FACTORS AFFECTING female students' attitude TO BUSINESS STUDIES
THE STUDY'S BACKGROUND
Business studies are widely regarded as more theoretical, conceptual, and academically advanced than the new vocationally focused applied business. The applied business course places a strong emphasis on hands-on experience. This is consistent with secondary education.
Accounting, economics, finance, marketing, and organizational behavior are all studied at the university level in many countries. However, depending on the examination board, these topics are taught in slightly different ways.
The study of business gained a firm footing in the early twentieth century, when curriculum planners and educators developed a strong interest in the study of business in schools.
Many subjects are offered in Nigerian senior secondary schools, including business subjects such as commerce, economics, bookkeeping, type writing, shorthand, and mathematics.
Williams (1986) states that “the most notable areas of need for improvement are the pedagogical and other related aspects of business education with particular reference to females.” She believes that females have always been regarded as inferior to males in all aspects of life since ancient times. She believes that if women are given a chance, they can lead men to great heights.
Women outnumber men in the field of business specialists and educators, with only a few men known to be highly qualified as business educators. Men almost universally believe that women should always dominate the field of business education.
As a result of the foregoing, female students in our educational institutions have a negative attitude toward business studies. Against this backdrop, the purpose of this study is to look into the factors that influence female students' attitudes toward business studies.
Almost every primary, secondary, and higher education institution teaches business. Males and females are typically exposed to business education classes. However, female students tend to dominate business classes because more of them enroll in business subjects at the West African school certificate level; as a result, most females leave secondary school as capable hands for further studies in business.
This trend continues in universities, with more female students registering for business and a higher percentage of male students registering for sciences. For example, at the University of Benin, male students eventually outnumber female students in all science education programs, including education, physics, education, chemistry, mathematics, and biology.
The issue is that this trend of male dominance in the sciences has continued to grow year after year, and it appears to be an accepted phenomenon. However, biological differences between male and female students are known to be associated with their performance in business courses, which tend to support male dominance in the field of science education.
Some people believe that female students in institutions of learning in Edo State's Esan central Local Government Area are uninterested in business studies. However, no known empirical study has investigated the factors responsible for this fact. The purpose of this research is to identify the factors that influence female students' attitudes toward business studies in the Esan Central Local Government Area of Edo State.
1.3 QUESTIONS FOR RESEARCHER
1. What is the attitude of female students toward business subjects?
2. What are the factors that influence female students' attitudes toward the study of business subjects?
3. Is there a significant relationship between practical lessons and students' attitudes toward business subjects?
4. Does career preference have an impact on female students' attitudes toward business subjects?
5. Do inept business teachers influence the attitudes of female students toward business subjects?
1.4 THE OBJECTIVE OF THE STUDY
The study's goal is to identify the factors that influence female students' attitudes toward business studies in Edo State's Esan Central Local Government Area.
This research will:
1. Determine whether the availability of equipment and textbooks for teaching and learning in secondary schools influences female students' attitudes toward business subjects.
2. Determine whether business practical lessons influence female students' attitudes toward business subjects.
3. Determine whether female students' attitudes toward business education are influenced by their career choices.
4. Determine whether inept business teachers have an impact on female students' attitudes toward business studies.
5. Determine whether female students' attitudes toward business subjects are influenced by their parents' educational backgrounds.
6. To determine whether a teacher's motivation can increase a student's interest in a business subject.
1.5 PRINCIPLES OF ASSUMPTION
It is assumed that women's attitudes toward business studies are influenced by their perceptions of business subjects. Furthermore, female students' choice of business subject varies from student to student, due to a variety of interaction variables, socio-economic status, educational attainment, and even personal factors.
1.6 THE IMPORTANCE OF THE STUDY
The study, influencing female students' attitudes toward business studies in Edo State's Esan Central Local Government Area, will help reveal some of the factors that influence female students' attitudes toward business studies courses. It assists students in improving their attitude. Assist curriculum planners in identifying areas of emphasis in business study curriculum planning. It will not be the last, but it will serve as a foundation for future research.
It will aid business studies in identifying areas of concentration.
LIMITATIONS OF THE STUDY
The study population consists of all forty-one secondary schools in Edo State's Esan Central Local Government Area. There are 25 mixed schools, 10 girls schools, and 6 boys schools among them. A random sample of ten schools was chosen, with four girls' schools, three boys' schools, and three mixed schools.
The research subjects are senior secondary two (SSII) students and some heads of department of business subjects from selected schools in Edo State's Esan Central Local Government Area.
1.8 TERMS AND CONDITIONS DEFINED
Attitude: an acquired disposition to respond in a particular way to an object or situation.
Business: These are the activities that provide goods and services to people for the purpose of profit.
Business subjects: these are subjects that teach students how to make products, buy and sell goods, and provide various services in order to profit. These topics include. Business studies include economics, commerce, vocational and technical studies, art, marketing, and organization.
Urban schools: schools located in settlements with amenities such as piped water, electricity, recreational facilities, good roads, and so on, such as local government headquarters.
Rural schools are those that are located in areas where the aforementioned social amenities do not exist.
Mixed schools: Post-primary institutions that include both boys and girls.
Signed schools are institutions of learning that are only for boys or girls in the post-primary level.
Teacher qualification: a teacher who possesses the necessary ability, experience, and knowledge in the subject area.
Education is the process of teaching, training, and learning that takes place in schools or colleges to improve knowledge and skills.
Career: a job or profession for which someone has been trained and intends to work for a number of years.
Preference: a preference for one thing over all others.
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FACTORS AFFECTING FEMALE STUDENTS' ATTITUDE TO BUSINESS STUDIES