PEDAGOGICAL INCIDENCES OF SCHOOL MAPPING IN TEACHING BUSINESS EDUCATION PROGRAMMEAS PERCEIVED BY BUSINESS EDUCATION STUDENTS IN TERTIARY INSTITUTIONSIN RIVERS STATE

Abstract

The survey research design instrument was adopted for the study. The population consisted of 1107 male and female students drawn from the three tertiary institutions offering business education programme in Rivers State. A sample size of 305 respondents was used for the study. The instruments used for gathering of the information is tagged “Pedagogical Content Skills Required for Teaching of Business Education Programmes” (PeCoSReTeBEP), made up of 8 items, and “Technological Pedagogical Skills Required for Teaching of Business Education Programmes” (TePeSReTBEP), also with 8 items. They were duly
validated by three experts in business education of Rivers State University of Science and Technology, and Rivers State Ignatius Ajuru University of Education, Port Harcourt respectively. The data collected were analyzed using the mean statistic, while t-test was used to test the two null hypotheses. Any mean score of 2.5 and above was termed accepted and mean scores below 2.5 were termed as not accepted. Based on the findings in the study, it was also recommended thus; that business educators should consider the students individual difference while teaching, that only qualified business educators should be employed and
allowed to teach in business education programme, that minimum class size as recommended by educational regulatory bodies should be considered during admission and that school administrators should give special attention to technical courses like business education.

Keywords: Pedagogical incidences, school mapping, and business education