STRATEGIES FOR INTEGRATING VERBATIM REPORTING INTO BUSINESS EDUCATION CURRICULUM

Ibrahim Folahanmi Jimoh, T.A. Umoru

Abstract


The paper sought the perception of Verbatim Reporters and Business Educators on the strategies for integrating verbatim reporting into business education curriculum in North-Central Universities, Nigeria. The study adopted a descriptive survey research design. The population consisted of all verbatim reporters in the Houses of Assembly and all the business educators in Universities offering business education in North-Central, Nigeria totaling 44, made up of 28 verbatim reporters and 16 business educators. One researcher-designed questionnaire titled “Strategies for integrating Verbatim reporting into Business education Curriculum Questionnaire“(CIVIBEC) was used to obtain responses from the respondents. The questionnaire adopted a four-point rating scale. The data gathered for this study was statistically analyzed by using Mean and standard deviation to answer the research question while paired-samples t-test statistics was used to test the null hypothesis at 0.05 level of significance. The finding revealed that the strategies for integrating verbatim reporting to business education curriculum include among others ICT utilization, a six-month SIWES among others The finding from the hypothesis proved that there was no significant difference between the mean responses of Business Education lecturers and verbatim reporters regarding the strategies for integrating verbatim reporting into Business Education curriculum in North-central Nigerian Universities. Based on the findings and conclusion made, the study recommended that ICT utilization must be intensified to replace shorthand, introduction of a part-time programme for reporters on duty to upgrade their certificate{s} and a six-months practical parliamentary reporting as SIWES for business education students be put in place among others.

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