Volume 7, Issue 9, September – 2022 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

A Guide for Teaching Business Management in

Senior High Schools – Case Study at Bompeh
Senior High Technical School
NAME: SIMONS –DADZIE EBENEZER
INDEX NUMBER: 3185660148

2021

DEPARTMENT OF INTERDISCIPLINARY STUDIES

COLLEGE OF TECHNOLOGY EDUCATION-KUMASI

DEPARTMENT OF INTERDISCIPLINARY STUDIES

POST GRADUATE DIPLOMA IN EDUCATION

AKENTEN APPIAH-MENKA UNIVERSITY OF SKILLS TRAINING AND ENTREPRENEURIAL

DEVELOPMENT

COLLEGE OF TECHNOLOGY EDUCATION-KUMASI

DEPARTMENT OF INTERDISCIPLINARY STUDIES

POST GRADUATE IN DIPLOMA IN EDUCATION

A GUIDE FOR TEACHING BUSINESS MANAGEMENT IN SENIOR HIGH SCHOOLS

BY
EBENEZER SIMONS - DADZIE
INDEX NUMBER:3185660148

A PROJECT WORK SUBMITTED TO THE DEPARTMENT OF INTERDISCIPLINARY STUDIES,

AKENTEN APPIAH-MENKA UNIVERSITY OF SKILLS TRAINING AND ENTREPRENEURIAL
DEVELOPMENT –KUMASIIN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF POST GRADUATE DIPLOMA IN EDUCATION

AUGUST, 2021

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DECLARATION

CANDIDATE’S DECLARATION
I hereby declare that, is the result of my original work and that no part of it has been presented to another in
the institution or elsewhere.
Candidate’s Name…………………………………………….
Signature: …………………………………………………….
Date …………………………………………………………….

SUPERVISOR’S DECLARATION
I hereby declare that the preparation and presentation of this project work was supervised in accordance with
the guidelines on supervision of project work laid down by the Akenten Appiah-Menka University of Skills
Training and Entrepreneurial Development (Previously UEW-K)

Supervisor’s Name …………………………………………..

Signature: …………………………………………………….
Date …………………………………………………………….

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DEDICATION
To my mother Mrs. Rose Esther Essel whom I see as an inspiration in every step that I take. You have
always been there for me even when no one is supporting me .And all my course mate during the program

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ACKNOWLEDGEMENT
I thank the Almighty God for given me the ability to think, the inspiration and strength given me
throughout the project work. Glory be unto His name. I also wish to express my sincere gratitude to my
project supervisor, Dr. Philip Oti Agyen .And to all my lecturers at Akenten Appiah-Menka University of
Skills Training and Entrepreneurial Development–Kumasi (Previously UEW-K) . I cannot forget all the
teachers at Bompeh Senior High Technical School – Takoradi, especially to the Head of business
Department, Madam Gloria Ansah for their love and guidance exhibited towards me during my teaching
practice.

Finally, to my Parent and Siblings (Simons -Dadzie family) God bless you all.

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ABSTRACT
The research seek examine and assess teachers guide in delivering business Management at
Senior High School. Certain contributing factors is the nature of contributed effectiveness, efficiencies
and quality of teaching were examined and recommendations for progress and create opportunity for
more study for improvement.

Chapter one focuses on teaching syllabus for year two which covers three terms with sample
teaching syllabus.

Chapter two examines lesson order and scheme of work which takes into consideration sample
for three terms.

Chapter three is the presentation of lesson plan for four topics for effective teaching and learning.

Chapter four is the teaching and learning resources which include instructional sheets which
consider in-depth information for the pupils.

Chapter five is about the test items construction, a table of specification, test items (objectives and
essay) and marking scheme. The last chapter focuses on the summary, conclusion and
recommendation of the whole study.

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TABLE OF CONTENTS

CONTENTS PAGES
Declaration 1198
Dedication 1199
Acknowledgement 1200
Abstract 1201
Table of contents 1202

CHAPTER ONE: INTRODUCTION 1204

1.1 Background to the Study 1204
1.2 Statement of the Problem 1204
1.3 Purpose of the Study 1204
1.4 Significance of the Study 1204
1.5 Scope of the Study 1205
1.6 Limitations of the Study 1205

CHAPTER TWO: TEACHING SYLLABUS, LESSON ORDER AND

SCHEME OF WORK 1206
2.1 Teaching Syllabus 1206
2.2 Content of Syllabus 1206
2.3 Planning a Syllabus 1207
2.4 Parts of Teaching Syllabus 1207
2.5 Sections and Units 1207

CHAPTER THREE: TEACHING AND LEARNING RESOURCES 1219

3.0 Introduction 1219
3.1 Importance of Instructional Materials (TSM/SSM) 1219
3.2 Planning to Use Instructional Materials in Classroom 1219
3.3 Types of Teaching/Learning Resources 1219
3.4 Task Analysis 1219
3.4.1 Task Listing Sheet 1219
3.4.2 Task Detailing Sheet 1220
3.5 Instructional Sheets 1220
3.5.1 Information Sheet 1220
3.5.2. Job Sheet 1220
3.5.3. Operation Sheet 1220
3.5.4. Assignment Sheet 1220
3.5.5 Introduction 1223
3.5.6 Reasons for Preparing and Using a Lesson Plan 1223
3.5.7 Factors to Consider When Planning a Lesson 1223
3.5.7 Stages in Lesson Preparation 1223

CHAPTER FOUR: TEST ITEMS CONSTRUCTION 1227

4.1 Introduction 1227
4.2 Test Items Construction 1227
4.2.1 Introduction 1227
4.3 The Table of Specification 1227
4.3.1 Topic 1227
4.3.2 Abilities 1227
4.4 Test Items 1228

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4.5 Sample Test Items – Objectives 1230
4.5.1 Section B – Essay Test 1234

CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATIONS 1236
5.1 Summary 1236
5.2 Conclusion 1236
5.3 Recommendations 1236
References 1237

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CHAPTER ONE

INTRODUCATION

A. BACKGROUND TO THE STUDY

In the Ghana structuring of the educational procedures that was aimed towards strengthen and acquire
vocational and entrepreneurial capabilities in all educational level.

The low level of basic managerial and business mind set of graduate produced in the secondary cycle
of educational system demanded the need to integrate various subjects including financial accounting,
economic, cost accounting and business management under business studies in the new era of educational
structuring and reforming.

Business management deals with how individuals and organization coordinate, plan the activism and
resource through implementation of appropriate strategies to achieve an organizational goals and objectives.
The subject aid students with knowledge about managerial and effective utilization of resource to achieve
targeted goal.

This study was conducted at Bompeh Senior High Technical School in the Sekondi-Takoradi District
of the Western Region. The school has a total student population size of two thousand five hundred sixty six
(2566) students of which Thousand six hundred and six (1066) are Green track and Thousand five hundred
(1500) are Gold track and teaching staff of Hundreds of twenty five (125).

B. STATEMENT OF THE PROBLEM

Business Management is an integration of several subjects such as Economics, Accounting, Costing and
business education. It is not very difficult to get teachers who are versatile enough to teach the combination
of several subject areas effectively. But it is rare to find competent teachers who possess adequate
knowledge of all the necessary areas, many teachers of Business management rather concentrate on the
subject areas which they are Comfortable with and neglect the others. Students also tend to be selective and
abandon areas which they have little interest in or perceive as difficult. This leads to ineffective teaching and
learning of the subject from students hence making schools not to achieve their academic desire and goals in
the course.

C. PURPOSE OF THE STUDY

The objective of the study is to prepare a guide which will enhance the teaching of Business
Management in Senior High Schools in Ghana. The guide will outline the necessary teaching and learning
resources to use, preparations to make and procedures to follow to achieve effective teaching and learning of
the subject.

D. SIGNIFICANCE OF THE STUDY

This study would help teachers to make adequate preparation especially in areas where they do not have
expert knowledge before undertaking a lesson. This would assist effective delivery of Business Management
lessons in our schools.

Moreover, the study would benefit educationists, policy-makers and other stakeholders in their
decisions and policies regarding to the advancement of Senior High School Education. Again, it is aimed
that educationists and administrators in areas with similar situations would find the conclusions and
recommendations of this project essential to their own conditions.

Finally, the study would contribute to the in depth much Literature relating to teaching of Business
Management in High Schools and ascertain future researchers on related course of study.

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E. SCOPE OF THE STUDY
This work is limited to the teaching of business management in senior high of Green track of Bompeh
senior high technical school, Takoradi as well as the teaching syllabus, lesson order, lesson plan and scheme
of work. It covered the period of second term of the 2021/2022 academic year.

F. LIMITATIONS OF THE STUDY

Most of the time many research undertaking encounter variousfundamental limitations and this study
was no Exception. A major limitation to this project was the lack of adequate financial resources. The
project involves typing, printing and travelling which requires a lot of money. Lack of readily organized data
for the study was a limiting factor, however, within the constraints; all attempts were made to undertake a
valid comprehensive study.

Again, the difficulty in finding appreciable number of education stakeholders to share their
experiences, challenges and the unwillingness of others to share their information to enrich the project.

Finally, The fact that the project is time and labour involving. Typing, editing and getting to various
geographical locations to gather information all demand physical efforts and time, but all these are in limited
supply.

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CHAPTER TWO

TEACHING SYLLABUS, LESSON ORDER AND SCHEME OF WORK

INTROUDUCTION

A. TEACHING SYLLABUS
Teaching Syllabus is one of the important material in the teaching and learning process .After rigorously
going through this section, it is envisaged that student is will be able to:
 Give reason for preparing and using a syllabus when going to teaching
 Plan a syllabus before and after teaching
 Explain what a syllabus is about
 Prepare a teaching syllabus

a) INTRODUCTION
A syllabus is a document that takes into account of a course of study, which are mostly not detailed
and in -depth, it is generally aids as a guide to teachers and it is required of a teaching to re-arrange
them for an effective and efficient instruction and learning procedures.

b) Reason for having a syllabus

The rational for having and using a syllabus are sum up as below:
 It aids the instructor/teacher to study and plan his work over a specific given period of the course.
 It help the teacher to ascertain the performance of the students to a set standard.
 It the concepts to be developed and gives information to the teacher on what the pupils should
learn.
 It enables the teacher to know at a glance the topics to be covered and to be treated
 It ensures standardization of the same course held at different learning areas.

B. CONTENT OF SYLLABUS
A well prepared syllabus should consist of the following main sections:
 Preamble / instruction: this part contains statements that express the reasons for providing the course
and how it fits into the curriculum of a particular programme.
 Objective: behavioral objectives to be achieved for studying the course
 Entry requirements: who qualify to enroll on the course? These should be clearly stated.
 Duration: these specify the length of time allocated for studying the course.
 Assessment method: Guidelines should be given on the methods for assessing students that is (40%
continues assessment and 60% end of term examination)
 Topics: all lists of relevant areas of coverage should be included
 Major activities: the activities teachers and students are to perform are included.
 Instructional materials: the activities teachers and students are to perform are included.
 Instructional materials: these material include; textbooks, equipment, tools, audio-visual resources Eg.
(photographs, record players films etc)
 Reference: A list of useful references, to be used by both the teacher and the students.

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C. PLANNING A SYLLABUS
Syllabus planning and advisory committee constitute the following. The committee is made of:
 Representative of government
 Representative of the examining body. Eg WAEC, Technical Exam unit
 Representative of education.
 Representative form industry and commerce. Eg ECG, AGC

The committee is well denoted by all interest groups to ensure that no groups of individuals are left out.
To break down the syllabus, the following information should be critically examined.

 The objectives of the course.

 The content of the syllabus
 The suitable teaching and learning techniques to be used.
 The proper approaches for assessing whether students have understood the lesson

An examination syllabic (often referred to as the traditional syllabus) does not take into consideration
the competencies students are to require, appropriate teaching strategies and methods for assessing what the
students has been taught. These short comings of the examination syllabus have necessitated the translation
of this type of syllabus into a teaching syllabus.

D. PARTS OF TEACHING SYLLABUS

A well prepared teaching syllabus follow a certain concepts, namely
 Sections
 General objectives
 Units
 Specific objectives
 Content
 Teaching / Learning activities
 Evaluation

E. SECTIONS AND UNITS

Annually work has been divided into unit. A unit which consist of large degree of homogeneous group
of knowledge within the subject .The sections are further broken down into units which consists of a core
related and more homogeneous body of knowledge and skills. (CRDD 1999).

Every unit of the syllabus has a set of general objectives which describes precisely and accurately
what the leaner is require to be able to do in order to define and describe learning. The general objectives are
summary of the specific objectives of the various units. Each unit is structured in five columns units,
specific objectives contents, teaching and learning activities and evaluation.

 Unit: The first column consists of unit which is based on the section depends on how the major topic of
the section has broken down. The units are numbered.
 Specific Objectives: In this column, the expected learning outcome or the terminal behavior expected of
the learners when topics treated are listed logically under each main topic.
 Content: The content in third column of the syllabus presents a selected body of information that will be
needed to use in teaching a particular topic.
 Teaching and learning activities: The most effective and efficient teaching methodology that gears
towards maximumpupil’s involvement to bring about each of the state terminal behaviors stated in column
four.
 Evaluation: Suggestions and exercises for evaluation of the lesson of each topic are indicated in column
five.

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It contains the right means of assessing and examining whether or not the learner can exhibit the
expected behavioral ways stated in the specific objective column.

F. FORMAT FOR TEACHING SYLLABUS

NAME : YEAR
INSTITUTION : FORM
DEPARTMENT : SEMESTER
SUBJECT :

G. SAMPLE TEACHING SYLLABUS

NAME : EBENEZER SIMONS -DADZIE YEAR: 2021
INSTITUTION: BOMPEH SENIOR HIGH TECH.SCH CLASS: SHS TWO
DEPARTMENT: BUSINESS SEMESTER: ONE
SUBJECT: BUSINESS MANAGEMENT TITLE: NATURE OF MANAGEMENT
H. GENERAL OBJECTIVES:
By the end of the lesson, the student will be able to:
 appreciate the world of business
 Be aware of the forms of business organizations being operated in Ghana.
 Appreciate the need to study management.
 Recognize the social, ethical and legal responsibilities of business.
 Recognize the need for business to respond to their social, ethical and legal responsibilities.
 Acquire skills in using principles learnt to solve problems through case study.

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TEACHING
UNIT SPECIFIC CONTENT AND EVALUATION
OBJECTIVES LEARNING
ACTIVITIES
The student will be Evolution of man’s Assist students Organize a
UNIT 1 able to: efforts to to: symposium on the
supplyhis/her needs topic.
FORMS OF 1.1.1 Explain the since creation Man Trace the
BUSINESS world of business has since time evolution of What forms of
ORGANIZATION immemorial business business
1.1.2 Explain the employed several organization are
concept ofbusiness ways in which to Note: Use more sustainable
organization. supply his needs and graphical over time?
wants. presentation in
1.1.3 Identify the doing this.
major forms of Concept of business
Business organization Entity Discuss the
organization and involved in the concept of
their transformation of business
characteristics. resources into organization.
products and services
in order to meet the Note:Stress on
needs of people. the importance
ofmanagementi
Major forms of dentity and
businessorganizations discuss the
- Sole proprietorship, characteristics
- Partnership, of each form of
- Limited liability business
company, organization.
- Public corporation,
- Co-operatives

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UNIT SPECIFIC CONTENT TEACHING EVALUATIO

OBJECTIVES AND N
LEARNING
ACTIVITIES

UNIT 1(CONT’D) The student will be able Assist students to: Students in
to; groups discuss
FORMS OF Role play the Write the how they would
BUSINESS 1.1.4 Describe the procedures for the advantages and know the
ORGANIZATION procedures for formation of disadvantages procedures in
the formation of various business of partnership. forming their
the various organizations. various business
business Emphasize the State the and the possible
organizations. documents used advantages and challenges that
for registration. disadvantages can contribute to
of sole failures and how
1.1.5 Outline the Brainstorm to proprietorship. to overcome
advantages and bring out Why is it them
disadvantages of advantages and common in
the various disadvantages of Ghana
forms of the various forms
business of business
organization. organizations.

1.1.6 Describe the Discuss methods Write an essay

methods for sharing profits on causes of
fordistribution of profits and losses in business
and absorption of various business failure.
losses in various organizations
forms of business
organization. Discuss the
reasons why
1.1.7 Outline the causes some
of business businesses fail.
failure. e.g. managerial
incompetence –
lack of
competent
managers for
the business
enterprise

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 SAMPLE TEACHING SYLLABUS

NAME : EBENEZER SIMONS -DADZIE YEAR: 2021
INSTITUTION: BOMPEH SENIOR HIGH TECH.SCH CLASS: SHS TWO
DEPARTMENT: BUSINESS SEMESTER: ONE
SUBJECT: BUSINESS MANAGEMENT TITLE: MEANING AND PROCESS
OF MANAGEMENT
TEACHING
UNIT SPECIFIC CONTENT AND EVALUATION
OBJECTIVES LEARNING
ACTIVITIES
UNIT 2 The student will be Meaning of Assist students Students in groups
able to: management to: discuss how they
MEANING AND Involves would set goals
PROCESS OF 1.2.1 Explain coordinating and Brainstorm the and use the
MANAGEMENT management overseeing the work meaning of process of
activities of others management. planning,
1.2.2 Explain the to achieve organizing,
basic organizational goals Note: stress directing,
functions of and objectives that monitoring and
management. through the use of management controlling in their
appropriate aims at school activities
strategies and tasks accomplishing and write report
goals efficiently for class forum.
and effectively.
1.2.3 Identify the The four
different basic Discuss why it What is the
levels of functions is necessary to relationship
management. ofmanageme plan, organize, between the board
nt - planning direct and of directors and
1.2.4 Identify - organizing control, the various levels
types of - directing monitor, of management of
managers by - controlling, evaluate and the a company
their monitoring, need for
functions in evaluation and feedback on the Students
organizations. feedback activities of interview some
organizations. managers in
1.2.5Identify Levels of their locality
careers in management Discuss the and present a
business - Top management/ different levels report to be
management. - Corporate level ofmanagement discussed in
- Middle designed in class
management/Func helping to meet
tional level corporate
- Lower objectives.
management/opera
tional level Describe the
functions of
Types of Managers each of the
- Administration managers listed
- Finance under content.
- Marketing

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- Human Resource
- Procurement Discuss careers
- Production/Operat in management.
ions
- etc

Careers in
management
e.g. Human Resource
Manager,
Finance Manager,
Accounts Manager,
Marketing Manager,
Transport Manager,
etc.

 LESSON ORDER AND SCHEME OF WORK

 INTRODUCTION
A lesson order helps the teacher to see at a glance the topics to be treated in a particular term or
semester .The topic are arranged in a such a manner that the easy topic are taught first before the
difficult ones.

 POINTS TO CONSIDER WHEN PLANNING THE LESSON ORDER

 The number of weeks in a particular term or semester
 The term or semester the lesson order is being planning for the total number of periods allocated to
the subject
 Duration of period
 Total numbers of topics
 Class exercises or tests to be given to the student
 Educational visit/filed trips
 The level of the students ability
 The period of revision
 Sporting activities (e.g inter houses, inter colleges)
 End of term examinations
 Buffer periods

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 LESSON ORDER FORMAT

NAME : CLASS:
INSTITUTION : SEMESTER:
DEPARTMENT : YEAR:
SUBJECT:
LESSON WEEK DATE DURATION TOPIC
ORDER

 LESSON ORDER
NAME: EBENEZER SIMONS -DADZIE. FORM: TWO
INSTITUTION: BOMPEH SENIOR HIGH TECH, SCH. SEMESTER: TWO
DEPARTMENT: BUSINESS YEAR: 2O21
SUBJECT: BUSINESS MANAGEMENT

LESSON ORDER WEEK DATE DURATION TOPIC

- 17/01/21 1 105mins GENERAL CLEANING
1 25/02/21 2 105mins NATURE OF MANAGEMENT
2 1/03/21 3 105mins NATURE OF MANAGEMENT
3 9/03/21 4 105mins CLASS TEST
4 15/03/21 5 105mins MEANING AND PROCESS OF MANAGEMENT
5 23/04/21 6 105mins MEANING AND PROCESS OF MANAGEMENT
6 1/04/21 7 105mins ROLE OF GOVERNMENT IN THE ECONOMY
7 8/04/21 8 105mins CLASS TEST
8 12/04/21 9 105mins BUFFER PERIOD
9 23/04/21 10 105mins ROLE OF GOVERNMENT IN THE ECONOMY
10 29/04/21 11 105mins INTERNATIONAL BUSINESS AND
CHALLENGES OF DEVELOPING ECONOMIES
11 5/05/21 12 105mins INTERNATIONAL BUSINESS AND
CHALLENGES OF DEVELOPING ECONOMIES
12 12/05/21 13 105mins INTERNATIONAL BUSINESS AND
CHALLENGES OF DEVELOPING ECONOMIES
13 19/05/21 14 105mins REVISION
14 25/05/21 15 105mins EXAMINATION

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 LESSON ORDER
NAME: EBENEZER SIMONS -DADZIE. FORM: THREE
INSTITUTION: BOMPEH SENIOR HIGH TECH, SCH. SEMESTER: TWO
DEPARTMENT: BUSINESS YEAR: 2O21
SUBJECT: BUSINESS MANAGEMENT

LESSON ORDER WEEK DATE DURATION UNIT/TOPIC

- 17/05/21 1 105mins GENERAL CLEANING
1 24/05/21 2 105mins GLOBALIZATION AND ECONOMIC
INTEGRETION
2 7/06/21 3 105mins GLOBALIZATION AND ECONOMIC
INTEGRETION
3 14/06/21 4 105mins GLOBALIZATION AND ECONOMIC
INTEGRETION
4 14/06/21 5 105mins CLASS TEST
5 21/06/21 6 105mins FUNCTIONAL AREAS OF MANAGEMENT 1
6 28/06/21 7 105mins FUNCTIONAL AREAS OF MANAGEMENT I
7 5/07/21 8 105mins CLASS TEST
8 12/07/21 9 105mins FUNCTIONAL AREAS OF MANAGEMENT II
9 19/07/21 10 105mins FUNCTIONAL AREAS OF MANAGEMENT II
10 26/07/21 11 105mins BUFFER PERIOD
11 2/08/21 12 105mins ENREPRENUERSHIP AND SMALL BUSINESS
MANAGEMENT
12 9/08/21 13 105mins ENREPRENERSHIP AND SMALL BUSINESS
MANAGEMENT
13 16/08/21 14 105mins REVISION
14 23/08/21 15 105mins EXAMINATION

 SCHEME OF WORK
NAME: EBENEZER SIMONS -DADZIE. FORM: TWO
INSTITUTION: BOMPEH SENIOR HIGH TECH, SCH. SEMESTER: TWO
DEPARTMENT: BUSINESS YEAR: 2O21
SUBJECT: BUSINESS MANAGEMENT

A scheme of work is a systematic arrangement of a syllabus for teaching and learning purposes.

The scheme of work is more detailed than the lesson order to enable the teacher to know exactly what
he or she should do and teacher. A scheme of work is a planned for usage within a specific term or semester.
It links all the lesson plans and it shows at a glance the topics to be covered every week and also scheme of
work also provides the order and periods during which other activities.

It is planned in a way that if there is change of the teacher, the new teacher can be able to use it when
the regular teacher is absent. The factors considered when planning the scheme of work
 The number of weeks in the term
 The duration for each period (in minutes)
 The general objectives or the lesson
 The content objectives of the lesson
 The content (i.e area of coverage)
 The teaching method to be employed
 The relation of the topics to other courses of the programmes

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 The relevant instructional material for trenching and learning the individual topic charts, models, real
objects and instructional sheet.

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SCHEME OF WORK FORMAT
NAME : YEAR :
INSTITUTION : CLASS :
DEPARTMENT : TERM :
SUBJECT :

WEEK DURATIO TOPIC GENERAL CONTENT T/M RELATED TM/S REFERENE ASSIGNMENT REMARKS
N OBJECTIVE STUDIES M

SCHEME OF WORK FORMAT

NAME : EBENEZER SIMOMS -DADZIE YEAR : 2021
INSTITUTION : BOMPEH SEN.TECH.SCH. FORM : ONE
DEPARTMENT : BUSINESS SEMESTER : TWO
SUBJECT: BUSINESS MANAGEMENT

WEEK TIME TOPIC GENERAL CONTENT TEACHING RELATED TWM REFEREN ASSI REMAR
OBJECTIVE METHOD STUDIES / SSM CE GN KS
MEN
T
1 105 Forms of Appreciate the Evolution of Explanation and Economics/ Explanation ANECA. Narra
business world of business man effort to discussion Accounting and BM text (2005). te
organizatio supply his/her book Business man
n needs management evolu
and tion
administrati effort
on degree to
white book suppl
y
their
needs
2 70 Forms of Understanding The concept Explanation and Economics/ Discussion ANECA. Expla
business the concept of of business discussion Accounting B.M text book (2005). in the
organizatio business organization Business conce
n management pt of
and busin
administrati ess
on degree organ
white book izatio
n in
your
own
under
standi
ng

3 35 Forms of Appreciate the Major forms Explanation and Economics/ illustration ANECA. Expla
business need to study of business discussion Accounting and B.M text (2005). in
organizatio management organization book Business two
n 1sole management of the
proprietorship and forms
2. Partnersh administrati in
ip on degree your
3. Limited white book own
liability under
4. Co- standi
operative ng

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3 70 Forms of Recognize the Procedures for the Discussion Economics/ Explanation ANECA. (2005). Prepare a brief
business social, ethical formation of Accounting and B.Ms text Business note on
organization and legal various business book management and business Act
responsibilities organization administration 151, 1992
of business 1. Registration degree white book
of business name
Act 151, 1992
2. Incorporated
partnership (Act
152, 1992)
3. Company
code (Act 179,
1963)
4 70 Forms of Acquire skills Outline the Lecture, Economics / Explanation DD (2007) State and
business in using advantages and explanation and Accounting and B.M text Teaching Syllabus explain 3
organization principles learnt disadvantages of discussion books for business advantages of
to solve various business management sole
problems forms (S.H.S.) proprietorship
through case
study
4 35 The legal Understand the Meaning of legal Explanation Economics Explanation DD (2007) Mention four
framework legal framework - it is and B.M note Teaching Syllabus rules you think
of Business framework in the set of books for business business should
which business guidelines , rules management operate with.
operate of conduct and (S.H.S.)
regulations within
which business
must operate and
enforceable in the
court
5 70 The legal Understand the The element and Explanation Economics Explanation DD (2007) Explain four of
framework principles of general principles and Teaching Syllabus the principles
of Business contract and of contract discussion for business in your own
agency and how 1. Offer and management words
these affect acceptance (S.H.S.)
business 2. Intention to
contract
3. Capacity
4. Formalities
5. Illegality
6. Consideration
7. negotiation
5 35 The legal Appreciate the Classification of Lecture, Economics/ Explanation DD (2007) State and
framework importance of contract explanation and labour Teaching Syllabus explain the
of Business negotiation 1. Simple discussion relation for business classifications
instrument in 2. Specialty books management of contract
business 3. Contract of (S.H.S.)
record

6 70 The legal Develop the Ways of Explanation Labour Explanation DD (2007) Explain various
framework skills acquired discharging a and relation Teaching Syllabus ways of
of business in solving basic contract discussion books for business discharging
problems 1. Performance management contract
through case 2. Agreement (S.H.S.)
study 3. Frustration
4. Breach
5. Lapse of time
6. Act of God or
nature
6 35 Financial Understand the Financial Explanation, Economic Explanations DD (2007) Give five
and Non- role of institution- An Discussion /Accounting Teaching Syllabus financial sector
bank Financial and institution which books for business you know
financial non-bank provides financial management
institution institution in services like (S.H.S.)
business banking , savings,
insurance etc

7 35 C L A S S T E S T

7 70 B U F F E R P E R I O D
8 70 Financial Be aware of the Meaning of money- Explanation Economic/Accou Adentwi, K.I, State 5

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 Volume 7, Issue 9, September – 2022 International Journal of Innovative Science and Research Technology
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and Non- relationship between Any commodity which nting books Amartey, M.A. countries
bank money,banking,inflation is generally accepted (2012). A Practical and their
financial and deflation as a means of payment Approach to Doing currency
institution and settlement of debt Educational
Financial Recognize the role of The function of the Discussion Economic/Accou Adentwi, K.I, State
8 35 and Non- the stock exchange and central bank and nting books Amartey, M.A. three
bank insurance in business 1. Issuing and Explanation (2012). A Practical function
financial redemption currency Approach to Doing s of the
institution 2. Banker to the Educational central
government bank in
3. Banker to other sustaina
banks bility of
4. Lender of last consolid
resort ated
5. Control money banks in
supply Ghana.

9 70 Financial and Develop skills in Types of account Explanation Accounti Adentwi, K.I, Explain the
Non-bank solving basic business 1. Savings and discussion ng books Amartey, M.A. types of
financial problems through case 2. Current (2012). A Practical account
institution study 3. Fixed deposit Approach to
4. Call account Doing Education
9 35 Entrepreneurship Recognize the role of Meaning of Explanation Economi Adentwi, K.I, State 4
and small business entrepreneur and small entrepreneurship - and c books Amartey, M.A. enterprise
management business in the economy Act of using Discussion (2012). A Practical venture
of Ghana personal initiative, Approach to around you.
engaging in Doing Education
calculated risk -
taking ,to create
new business
venture by raising
resources,,
applying
innovative and new
ideas to develop
product to serve
problems for
satisfaction
10 70 Entrepreneurship Acquire skills in Identify the role of Explanation Economi Adentwi, K.I, State four
and small business establishing and entrepreneurs And Discussion cs books Amartey, M.A. roles of any
management growing small business (2012). A Practical business
in Ghana Approach to person in
Doing Education your society

10 35 Entrepreneurship and Develop skills Meaning of small Adentwi, K.I, Define

small business in using the business - Economic Amartey, M.A. small
management principles learnt Organization that is books (2012). A Practical businesses
in solving independently owned , Explanation Approach to Doing in your own
problems financed and operated and discussion Education words
through case
study

11 70 F I E L D T R I P

11 35 C L A S S T E S T

12 105 R E V I S I O N

13 105 E X A M I N A T I O N

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ISSN No:-2456-2165

CHAPTER THREE

TEACHING AND LEARNING RESOURCES

A. INTRODUCTION
Teaching and learning resources is teacher and students support materials (TSM/SSM) that assist the
teacher’s/student work in the classroom. It is sometimes cumbersome to transfer new ideas and unknown
information by making use of words, leading to the use of instructional materials that are visible and
substantial.

B. IMPORTANCE OF INSTRUCTIONAL MATERIALS (TSM/SSM)

 They help to maintain the attention of students.
 Instructors / teachers do not only have to rely on their cognitive level
 They create so many venue and medium for delivering to communicate information.
 They develop differences in sensory impressions.
 .Help teachers to replace real object if are unable to carry it to the classroom.

C. PLANNING TO USE INSTRUCTIONAL MATERIALS IN CLASSROOM

To ensure effective and efficiency in the classroom:
 Teachers must familiarize him/herself with the use and application of TSM and SSM.
 Teachers must also rehearse the presentation before going to the class in order to eschew the
tendency of embarrassment when things do not go well.
 Teacher must do in-depth research and probing on the course and the environment in other to be
on top of issues without any bias
 Teacher must allow student to make a feel of the materials only if it is hazardous.

D. TYPES OF TEACHING/LEARNING RESOURCES

For the purpose of this discussion, TSM/SSM can be grouped into two.
 Two dimensional, for examples, charts chalk board, pictures, overhand projectors (OPH) and
transparencies instructional sheets etc.
 Three dimensional for example, models, real object.

E. TASK ANALYSIS
A task analysis is a logically related set of actions required for the completion of an entire piece of work.

A job consists of a number of tasks. To analyze the job, you have to list all the tasks that are involved
the job.

a) Task Listing Sheet

Sheet is used to ensure that all important tasks in a programme of study are covered. A task listing
sheet comprises of the following columns being: Number, Task and Frequency of performance,
importance and learning challenges.
 Number column: The act of writing serial numbers of a task.
 Task Column: Contains the identified tasks of the vacation. The column also should contain only
essential tasks.
 Frequency of Performance: In this column, how often the task identified is carried out in
undertaking the job indicated the frequency column enables the teacher to plan and prepare for the
tasks in time.
 Importance Column: The importance attached to the task. The tasks are graded form 1 to 5 to show
their level of importance. A task graded 1 is important but grad 5 is the most important. The grading
enables the teacher to handle those that are the most important so as they can be taught and learnt

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even if it becomes extremely difficulty to have time to teach and learn all task in a particular term or
semester.
 Learning difficulty Column: Covers the difficulty level of the task. The task may be important but
not difficult. The arrangement allows the teacher to spend more time and resources on the very
difficult tasks. The difficulty level is graded form 1 to 5:1 being easy and 5 being difficult.

b) Task Detailing Sheet

This is the second part of the task analysis process.

Task detailing sheet list in order, the major steps involved in performing each of the task in the
listing sheet.

Task detailing sheet also comprises of four columns, below:

 Number Column: Is the column where serial numbers of the task to be performed are listed.
 Steps in Performing the Task: This column list the various steps required in performing the task
logically.
 Type of Performance: This indicates the nature of performance E.g. Recall, Manipulation, problem
solving etc.
 Learning Difficulty: This column is graded form easy to very difficult.

F. INSTRUCTIONAL SHEETS
Instruction sheet is group under instructional materials which are visible or written materials containing
instructions to guide a student to perform a given task on a lesson.

There are four main types which are normally discussed. They are:
 Information sheet.
 Job sheet
 Operation sheet
 Assignment sheet

 INFORMATION SHEET
This is a written instructional material developed in the form of notes or handouts for a particular lesson.

 Characteristics of a good information sheet

 The information presented should be better understanding.
 Headings must be boldly written and underlined.
 The language used must be understood by the pupil.
 Paragraphs should be clearly separated from each other for easy reading.
 Sentences should be very short and brief for better comprehension.

SAMPLE INFORMATION SHEET

INSTITUTION : BOMPEH SENIOR HIGH TECHNICAL SCHOOL

SUBJECT : BUSINESS MANAGEMENT
TOPIC : NATURE OF MANAGEMENT
LESSON NO. : 1
TERM : ONE

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a. Explaining the world of business
Evolution of man’s effort to supply his or her needs since creation. Man has since time immemorial
employed several ways in which to supply his needs and wants
b. Explaining the concept of business organization
Entity involved in the transformation of resource into product and service in order to meet the needs
of people.

c. Identifying the major forms of business organization and their characteristics

 Sole proprietorship
 Partnership
 Limited liability company
 Public corporation
 Co-operation

d. Describing the procedures for the formation of various business organization

 Registration of Business Name – According to Act 151, 1962 every company that is incorporated
should be registered the name of the company in the registrar general department for name
franchise and legitimacy
 Incorporation Partnership law –Again with reference to Act 152 1962 , every company must be
legally registered under the partnership law
 Company Code – with regards to Act 179, 1963 , there should a document that contain the code of
conduct and regulations that will guide companies

Describing the method for disturbing of profit and absorption of losses in various forms of
business organization
o Sole proprietor – The owner take all profits and bears all losses
o Partnership – The partnership shares profit and losses in agreed ratios
o Companies – The profit are shared according to number of shares held by individual shareholders
 Outlining the causes of business failure
o Managerial incompetence
o Insufficient capital
o Weak control system
o Risk

REFERENCE: Fry.F.L. Entrepreneurship: A planning Approach. Eagan: west publishing .1993

SAMPLE INFORMATION SHEET

INSTITUTION : BOMPEH SENIOR HIGH TECHNICAL SCHOOL

SUBJECT : BUSINESS MANAGEMENT
TOPIC : MEANING AND PROCESS MANAGEMENT
LESSON NO. : 2
TERM : ONE

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a. Explaining the roles of the manager
Manager is someone who coordinate and oversees the work of other people in order to achieve
organizational goals
 Roles of Manager (Interpersonal)
 Figurehead
 Leader
 Liaison
 Informational
 Monitor
 Disseminator
 Spokesperson
 Decisional
 Entrepreneur
 Disturbance handler
 Resource allocator
 Negotiator

 Listing what make difference of how culture influence management practices in Ghana
 Customs
 Belief
 Attitudes
 Values

b. Differencing administration from management

 Administration – It involves implementation of policies, procedures, regulations, rules, guidelines and
sanctions
 Management – it is the concerned with policy formulation at the corporate level. The major roles or
activities are planning, organizing, directing, and controlling monitoring, evaluation and feedback of
organizational activities

 Job Sheet
Job sheet is a written list of instructions of the main steps arranged in order of performance for the
completing an entire piece of work. This type of sheet is used when presenting a practical based oriented
lesson.

 Operation Sheet
An operation sheet is a detailed written instruction describing exactly how to perform a given task
systematically as listed in job sheet. It is gear towards aiding students to undergo systematic tasks after
instruction exhibition.

 Assignment Sheet
An assignment sheet is used to assess and probe students study or performance of a procedures in project
work undertaking.

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SAMPLE ASSIGNMENT SHEET

NAME : EBENEZER SIMONS -DADZIE LESSON NO: 1

INSTITUTION: BOMPEH SENIOR HIGH. TECH. SCH. FORM: SHS ONE
DEPARTMENT: BUSINESS TERM: ONE
SUBJECT : BUSINESS MANAGEMENT

QUESTIONS
1. Explain the concept of business
2. Identify the major form of organization in Ghana
3. State and explain the characteristics of forms of business
4. Describe the procedures in formation of business in Ghana
5. Outline the causes of business failure in Ghana
SUBMISSION DATE: AUGUST 20TH 2021

LESSON PLAN

 Introduction
A lesson plan is an instructional guide that shows how resources (both human and physics) will be organized
so that students will acquire and develop the expected knowledge and skills, the lesson plan is more detailed
than scheme of work and it is prepared in a specific lesson

 Reasons for preparing and using a lesson plan

Teacher plan their lesson because of the following reasons:
1. The lesson plan enables the teacher instructor to present his or her lesson logically
2. It enables all the instructional objectives to be achieved.
3. Appropriate instructional materials (e.g assignment, exercise, projects) can be identified and given to
pupils / students.
4. The lesson plan serves as a record of work done so that topics are not necessarily repeated.
5. The lesson plan serves as a record of work done so that topics are not necessarily repeated.
6. The teacher / instructor can prepare test items using the instructional objectives formulated in the
lesson plan.
7. It enables the teacher/instructor to work within the stipulated time.

 Factors to Consider When Planning A Lesson

The main issues to consider when planning a lesson are the following:
i. Topics: considers whether the topics selected for the lesson is taken form the scheme of work or
syllabus.
ii. Expected learning outcomes: the instructional objectives will clearly state the content of the
lesson topics so that end of the lesson, behavior changes can be measured.
iii. Instructional materials: In order to teach with only suitable materials, both the teacher and
student / learner support materials can be identified and be made clearly.
iv. Time/duration: the period of time must be considered so that the rate of delay can be controlled.
v. Classroom / workshop place: the place where the lesson will be presented must be known and
made ready.
vi. Activities to be assigned: for a successful evaluation of the lesson, learners activities (i.e class
exercises, project work and assignment should be added in the lesson)

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 Stages in Lesson Preparation
The four main stages in lesson preparation are the
1. Preparation stage
2. Presentation stage
3. Application stage
4. Testing stage

These stages must link each other

a. Preparation Stage
At this stage, the following must be considered;
1. Formation of general and specific objectives
2. Selection of the appropriate teaching and learning strategies
3. Identification and selection of instructional materials (both teachers and learners support materials)
4. The selection of appropriate activities (e.g exercise, project and test)
5. Selection of the subject matter.
b. Presentation Stage
This is the stage that a teacher actually delivers his or her lesson after preparation.
The presentation must involve the following.
1. Introduction of the lesson by means of question, stories etc
2. Using varied methods of presentation (e.g lecture, discussion, demonstration)
3. Linking all new material, factors and procedure to those already taught.
c. Application stage
This stage encourages the students to practice or try out their ability or level of understanding on the things
they have been taught. At this stage, the teacher should consider when the following:
1. Giving relevant exercise or project
2. Ensuring that all the students participate in the activities.
d. The testing stage assists both the teacher and student to find out whether the stated instructional
objectives have been achieved. The student is required to demonstrate his or her ability or
competency with no help form the teacher. The stage helps the teacher and the student to:
1. Evaluate the effect of the teaching and learning activities
2. Determine strength and weaknesses
3. Determine whether the student should be promoted or not.

LESSON PLAN FORMAT

NAME : LESSON NO.:
INSTITUTION: FORM:
DEPARTMENT: DURATION:
SUBJECT : DATE:
TOPIC:
INSTRUCTIONAL OBJECTIVES

By the end of the lesson students will be able to:

GENERAL OBJECTIVES 1.0
SPECIFIC OBJECTIVES 1.1

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REFERENCE

TEACHING / LEARNING RESOURCES

1. Teacher Support Materials (T.S.M)
2. Student support Material (S.S.M)

PREVIOUS KNOWLEDGE
DEVELOPMENT
CONTENT METHODOLOGY TIME
BREAKDOWN TEACHER ACTIVITY STUDENT ACTIVITY (MINS)
KEY POINTS
INTRODUCTION
STEP 1
STEP 2
STEP 3
APPLICATION
CONCLUSION
ASSIGNMENT:
REMARKS:

SAMPLE OF LESSON PLAN

NAME : EBENEZER SIMONS –DADZIE FORM. SHS ONE
INSTITUTION: BOMPEH SEN. HIGH.TECH.SCH DURATION: 1HR
DEPARTMENT: BUSINESS LESSON NO.: 1
SUBJECT : BUSINESS MANAGEMENT DATE: 10/07/2021

INSTRUCTIONAL OBJECTIVE: By the end of the lesson the student will be able to:
1.0.Define small scale businesses in their words with examples
1.1. State the importance of small scale businesses and how to fund it .
1.2. Mention four ways to ensure sustainability of small scale businesses
1.3. Outline four challenges / problems facing small scale businesses
1.4. State and explain four roles of government to support small scale businesses
REFER ENCE: Fry.F.L.Entrepreneurship:A planning Approach.Eagan: west publishing .1993

TEACHING / LEARNING RESOURCES

Teacher Support Material (TSM): Pictures, Business management textbook, handouts and information
sheet
Student Support Material (SSM): Pictures, Business management textbook, handouts and information
sheet.
Relevant Previous Knowledge: Student shared their idea on small scale businesses
DEVELOPMENT

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CONTENT METHODOLOGY TIME
BREAKDOWN TEACHER ACTIVITY STUDENT (MINS)
KEY POINTS ACTIVITY
INTRODUCTION Teacher ask questions to Students answers the 5
bring out the topic question to bring out
the topic and write the
topic on the board
STEP 1. Definition of small scale Teacher ask question , guide Students write the 5
businesses with example students to define small standard definition in
scale business with their note books
examples into their note
books
STEP 2.Mention four ways to Teacher ask question ,assist Students write the ways 20
ensure sustainability of small students to mention four in their note books
scale businesses ways to ensure sustainability
of small scale businesses

STEP 3.Outline four challenges / Teacher ask question, help Students write the 15
problems facing small scale students to outline the challenges and
businesses challenges and problem problems facing small
facing small scale business scale businesses in
their note

STEP 4.State and explain four Teacher help students to Students write the roles 15
roles of government to support explain the role of of government in their
small scale businesses government in supporting note books
small scale business

APPLICATION. Teacher write question on Students answer 7

1. Definition of small scale board to ask students to question in their own
businesses with example answer in their note books words
2.Mention four ways to ensure and then go around to check
sustainability of small scale their answer
businesses
3..Outline four challenges /
problems facing small scale
businesses
4.State and explain four roles of
government to support small scale
business

CONCLUSION Teacher answer question Students ask question 3

from the students

ASSIGNMENT

1. Do you think society has a roles to play in sustaining small scale businesses? Yes/ No. Explain your
reason.
REMARKS: The lesson objective ………..% achieved

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CHAPTER FOUR

TEST ITEMS CONSTRUCTION

A. INTRODUCTION
This is the process of determining the level of understanding or performance of a student in a particular
subject or skills. It also necessary for the teacher to assess the progress of students learning and this may be
then in a systematic procedure.

There are many forms of test, each serving a purpose at different occasions. This may either be a
subjective form or objective form.
 SUBJECTIVE TEST: This is prepared in a way that the responses involved lengthy written example,
description, discussion, illustration and explanation.
 OBJECTIVE TEST: These are prepared in a way that the scoring procedure is always objective. This
type of tests of two types. Namely, the supply type and selection response type, test item must be limited
to the objectives.

B. TEST ITEMS CONSTRUCTION

a) Introduction
This is the process of determining the level of understanding or performance of a student in a particular
subject or skills. It also necessary for the teacher to assess the progress of students learning and this
may be then in a systematic procedure.

There are many forms of test, each serving a purpose at different occasions. This may either be a
subjective form or objective form.
 SUBJECTIVE TEST: This is prepared in a way that the responses involved lengthy written
example, description, discussion, illustration and explanation.
 OBJECTIVE TEST: These are prepared in a way that the scoring procedure is always objective.
This type of tests of two types. Namely, the supply type and selection response type, test item must
be limited to the objectives.

C. THE TABLE OF SPECIFICTION

This is planning document, which contains the format on which any kind of achievement test may be
planned. This may be produced on one test. Examples (written objectives practical, project work, oral and so
on and this have two major dimensions normally abilities and topic

a) Topic
This contains the unit of the subject that will be the basic of the test. This list of topics selected to be
tested. Questions are set to be covered several aspect of the topic to be tested. The total number of
question to be clearly answered should also be written at the bottom right hand corner of the table, the
total of this should represent the relative importance on each topic.

b) Abilities
This contains the aspect of the overall ability tested. It may consist of different aspect.

The ability or recall (memory) rehabilitates may range in ability such as knowledge comprehension
and application.

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TABLE OF SPECIFICATION

OBJECTIVE TEST

TOPICS LEARNING OUTCOMES TOTAL

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATI
ON
Planning 2 3 - - - - 5
Decision making 2 3 1 - - - 6
Organizing 3 3 2 - - - 8
Delegation 2 3 1 - - - 6
Communication 3 2 2 1 - - 8
Monitoring and 2 2 1 1 - 1 7
Controlling
Law of Contract 3 2 - - - - 5
Total - - - - - - 45

TABLE OF SPECIFICATION

ESSAY TEST

TOPICS LEARNING OUTCOMES TOTAL

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
Law of contract 3 2 3 - - - 8
Communication 2 2 1 - - 5
Forms of business 5 4 1 2 - - 12
organization
Business and society 3 1 1 1 - - 6
Monitoring and Controlling 1 2 - - - - 3
Integrating information and - 2 1 - - - 3
communication Technologies
Information search skills - 3 - - - - 3
Legal framework of business 2 1 1 - - - 4
Financial and Non- Financial 3 2 1 1 - - 7
institution
Total - - - - - - 45

D. TEST ITEMS
The test items are written statements which require respondent to demonstrate essential knowledge or
skills.

a) TYPES OF TEST ITEM

Basically there are two main types of test item. These are:
 Essay test items
 Objective test items

b) ESSAY TEST ITEMS

This is a type of test which requires students to:
 Compose his or her own response.
 The response is usually in the form of one or more sentences.
 No single response can be said to be entirely correct or wrong.
 The response could only be judged or scored by a well-informed-person or examiner in the area.

c) TYPES OF ESSAY
 Restricted response / close ended response
 Extended / open ended response

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d) GUIDELINES FOR CONSTRUCTION ESSAY TEST
 Plan the test.
 Restrict the use of essay test to measure the higher order domain eg. Synthesis, evaluation, etc
 Use a relatively large number of restricted response which requires short answers.
 Options must be avoided in essay test to a great extent.
 There should not be too much ambiguities.

e) FACTORS TO CONSIDER WHEN PLANNING AN ESSAY TEST

 Availability of time.
 The size of the class.
 Whether the teacher is a prolific reader or not (someone who is good at reading and scoring marks.)
 Question optionality.

f) FACTORS AFFECTING SCORING OF ESSAY TEST

 Handwriting
 Gender
 Language / Grammar
 Student appearance (halo effect)
 Ethnicity
 The size of the class
 The length of the response
 Teacher’s mood
 The syllabus covered
 The population of the class

g) HOW TO REDUCE SUBJECTIVITY IN SCORING ESSAY TEST

 Use index numbers of students instead of names.
 Be in stable condition when scoring or marking.
 Use multiple examiners
 Prepare a comprehensive scoring scheme
 Score seriating (i.e. item by item)
 Score content not grammar or hand writing etc

h) OBJECTIVE TEST ITEM

A test which provides an opportunity to determine the best or correct answer that is, subjective opinion
in scoring, is eliminated. An objective test is objective because of scoring. Its objectivity is the
effectiveness by which one can determine the correct answer.

i) TYPES OF OBJECTIVE TEST

The main types of objective tests are:
 Multiple choice type
 Matching type
 True and false (Yes or No) type
 Supply type.

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E. SAMPLE TEST ITEMS - OBJECTIVES
1. SECTION ‘A’
2. CHOOSE THE CORRECT ANSWER FROM THE GIVEN OPTIONS
3. LETTERED A-D TO ANSWER THE QUESTION BELOW
1. The document which serves as evidence for the registration of a company is
(a) Articles of Association.
(b) Certificate of Incorporation.
(c) Certificate of Trading.
(d) Memorandum Of Association
2. Which Of The Following Activities Comes First In A Business Decision-Making Process?
A. Identifying The Problem
B. Gathering Of Information
C. Developing Alternatives
D. Making A Choice
3. The Sets Of Programs Which Instruct A Computer How To Do A Particular Job Is
A. Database
B. Hardware
C. Memory
D. Software
4. The Means Of Exchanging Goods For Goods In International Trade Is
A. Barter Trade.
B. Counter Trade.
C. Entrepot Trade.
D. Terms of Trade.
5. The Salaries Paid To Government Employees Are Classified Under
A. Balance of Payment.
B. Capital Account.
C. Capital Expenditure.
D. Recurrent Expenditure.
6. A Woman Who Smoke Fish For Sale Is Engaged In
A. Direct Service.
B. Extractive Industry.
C. Indirect Service.
D. Manufacturing Industry.
7. The Channel Through Which Policies Are Communicated To Employees Of An Organization Is
A. Diagonal Communication.
B. Downward Communication.
C. Horizontal Communication.
D. Upward Communication
8. The Elements Of The Marketing Mix Are
A. Promotion, Advertising, Sales and Distribution.
B. Production, Procurement, Sales and Pricing.
C. Pricing, Production, Personnel and Purchasing.
D. Product, Price, Promotion and Place.
9. A Refund By Customs Authority To An Importer For Duty Already Paid On Goods Re-Exported Is
A. Customs Drawback.
B. Excise Duty.
C. Import Duty.
D. Sales Tax.

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10. The Document Of Title To Be Presented To Clear Goods At The Port Is
A. Bill Of Lading.
B. Certificate of Inspection.
C. Certificate of Origin.
D. Consular Invoice.
11. In A Partnership, The Bankruptcy Of A Partner Would Lead To It’s
A. Continuity
B. Incorporation
C. Liquidation
D. Solvency
12. An Advantage Of Product Branding To An Organization Is The
A. Differentiation of Items from Similar Products.
B. Increased Competition From Other Brands.
C. Increased Volume Of Production.
D. Reduction inthe Cost of Production.
13. The End Point Towards Which All Organizations’ Efforts Are Directed Is
A. Objective
B. Policy
C. Rule
D. Strategy
14. Which Of The Following Activities Is Part Of An Organizing Function Of Management
A. Analyzing The Reasons For Deviations
B. Determining The Span Of Control
C. Formulating Objectives And Strategies
D. Providing Motivation For Employees
15. A Step In Production Planning Which Gives A Timetable For The Commencement And Completion
Of A Job Is
A. Dispatching
B. Loading
C. Routing
D. Scheduling
16. A Contract Under Which A Party Undertakes To Indemnify Another Against A Risk Is
A. Assurance
B. Insurance
C. Partnership Deed.
D. Sale of Goods.
17. Commercial Banks Lend Money To Individuals And Firms In The Form Of
A. Interest and Profits.
B. Loans and Overdrafts.
C. Shares and Loans.
18. An Objective Of The Labor Union Is To
A. The Salary Of Its Members.
B. Organize Strikes When There Is Misunderstanding.
C. Rally Active Workers against Government.
D. Work towards Better Conditions for Its Members.
19. The Use Of One Cheque To Pay A Number Of People Through A Commercial Bank Is
A. Credit Transfer.
B. Direct Debit.
C. Payment Order.
D. Standing Order.

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20. A current account holder is eligible for which of the following services
A. Interest-free loan
B. Leasing facility
C. Overdraft facility
D. use of savings withdrawal form
21. The Profits Of A Public Corporation Belong, To The
A. Board of Directors.
B. Debenture Holders.
C. Government
D. Shareholders
22. In Decision-Making Process, The Step That Determines The Scope And Use Of Resources To Solve
The Problem Falls Under
A. Analysis ofthe Problem.
B. Gathering Of Information.
C. Development of Alternatives.
D. Evaluation of Alternatives.
23. An Organizational Chart Depicts
A. Channels of Informal Communication.
B. The Number of Customers.
C. The Number of Employees.
D. The Structure ofan Organization.
24. An Element In The Law Of Contract Is That
A. Acceptance Must Be Communicated.
B. All Agreements Must Be Sealed.
C. An Offer Must Be Moved By A Promisee.
D. Principals Should Always Ratify Agents’ Acts.
25. The Distribution Function Of Marketing Involves
A. Product Development and Packaging.
B. Production Facilities and Employee Welfare.
C. Segmentation and Pricing Policy.
D. Transportation and Warehousing.
26. The Type Of Training Which Seeks To Provide Employees With Work Experience In All Areas Of
The Company’s Operation Is
A. Apprenticeship
B. Coaching
C. Job Rotation.
D. Understudy Assignment.
27. In A Contract, An Agreement Is Reached When An
A. Offeror Gives Consideration.
B. Offeror Gives A Promise.
C. Offeree Accepts The Offer.
D. Offeree Declines The Offer.
28. A Reason For Job Interview Is To
A. Assess The Suitability Of Applicants.
B. Check The Health Status Of The Applicants.
C. Give The Applicant opportunity to introduce referees.
D. Revise information given on the application form.

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29. When the amount in words and figures differ on a cheque presented by a third party, the drawee will
A. Ask the payee to make the necessary correction.
B. Ask the payee to destroy the cheque.
C. Dishonor and return the cheque to the drawer.
D. Pay the higher amount to the payee.
30. Goods which consumers buy frequently in small quantities with less effort are
A. Assorted goods.
B. Capital goods.
C. Convenience goods.
D. Specialty goods.
31. Marketing begins with the
A. Selection of channels of distribution.
B. Pricing of a product.
C. Development of the product.
D. Conception of the product.
32. An advice note is issued by a seller to a buyer to inform him of the
A. Amount due for payment.
B. Arrival date of goods ordered.
C. Available goods and terms of payment.
D. Intention not to sell goods to him.
33. The use of computers in a business is influenced by
A. Legal factor.
B. Political factor.
C. Social factor.
D. Technological factor.
34. The role of government in an economy is to
A. Create enabling environment for businesses.
B. Discourage foreign investments.
C. Encourage foreign competition.
D. Generate revenue for government officials.
35. When workers refuse to complete their tasks as a way of protest, this action is a form of
A. boycott
B. lobby
C. picketing
D. Work-to-rule.
36. A document issued by a seller to a buyer to inform him of his present indebtedness and the need to
pay is
A. Credit note.
B. Debit note.
C. Preform invoice.
D. Statement of accounts.
37. A sole proprietorship form of business changes to a partnership when
A. it acquires more capital and resources.
B. it employs more qualified workers.
C. it opens branches nationwide.
D. the number of its owners increases.
38. Which of the following books will a business operator use to record smaller expenses
A. Cash book
B. Petty cash book
C. Purchases day book
D. Sales day book

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39. The qualifications that a prospective employee must possess are contained in the job
A. enlargement
B. description
C. enrichment
D. specification
40. Lender of last resort is a function performed by the
A. Central bank.
B. Commercial bank.
C. Community bank.
D. Co-operative bank.

F. SECTION B – ESSAY TEST

ANSWER ALL THE QUESTIONS BELOW
1(a) State four functions of a commercial bank
(b)List two techniques in time management
2(a) Explain the term trade union
(b)Outline five functions of a trade union
(c)Explain five reasons for workers going on strike
3(a) what is organizing as it relates to management function?
(b)Explain all the functions of management

G. MARKING SCHEME
The marking scheme is an outline of the score indicating which mark will be allocated to what question.
It is also known as the scoring scheme.

a) TYPES OF MARKING SCHEME FOR ESSAY

Generally, there are two types of marking scheme. They are:

b) Analytical point method

In this type of scheme, the examiner looks for specific points for which to awards the marks.

c) Global or impression method

The examiner reads the script and scores according to the influence on him / her or ability to convince
the examiner.

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OBJECTIVE TEST FOR MARKING SCHEME

Question Answer Question Answer

Number Number
1 B 16 B
2 A 17 C
3 D 18 D
4 C 19 C
5 D 20 C
6 D 21 C
7 D 22 D
8 D 23 D
9 D 24 A
10 A 25 D
11 A 26 C
12 A 27 C
13 A 28 A
14 B 29 C
15 D 30 C
31 D
32 B
33 D
34 A
35 D
36 D
37 D
38 B
39 D
40 A
TOTAL 40 MARKS

ESSAY TEST – SECTION ‘B’ MARKING SCHEME

QUESTION NUMBER OF POINTS MARKS TOTAL

NUMBER (ANSWER) DEMANDED
1. a Good explanation 10
b 20
10
2. a Good explanation 7
b
c 11 20

2
Good explanation 10
3. a 20
b 10

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CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

A. SUMMARY
This research was written to draw the attention of both teachers and students about effective utilization
of the Teaching Syllabus, Lesson Order, Scheme of Work, Lesson Plan as well as Teaching and Learning
Resources in the teaching of business management in senior secondary schools in Ghana.

B. CONCLUSION
The rational of some people is that anybody and everybody can teach must be rejected because, teaching
is an art and follows many pedagogical methodology in delivery. Teaching profession is a noble and
reputable and must be seen as such by everybody. The situation where teaching was solely seen as an art is
past and gone. It therefore needs a strategic planning and systematic arrangement of all resources needed for
facilitating and assisting the acquisition of knowledge, skills and attitude in the area of business
management.

C. RECOMMENDATIONS
I recommend that the current syllabus must be amended to suit the current world of highly technological
and industrial advancement competition for their students to live to standard of international recognition.

Again, after the research, I recommend that when implementing syllabus, there should be an affective
interactions with teachers, community’s leaders and other stakeholders to gather some ideas that can add
positive progress in their respective society.

Moreover, I also recommend that the syllabus must be practical base- oriented for the students to get
hands on practical skills.

Finally, I recommend that the syllabus must help the teachers to deliver teaching and learning that
will provoke the student inquisitorial minds by covering the domains of education (psychomotor, cognitive
and affective).

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REFERENCES

[1.] Adentwi, K.I, Amartey, M.A. (2012). A Practical Approach to Doing Educational Research Kumasi:
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libroblanco economy. ANECA. (2006).
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[4.] CR DOCENTIA. Backup program for the evaluation of the teaching activity of the university
teaching staff. Evaluation’s models..
[5.] DD (2007) Teaching Syllabus for business management (S.H.S.)
[6.] De Miguel, M. (2004). Adaptation from the study programs to the process of European convergence.
Education and Science Ministry. (Ed.).
[7.] De Miguel, M. and other ones. (2006). Teaching and learning methodologies for the development of
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[8.] Gonzalez, J. & Wagenaar, R. (2003). Educational structures, learning outcomes, workload and the
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