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ATTITUDE OF
BUSINESS EDUCATION STUDENTS TOWARDS TYPING AND SHORTHAND COURSES
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
According to
Adeyemi and Adu (2010), it is widely accepted that education is one of the
leading tools for promoting economic development as it covers some processes
individuals go through to help them develop and use their potentials.
Furthermore, Okeke (2007) said that, through education, individuals acquire
knowledge, skills and attitude that are necessary for effective living.
In an
attempt to have sound education worldwide, many factors have been identified as
being responsible for falling standard of education where it is perceived and
established. Among such factors is the issues of ‘’student attitude’’. According to Adebayo (cited in Kassim,
Abisola and Adeyanju, 2011), among the personality factors that contributes to
academic performance is learners’ attitude. A learner’s attitude relates to all
the factors of his education. According to Odufuye (in Kassim et al., 2011),
the attitude of a learner towards Typing and Shorthand will determine the
measure of the learner’s attractiveness or repulsiveness to Typing and
Shorthand. This invariably will influence the learner’s choice and even,
achievement in that subject.
Business
Education programme encompasses courses like Business Administration,
marketing, purchasing and supply, accountancy, Business Studies, Secretarial
Studies and others. At the teacher education level, the programme is grouped
into three: Accounting Education, Distributive Marketing Education and
Office/Secretarial Education (Aliyu, 1995).
Typing and
Shorthand are business education subjects in the area of office education. It
is defined by Pitman (1974) as the art of representing spoken sounds with
written signs. Shorthand has plenty utility in the business world; Secretaries
in both public and private organizations use it to record minutes of meetings,
telephone messages and spell checking which leads to the increase of their
vocabularies. The twenty four (24) consonants are equally known as strokes
which students must first learn before proceeding to any aspect of shorthand.
These consonants are written in two ways, heavy strokes and light strokes.
These strokes sound differently when they are to be written down on the paper.
The heavy sounds are known through the way a teacher pronounces a word(s) such
as “D” and “T”. The letter “D” sound heavy while the letter “T” sounds light.
The vowels sounds are what will make students to know where dots or dashes
should be placed, whether above, middle and through the line. These dots and
dashes go along with the corresponding heavy and light strokes for easy
identification.
Typing and
Shorthand are taught right from junior secondary schools in Nigeria under
business studies to tertiary institutions such as Polytechnics, Colleges of
Education and some universities. The acquisition of typing and shorthand skills
by a trained secretary makes him/her relevant in the Business world. A trained
secretary is an indispensable figure in every aspect of an organization which
performs secretarial duties most effectively (Arukwe, 1999). A successful shorthand
student has brighter future ahead because shorthand is useful in almost all
professions. For example, shorthand notes are legal documents that can be used
in a court case. Shorthand is a vital skill for court reporters because in most
jurisdictions cameras and recorders are not allowed in court during
proceedings. Further transcripts are hard to get from court officials and they
take time to be released to the media.
However, as
valuable as the usage of typing and shorthand and the need for a trained secretary
is, typing and shorthand at NCE and university levels are faced with problems.
These problems have also made a lot of students to run away from the course and
thus formed wrong attitude towards the courses. These problems may include:
awkward outlines, misinterpretation of words, lack of punctuation, low societal
value for typing and shorthand, lack of qualified shorthand teachers, and
invention of new technologies (Adeboye, 2002).
In some
secondary schools, colleges of education, polytechnics and universities,
lessons/lectures of typing and shorthand are taught like those of other
subjects or courses. Despite concerted efforts of teachers/lecturers, school
administrators, parents and all other education stakeholders to enhance
learning of typing and shorthand among students, performance and success in
learning typing and shorthand is still not satisfactory in Nigeria. According
to Udo (2014), the reasons for poor performance in typing and shorthand
examination are as a result of poor learning of the subjects and are likely to
be due to formed attitudes towards the subjects by the students; teaching
methods which are not appropriate and lack of resources among others.
1.2 Statement of the Problem
Attitudes
formed by a student when learning typing and shorthand tend to remain for a
long time and these attitudes may help him/her to learn typing and shorthand
better. This is so if the attitudes were favourable. But this may not always be
the case. Students also form unfavourable attitudes as they learn typing and
shorthand in secondary schools. Findings of
Eddy and Akpan (2007) indicate that students of secretarial studies who
have very positive attitudes towards learningtyping and shorthand have interest
to do more typing and shorthand later.
Most
students join the university with positive attitudes, only to change their
attitudes towards learning typing and shorthand later. KNEC Report (2007)
indicated that the most glaring weakness in students’ typing and shorthand
attainment is the students’ lack of knowledge of elementary techniques and
their ignorance of simple algorithms and processes. This could have resulted
from students’ failure to learn these techniques, algorithms and processes
while being taught in class.
Failure to
learn typing and shorthand courses is an indication that there could be other
factors such as inappropriate teaching methods, lack of resources and students’
negative attitudes among others hindering effective learning of typing and
shorthand courses. It is against this backdrop that this research seeks to
present a critical appraisal of the attitude of business education students
towards typing and shorthand courses in Lagos State University.
1.3 Purpose of the Study
The general
objective of this study is to explore the attitude of business education
students towards learning typing and shorthand courses. Other specific
objectives are:
i. To examine the effect of attitudes
of business education students on learning oftyping and shorthand.
ii. Find out whether attitudes form by
business education students contribute to inappropriate learning of typing and
shorthand and consequently poor performance in the subjects.
iii. To identify factors which influence
formation of attitudes towards learning of typing and shorthand courses among
Lagos State university’s students.
1.4 Research Questions
This study
was guided by the following research questions:
1. Is there any relationship between the
attitudes of business education students and learning of typing and shorthand?
2. What is the effect of the attitude towards
the learning of typing and shorthand on performance in the subjects?
3. What are the factors which influence
formation of attitudes towards learning of typing and shorthand courses among
Lagos State university Business Education students?
1.5 Research Hypotheses
The research
was intended to test the following hypotheses:
Ho1: There is no significant relationship between
attitudes of Lagos State
university business education
students and learning of typing and
shorthand courses.
Ho2: The attitude of Lagos State university
students towards learning of typing
and shorthand does not
have any effect on students’ performance in the subjects.
Ho3: There are no factors that significantly
influence formation of negative
attitudes towards learning of typing and shorthand courses among Lagos State UniversityBusiness Education students.
1.6 Significance of the Study
This study
will assist in determining attitudes formed by university students towards
learning and performance in typing and shorthand. The findings will enlighten
teachers, parents and students on the effect of attitudes formed towards
learning and performance in typing and shorthand by students. Teachers particularly
will be informed on the effect of attitudes formed by students on their
achievement in typing and shorthand examinations.
On
conclusion of the study and findings and recommendation made, teachers in
secondary schools and tertiary educational institutions should be enlightened
on the need to foster favorable attitudes towards learning and performance of
typing and shorthand amongst students. Parents and all other education
stakeholders such as Board of Governors (BOG), Parent Teacher Association (PTA)
among others will be enlightened on the need to provide an enabling environment
for learning of typing and shorthand.
The outcome
of the study would also be useful to university students like students of Lagos
State University especially researchers in the field of educational management
when doing a likely study. The study would be significant to policy makers and
implementers at large, as they would make use of the findings and
recommendations.
1.7 Scope of the Study
The study
encompasses the attitude of business education students towards typing and
shorthand courses in Lagos State University. Hence, the study is limited to
Lagos State University where the sample was drawn from.
1.8 Limitations on the Study
The study is
faced with various shortcomings that may affect effective research undertaking.
The researcher faces series of challenges including; lack of adequate fund for
carrying out this research work, time frame to go to the field, libraries and
write the report and submit at the required time.
1.9 Operational Definitions of Terms
Some terms
that are used in the context of this study are hereby operationally defined as
used:
Attitude: Is
used in the study to meanthe tendency to think, feelings or preferences that
students have about typing and shorthand courses, based on their belief about
the courses, which can be positive or negative.
Business
Studies: Business Studies is taught in the junior secondary school level as one
of the basic subjects that will enable students acquire skills and knowledge
which are common and fundamental to commercial activities.
Typing: Is a
course that is being taught to aid students in acquiring skills and information
on typewriter or computer keyboards.
Shorthand
Courses: Is any system of rapid writing using symbols or shortcuts that can be
made quickly to represent letters of the alphabet, words or phrases.
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