BUSINESS EDUCATORS’ KNOWLEDGE AND COMPETENCE LEVEL IN PEDAGOGICAL STRATEGIES FOR IMPLEMENTING INCLUSIVE BUSINESS EDUCATION PROGRAMS IN NIGERIA

Abstract

The study assessed business educators’ knowledge and competence level in pedagogical strategies for implementing inclusivity in the programs in Nigeria. Two research questions and six null hypotheses were used. Mixed research design with quantitative and qualitative approaches was adopted. The sample was 24 subjects from colleges of education in two states. A four-point rating scale questionnaire containing 11 pedagogical strategies, validated by three experts and an interview schedule were used for data collection. Reliability coefficient value of the questionnaire was 0.83. Research questions were answered with mean while hypotheses were tested with t-test and ANOVA at 0,05 level of significance. Qualitative data were analyzed thematically under ignorance and incompetence. The subjects' knowledge and competence level in the pedagogical strategies was very low, gender influence was not significant but that of location was. It was concluded that business educators are not yet ready for inclusivity and should be retrained by government.