UNIVERSITY OF LAGOS

TECHNOLOGY AND VOCATIONAL EDUCATION

(BUSINESS EDUCATION)

COURSE TITLE:

SPECIAL METHOD OF TEACHING IN BUSINESS

EDUCATION

COURSE CODE:

ASE 261

LEVEL:

200

TOPIC:

INTRODUCTION TO METHOD OF TEACHING

BUSINESS SUBJECT

GROUP:

LECTURER IN CHARGE

DR SEYI DAVID
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 GROUP 6 MEMBERS

S/N NAME MATRIC NO

1. SALAUDEEN OLUWASHIKEMI TAWAKALITU 230319508
2. OGUBUNMI OMOLARA MISTURA 230319509
3. EDET PEACE AKPAN 230319510
4. ALAYANDE MOYINOLUWA ESTHER 230319511
5. OGUNDIPE ADEOLA PRECIOUS 230319512
6. KALAWOLE OLUWAFUNKE AGNES 230319513

7. VINCENT BLESSING OLUWASEUN 230319514

8. BALOGUN ROFIAT ADESUNBO 230319515
9. WUSU EMMANUEL JESUYON 230319516
10. ADESHINA LATEEF OLADIMEJI 230319517
11. ADERONMU NIMOTALAHI ADENIKE 230319518
12. ADEKUNLE LATEEFAT OMOLARA 230319519

13. UBA BENITA 230319520

14. ONASANYA ILERIOLUWA OMOLARA 230319521
15. OJO TAIWO ABIGEAL 230319522
16. ALABI INIOLUWA ESTHER 230319523
17. FATOKI REBECCA TOMIWA 230319524
18. OJOADE TAIWO OMOTOLA 230319525

19. NWAFOR OLUCHI DORATHY 230319526

20. NATHANIEL BASSEY (Group Leader) 230319527
21. SULAIMON MUBARAK OLADAYO 230319528
22. ELUAGU MICHAEL CHIBUIKE 230319529
23. ADEOLA ADELE LATEFEFA 230319530
24. PAUL CHIEMERIE VICTORIA 230319531

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 TABLE OF CONTENTS

METHODS 1
TEACHING 1
CONCEPT OF BUSINESS EDUCATION 1
BENEFITS OF STUDYING BUSINESS SUBJECTS 2
AIMS/OBJECTIVES OF BUSINESS EDUCATION 2

CHARACTERISTICS OF BUSINESS EDUCATION 3

SCOPE OF BUSINESS EDUCATION 4

METHODS OF TEACHING BUSINESS SUBECTS 4

1. LECTURE METHOD 4
2. CASE STUDIES METHOD 5
3. DEMONSTRATION METHOD 6
4. GROUP DISCUSSON METHOD 7
5. FIELD TRIP METHOD 8
6. PROBLEM – SOLVING METHOD 9
7. PROJECT METHOD 10
8. ASSIGNMENT METHOD 11
9. DIRECT INSTRUCTION METHOD 12
REFERENCES 14

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 INTRODUCTION TO METHODS OF TEACHING BUSINESS
SUBJECTS
METHODS
This refers to procedures, steps, processes and strategic techniques used or
employed in carrying out tasks which are of benefits to mankind at different
levels or spheres of life’s endeavors.
TEACHING
Teaching is an activity that consists of a body of actions intended to induce
learning through the conscious and deliberate efforts by a matured or
experienced person to impart knowledge, information, skills,
attributes and beliefs to an immature or less experienced person. The
importance of teaching lies in the fact that is a process whereby the various
educational programmers are translated into action at the classroom level.
Teaching effectiveness determines both the short and long
run type of society that emerges or will emerge by the products of the
teaching. The person who carries out these functions or duties is refers to as a
TEACHER.
CONCEPT OF BUSINESS EDUCATION
MEANING AND SCOPE
Business Education is that aspect of general education that prepares students for
employment and advancement in broad range of office occupations, accounting
professions, marketing occupation, trading profession and
entrepreneurship ventures. It is the type of education that equips one to carry
out some of the business practices both in the office and other business ventures
irrespective of the person’s profession. In order to be able to understand the
concept of business education, it would be necessary to look at the definition of
business education. Evans (2011) viewed business education as an essential
part of the preparation of youth for life and living. Godfrey (2013)
postulated that business education is a programme of
instruction which consists of two parts: office education – a vocational
programme for office careers through initial, refresher and upgrading education
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and the otheras general business education, a programme to provide students
with information and competencies, which are needed by all in
managing personal business education in the services of the businesses.
Cross (2010) posited that the concept of business education in the America
context is a field of study and training in business practices and in
specific skills such as accounting, information processing,
keyboarding/typewriting techniques and record keeping. It also covers business
management, business communication and distributive trade practices.
According to Federal Republic of Nigeria (FRN, 2013), the objectives of
business education include:
i. To empower the individual with desirable skills, knowledge and values
to perform specific functions so as to become self-reliant values.
ii. To understand the political framework of a nation and contribute to
national- economic growth and development.

BENEFITS OF STUDYING BUSINESS SUBJECTS

1. Acquisition of knowledge/attitude and skills needed by citizen in order to
effectively manage their personal business and economic system.
2. The vocational knowledge and skills needed for entry-level of employment
and advancement in a broad range of business careers.
3. It inculcates the vocational aspects of Business Education into the society.
4. It enables students to be involved in the much desired
revolution of vocational development right from the primary and secondary
school.
5. Qualified students can enter into further programmes in the
University, Colleges of Education and Polytechnics amongst others.
AIMS/OBJECTIVES OF BUSINESS EDUCATION

Business Education programme is designed primarily to meet the requirements

of the education policy by providing well qualified teachers to teach in the pre-
business vocational programmes in JSS and SSS, technical Colleges, as well as

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fill vacancies in postsecondary institutions or for self-employment opportunities.

The national philosophy and goals of Nigeria education has a close link with the
aims and objectives includes the acquisition of appropriate skills and the
development of mental, physical and social abilities and competencies as
equipment for the individual to live in and contribute to the development of the
society (FRN,2004). Consequently, government in order to implement the
national policy on education is becoming more concerned in the school process
in terms of educational outcome. This outcome emphasizes the need to:

(a) Make educational activities centre on the learner for maximum self-
development and self-fulfillment.

(b) Structure the educational system to develop the practice of self-

training/learning and

(c) Accordingly, modern educational techniques shall be increasingly used and

improved upon at all levels of the education system (FRN, 2004).

CHARACTERISTICS OF BUSINESS EDUCATION

Ugiagbe (2011) posited that the characteristics of

vocational business education refer to those things which make it to
be different from liberal arts education, and the curriculum is
developed along with it. It embraces:

1. General Education

2. Theory and Related courses

3. Laboratory practice (keyboard, model office, shorthand laboratory)

4. Industrial training i.e. Putting into practice what has

been learnt theoretically.

5. Continuity of professionalism

6. Entrepreneurship and small-scale business management training

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7. Computer Studies

SCOPE OF BUSINESS EDUCATION

Education covers the study of Business subjects theoretically and practically.

At the JSS level it is taught as Business Studies which includes Commerce,

Typewriting, Shorthand, Office Practice and Book-Keeping. At the SS Level
we have Commerce, Financial Accounting, Marketing, Economics, Management
and Computer Studies. These are taking in a broad form in the Technical
Colleges, Colleges of Education, Universities, Mono technics and Polytechnics
across the country.

METHODS OF TEACHING BUSINESS SUBECTS

Methods of teaching are primarily descriptions of the learning objectives,
oriented activities and flow of information between teachers and students.
Factors that affect the choice of a teaching method
i. The age and developmental level of the students.
ii. What the students already know, and what they need to know to succeed
with the lesson

iii. The subject matter content

iv. The objective of the lesson

v. The available people time, space and material resources as well as the
physical settings.

1. LECTURE METHOD
It is a process whereby the teacher present information through speaking
or reading from a prepared note and explaining points
at intervals while students listen and take notes.
Advantages
i. It helps the teacher to teach a large class
ii. It saves time.

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 iii. The teacher is able to discuss any topic
extensively without any inhibitions.
iv. The method makes it possible for students to develop listening
skills
v. Can complement and clarify text materials.
vi. Can be used to arouse interest in a subject
vii. Allows the instructor to precisely determine the
aims, content, organization, pace and direction of a presentation.
viii. Gives the instructor the chance to express students to unpublished
or not reading available material.
Disadvantages

i. It makes things difficult for slow learners.

ii. The method does not encourage students to develop their own skills.

iii. If not well handled, students might lose interest in the lecture.

iv. The method is not very suitable for primary and post primary schools.

vi. Placing students in a passive rather than an active role, which hinders
learning.

2. CASE STUDIES METHOD

Is the presentation of complex examples which give an insight into the context
of a problem as well as illustrating the main point? It is a student-centered
activities based on topics that demonstrate theoretical concepts in an applied
setting.

Advantages

i. Allow the application of theoretical concepts to be demonstrated thus bridging

the gap between theory and practice.

ii. Encourage active learning,

iii. Provide an opportunity for the development of key skills such as

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communication, group working and problem solving.

iv. Expose students to real-world issues with which they may be faced.

v. Increase the students’ motivation and interest in a subject.

vi. Shift the emphasis from teacher-centered to more student-centers activities.

vii. Develop key skills such as group working individual study skills,
information gathering and analysis, time management, presentation skills and
practical skills.

Case studies method Management

i. Design discussion for small groups.

ii. Design the narrative or situation so that it requires participants to reach a

judgment, decision, recommendation, prediction or other concrete outcome.

iii. Structure the discussion

iv. Evaluate to compare group responses.

v. Allow groups to work without instructor interference.

3. DEMONSTRATION METHOD

A Demonstration method is a teaching method that can be used with both large
and small learning groups. It involves step by step procedures in a job task using
the exact physical procedures.

Advantages

i. Students learn easily since they have the opportunity of witnessing the
teacher’s demonstration.
ii. It makes students develop the habit of observation.
iii. The method is most appropriate when teaching students how to
operate a machine or a system.
iv. It trains students on how to carry out an activity either as a group or
individually
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Disadvantages

i. The method is not very good for teaching large classes; it becomes
difficult to see the demonstration.
ii. It reduces active participation on the part of students since they are
mainly observers.
iii. The method is not safe particularly when demonstrations are done in
the laboratory.
iv. Requires pre-preparation.

4. GROUP DISCUSSON METHOD

It’s a teaching method that provides opportunity for discussion between teachers
and students, and students to students. The teacher plays the role of a manager,
guide, initiator, referee and a summarizer.

Advantages of Group Discussion:

 Critical Thinking Development: Group discussions encourage critical

thinking because participants have the opportunity to voice their opinions and
have their views questioned. Engaging in dialogue with peers helps students
analyze different perspectives.

 Active Participation: Group discussions increase student engagement. Even

those who might hesitate to speak up in front of the whole class can actively
participate in smaller group settings.

 Research and Argument Formulation: Students learn to research and

formulate arguments during group discussions. The teacher’s thought-

provoking questions lead to fruitful conversations, enhancing students’
understanding of the topic.

 Auditory and Visual Learning: Auditory learners benefit from hearing their

own voice and listening to others. Visual learners can see the discussion
unfold in real time.
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Disadvantages of Group Discussion:

 Dominance and Monologues: If one participant dominates the discussion, it

can hinder others from contributing. Moderators must ensure equal

participation and prevent monologues.

 Lack of Individual Pace: Group discussions may not accommodate individual

learning paces. Some students might feel rushed or left behind if the
conversation moves too quickly.

 Limited Time for Deep Reflection: In fast-paced discussions, students may

not have enough time for deep reflection. Critical thinking might be
sacrificed for quick responses.

 Potential for Off-Task Behavior: Maintaining focus during group discussions

can be challenging. Students may veer off-topic or engage in unrelated

conversations.

5. FIELD TRIP METHOD

A field trip or excursion is a journey by a group of people to a place away from

their normal environment. The purpose of the trip is usually observation for
education and to provide students with experience outside their everyday
activities such as going with teachers and their classmates to relevant industries
in order to bridge the missing gap and gain practical and useful workplace
experiences.

Advantages of Field Trip Method:

1. Hands-On Learning: Field trips provide students with a hands-on and

immersive experience beyond the classroom. They can observe real-world
business operations, interact with professionals, and apply theoretical knowledge
in practical settings.

2. Community Interaction: Students engage with the local business community,

fostering networking opportunities and exposing them to diverse perspectives.

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This interaction enhances their understanding of business dynamics².

Disadvantages of Field Trip Method:

1. Cost and Logistics: Organizing field trips can be expensive and logistically
challenging. Transportation, entrance fees, and other expenses add up. Schools
need to plan carefully to ensure affordability and accessibility for all students¹.

2. Liability and Risk: There's always a risk associated with field trips, such as
accidents, emergencies, or unforeseen events. Schools and educators must take
precautions and have contingency plans in place.

6. PROBLEM – SOLVING METHOD

A problem is an unpleasant or a difficult situation. Problem solving is converting

an actual current situation (the now-state) into a desired future situation (the
goal-state).

Basically, students learn best:

i. By solving problems or having a personal stake in the outcome

ii. When they have discovered the answer for themselves and

iii. When they find different ways of arriving at the same answer (Mujibul,2007)

STEPS IN DEVELOPING PROBLEMS SOLVING PROCESS IN

STUDENTS

1. Provide the basis for the solving of the problem.

2. Discover the interest of the students

3. Enter the world of the students

4. Allow multi-explanation or solution.

5. makes learning fun

6. Interrelationship

7. PROJECT METHOD
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This method enables students identify a problem and strive at finding the solution
to the problem. The teacher is only expected to guide the activities of the students.
The value of this method depends on how the students are being guided by the
teacher. In giving out project to students, teachers should answer the following
questions:

(a) What desirable skills, understanding, ideas and attitudes will the students
acquire through the project which will contribute to their development.

(b) Will the chosen project activities be suitable to the level of development of
the students?

(c) Will the outcome or objectives of the project be in line with those of the
course?

(d) Will the learning experience in the project be of sufficient scope and variety
to hold the students interest?

(e) Is the project the most effective method to use in order to achieve the
identified objectives?

Advantages of the Project Method:

 Hands-On, Active Learning: Students engage in real-life projects, applying

their knowledge and skills practically. This active learning approach

enhances engagement and understanding1.

 Relevance to Real-World Contexts: Projects connect classroom learning to

practical situations, making the material more meaningful and applicable to

students’ lives1.

 Critical Thinking and Problem-Solving: Students analyze, plan, and execute

projects, developing essential skills like critical thinking, problem-solving,

and collaboration1.

Disadvantages of the Project Method:

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 Limited Coverage: Not all subjects or topics can be effectively taught through

projects. Some content may require other instructional methods2.

 Time and Cost Constraints: Planning and executing projects can be time-

consuming and costly. Teachers need to balance these factors while designing
projects2.

 Supervision Challenges: Managing student projects can be challenging for

teachers. Providing guidance, assessing progress, and ensuring quality

require careful supervision

8. ASSIGNMENT METHOD

The method requires students to do some work after school based on what they
have studied in class or what they are yet to study. Group assignment is only
better for a large class but it should be given in small group and should be tailored
to suit the needs and interest of individual members of the group. If properly
done, it can perform the following functions:

i. Serve as a follow-up activity to what has already been learned in the

classroom.

ii. Prepare students for the next day’s lesson.

iii. Provide direction and guidance for independent study.

iv. Develop a positive attitude towards extra work and good study habits.
v. Provide an excellent means for developing the other higher order mental
processes.

9. DIRECT INSTRUCTION METHOD

It refers to a thoroughly developed, highly scripted method for teaching that is,
fast-paced and provides constant interaction between students and teachers. It's
approaches are as follows: demonstration, drill and practice, explicit teaching
mastering lecture etc. (Toby, 1997).
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Advantages Of Direct Instruction Method

Efficiency: This teaching method often leads to more efficient use of classroom
time. By delivering information directly and minimizing ambiguity, educators
can cover material more quickly and comprehensively, which is especially
valuable when addressing core subjects and standardized testing.

Consistency and Standardization: DI promotes consistency in teaching across

classrooms and schools. This standardization ensures that all students receive a
uniform educational experience and meet specific learning benchmarks.

Evidence-Based: DI has substantial research supporting its effectiveness, making

it an evidence-based approach trusted by educators and policymakers when
designing curriculum and instructional strategies.

Clear Objectives: It emphasizes clear learning objectives, allowing both teachers

and students to have a well-defined understanding of what needs to be achieved,
reducing confusion and increasing accountability.

Disadvantages of Direct Instruction

Passive Learning: The structured DI approach may create a repetitive and passive
learning environment, limiting a teacher's creativity.

Limited Account for Individual Learning Styles and Pacing: DI doesn't always
account for individual differences in learning styles or pace. Some students may
struggle if the method doesn't align with their preferred learning approach.

Potential for Rote Memorization: Critics argue that DI can lead to rote
memorization rather than critical thinking skill development. It's essential to
balance direct instruction with opportunities for deeper understanding and
application.

Hindrance to Creativity and Independent Thinking: The rigid structure of DI

might discourage teachers from deviating from pre-planned lessons, potentially
stifling creativity in the classroom.

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Bean, J.C. Engaging Ideas: The Professor’s Guide to Integrating
Writing, Critical Thinking, and Active Learning in the Classroom.
San Francisco: Jossey-Bass, 1996.
College Teachers. 2nd edition. San Francisco: Jossy-Bass, 1993.
Davis, B.G. Tools for Teaching. San Francisco: Jossey-Bass, 1993.
en.wikipedia.org. https://en.wikipedia.org/wiki/Field_trip.
Frederick, P.J. “The lively lecture – 8 variations.” College Teaching vol. 34 no.
2, pp. 43-50.
Kent, M.; Gilbertson, D.D. and C.O. Hunt. “Fieldwork in geography
teaching: a critical review of the literature and approaches.” Journal
of Geography in Higher Education vol. 21 no. 3 (1997), pp. 313-331.
Newble, D. and R. Cannon. A Handbook for Teachers in Universities and
Colleges: A Guide to Improving Teaching Methods. New York:
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Prégent, R. Charting Your Course: How to Prepare to Teach More Effectively.
English edition. Madison, WI: Magna, 1994.
Prichard, K.W. and R. M. Sawyer, eds. Handbook of College
Teaching: Theory and Applications. Westport, CT: Greenwood, 1994
Pros and Cons of Class Field Trips - ThoughtCo.
https://www.thoughtco.com/field-trips-pros-and-cons-8401.
The Educational Value of Field Trips in 2024: Advantages and ....
https://research.com/education/the-educational-value-of-field-trips.
What are the advantages and disadvantages of field trip method of teaching?.
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