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THE INFLUENCE OF STUDENTS’ PERCEPTION OF BUSINESS EDUCATION ON ACADEMIC ENGAGEMENT OF UNDERGRADUATES IN OGUN STATE-OWNED UNIVERSITIES

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[icon type=”icon-pencil”]: THE INFLUENCE OF STUDENTS’ PERCEPTION OF BUSINESS EDUCATION ON ACADEMIC ENGAGEMENT OF UNDERGRADUATES IN OGUN STATE-OWNED UNIVERSITIES
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This study, THE INFLUENCE OF STUDENTS’ PERCEPTION OF BUSINESS EDUCATION ON ACADEMIC ENGAGEMENT OF UNDERGRADUATES IN OGUN STATE-OWNED UNIVERSITIES contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.

Keywords: THE INFLUENCE OF STUDENTS’ PERCEPTION OF BUSINESS EDUCATION ON ACADEMIC ENGAGEMENT OF UNDERGRADUATES IN OGUN STATE-OWNED UNIVERSITIES


RESEARCH BODY

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education lies at the heart of every society. It is a key and a vital element in the broad development of the nation’s youth’s capacity to address and solves difficulties. Education forms the basis for the proactive and positive economic, social and political changes in the society. Education remains the key to empowerment of the people and the nations as a whole (Olawolu and Kaegon, 2012). Education consolidates and builds upon basic education to empower the youth to really live, function as a productive member of the society, earning a living, and contributing to societal progress.Business education continuously builds on the knowledge, skills, values and attitude learnt at the lower phases of education. The greatest weapon against poverty is education of the youths. (Nwangwua, 2007). The author further explains that any form of education that does not equip its beneficiaries with skills to be self-reliant is a faulty system of education. Kaegon (2009) believes that business education must be ready to offer their recipients functional education that will enhance performance as well as assist them to contribute meaning to the economic development of the country.

Student academic engagement on the other hand can mean many things although assignments, subjects, courses and education are linked together indicating that if engagement can be created at any of these levels, it will spread over to others. Bryson & Hand,(2007) Student engagement is connected to the extent to which students engage themselves in the kind of educational activities that evidently lead to high quality learning. Examples of such activities involve active learning, participation in developmental experiences and working with others, teachers or students. The ideal behavior of students is that they challenge themselves within these activities and within the education itself to reach the highest level of learning and to get the most out of the university experience. They need to look into new ideas and concepts, practice important skills such as presentation, communication, analysis etc. which will ensure that they are completely ready for work life when graduating from the university. (Coates, 2005) Fundamentally, a student should be able to attain knowledge, analyze it, know how to make independent judgments, develop an own identity as well as use critical thinking and problem solving (Baxter Magolda, 2001).

This ideal behavior that include having a thirst for challenges and being persistent is usually connected with individuals that were well prepared when they started the university which facilitated their adaption to the university environment. However, there are individuals that are unable to adapt to the university environment who can start avoiding challenges and display a low level of perseverance (Rodriguez, 2009). Trout’s (1997) study “Disengaged students and the decline of academic standards” explains the problem with students that feel and are detached from their education. Often these students also have a detached approach to their education. They may not read the course literature, they may try to keep away from class discussions, they think that they can get good grades for mediocre work and ask for easier and fewer assignments. These students may also dislike hard times, complain about the workload, demanding teachers or that course requirements take up their time outside of class. It happens that these students do not prepare adequately for classes and exams, they may skip chances for improving their performance and they look down on intellectual achievements. Basically they are indifferent toward challenges and toward anything intellectual.        Also, when students dislike a subject they tend to disengage as well as when they are having trouble with low previous knowledge. Jacobsson and Gillström (2007) discovered that 8% of Swedish students often had trouble with the studies due to a lack of previous knowledge and 1% had experienced this very often. According to Barrling Hermansson (2005), disengagement induces students to study just to pass the exam and that disengaged students demonstrate a lack of independence and critical thinking. These students can also believe that university studies are only about taking the fast track to graduation and then further to an employment. While being familiar with the disadvantages that come with disengagement it is important to highlight the opportunities students have that can help them feel more engaged in their learning. Bryson and Hand (2007) found that strong social connections and having a sense of belonging gives confidence to participate and learn actively. Further, if there is a trusting environment among all parties involved in the education, where the students feel valued, the learning experience is more enjoyable and also more engaging. What really facilitates student engagement is when students are able to engage into their learning in the beginning of their education, maintain this and grow even more engaged as their studies evolve.

Bryson & Hand, (2007) early student engagement is often closely related to how well new students are able to adapt to the university environment. Previous research indicates that this adaption can depend on the ability the students have to plan and manage their time. Students that have strong time management skills, that know where their time is spent and understand how to allocate and plan time, can have a much easier adaption than those who do not. Instead, individuals with poor time management skills may find it very difficult to adjust to the university life. In light of this it may be important to educate and encourage students to use planning and time management skills (Light, 2001). Finally, student engagement into learning can be improved through a frequent use of feedback since that helps students to reflect on their performance. Previous research suggest that university students appreciate to receive acknowledgement for their efforts, feedback on their work, both praise as well as constructive criticism, and suggestions to points where they can improve (Bryson & Hand, 2007).

Also, the meanings attached to things or situations generally differ. One might change one’s perspective or simply make things mean something else. Peruvian (2006) has stated that perception is how you look at something from your point of view. Due to social interactions, one’s perception about a course could have some influence on academic engagement. In the school and even outside the school for instance, social interactions exist between students, parents and peer group. Sometimes despite the social interaction the individual will still hold on to his perception. This seems to be obvious with the choice of business education. Business Education is that type of education that seeks to improve individuals for business occupations.

Aliyu (2001) posits that Business Education is the education for the acquisition and development of skills and competencies, attitudes and attributes which are necessary for efficiency of the economic system. Through Business Education programme, students experience the practical application of basic skills for real world and real work situation. Aliyu also maintains that with the increasing complexity in the business world, it is only those with good Business Education knowledge and understanding that can grapple with these complexities. Business Education is offered at post-primary, tertiary institutions and University. Business Education in Colleges of Education is referred to as Business Teacher Education.

The philosophy according to NUC (2002) was to produce Bachelor degree in Business Education (B.sc) graduates in Business Education who will be able to teach business subjects in secondary schools and engaged in a life work in the office as well as for self-employment. Those who believe in this philosophy of the programme embraced it while others who do not believe the philosophy preferred other programmes which in turn will affect their academic engagement.

1.2 Statement of the problem

It has been shown that the general society exerts some influence on the child. It is observed that the society has low perception of business education and because of the low perception of the programme parents preferred their children to go for courses like law, medicine, accounting etc than to for Business Education programmes  are run and this led to low enrolment of students into the programme at all levels. However the issue of individual student’s perception and its influence on academic engagement has lightly been investigated, even though it might have been investigated in many other areas, such investigation from study of literature, particularly on the south- west zone of Nigeria is hardly available. The researcher is therefore, interested in knowing about the perception of business education students of Business Education programme and how it influences their academic.

1.3 Hypotheses

H01There is no significant difference between student perception of business education and academic engagement.

H02There is significant difference between male and female student perception of business education.

H03There is no significant difference between male and female student academic engagement in business education.

1.4 Significance of the Study

          The influence of perception at any point in time is what determines engagement, thus, student perception toward business education is belief to have influence on student academic engagement but the objective of this study is to assist in the following areas:

1) It helps undergraduate develop a better perception/view toward business education as a course

2) It helps the government to know areas where students poor academic engagement hail from and how this can be tackle

3) It assists the parents on the various measures needed to take in order to support their children toward displaying the right attitude to education

4) It assists the lecturers and the school management on the kind of orientation needed by their students if they are to develop the right attitude to their students if they are to develop the right attitude to their academic engagement in education.

1.5 Scope of the Study

The study was delimited to the students of Ogun State-owned universities. However, the sample for the this study was restricted to business education students in OlabisiOnabanjo University and Tai Solarin University of Education both located in Ogun State.

1.6 Definition of Terms

Perception: These mean the view or believe of people on the relevance of business education.

Business Education: This is one of the educational in the higher institution which train student in accounting skills, marketing skills and office practice skill. It is also defined as “education for business and about business”
Academic Engagement: This means the effort, attitude and behavior of student toward the training in school focusing on business education.

Keywords: THE INFLUENCE OF STUDENTS’ PERCEPTION OF BUSINESS EDUCATION ON ACADEMIC ENGAGEMENT OF UNDERGRADUATES IN OGUN STATE-OWNED UNIVERSITIES



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