The core mandate of this study is to examine students’ perception of Business studies trainee teachers and its influence on their classroom conduct in Port-Harcourt secondary schools. Three research questions were raised to guide the study; while three research hypotheses were also developed and tested at 0.05 level of significance. The study adopts a descriptive research survey method. The total population of the study was 5,725 which consists of 5,522 Junior Secondary School (JSS2) students in Port-Harcourt Secondary Schools and 203 level four (4) hundred students of Business Education department, Rivers State University, Port-Harcourt. A sample size of 509 was drawn using simple random sampling technique. Taro Yamene formular was used to derive the sample size. The instrument for data collection was a self-structured questionnaire developed by the researchers and validated by the research supervisor.
The most pertinent priorities for the business studies trainee teachers in dealing with secondary school students’ misconduct in Port-Harcourt metropolis will be to maintain a secure and safe environment and also protect the classroom environment from threats posed by potentially dangerous troubled students. These priorities will obviously require recognizing the warning signs of trouble and preparedness to respond appropriately and decisively. Other priorities will include maintaining a classroom atmosphere of respect and civility, avoiding being manipulated by students with unreasonable demands, responding appropriately to unfounded allegations, and protecting oneself and one’s institution from frivolous lawsuit. However, understanding how the range of students’ misconduct tends to cluster along certain distinctive, recognizable styles is empowering and helpful to the business studies student teachers.
Table of Contents
1. 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 Scope of the Study
1.8 Definition of Terms
2. Review of Related Literature
2.1 Theoretical Framework of the Study
2.1.1 Theories of Perception
2.2 Conceptual Framework of the Study
2.2.1 The concept of Business Education
2.2.2 The concept of Classroom Conduct
2.2.3 The Teaching Practice Programme
2.2.4 The concept of Trainee Teacher
2.2.5 The concept of Perception
2.3 Secondary school students’ perception of the Business Studies trainee Teachers
2.4 Causes of the Secondary School Students’ Perception of the Business Studies Student Teachers
2.5 Roles of the business studies student teachers in influencing the secondary school students’ perception of them
2.6 Review of Related Empirical Studies
2.7 Summary of Review of Related Literature
3. Research Methodology
3.1 The Research Design
3.2 The Population of the Study
3.3 Area of the Study
3.4 Sample Size and Sampling Technique
3.5 Instrument for Data Collection
3.6 Validation of Instrument
3.7 Method of Data Collection
3.8 Data Analysis Technique
4. Data Presentation and Analysis
4.1 Data Presentation
4.2 Testing of Hypotheses
5. Discussion of Findings, Summary, Conclusions and Recommendations
5.1 Discussion of Findings
5.2 Conclusions
5.3 Recommendations
5.4 Suggestions for Further Studies
Research Objectives and Themes
This study aims to examine how secondary school students in Port-Harcourt perceive Business Studies trainee teachers and to determine how these perceptions influence their classroom behavior and conduct. The study specifically investigates the factors shaping these perceptions and evaluates the proactive roles trainee teachers can adopt to foster positive perceptions and improve classroom management.
- Perception of Business Studies trainee teachers among secondary school students.
- Factors influencing student perceptions (internal vs. external).
- The role of classroom conduct in teacher-student dynamics.
- Impact of the Teaching Practice Programme on trainee teacher effectiveness.
- Strategies for enhancing student-trainee teacher relationships.
Excerpt from the Book
1.1 Background to the Study
The most pertinent priorities for the business studies trainee teachers in dealing with secondary school students’ misconduct in Port-Harcourt metropolis will be to maintain a secure and safe environment and also protect the classroom environment from threats posed by potentially dangerous troubled students. These priorities according to Amada (2010) will obviously require recognizing the warning signs of trouble and preparedness to respond appropriately and decisively. Other priorities will include maintaining a classroom atmosphere of respect and civility, avoiding being manipulated by students with unreasonable demands, responding appropriately to unfounded allegations, and protecting oneself and one’s institution from frivolous lawsuit. However, understanding how the range of students’ misconduct tends to cluster along certain distinctive, recognizable styles is empowering and helpful to the business studies student teachers (Amada, 2010).
This classroom conduct by secondary school students pertains to the particular attitude of the students towards the business studies trainee teachers, their fellow students and classroom rules. It could either be negative or positive. But irrespective of what the conduct could be, the manner with which the business studies trainee teachers handle such conduct goes a long way to contribute to what forms part of the students’ perception of them. According to Amada (2010), some of these negative students’ classroom conduct which may arise as a result of the students’ poor perception of business studies trainee teachers may include; undermining of the business studies trainee teachers’ authority, too much side attraction and distraction, spacing out or sleeping in class, frequent absence or tardiness, food and cell phone disruptions, disrespectful behaviour, plagiarism or lying (Kaizen, 2017). However, Long and Frye in Marzano, Marzano and Pickering (2003), argued that effective teachers (and business studies trainee teachers) can prevent all misconduct by keeping students interested in learning through the use of existing classroom materials and activities.
Summary of Chapters
Chapter 1: Provides an overview of the research, defining the problem of student classroom conduct and how it relates to student perceptions of trainee teachers.
Chapter 2: Reviews theoretical frameworks, including various perception theories, and conceptualizes key terms like business education, trainee teachers, and the teaching practice environment.
Chapter 3: Outlines the descriptive research design, population, and sampling techniques used to gather data from secondary school students and trainee teachers in Port-Harcourt.
Chapter 4: Presents the analysis of collected data, using statistical means and Z-tests to validate the research hypotheses regarding student perceptions and influencing factors.
Chapter 5: Discusses the research findings, offers conclusions, and provides practical recommendations for stakeholders to improve classroom management during teaching practice.
Keywords
Business Studies, Trainee Teachers, Classroom Conduct, Student Perception, Teaching Practice, Secondary School Education, Classroom Management, Vocational Education, Educational Psychology, Student Behavior, Port-Harcourt, Teaching Effectiveness.
Frequently Asked Questions
What is the primary focus of this research?
The research examines how secondary school students in Port-Harcourt perceive Business Studies trainee teachers and how these perceptions correlate with student classroom behavior and conduct.
What are the central thematic areas of the study?
The core themes include the impact of teacher-student perception, the importance of classroom conduct, factors influencing these perceptions, and the role of teaching practice programs in developing teacher professionalism.
What is the main objective or research question?
The primary objective is to determine student perceptions, identify factors influencing these views, and explore the roles trainee teachers can perform to positively influence these perceptions to ensure better classroom order.
Which research methodology was employed?
The study adopted a descriptive survey research design, collecting quantitative data through structured questionnaires administered to students and trainee teachers, which were then analyzed using mean, standard deviation, and Z-tests.
What is discussed in the main body of the work?
The body covers theoretical perspectives on perception, the conceptual framework of business education and teaching practice, and an analysis of how various internal and external factors influence students' views of their trainee teachers.
How would you characterize the study's primary keywords?
The study is characterized by terms such as Business Studies, Classroom Conduct, Trainee Teachers, Student Perception, and Teaching Practice, reflecting its focus on educational interactions and classroom management.
What is the significance of the teaching practice program?
The study highlights the teaching practice program as a critical, mandatory phase for trainee teachers to bridge the gap between theoretical knowledge and real-world classroom experience.
What major conclusion did the author reach regarding student conduct?
The author concluded that the way secondary school students perceive their Business Studies trainee teachers is a significant factor in determining their classroom behavior, meaning positive perception leads to better conduct.
- Quote paper
- Nyeche Ohaka (Author), 2017, Student's Perception of Business Studies Trainee Teachers and Classroom Conduct, Munich, GRIN Verlag, https://www.grin.com/document/378807
