Business Studies Teachers Research Articles

Adopting WhatsApp to support flipped learning in resource-constrained business studies classrooms in South Africa

Nowadays, business studies teachers integrate WhatsApp into their lessons to enhance their instructional practice. This qualitative study investigates the role of WhatsApp in supporting flipped learning in business studies classrooms. The interpretive paradigm was adopted, and an exploratory case study was employed as the research design. Social constructivism theory was used as the lens through which to view the study, while purposive sampling was utilised to select six business studies teachers from six secondary schools in KwaZulu-Natal province, South Africa. Thematic analysis was used to analyse the data collected through semi-structured interviews. The findings revealed that WhatsApp played a significant role in supporting flipped learning in business studies. Therefore, it is possible to conclude that WhatsApp is integral to supporting flipped learning in resource-constrained schools. Thus, it is recommended that South African schools allow and formalise the use of WhatsApp as a learning tool to transform pedagogies.

Utilisation of audiovisual aids in the teaching and learning of business studies in secondary schools in Lagos State, Nigeria

The paper examined the utilisation of audiovisual aids in teaching and learning business studies in junior secondary schools in the Ojo local government area of Lagos State, Nigeria. The study adopted a descriptive research design of survey type. A sample of 60 teachers was selected purposively. data collected were analysed using descriptive statistics to answer research questions, while a t-test was used to analyse the hypotheses. The finding revealed a significant difference between teachers’ qualifications, gender, and availability of audiovisual aids and their use by business studies teachers in secondary schools in Lagos State. Based on the findings, it was recommended, among others, that the government give more priority to the enhancement of teachers' job performance through adequate provision of audiovisual instructional aids, and principals should supervise teachers in the classroom to ensure compliance with the use of available audiovisual instructional aids.

Adopting Learner-Centred Pedagogy to Develop Business Studies Learners' Problem-Solving and Creative Thinking Skills in Selected Schools in South Africa

The need for problem-solving and creative thinking skills to be taught well in business studies classrooms can never be overemphasised due to the complexity of the problems and challenges faced by businesses in the 21st-century business environment. Teachers are, therefore, required to adopt pedagogies that would enable learners to acquire problem-solving and creative thinking skills to operate effectively in the new business environment. This study investigates business studies teachers' adoption of learner-centred pedagogy to nurture learners' problem-solving and creative thinking skills. This qualitative study is positioned within the interpretive paradigm. An exploratory case study was employed as a research design. Progressive Learning Theory was adopted as the lens of the study. Semi-structured interviews and classroom observations were used to collect data from six business studies teachers who were sampled purposefully from six secondary schools in KwaZulu-Natal province, South Africa. The raw data was analysed thematically. It was found that most teachers managed to adopt learner-centred pedagogy and learning activities that promoted the acquisition of problem-solving and creative thinking skills. The study concluded that business studies teachers are now embracing learner-centred pedagogy in their classrooms, and they understand the importance of teaching learners to equip them with skills that are demanded by the 21st-century business environment. Despite these findings, it is still recommended that workshops and short learning courses be offered to teachers to equip them with pedagogical skills that would help them to engrain and sustain learner-centred pedagogy in their instructional practices.

Empowering teachers: Enhancing Business Studies teachers' technology integration skills through technology peer mentoring

Schools worldwide are continually seeking out various strategies to improve teachers' skills in integrating technology. One strategy that some schools adopt to enhance teachers' technology integration skills is technology peer mentoring. This qualitative study investigates how technology peer mentoring is used to enhance the technology integration skills of business studies teachers in selected schools in South Africa. Interpretivism was adopted as the research paradigm, and an exploratory case study was used as the research design for this study. Purposive sampling was used to select six business studies teachers from six secondary schools located in the Kwa-Zulu Natal province. Thematic analysis was used to analyse the data collected through semi-structured interviews. The study revealed that business studies teachers benefited immensely from their colleagues in the fields of Computer Application Technology and Information Technology during technology peer mentoring. This is because IT and CAT teachers possess both pedagogical and technological knowledge, which makes it easier for them to mentor business studies teachers in integrating technology into their instructional practices. The study concluded that technology peer mentoring helps enhance teachers' technology integration skills. Therefore, the study recommends that technology peer mentoring be adopted in South African schools as part of the strategies to enhance teachers' technology integration skills.

Business studies teachers' understanding and implementation of flipped learning in technology-enhanced classrooms

There is a growing demand nowadays for teachers to shift from teacher-centred to learner-centred teaching methods. In accordance with this, novel teaching methods such as flipped learning have been devised. This study explores business studies teachers' understanding and implementation of flipped learning in technology-enhanced classrooms. This qualitative study is underpinned by an interpretive paradigm. A phenomenology research design was adopted and six business studies teachers from six secondary schools located in the KwaZulu-Natal province of South Africa were conveniently sampled. Interviews and classroom observations were used to collect data. Thematic analysis was adopted to analyse data collected through the interviews, and data generated through classroom observations were also analysed thematically. The study found that some teachers did not fully understand and implement flipped learning. Therefore, the study recommends that teachers undergo in-service training to orientate them to novel teaching methods such as flipped learning.

Analysis of the psychometric properties of business studies achievement test for senior secondary schools in Nigeria

The study analyzed the psychometric properties of business studies achievement test for senior secondary schools in Nigeria. One research question guided the study. The study adopted an instrumentation design. The area of the study was Anambra State. The population of the study consists of all 23,077 students and 586 business studies teachers in two hundred and sixty-one senior secondary schools in Anambra State. Taro Yamane formula was used to determine the sample size of the study, which is 630 made up of 393 students in SS1 and 238 business studies teachers in Anambra State. A multi-stage sampling procedure involving two stages was adopted for this study. Proportionate stratified and purposive sampling techniques were employed at the first and second stages respectively. Items were subjected to item analysis to determine the difficulty and discriminatory indices. The study revealed that 125 items were found to be appropriate for inclusion in the business studies achievement test, these test's items met the criteria for item difficulty index and item discrimination. Based on the findings of the study it was recommended that teachers of business studies like commerce, accounting, and office practice among others should employ the created business studies Achievement Test. The BSAT items should be used as a model when creating other accomplishment exams for senior secondary schools in business studies.

TEACHING STRATEGIES TO ENGAGE LEARNERS IN ACTIVE LEARNING IN BUSINESS STUDIES

Teachers in the 21st century are encouraged to creatively and actively engage learners in the learning process. This requires teachers to use student-centred approaches for learners to improve their learning experiences This article explores teaching strategies teachers use to engage learners in active learning in Business Studies. The study employed a qualitative case study of six purposively selected Grade 10 Business Studies teachers. Data were obtained through semi-structured individual and focus group interviews. Thematic analysis method was used to analyse data. What emerged from the findings is that participants acknowledged the role of learner involvement in creating a supportive social environment that allowed opportunities for enhancing learning of new concepts. Teachers were inspired to express themselves and share in a more relaxed manner without being ridiculed during discussions and presentations. Engaging learners in a variety of collaborative activities led to positive interdependence and interaction while developing self-confidence and interpersonal skills. Diversity in members created spaces for learners to share different viewpoints.

Determining the Validity and Reliability of Business Studies Achievement Test for Senior Secondary Schools in Nigeria

The study aimed at ascertaining the validity and reliability of business studies achievement test for senior secondary schools in Nigeria. The study adopted an instrumentation design. The area of the study was Anambra State. The population of the study consisted of all the 23,077 students and 586 business studies teachers in two hundred and sixty-one senior secondary schools in Anambra State. Multi-stage sampling techniques involving two stages were adopted for this study. Thus proportionate stratified and purposive sampling techniques were employed at the first and second stages respectively. This was used to determine the sample size of the study, which was 630 made up of 393 students in senior secondary school one and 238 business studies teachers in Anambra State. The instrument Business Studies Acheivement Test (BSAT) was face validated by five experts, while the content validation was carried out by using a table of specifications which consisted of content areas and behavioral objectives structured after Bloom's taxonomy of cognitive domain. To generate items for Business Studies Achievement Test, the instruments were distributed to 238 business studies teachers by the researcher and his assistants in their respective schools during the 2021/2022 session. Business Studies Acheivement Test (BSAT) was used for data collection, the BSAT was a single multiple-choice objective test with an expected response of either pass (1) or fail. This helped in determining the construct validity of the instrument as well generating items for the business studies achievement test. The generated instrument was pilot tested in six secondary schools in the six educational zones in Anambra state. The developed instrument was found to be valid and reliable with an estimate of 0.96 obtained for placing students in business studies in senior secondary schools in Nigeria. Based on the findings of the study it was recommended that teachers, researchers, and relevant agencies should Relevant educational agencies, teachers, researchers should endeavor to establish the validity of any instrument they develop for any educational purpose to ensure the items are valid and relevant to the subject objective also instrument for educational purposes should be reliable, this will facilitate the better decision for students’ placement and achievement.

Influence of Experience and Motivation on Job Performance among Business Studies Teachers in Junior Secondary Schools in Rivers State

The study investigated the influence of experience and motivation on job performance among business studies teachers in junior secondary schools in Rivers State. The study adopted a descriptive survey design. The population comprised of 39,560 business studies students drawn from 282 secondary schools across the 23 local government areas. A sample size of 1,329 was derived using simple random sampling technique. A structured questionnaire titled “Business Studies Teachers’ Experience and Motivation Performance Scales (BSTEMS) was used as instrument for data collection. Three experts validated the instrument while Pearson Product Moment Correlation Coefficient (PPMC) was used to obtain the reliability coefficient of 0.98. Two research questions and two null hypotheses tested at 0.05 level of significant guided the study. A total of 1329 copies of the questionnaire was retrieved and used for the study. The items were rated on four (4) point rating scale; mean and standard deviation were used to analyze the research questions while z-test was used in testing the formulated hypotheses. The findings revealed that gender has no influence on teachers’ job performance. The researchers recommended that Teachers need to be motivated through workshops and conferences for effective job performance in business studies and Government should establish business studio to make teaching and learning of business studies more concrete and creative.

Gender Influence on Job Performance among Business Studies Teachers in Junior Secondary Schools in Rivers State

The study examined gender influence on job performance amongst business studies teachers in junior secondary schools in Rivers State. The study adopted a descriptive survey design. The population comprised of 39,560 business studies students drawn from 282 secondary schools across the 23 local government areas. A sample size of 1,329 was derived using simple random sampling technique. A structured questionnaire titled “Gender and Job Performance of Business Studies Teachers Questionnaire” (GJPBSTQ) was used as instrument for data collection. Three experts validated the instrument while Pearson Product Moment Correlation Coefficient (PPMC) was used to obtain the reliability coefficient of 0.78. Two research questions and two null hypotheses tested at 0.05 level of significant guided the study. A total of 1329 copies of the questionnaire was retrieved and used for the study. The items were rated on four (4) point rating scale; mean and standard deviation were used to analyze the research questions while z-test was used in testing the formulated hypotheses. The findings revealed that gender has no influence on teachers’ job performance. The researchers recommended that opportunities for training and retraining be given to business studies teachers irrespective of gender for efficient service delivery.

Work-Life Balance as Predictor of Business Studies Teachers’ Task and Contextual Performance in Esan West, Edo State

In a society that is filled with conflict of responsibility and obligations towards personal lives, family values and aging work force, work-life balance (WLB) becomes a vital programme worthy of research. The present study was on work-life balance as predictors of business studies teachers’ task and contextual performance in Esan West, Edo State. Three research questions were raised to guide the study. Two hypotheses were formulated and tested at 0.05 level of significance. The study adopted a correlational survey research design. The population of the study comprised all business studies’ teachers in Esan West numbering 42 business studies’ teachers. The instrument used was a questionnaire titled ‘Work-Life Balance and Performance Questionnaire (WLBAPQ).’ The instrument was validated by two experts. The cronbach alpha was used in ascertaining the reliability of the instrument and it yielded a reliability coefficient of .81 after administering the instrument to 10 business studies’ teachers in Egor, Edo State. The data collected from the respondents were analyzed using Pearson product moment correlation coefficient and simple linear regression analysis. The findings revealed that work-life balance is a significant positive predictor of business studies teachers’ perceived task performance (R2 = .158, F (1, 40) = 7.517, P <. 05). The findings also revealed that work-life balance is a significant positive predictor of business studies teachers perceived contextual performance (R2 = .002, F (1, 40) = .097, P >. 05). Based on the findings, it was recommended that institutions/schools should continue to put in place more work-life balance programmes that will enhance the performance of business studies’ teachers.

Challenges teachers face in teaching Grade 12 business studies in rural schools

This study aims to examine challenges teachers often face when teaching Grade 12 Business Studies in schools situated at the rural Umbumbulu circuit of Umlazi district, in the province of KwaZulu-Natal, South Africa. A qualitative research methodology was used to explore challenges that teachers encountered when teaching Grade 12 Business Studies. A purposive sample of five Grade 12 teachers was selected from five rural secondary schools that offered Business Studies as a curriculum subject in the Umbumbulu circuit. The need to elicit lived experiences of a few Grade 12 Business Studies teachers in rural schools in ways that could relate to challenges encountered by teachers inspired the choice of case study research design. Face-to-face, semi-structured interviews were used to generate data that was analysed through thematic analysis as a method of analysing qualitative data. The study found that in teaching Grade 12 Business Studies in rural schools, teachers had to face a number of challenges such as the unavailability of updated textbook publications, the language of learning and teaching and learner absenteeism, and late arrival at school. The study raises awareness of challenges Grade 12 Business Studies teachers in rural schools may face in teaching the subject so that teachers in emerging economies can think of ways to strengthen their resilience against these challenges and maximize their teaching potential.

Exploring Business Studies Teachers’ Technology Self-Efficacy on their Technology Integration to Create Learner-Centred Teaching Environment

Developments in technologies continue to influence the education sector. As a result, teachers’ instructional practices are influenced by the pervasiveness of technologies. Therefore, this study explores business studies teachers’ technology self-efficacy on their technology integration to create a learner-centred teaching environment. This is a qualitative study that is underpinned by interpretivism paradigm. Exploratory case study research design was adopted in this study and framed using Bandura’s Self-Efficacy Theory and Social Constructivism Theory. Six secondary schools in Mkhanyakude District in Kwa-Zulu Natal province of South Africa were randomly sampled. Six business studies teachers from the sampled schools participated in this study. One business studies teacher per school was selected. Semi-structured interviews and classroom observations were used to collect data from the participants. Data collected through interviews was analysed thematically while data generated through classroom observations was analysed descriptively. The study revealed that business studies teachers’ initial exposure to technologies had an impact on their technology self-efficacy. Furthermore, it was revealed that some business studies teachers attempted to integrate technologies to create learner-centred teaching environments in their classrooms, while some teachers sustained teacher-centred teaching environments. Therefore, this study concluded that business studies teachers’ technology self-efficacy does not influence how technology is integrated into their classrooms. The study recommended that business studies teachers be taken through continuous professional development programmes to help them understand how they can integrate technologies to promote learner-centred teaching environments. This would ensure consistency among teachers when integrating technologies in their classrooms and create a teaching environment that promotes learner involvement in their classroom practices.

Quality in the Implementation of School-Based Assessment in Ghana: Evidence from Business Studies Teachers

The vitality and quality of implementing curriculum reforms and innovations depend on the teacher’s acceptance and concerns about the reforms and innovations. This research examines the concerns of Business Studies teachers about the quality of the implementation of School-Based Assessment (SBA) in the Senior High Schools in Central Region of Ghana. A descriptive, cross-sectional survey design was employed, and the census method involved all the Business Studies teachers. Data was gathered using the adapted Stages of Concern Questionnaire (SoCQ), processed via SPSS version 25.0 and analysed using Mean, Standard Deviations, Relative Intensity Percentile (RIP) and Factorial Multivariate Analysis of Variance (MANOVA). The study discovered that Business Studies teachers have the most intense concerns self-concerns (Awareness, Informational and Personal) least intense concerns at Impact concerns (e.g., Consequence) about SBA implementation in the curriculum. Further, the study established that Personal, Consequence, Collaboration and Refocusing Concerns significantly depend on teachers’ workload and SBA training. At the same time, gender, age, and years of teaching experience do not significantly influence teachers’ concerns about SBA implementation. The Business Studies teachers were not very much interested and involved in the SBA implementation. They are non-users and resistant to SBA implementation in the curriculum. The study recommended that the MoE/GES and NaCCA, in partnership with school administrators and GABET, should frequently organise ongoing training, workshops, seminars, conferences, and professional development courses for teachers to use and implement SBA in the curriculum. The MoE/GES should provide SBA logistics (tools, equipment) and materials needed for SBA implementation.

Perception of professional competence of business studies teachers and students’ academic performance in Nigeria: The industrial relations approach

The goal of this research was to investigate the professional competence of business educators as the determinant of academic performanceof junior secondary school students in Ijebu-North Local Government area of Ogun state, Nigeria. This study investigated the professionalcompetence of business educators as determinants of academic performance of selected junior secondary school students in Ijebu-North LocalGovernment Area of Ogun state, Nigeria. Two hypotheses were formulated and tested. The study was correlational in nature using surveyresearch design. Stratified random sampling technique was used to select twenty respondents from twenty schools, totaling 400 sample of thestudy. A structured questionnaire was used for data collection and it consisted of two (2) sections. Data were analysed using descriptive andinferential statistics. Pearson Correlation and independent t–test were used in analyzing the hypotheses. Findings revealed that there was asignificant relationship between teachers’ professional competence and students’ performance in business studies. Furthermore, there was nosignificant gender difference in the students’ perception of their teachers’ professional competence. Based on the findings, it was recommendedamong others that professional body (Association of Business Educators of Nigeria) should be bold enough to collaborate with employersof business educators to carryout performance audit in order to reduce the prevalence of below-standard teachers in this profession andstrengthening the roles of universities in the preparation of professional business studies teachers.

Pedagogical Challenges Facing The Teaching Business Studies in Secondary Schools in Bauchi State, Nigeria

The study determines the Pedagogical challenges facing the teaching of business studies in Bauchi State, Nigeria. Two research questions guided the study and two null hypotheses were formulated and tested at 0.05 level of significance. The descriptive survey research design was used for the study. The population of the study comprised 248 business studies teachers from secondary schools in Bauchi State. Since the population size is manageable, the researchers used all populations. The researchers developed a structured questionnaire for data collection. The instrument was validated by two experts from the rank of senior lecturer and above in the department of Test and Measurement of Nasarawa State University, Keffi. Cronbach Alpha method was used to test the reliability of the instrument which yielded a coefficient value of 0.77. Mean and standard deviation was used to answer the research questions while a t-test was used to test the two null hypotheses formulated for the study at 0.05 level of significance. The finding indicated among others, that some Business studies courses are taught mostly by unqualified teachers. Data analysis revealed that some of the teachers were not familiar with the curriculum and since some of the teachers were not trained, they set internal examinations that only tested the low levels of the cognitive domain that is knowledge and comprehension while the national examinations tested all the levels of the cognitive domain. The study concludes that the Government should employ qualified lecturers in the area of Business Studies in the state, providing appropriate resources, retraining teachers in pedagogical competency needs. Appropriate recommendations were made including retraining of the teachers.

Knowledge Management and Job Performance of Business Studies Teachers: The Mediating Effect of Work Engagement

Considering the complex and multiple job performed by business studies teachers, there is need to examine the relationships between three dimensions of knowledge management (KM), three dimensions of work engagement (WE) and two components of job performance (JP). There is need also to examine the mediating effect of WE in the relationship between KM and JP of business studies teachers. A correlational design was used in the study and data were collected from 138 business studies teachers in public universities in Nigeria. The authors applied bivariate correlation, linear regression and path analysis via 5000 re-samples bootstrap method. The results showed that KM dimensions, i.e. knowledge acquisition, knowledge dissemination and responsiveness to knowledge significantly predict WE. It also showed that WE dimensions, i.e. cognitive engagement, emotional engagement and physical engagement significantly predict JP components, i.e. task and contextual performance. The results also showed that knowledge acquisition and knowledge dissemination significantly predict JP, while responsiveness to knowledge did not significantly predict JP. It also showed that WE did not mediate the relationship between KM and JP. The results suggest that knowledge acquisition and knowledge dissemination and responsiveness to knowledge are among the key antecedents of WE. The results also suggest that cognitive engagement, emotional engagement and physical engagement are among the key antecedents of JP. It also suggest that low WE will not bring about the relationship between KM and JP. The results will help stakeholders to understand the salient roles of KM and WE in Nigerian tertiary institutions and their salient roles as human resource management strategies that must be implemented optimally within all work processes. In turn, help tertiary institutions to compete with other organizations through improved performance of staff.

Performance Appraisal Strategies and Job Productivity of Business Studies Teachers in Public Secondary Schools in Akwa Ibom South Senatorial District

This study sought to determine the relationship between performance appraisal strategies and job productivity of Business Studies teachers in Public Secondary Schools in Akwa Ibom South Senatorial District. Three specific objectives, three research questions and three null hypotheses were formulated for the study. The correlational research design was used in this study. The population of the study comprised 63 principals and 177 Business Studies teachers; totaling 240 respondents which were drawn from 63 public secondary schools in Akwa Ibom South Senatorial District. The sample consists of 54 principals and 123 Business Studies teachers which gave a total sample size of 177 respondents and were obtained statistically using Taro Yamane formula. Simple random sampling technique was used for the study. Two research instruments captioned: “Performance Appraisal Strategies Questionnaire (PASQ)” for Business Studies teachers and “Job Productivity of Business Studies Teachers Questionnaire (JPBSTQ)” for principals were used for data collection. The instruments were face validated by three experts in the Department of Business Education, University of Uyo. Cronbach’s Alpha technique was used in determining the reliability coefficient of the instruments (PASQ) and (JPBSTQ) where coefficient indices of .74 and .95 were obtained respectively. Simple Linear Regression analysis was used in answering the research questions as well as testing the null hypotheses at 0.05 level of significance. The findings of the study revealed that there is a strong and significant relationship between the application of management by objectives, 360 degree feedback, and assessment centre appraisal strategy and job productivity of Business Studies teachers in Public Secondary Schools in Akwa Ibom South Senatorial District. From the findings, it was concluded that if performance appraisal strategies are properly applied by principals and board, itwould go a long way to enhancing job productivity of Business Studies teachers in Public Secondary Schools as well as promoting the students’ academic achievement. Therefore, it is recommended among others that Government through State Secondary Education Board should regularly organize seminars, workshops and conferences for principals and teachers particularly on the rudiments of performance appraisal strategies so that the application of these strategies would be handled at ease.

Performance Appraisal Strategies and Job Productivity of Business Studies Teachers in Public Secondary Schools in Akwa Ibom South Senatorial District

Performance Appraisal Strategies and Job Productivity of Business Studies Teachers in Public Secondary Schools in Akwa Ibom South Senatorial District

Influence of Work-Life-Balance and Family-Life-Balance on Job Performance and Satisfaction of Business Studies Teachers in Bauchi State, Nigeria

The study determined the “Influence of Work-Life-Balance (WLB) and Family-Life-Balance (WFB) on job performance and satisfaction of Business Studies Teachers in Bauchi State, Nigeria” Specifically, the study had four objectives and four null hypotheses. The study adopted a survey research design. The population of this study comprised of 1601 Business Studies teachers in 2020/2021 academic session in Bauchi State, Nigeria. The sample of 400 business teaches were sampled for the study. The instrument for the data collection was 60 items 5 Likert Scale Questionnaire. The instrument was validated by 5 expects and pilot tested at Gombe State. A Cronbach's alpha reliability of 0.834 was obtained. The data were collected by researcher assisted by five researach assistants. The data were analyzed Liner Logistic Regression to test the research hypotheses at 0.05 level of significance. The results indicated that WLB and WFB have significant influence on job performance and job satisfaction of Business Studies teachers in Bauchi State, Nigeria. It was concluded that, the negative attitude such as absenteeism, lateness, inability of covering the curriculum, personal and interpersonal conflicts of business studies teachers in school are as a result of difficulty in coping with WFB and WLB. The researcher recommended that, the Bauchi State government should employ more Business Studies teachers that will help to reduce workloads on existing teachers. Similarly, teachers with additional responsibilities should be motivated, this will help to improve the level of their job satisfaction.