SPECIAL METHODS IN TEACHING AND LEARNING OF BUSINESS EDUCATION
Business Studies is a dynamic course which prepares students
for the challenges of the 21st century by introducing them to the world of
business. Umezulike and Okoye (2013) considered business studies as the key
agent of economic and technological development either as a way of developing
human capacity, increasing the shield of workforce for modernization,
industrialization, and environmental development or as a matter of personal
freedom and empowerment of the populace.
Amoor (2010) noted that business studies plays a significant
role in the economic development by providing knowledge and skills to the
learners, thereby, enabling them to adequately impart knowledge into others,
and handle sophisticated office technologies and information systems. The goal
of business studies is primarily to produce competent, skillful and dynamic
business teachers, office administrators and businessmen and women that will
effectively compete in the world of work.
THE IMPORTANCE OF SPECIAL METHODS IN TEACHING AND LEARNING OF BUSINESS EDUCATION
1. SHORTHAND TEACHING METHODS
Adequate teaching facilities are essential for the
development of shorthand skill. Shorthand teaching facilities include, suitable
furniture which are properly arranged such that the teacher can move around
easily at all times to supervise students’ performance. Other items include
good notebook (preferably reporter’s note book) good quality and well sharpened
pencil, ruled chalk board with preferably black surface, stop watch, display
board, demonstration stand, Pitman shorthand textbook, Pitman shorthand
dictionary, store or cupboard for note books, papers, sets of memos, reference
books as well as tape recorder and cassettes.
Shorthand is a subject that allows students to develop
skills at their own pace; therefore any teaching method adopted must take into
consideration, students’ unique and differing characteristics. These, according
to Canning (1976) include age, sex, physical attributes, sensory endowment,
intelligence, aptitude, level of intellectual attainment, temperament and
personality, interest and motivation. A combination of the following teaching
methods could be used to teach shorthand to students.
Inductive or Discovery Approach
One of the methods of teaching shorthand is the
Inductive/Discovery approach. In this method, students are induced to reason
out shorthand principles which the teacher has planned to teach the students
for that period.
He would then ask the students to identify what common
features they all have. Thereafter, he would ask them what conclusions could be
drawn from the way the outlines have been written. Students would be expected
to conclude that L is always written downwards after n, n halved and stroke NG.
This method is about three to four times as long as the
deductive or telling method. Although any principle learnt through this method
has a more lasting effect on the students, it however, delays activity for too
long. It may be used occasionally to bring variety to the lessons.
Deductive or Telling Method
The
deductive or telling method is another method of teaching shorthand. In this
method, the teacher teaches the students certain principles. He would then ask
the students to apply them in similar circumstances or to explain how similar
outlines could be written. For example, past tenses are usually indicated by a
disjoined t or d, depending on whichever one is sounded.
Reading
Method
Another
method to be considered is the reading method. This is a method whereby
students are made to read shorthand outlines either from printed material or
from their own notes. They could read as individuals, in pairs or in groups.
This method is very important in that constant shorthand reading has been found
to have a considerable relevance to shorthand writing ability. According to
Harms, Stehr and Harris (1972), there are cases which show that shorthand was
learned almost entirely by reading alone.
Writing Method
Under
the writing method students are made to copy shorthand notes from a text
material, or to write from dictation. They could be made to drill short forms,
phrases and single outlines. Constant practice is major to the attainment of
high shorthand speed writing.
Demonstration Method
Students
learn a lot by watching how certain things are done. The demonstration method
is used to show the students, good sitting position, how to hold the pencil,
how to turn over the notebook page, good outline formation, how to build mental
storage etc. The teacher could join the students during their practice periods
in order to demonstrate to them how to write at speed. The teacher demonstrates
using the demonstration stand and by writing outlines on the chalkboard.
Chalkboard
presentation inspires confidence.
Repetitive Approach
The
repetitive approach to shorthand teaching enables students to carry out
meaningful repetitive drills. It is important that the students be told the aim
of the repetitive drill, that is, to be able to write the sentence at a
particular speed later.
Question and Answer Method
The
question and answer method is used to consolidate the deductive method of
teaching. Students could be taught by being asked to explain why certain
outlines are written in a particular way. By so doing, they are being required
to think and to sharpen and clarify their understanding of the practical
application of the principle.
2. TYPEWRITING
METHOD
The goal of Business Education includes the provision of vocational
skills necessary for commercial and economic development as well as the
individual’s economic self reliance. Typewriting provides lifelong skills which
enables the individual to become a useful member of the society.
Typewriting according to Igbinoba (2000) is the act of
printing on paper with the aid of a typewriter. It is also an aspect of
business studies which enables individuals to acquire practical typing skills
Methods of Teaching Typewriting
Teaching method that could be applied to typing include
demonstration, apprenticeship, problem solving and discovery methods. The steps
in one method may sometimes overlap with the steps in another method.
Demonstration Method
Typewriting instruction is concerned with skill development,
which is developed through the demonstration method. Teach correct technique of
reaching and striking keys and how to handle the operative parts of the
typewriter by demonstrating it to your students.
The students’ responsibility lies in imitating the response
patterns of the teacher. In other words, the teacher demonstrates, the students
imitate. This is the best way typing skill can be developed.
When demonstrating, use a demonstration stand placed on
elevated platform in front of the class so that all the students can see and
hear you. Let them know what new skill you want them to learn. Read out the
instructions clearly from the textbook, demonstrate the movement pattern, ask
students to imitate the movement pattern, repeat demonstration-imitation
process, evaluate students performance, point out errors, re-stress good points
and direct practice until they acquire the desired skills. When demonstrating,
emphasize correct form and make your demonstration short. Complex movement
patterns should be broken down and demonstrated slowly as many times as
possible.
Students like this method. It commands and holds their
attention. It is very effective with poor and good students. Goals are clearer
and can easily be reached. It involves both the teacher and the student in the
learning activities and it is a quick method of teaching typing.
Apprenticeship Method
This method is an adoption of the demonstration method. It
helps in guiding students in problem typing. The difference between the
demonstration and apprenticeship method is that in the apprenticeship method,
students learn through the process of comparison. In other words, they observe
their teacher; that is the expert demonstrates and the production of such
demonstration is compared with theirs. As defined by Russon and Wanous, the apprenticeship
method is one in which the teacher’s primary responsibility is in providing a
model with which the student can compare their procedures and problem
solutions.
Problem Solving Method
Problem solving method is used to develop concepts and judgments
relative to the arrangement of the copy, consistent style and other cognitive
information.
When students are able to solve a specific problem, they can
solve a whole range of related problems. The solution of one leads to the
correct solution of the others. The problem solving method is defined by
Russion and Wanous (1973) as one that involves the student in problem
comprehension, attempted solutions, decision-making and the drawing of
conclusion. The emphasis here really is not necessarily the solution but the
skills acquired in the process of analyzing the problems and the methods used
in arriving at the solution. It enables the student to use his initiative and
be resourceful. Students are usually actively involved in this method of
teaching. Through trial and error, they are able to acquire real understanding.
The Discovery Method
The
discovery method of teaching is sometimes referred to as the experimental or
laboratory method. It has a close relationship with the problem solving method.
In this method the solutions to the problem is prescribed by the teacher and
the students try out the solutions. On the basis of the results certain
conclusions would be drawn and generalization made. Discovery method is defined
by Russon and Wanous as one which provides for learning activity through the
evaluation of evidence collected in the process of solving problems. When you
use the discovery method, you are not only teaching the students how to type
but you are also teaching them how to think.
This method appeals to student curiosity and adds variety to
teaching. It is also time consuming.
3. OFFICE PRACTICE TEACHING/LEARNING METHODS
Office practice, according to Harms, Stehr and Harris (1972)
is the connecting link between schools and business. It is a course that exposes
students to business practices and procedures, equipment and materials used in
an office. Equipment used in teaching are expected to be typical of those used
in the business world. Unfortunately, many schools do not have modern office equipment
that students can see and manipulate. To help the students visualize these
equipments, you need to use visual aids like pictures and real objects when
teaching. You would also need to organize excursions and field trips for the
students. Other methods of teaching include demonstration, case study,
simulation and role-playing, question and answers technique as well as lecture
method.
Demonstration
This is a method which you can use to teach the students
correct techniques of manipulating office equipment, receiving visitors, filing
and other office techniques such as interpersonal and communication skills. You
could stand in front of the class and demonstrate how to operate office
equipment such as the computer, photocopier or duplicating machine. The students
would watch and imitate your techniques. Discourage wrong techniques and
appreciate right techniques. This method
makes the class lively and interesting.
Simulation and Role Playing
Simulation as defined by Daugherty (1974) is a learning
construct in which students, through role-playing and social interaction experiences
learn to solve problems and make decision in realistic situations. Simulation
and role-playing are quite similar in that both involve life-like situations.
They can be used to teach interpersonal and communication skills. Roles could
be assigned to students who are left to use their own words in a playlet. The
playlet may be used to teach how a difficult boss or visitor could be handled
and how an unpleasant office situation could be handled. It could be used to
correct an unacceptable action and to teach acceptable and correct actions.
Field Trip
The field trip enables you to use community resources to
make learning meaningful. Your students can learn about office procedures and
business practices when you take then to visit business organizations where
they can observe first hand, how office staff works. The place to be visited
should be related to the unit being studied and not just as a form of
entertainment to the students.
Case Study
The “case” is usually a problem situation hypothetical or
real presented to the student whereby
they would be expected to select from their experiences and previous learning
or study an answer or a course of action that would best solve the problem. The
case may be selected from a textbook or from a business or the community
relating to behaviour in a business situation. It could be a personal or consumer
problem. During the discussion, evidence would be weighed and characters and
situations examined to help the students develop a sense of judgment.
Lecture Method
Much has been said on this method earlier. It could be used
to teach concepts and principles in office practice. It is ideal for teaching a
large class. As a matter of fact using the lecture method will enable you cover
the syllabus on time. However, the teaching of office practice requires the use
of a combination of methods. Audio visual aids could be used to support this form
of teaching to make it interesting and less boring.
Question and Answer Technique
This method is one of the most versatile teaching-learning
techniques. You can use this method to determine a new starting point in a unit
from the answers the students have given you on their previous knowledge. It is
adaptable to almost any teaching-learning situation. It could also serve as
basis for a discussion. It can be used to maintain attention of the students
during class or to motivate them to prepare their assignments. You can use it
to involve non responsive students in class activity, review work covered,
prepare for test, and motivate students to read assignments and to reveal
students’ difficulties, work habits, interests and levels of development.
Questioning however requires a great deal of skill which must be developed
through practice.
4. COMMERCE TEACHING METHODS
Demonstration
When teaching commerce, you could use demonstration method
to emphasise important points to the students. Demonstration provides visual
experience which goes beyond verbal explanation. According to Daugherty (1974),
showing the students how to perform an activity as well as telling them about
the activity stimulate both visual and auditory responses and therefore
accelerate the learning process. This method does not always require extensive
equipment or laboratory techniques. It does not have to be time consuming. You
could also ask the students in groups or individually to devise diagrammed
illustrations of how raw materials find their ways to the consumers’ tables as
finished goods.
The illustration could be on cardboard paper. Some of the
students or group leaders could be asked to explain their illustrations to the
class. Their classmates may challenge the accuracy of the explanations and earn
points for themselves.
Simulation and Role Play
This method could be used to teach commerce. You could for
instance when teaching your students different types of business organizations
assign roles to the students. An individual could be made to raise funds and
buy an item for sale in the school during break time. He could buy a bag of
pure water for sale. You could ask 2 – 5 persons to put money together to buy
items to be sold to students during break. You could make some students to also
set up a ‘limited liability company’ which they will ‘register’ with you. Other
students will be encouraged to buy shares in the ‘company’. From the money
realized from capital ‘sale of shares’ they could embark on toast bread
production and sold to students during break time. This could go on for a
period of time after which they would be made to report to the class about
their experiences. You could use these experiences to emphasize or clarify some
points. There are several topics which could be taught through simulation and
role playing to facilitate understanding and enhance learning.
Field Trip
According to Harms, et al (1972) educators have granted
certain values to field trips such as: to enable students see concrete
illustrations of classroom theory; to reinforce understandings develop from
reading and discussion; see, smell, and touch or hear the objects or processes
previously described; to enter into conversation with people who are actively
engaged in business; to ask questions that may not arise in the classroom. As
has been earlier mentioned, there should be adequate preparation for the trip
and notes should be carefully made of things observed during the trip which you
must have earlier on described to the students in class.
Questions and Answer Technique
This method could be used as oral quiz technique to
stimulate discussion. In the process you could uncover certain attitudes, needs
and interests as well as problems which could give direction to areas where you
need to focus on when teaching. It is essential that you observe good
questioning techniques when asking questions.
Also Read:
ECONOMIC SYSTEM AND ORGANIZATION
Lecture Method
The lecture method has been extensively discussed before
now. We would only like to say here that when combined with chalkboard
illustrations, it could be an effective method of teaching commerce. The
lecture method is useful when presenting facts, figures, concepts and theory.
Since interruptions from students are minimal, you can cover a lot of grounds
within the lecture period. It is ideal for large class size.
However, it is advisable that you combine the method with
other methods in other to make the lecture less boring. This method however is
ideal for students in higher institutions of learning.
5. BOOKKEEPING METHODS
The methods of teaching bookkeeping according to Olatoke
(2004) include the developmental approach, the teaching and learning by
principle approach, the inductive or rule discovery/problem solving approach,
the facts process approach and the lecture method.
In Developmental Approach, the lesson presentation proceeds
logically and sequentially from the simple to complex and from known to
unknown. This approach enables the students to get a holistic view of the place
of each activity and problem in the scheme. The Teaching and Learning by
Principle/Deductive/Problem Solving Approach is such that you would present the
relevant principles to the students and allow the students to apply them in
solving problems in business education.
CONCLUSION
Business education which comprises of typing, shorthand,
office practice, commerce and book-keeping aims to enable students appreciate
the five components and how they relate to each other. Students’ knowledge and
understanding of the role of commerce in the economy of the nation; of the
basic concepts and principles relating to practical commercial activities;
acquisition of office and book-keeping skills (aural, mental and manual) help
to prepare students for the business world.
REFERENCES
Ifeagwu,
D. (2000). Special Methods Teaching Practice for Students and
Teachers in Africa. Lagos: DIC Publishing Company.
Mebaanne,
J. O. (2004). Methods of Teaching General Business Subjects at the
Secondary/Vocational Institutions A course Text on Special Methodology,
Generic Science and Calculation for the Improvement of Teaching and
Learning of Technical, Vocational and Business Subjects. Lagos:
FCE(T).
Canning,
B. W. (1976). Teaching Office Skills. London: Pitman Publishing Limited.
Harms,
H.; Stehr, B. W. & Harris, E. E. (1972). Methods of Teaching Business
and Distributive Education. Cincinnati, Ohio: South-Western Publishing Co.
Igbinoba,
M. O. (2004). Methods of Teaching Shorthand and the Senior Secondary
School A course Text on Special Methodology, Generic Science and Calculation
for the Improvement of Teaching and Learning of Technical, Vocational
and Business Subjects. Lagos: FCE (T).
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