Research Proposals

PRACTICAL SKILLS AND STUDENTS ACADEMIC PERFORMANCE IN BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOLS

PRACTICAL SKILLS AND STUDENTS ACADEMIC PERFORMANCE IN BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOLS

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TABLE OF CONTENT

Title Page

Certification

Dedication

Acknowledgements

Abstract

Table of Contents

 

CHAPTER ONE: INTRODUCTION

1.1    Background to the Study

1.2    Statement of the Problem

1.3    Purpose of the Study

1.4    Research Questions

1.5    Research Hypotheses

1.6    Significance of the Study

1.7    Delimitation of the Study

1.8    Limitation of the Study

1.9    Operational Definition of Terms

 

CHAPTER TWO: LITERATURE REVIEW

CHAPTER THREE: RESEARCH METHODS

3.1    Research Design

3.2    Area of the Study

3.3    Population of the Study

3.4    Sample and Sampling Technique

 

3.5    Instrument for Data Collection

3.6    Validation of the Instrument

3.7    Administration of the Instrument

3.8    Scoring of the Instrument

3.9    Method of Data Analysis

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION

OF FINDINGS

4.1    Data Analysis

4.2    Discussion of Findings

 

CHAPTER FIVE: SUMMARY, RECOMMENDATIONS

AND CONCLUSION

5.1    Summary

5.2    Recommendations

5.3    Conclusion

5.4    Suggestion for Further Studies

REFERENCES

APPENDIX

 

CHAPTER ONE

INTRODUCTION

1.1          Background to the Study

Without a doubt, the acquisition of practical skills in education is widely acknowledged as a fundamental element in shaping students’ academic performance across various disciplines (Liu & Wang, 2020). In the context of junior secondary schools, where foundational education is established, the importance of practical skills becomes even more pronounced.

Moreover, Business Studies, as a subject, occupies a unique position in the curriculum, offering a range of practical concepts and applications that prepare students for real-world challenges (Siti Hajar, 2019). The correlation between practical skills and academic achievement is a subject of considerable academic interest, as it significantly influences the effectiveness of educational outcomes (Aluko & Oni, 2018).

 

PRACTICAL SKILLS AND STUDENTS ACADEMIC PERFORMANCE IN BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOLS

Furthermore, research in education consistently emphasizes the significance of practical learning experiences in fostering a deeper understanding of theoretical concepts (Abdullahi, 2021). In fact, as students engage in hands-on activities related to business studies, they not only acquire theoretical knowledge but also develop critical thinking, problem-solving, and decision-making skills (Borlongan, 2017).

The integration of practical skills into the learning process is believed to contribute positively to students’ overall cognitive development, influencing their ability to apply theoretical knowledge in practical scenarios (Schunk & Mullen, 2012).

 

Undeniably, the relevance of practical skills in the contemporary educational landscape is underscored by the growing emphasis on preparing students for the demands of the workforce (Graham, 2019). However, in the rapidly evolving business environment, possessing practical skills becomes a distinguishing factor for students pursuing careers in business-related fields (Okebukola, 2019).

The alignment between educational curricula and the dynamic needs of the business sector is crucial for producing graduates who are not only academically proficient but also equipped with the practical competencies essential for success in the professional realm. Practical skills and students academic performance in business studies in junior secondary schools.

 

Despite the acknowledged importance of practical skills in education, there remains a gap in understanding the specific impact of these skills on students’ academic performance in the context of junior secondary schools (Okoro and Igwe, 2018).

 

In addition, the integration of technology into practical learning experiences adds a contemporary dimension to the study, considering the role of digital tools in modern business practices (Egbo, 2020). Emphatically, as students increasingly engage with technology, understanding how it influences the acquisition of practical skills and subsequently impacts academic performance becomes imperative for educators and policymakers (Akyeampong, 2018).

 

Positively, recent studies on the intersection of practical skills and academic performance offer valuable insights into the dynamics of this relationship. Also, Smith and Jones (2023) underscore the positive correlation between practical learning experiences and academic achievement, emphasizing the need for a balanced approach to curriculum design.

Similarly, the work of Brown (2022) explores the impact of technology-enhanced practical learning on students’ cognitive development and academic outcomes. Hence, these contemporary perspectives contribute to the evolving discourse on the role of practical skills in shaping educational outcomes. Therefore, based on this background this study aimed to examine the practical skills and students academic performance in business studies in junior secondary schools.

 

1.2          Statement of the problem

Unquestionably, the educational domain within junior secondary schools grapples with the imperative of optimizing academic performance in Business Studies, a subject renowned for its practical applications. Despite widespread acknowledgment of the pivotal role of practical skills in augmenting academic achievement, there exists a discernible gap in comprehending the intricacies of this relationship within the specific context of junior secondary education.

Absolutely, insufficient research has been undertaken to explore how the acquisition of practical skills in Business Studies influences the academic performance of students during these critical formative years. The Practical skills and students academic performance in business studies in junior secondary schools.

 

Moreover, the integration of technology into practical learning experiences introduces an additional layer of complexity to the educational milieu. Indeed, the ongoing digital transformation mandates an exploration of how technology-enhanced practical skills impact students’ academic performance in Business Studies.

Moreover, given the escalating prevalence of technological tools in the learning environment, it is imperative to investigate the extent to which these tools contribute to the development of practical skills. Thus, exert influence on students’ academic success. Therefore, this study aimed to examine the practical skills and students academic performance in business studies in junior secondary schools.

 

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