies for teaching job skills?

Data gathered in respect of research question 2 were analyzed in

Table 4: Respondents’MeanRatings on the effectiveness of

Indirect Instructional Strategies. N = 344
S/N GROUP 2 -
Items of Indirect Instructional Strategies X Remarks

17. Inquiry-based instruction method 4.59 Very effective

18. Assignments or Dalton method 3.32 Fairly effective

19. Questioning Technique method 3.42 Fairly effective

20. Read and Practice method 4.66 Very effective

21. Pre-test method 2.75 Fairly effective

22. Learning by Teaching method 3.64 Effective

23. Concept formation method 4.19 Effective

24. Concept attainment method 2.60 Fairly effective

25. Committee/Group work method 4.67 Very effective

26. Report Back Session method 3.11 Fairly effective

27. The gallery walk method 4.82 Very effective

28. Concept sketches method 3.21 Fairly effective

29. Pre-reading method 1.65 Ineffective

30. Close procedure method 1.64 Ineffective

Grand Mean 3.66 Effective

 71
From Table 4, items 17, 20, 25 and 27 have mean values of 4.59, 4.66, 4.67

and 4.82 respectively. They were items of indirect instructional strategies

that business teachers in Anambra State secondary schools considered

very effective. On the other hand, items 22 and 23 have mean values of

3.64 and 4.19 respectively, therefore are items which business teachers in

Anambra State considered to be effective. While items 18,19, 21,24,26 and

28 have mean values of 3.32, 3.42, 2.75, 2.60, 3.11 and 3.21. These items

were considered fairly effective by the respondents for teaching job skills.

However, the teachers also considered items 29 and 30 ineffective with

mean values of 1.65 and 1.64. No item of indirect instructional strategies

was considered very ineffective. Notably, with a Grand Mean of 3.66,

indirect instructional strategies was considered effective for teaching job

skills at secondary school level.

Research Question 3

How effective do business teachers in Anambra State secondary schools

consider interactive instructional strategies for teaching job skills?

Data obtained in respect of research question 3 were analyzed in Table 5.

 72
Table 5: Respondents’ Meanveness ofRatings o
Interactive Instructional Strategies.
S/N GROUP 3 -
Items of Interactive Instructional Strategies X Remarks

31. Discussion method 3.73 Effective

32. Debates method 4.00 Effective

33. Use of Guest speaker/Resource Person 4.74 Very effective

34. Story-telling method 3.18 Fairly effective

35 Role playing method 4.36 Effective

36. Conferencing method 4.62 Very effective

37. Collaborative/Co-operative learning method 4.83 Very effective

38. Brainstorming method 4.72 Very effective

39. Jigsaw method 4.71 Very effective

40. Team-based leaning (TBL) method 4.46 Effective

41. Question and Answer (Q&A) method 3.06 Fairly effective

42. Use of Panel of Experts 4.58 Very effective

43. Buzz group method 4.77 Very effective

44. Peer partner learning method 3.67 Effective

45. Structured controversy 4.09 Effective

46. Classroom conversations method 3.58 Effective

47. Think, pair and share method 3.00 Fairly effective

48. Heterogeneous Grouping method 3.00 Fairly effective

49. Tutorial Group Experience method 3.20 Fairly effective

50. Study Groups method 3.71 Effective

Grand Mean 4.26 Effective

 73
In table 5, items 33, 36,37,38,39,42 and 43 have their respective mean

values of 4.74, 4.62, 4.83, 4.72, 4.71, 4.58 and 4.77. They were items of

interactive instructional strategies which business teachers in Anambra

State considered very effective. Items 31,32,35,40,44,45,46 and 50 have

mean values of 3.73, 4.00, 4.36, 4.46, 3.67, 4.09, 3.58 and 3.71

respectively. The respondents considered these items effective. While

items 34,41,47,48 and 49 with their respective mean values of 3.18, 3.06,

3.00, 3.00 and 3.20 were considered fairly effective for teaching job skills at

the secondary school level by the respondents. Finally, with a Grand Mean

of 4.26, the respondents considered interactive instructional strategies

effective for teaching job skills at the secondary level.

Research Question 4

How effective do business teachers in Anambra State secondary schools

consider experimental instructional strategies for teaching job skills?

Data derived for research question 4 were analyzed in Table 6.

Table 6: Respondents’ Mean Ratings of

Experimental Instructional Strategies.

S/N GROUP 4 -
Items of Experimental Instructional Strategies X Remarks

51. Demonstration method 4.96 Very effective

52. Field Trip/Excursion method 4.82 Very effective

53. Workshop method 4.94 Very effective

 74
Table 6 Contd.: Respondents’ Meanonthe effectivenessRatingsof

Experimental Instructional Strategies.

S/N GROUP 4
Items of Experimental Instructional Strategies - Remarks
X
54. Laboratory exposure method 4.77 Very effective

55. Field interview method 4.92 Very effective

56. Office visits method 4.52 Very effective

57. Survey method 3.00 Fairly effective

58. Interdisciplinary method 2.00 Ineffective

59. Industrial cooperative method 4.85 Very effective

60. School Affiliations method 4.87 Very effective

61. Simulation method 0.0 Very ineffective

62. Games and play method 4.57 Very effective

63. Drill-and-Practice method 4.79 Very effective

64. Narratives method 1.60 Ineffective

65. Visits to Employment Agency/consulting firms 4.56 Very effective

66. Rotation method 0.00 Very ineffective

67. Field observation method 4.85 Very effective

68. Filling out forms method 4.88 Very effective

Grand Mean 4.71 Very effective

Out of 18 items of experimental instructional strategies, 13 of them including

items 51, 52,53,54,55,56,59,60,62,63,65,67 and 68 have mean values of

4.96, 4.82, 4.94, 4.77, 4.92, 4.52, 4.85, 4.87, 4.57, 4.79, 4.56, 4.85 and 4.88

respectively. These items of experimental instructional strategies were

considered very effective by the respondents for teaching

 75
job skills at secondary school level. None of the items under these

strategies was considered effective. While item 57 with mean value of 3.00

was considered fairly effective. Items 58 and 64 with their respective mean

values of 2.00 and 1.60 were considered by business teachers to be

ineffective. Items 61 and 66 were also considered to be very ineffective for

teaching job skills. They have mean value of 0.00 each. The Grand Mean

value of 4.71 shows that experimental instructional strategies was

considered very effective for teaching job skills at the secondary school

level.

Research Question 5

How effective do business teachers in Anambra State Secondary Schools

consider independent instructional strategies for teaching job skills?

Data obtained in respect of research question 5 were analyzed in Table 7

Table 7: Respondents’ theMeaneffectivenessRatingsof on

Independent Instructional Strategies.
S/N GROUP 5
Items of Independent Instructional Strategies - Remarks
X
69. Critical Thinking method 4.86 Very effective
70. E-learning method 4.78 Very effective
71. Problem solving method 4.80 Very effective
72. Project method 4.78 Very effective
73. Computer Assisted Instruction (CAI) 4.85 Very effective
 76
Table 7 Contd.: Respondents’anRatingsMeon the effectiveness of
Independent Instructional Strategies.
S/N GROUP 5
Items of Independent Instructional Strategies - Remarks
X
74. Discovery method 4.94 Very effective
75. Assigned Questions method 4.75 Very effective
76. Crossword Puzzles method 3.00 Fairly effective
77. Library Research method 2.00 Ineffective
78. Exploratory method 4.92 Very effective
79. Correspondence /Distance learning 1.00 Very ineffective
80. Case studies method 4.85 Very effective
81. Take home tests/home work method 3.00 Fairly effective
82. Decision making-process method 4.85 Very effective
83. Memorization method 0.00 Very ineffective
Grand Mean 4.75 Very Effective

The Table 7 shows that items 69, 70,71,72,73,74,75,78, 80 and 82 have

mean values of 4.86, 4.78, 4.80, 4.78, 4.85, 4.94, 4.75, 4.92, 4.85 and 4.85

respectively. These items of independent strategies were considered very

effective for teaching job skills. Items 76 and 81 with their mean values of

3.00 each were considered fairly effective. While items 79 and 83 with mean

values of 1.00 and 0.00 respectively were considered very ineffective for

teaching job skills at the secondary school level. A Grand Mean value of

4.75 indicates that independent instructional strategies was considered

very effective for teaching job skills at secondary schools level.

 77
Research Question 6

How effective do business teachers in Anambra State secondary schools

consider materials/visual aid strategies for teaching job skills?

Data generated for research question 6 were analyzed in Table 8

Table 8: Respondents’ theMeaneffectivenessRatingsof on

Materials/Visual Aid Strategies. N = 344
S/N GROUP 6 -
Items of Materials/Visual Aid Strategies X Remarks

84 Instructional Television 3.88 Effective

85 Video tapes 3.74 Effective

86 Instructional films/ Film show 3.90 Effective

87 Audio Tapes 1.00 Very ineffective

88 Radio programmes 2.06 Fairly effective

89 Work Book 3.00 Fairly effective

90 Bulletin Board 1.18 Very ineffective

91 Photographs 3.44 Fairly effective

92 Use of chalk board 3.00 Fairly effective

93 Use of ICT power point 4.23 Effective

94 Flannel boards 1.30 Very ineffective

95 Cartoons and comics 1.00 Very ineffective

96 Exhibition and display 4.43 Effective

97 Posters 2.14 Ineffective

98 Flip charts 1.00 Very ineffective

99 Overhead projector 4.46 Effective

100 Community/Local Resources 1.40 Very ineffective

Grand Mean 2.93 Fairly Effective

Table 8 shows that none of the items of materials/visual aid strategies was

considered by the respondents to be very effective for teaching job skills.

However, items 84,85,86,93, 96 and 99 were considered by the business

teachers as effective. They have mean values of 3.88, 3.74, 3.90, 4.23, 4.43

and 4.46 respectively. Also, items 88, 89, 91 and 92 have their respective

mean values of 2.06, 3.00, 3.44 and 3.00. These items were considered

fairly effective for teaching job skills. Only item 97 with a mean value of 2.14

were considered ineffective. Items 87, 90, 94, 95, 98 and 100 with their

respective mean values of 1.00, 1.18, 1.30, 1.00, 1.00 and 1.40 were

considered very ineffective for teaching job skills at the secondary school

level. The Grand Mean of 2.93 shows that materials/visual aid strategies

was considered fairly effective for teaching job skills at secondary school

level.

strategies in ranking order.

 CHAPTER FIVE

CONCLUSION AND RECOMMENDATIONS

5.1 Result

The analysis of interactive instructional strategies on table 5 showed that

business teachers in Anambra State secondary schools considered

interactive instructional strategies effective for teaching job skills. A total of

20 items were listed under interactive instructional strategies, 15 methods

were considered effective while 5 were considered ineffective. A grand

mean of 4.26 confirmed the effectiveness of interactive instructional

strategies for teaching job skills.

The analysis also revealed that discussion method dominated interactive

strategies.

The reason could be that interactive instructional strategies rely heavily on

discussion,
participation and sharing among the students and teacher. Here, the

students learn from each other, the teacher and persons coming from

outside the school system through discussions, debates, brainstorming,

jigsaw, buzz grouping, peer learning, invitation of resource persons etc.

This is in agreement with the opinions of Okwuanaso and Nwazor (2000)

that identified discussion as one of the teaching strategies that prepare

business students to learn to give and take ideas, work in teams or with

others. In the same direction, Nwalado (2008) urged that in using group

discussion, each group should operate under a leader and every student

should be encouraged to participate by playing a role while ensuring that

no single student dominates the group discussion or execution of the

assigned project.

Table 11 revealed that business teachers in Urban and Rural secondary

schools in Anambra State differ significantly in their mean ratings

concerning the effectiveness of interactive instructional strategies for

teaching job skills. The same table showed that the calculated z-test value

of 7.43 was greater than the critical z-test value of 1.96. This implied that

the null hypothesis was rejected. It means that location influenced their

responses. A reviewed literature, Nwalado (2008) attested to the

effectiveness of interactive strategies in teaching job skills. He stated that

invitation of resource person(s) to deliver lecture(s) and interact with

students on a related business topic is an effective way of teaching job skills

as well as provide the latest job information and requirements to the

students.

5.2 Discussion

Based on the results of the finding and the test of hypothesis, it is pertinent

to conclude that business teachers in Anambra State secondary schools

identified direct instructional strategies as ineffective, materials/visual aid

strategies fairly effective, indirect and interactive instructional strategies

effective, while independent and experimental were also identified as very

effective instructional strategies for teaching job skills at the secondary

school level.

Business teachers have attained substantial progress in the area of

awareness and identification of effective strategies for teaching job skills

but more need to be done in area of effective application. This is because

business teachers suffer from lack of focus and proper direction on how to

use effective instructional strategies for teaching job skills at the secondary

school level.

Lack of job skills among our school leavers was traced back to the absence

of effective strategies in teaching skill subjects in secondary schools and

was responsible for the high level of unemployment in Nigeria. In order to

combat the challenges of unemployment in Anambra State and the whole

country, the use of effective strategies for teaching skills become inevitable
in all secondary schools.

5.3 Findings

Based on the findings, conclusion and implications of the study,

recommendations were made as follows:

1. Independent and experimental instructional strategies which were

adjudged to be very effective are recommended for compulsory

application in teaching skill subjects in business education in all

secondary schools in Anambra State of Nigeria. This framework

would enable the students to acquire the necessary skills for paid or

self-employment. Skill acquisition is a sustainable way of making the

students performs on the job after graduation, become job creators

instead of job seekers, thereby contributing positively to national

development through eradication of unemployment, poverty and

crimes.

2. Government should have the political will and act swiftly enough in

the following directions:

(a) Appoint independent supervisors to monitor and evaluate business

teachers in secondary schools in respect of effective teaching of job

skills because of its strategic importance to national development.

(b) Use secondary schools as skill acquisition centres which is more

accessible to the students instead of building, equipping and

managing separate centres for skill acquisition.

(c) Give financial rewards and awards to teachers who use effective

teaching strategies for teaching job skills in secondary schools.

(d) Make teaching facilities available as well as financial provisions for

field-trips, office visits and other out of classroom teaching/learning

activities.

3. School authorities should provide enough time in the school time

tables for teaching the practical aspects of business subjects for

mastery learning and sustainable skills acquisition.

4. There should be continuous and effective training and retraining

programmes for business teachers so as to update their knowledge

and skills on the use of effective instructional strategies in teaching

job skills in business education at the secondary school level.

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