CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.1 Introduction

In this chapter, the researcher analyzed, presented the data collected and

discussed the findings. The analysis was done using the procedure stated in chapter

three. Eighty six (86) copies of questionnaires were purposively distributed and

were successfully retrieved. This therefore represents a success rate of 100%,

representing the sample size.

4.2 Data Analysis

Table 4.1: Gender Distribution of Respondents

Sex No. of Respondents Percentage (%)

Male 39 45.34

Female 47 54.66

Total 86 100

Source: Field Survey 2019.

Table 4.1 above reveals that 39 respondents, representing 45.34% were

female, while 47 representing 54.66% were female.

Table 4.2: Age Distribution of Respondents

Age No. of Respondents Percentage(%)

18 and below 11 12.79

19-28 24 27.90

29-39 31 36.05

40 and above 20 23.26

Total 86 100

Source: Field Survey 2019.

From Table 4.2 above, 11(12.79%) of respondents fall between the age of

18years and below, while 24(27.90%) are between 19-28years, and those between

29-39 years formed 36.05% representing simple majority of the respondents;,

while 20 respondents representing 23.26%fall under the age range of 40 years and

above.
Table 4.3: Marital Status of Respondents

Marital Status No. of Respondents Percentage (%)

Married 41 47.67

Single 31 36.05

Divorced/Seperated 12 13.95

Widow/Widower 3 3.49

Total 86 100

Source: Field Survey 2019.

Table 4.4 above reveals that 41 respondents, representing 47.67% clear

majority are Married, while 31 representing 36.05% are Single, 12 respondents,

representing 13.95% are Divorced/Seperated, with just 3 respondent representing

3.49% are widow/Widower.

Table 4.4: Educational Qualification Distribution of Respondents

Educational Qualification No. of Respondents Percentage (%)

SSCE 15 17.44

ND/NCE 25 29.07

HND/ BSc 34 39.53

MA/MSc 10 11.63

PhD 2 2.32

Total 86 100

Source: Field Survey 2019.

From the Table 4.3 above, 34 respondents with HND/Bsc or 39.53% form a

simple majority of the respondents; 25 respondent representing 29.07% are

ND/NCE holders; while another 15 respondents representing 17.44% are SSCE

holders; while 10 respondent representing 11.63% are MA/MSc holders.

Respondents who acquired Ph.D formed 2, thus 2.32% respectively.

 4.3 Data Presentation and Analysis on the scale entrepreneur assessment of

Business competency requires of business education graduate for job

performance in Onitsha Urban.

Research Question 1: To what extent to which medium scale entrepreneurs in

Onitsha Urban asses the communication competencies required of business

education graduate in job performance

Table 4.5: Communication Competencies Required of Business Education

Graduate in Job Performance

S/N

Strongly Disagreed

Total percentage
Strongly Agreed

Total number
(Percentage)

(Percentage)

(Percentage)

(Percentage)
Disagreed
Agreed
Items

1. Negotiation skill 30 46 8 2 86
100
34.88% 53.49% 9.30% 2.33%
2. Competencies in 4 3 38 41 86
100
communication skills for
economic survival 4.65% 3.49% 44.19% 47.67%
3. Ability to understand the 49 31 1 5 86
organizations method and 100
procedures of filling 56.98% 36.05% 1.16% 5.81%
4. Listening & Speaking 53 20 10 3 86
effectively 100
61.63% 23.26% 11.63% 3.49%
5. Critical and Analytical 39 40 6 1 86
 Thinking communication 100
45.35% 46.51% 6.98% 1.16%
Source: Field Survey 2019

On the extent to which medium scale entrepreneurs in Onitsha Urban asses

the communication competencies required of business education graduate in job

performance, Table 4.5 above, reveals that 46 respondents representing 53.49%

said they ‘agreed’ and were supported by 30(34.88%) respondents who also

‘strongly agreed’ that negotiation skill is a communication competencies required

of business education graduate in job performance. The above majority opinion

was however not shared by 8 respondents, representing 9.30% who ‘disagreed’ and

were supported by 2 respondents representing 2.33% who ‘strongly disagreed’ that

negotiation skill is not a communication competencies required of business

education graduate in job performance.

As shown in Table 4.5 above, in the second item, a simple majority of 41

respondents representing 47.67% said they ‘strongly disagreed’ and were

supported 38(44.19%) respondents who ‘disagreed’ that competencies in

communication skills for economic survival is not a communication competencies

required of business education graduate in job performance. The above majority

opinion was however not shared by 4 respondents, representing 4.65% who

‘strongly agreed’ and were supported by 3 respondents representing 3.49% who

‘agreed’ that competencies in communication skills for economic survival is a

communication competencies required of business education graduate in job

performance.

In Table 4.5 above, in the third item, 49 respondents representing 56.98%

said they ‘strongly agreed’ and were supported by 31(36.05%) respondents who

also ‘agreed’ that ability to understand the organizations method and procedures of

filling is a communication competencies required of business education graduate in

job performance.. The above opinion was however not shared by 5 respondents,

representing 5.81% who ‘strongly disagreed’ and were supported by 1 respondents,

representing 1.16% who ‘disagreed’ that ability to understand the organizations

method and procedures of filling is not a communication competencies required of

business education graduate in job performance.

At Table 4.5 above, in the fourth item, 53 respondents representing 61.63%

said they ‘strongly agreed’ and were supported by 20(23.26%) respondents who

also ‘agreed’ that listening and speaking effectively is a communication

competencies required of business education graduate in job performance. The

opinion above was however not shared by 10 respondents, representing 11.63%

who said they ‘disagreed’ and were supported by 3 respondents representing

3.49% who ‘strongly disagreed’, that listening and speaking effectively is not a

communication competencies required of business education graduate in job

performance.
 At Table 4.5 above, in the fifth item, 40 respondents representing 46.51%

said they ‘agreed’ and were supported by 39(45.35%) respondents who also

‘strongly agreed’ that critical and analytical thinking communication is a

communication competencies required of business education graduate in job

performance. The opinion above was however not shared by 6 respondents,

representing 6.98% who said they ‘disagreed’ and were supported by 1

respondents representing 1.16% who ‘strongly disagreed’, that critical and

analytical thinking communication is not a communication competencies required

of business education graduate in job performance

Research Question 2: To examine the adequacy to which medium scale

entrepreneurs in Onitsha Urban asses the human relationship competencies

required of business education graduate in job performance?

Table 4.6: Human Relationship Competencies Required of Business

Education Graduate in Job Performance.
S/N

Strongly Disagreed

Total percentage
Strongly Agreed

Total number
(Percentage)

(Percentage)

(Percentage)

(Percentage)
Disagreed
Agreed
Items

1. Showing positive 36 32 8 10 86
reinforcement when
communicating with 100
others. 41.86% 37.21% 9.30% 11.63%
2. Ability to develop good 28 51 5 2 86
customer orientation for
effective operation. 100
32.56% 59.30% 5.81% 2.33%
3. Ability to organize 26 48 8 6 86
customer meetings to
improve their buying 100
behaviour. 30.23% 55.81% 9.30% 6.98%
4. Establishment of linkages 36 25 17 8 86
with other businesses and
stakeholders for mutual 100
learning and collaborative
undertaking 41.86% 29.07% 19.77% 9.30%
5. 41 32 10 3
Recognizing the 86
behavioural style of
customers 100
47.67% 37.21% 11.63% 3.49%
Source: Field Survey 2019
 On the adequacy to which medium scale entrepreneurs in Onitsha Urban

asses the human relationship competencies required of business education

graduate in job performance, Table 4.7 above, reveals that 36 respondents

representing 41.86% said they ‘strongly agreed’ and were supported by

32(37.21%) respondents who also ‘agreed’ that showing positive reinforcement

when communicating with others is a human relationship competencies required

of business education graduate in job performance. The above majority opinion

was however not shared by 10 respondents, representing 11.63% who ‘strongly

disagreed’ and were supported by 8 respondents representing 9.30% who

‘disagreed’ that showing positive reinforcement when communicating with others

is not a human relationship competencies required of business education graduate

in job performance.

As shown in Table 4.7 above, in the second item, a simple majority of 51

respondents representing 59.30% said they ‘agreed’ and were supported

28(32.56%) respondents who ‘strongly agreed’ that ability to develop good

customer orientation for effective operation is a human relationship competencies

required of business education graduate in job performance. The above majority

opinion was however not shared by 5 respondents, representing 5.81% who

‘disagreed’ and were supported by 2 respondents representing 2.33%who ‘strongly

disagreed’ that ability to develop good customer orientation for effective operation
is not a human relationship competencies required of business education graduate

in job performance.

In Table 4.6 above, in the third item,48 respondents representing 55.81%

said they ‘agreed’ and were supported by 26(30.23%) respondents who also

‘strongly agreed’ that ability to organize customer meetings to improve their

buying behavior is a human relationship competencies required of business

education graduate in job performance. The above opinion was however not shared

by 8 respondents, representing 9.30% who ‘disagreed’ and were supported by 6

respondents, representing 6.98% who ‘strongly disagreed’ that ability to organize

customer meetings to improve their buying behavior is not a human relationship

competencies required of business education graduate in job performance.

At Table 4.6 above, in the fourth item, 36 respondents representing 41.86%

said they ‘strongly agreed’ and were supported by 25(29.07%%) respondents who

also ‘agreed’ that establishment of linkages with other businesses and stakeholders

for mutual learning and collaborative undertaking is a human relationship

competencies required of business education graduate in job performance. The

opinion above was however not shared by 17 respondents, representing 19.77%

who said they ‘disagreed’ and were supported by 8 respondents representing

9.30% who ‘strongly disagreed’, that establishment of linkages with other

businesses and stakeholders for mutual learning and collaborative undertaking is

not a human relationship competencies required of business education graduate in

job performance.

At Table 4.6 above, in the fifth item, 41 respondents representing 47.67%

said they ‘strongly agreed’ and were supported by 32(37.21%) respondents who

also ‘agreed’ that recognizing the behavioural style of customers is a human

relationship competencies required of business education graduate in job

performance. The opinion above was however not shared by 10 respondents,

representing 11.63% who said they ‘disagreed’ and were supported by 3

respondents representing 3.49% who ‘strongly disagreed’, that recognizing the

behavioural style of customers is not a human relationship competencies required

of business education graduate in job performance

 Research Question 3: To what extent do which medium scale entrepreneur in
Onitsha Urban asses the accounting competencies required of business
education graduate in job for performance?
Table 4.7: Accounting Competencies Required of Business Education

Graduate in Job For Performance

S/N

Strongly Disagreed

Total percentage
Strongly Agreed

Total number
(Percentage)

(Percentage)

(Percentage)

(Percentage)
Disagreed
Agreed
Items

1. Ability to prepare and interpret 26 35 15 10 86

100
financial statements.
30.23% 40.70% 17.44% 11.63%
2. Ability to prepare payrolls and 38 26 10 12 86
100
understand various deductions.
44.19% 30.23% 11.63% 13.95%
3. Ability to keep sales and 43 36 2 5 86
purchase records. 100
50% 41.86% 2.33% 5.81%
4. Ability to prepare bank 42 30 13 1 86
reconciliation statements.
48.84% 34.88% 15.12% 1.16% 100
5. Knowledge of costing. 23 45 7 11 86
100
26.74% 52.33% 8.14% 12.79%
Source: Field Survey 2019

On the extent to which medium scale entrepreneur in Onitsha Urban asses

the accounting competencies required of business education graduate in job for

performance, Table 4.7 above, reveals that 35 respondents representing

40.70%said they ‘agreed’ and were supported by 26(30.23%) respondents who

also ‘strongly agreed’ that ability to prepare and interpret financial statements is an
accounting competencies required of business education graduate in job for

performance. The above majority opinion was however not shared by15

respondents, representing 17.44%who ‘disagreed’ and were supported by 10

respondents representing 11.63%% who ‘strongly disagreed’ that ability to prepare

and interpret financial statements is not an accounting competencies required of

business education graduate in job for performance

As shown in Table 4.7 above, in the second item, a simple majority of 38

respondents representing 44.19% said they ‘strongly agreed’ and were supported

26(30.23%) respondents who ‘agreed’ that ability to prepare payrolls and

understand various deductions is an accounting competencies required of business

education graduate in job for performance. The above majority opinion was

however not shared by 12 respondents, representing 13.95% who ‘strongly

disagreed’ and were supported by 10 respondents representing 11.63%who

‘disagreed’ that ability to prepare payrolls and understand various deductions is not

an accounting competencies required of business education graduate in job for

performance

In Table 4.7 above, in the third item, 40 respondents representing 50% said

they ‘strongly agreed’ and were supported by36 (41.86%) respondents who also

‘agreed’ that ability to keep sales and purchase records is an accounting

competencies required of business education graduate in job for performance. The

above opinion was however not shared by 5 respondents, representing 5.81% who

‘strongly disagreed’ and were supported by 2 respondents, representing 2.33% who

‘disagreed’ that ability to keep sales and purchase records is not an accounting

competencies required of business education graduate in job for performance.

At Table 4.7 above, in the fourth item, 42 respondents representing 48.84%

said they ‘strongly agreed’ and were supported by 30(34.88%) respondents who

also ‘agreed’ that ability to prepare bank reconciliation statements is an accounting

competencies required of business education graduate in job for performance. The

opinion above was however not shared by 13 respondents, representing 15.12%

who said they ‘disagreed’ and were supported by 1 respondents representing

1.16% who ‘strongly disagreed’, that ability to prepare bank reconciliation

statements is not an accounting competencies required of business education

graduate in job for performance.

At Table 4.7 above, in the fifth item, 45 respondents representing 52.33%

said they ‘agreed’ and were supported by 23(26.74%) respondents who also

‘strongly agreed’ that knowledge of costing is an accounting competencies

required of business education graduate in job for performance. The opinion above

was however not shared by 11 respondents, representing 12.79% who said they

‘strongly disagreed’ and were supported by 7 respondents representing 8.14% who

 ‘disagreed’, that knowledge of costing is not an accounting competencies required

of business education graduate in job for performance.

Research Question 4: To examine the adequate of which medium scale

entrepreneur in Onitsha Urban assessed the inter-personal relationship
competencies required of business education graduate in job performance.

Table 4.8: Inter-Personal Relationship Competencies Required of Business

Education Graduate in Job Performance.

S/N

Strongly Disagreed

Total percentage
Strongly Agreed

Total number
(Percentage)

(Percentage)

(Percentage)

(Percentage)
Disagreed
Agreed
Items

1. Team work skill 25 39 12 10 86

100
29.07% 45.35% 13.95% 11.63%
2. Interaction in cyberspace skill 10 19 29 28 86
100
11.63% 22.09% 33.72% 32.56%
3. Negotiation techniques 36 38 7 5 86
100
41.86% 44.19% 8.14% 5.81%
4. Ability to maintain good 23 42 8 13 86
relationship with co-staff.
26.74% 48.84% 9.30% 15.12% 100
5. Ability to maintain 30 29 15 12 86
professional relationship. 34.88% 33.72% 17.44% 13.95% 100
Source: Field Survey 2019

On the adequate of which medium scale entrepreneur in Onitsha Urban assessed

the inter-personal relationship competencies required of business education

graduate in job performance, Table 4.8 above, reveals that 35 respondents

representing 45.35% said they ‘agreed’ and were supported by 26(29.07%)

respondents who also ‘strongly agreed’ that team work skill is an inter-personal

relationship competencies required of business education graduate in job

performance. The above majority opinion was however not shared by12

respondents, representing 13.95% who ‘disagreed’ and were supported by 10

respondents representing 11.63% who ‘strongly disagreed’ that team work skill is

not an inter-personal relationship competencies required of business education

graduate in job performance

As shown in Table 4.8 above, in the second item, a simple majority of 29

respondents representing 33.72% said they ‘disagreed’ and were supported

28(32.56%) respondents who ‘strongly disagreed’ that interaction in cyberspace

skill is not an inter-personal relationship competencies required of business

education graduate in job performance. The above majority opinion was however

not shared by 19 respondents, representing 22.09% who ‘agreed’ and were

supported by 10 respondents representing 11.63%who ‘disagreed’ that interaction

in cyberspace skill is an inter-personal relationship competencies required of

business education graduate in job performance

In Table 4.8 above, in the third item, 38 respondents representing 44.19%

said they ‘agreed’ and were supported by36 (41.86%) respondents who also
‘strongly agreed’ that negotiation techniques is an inter-personal relationship

competencies required of business education graduate in job performance. The

above opinion was however not shared by 7 respondents, representing 8.14% who

‘disagreed’ and were supported by 5 respondents, representing 5.81% who

‘strongly disagreed’ that negotiation techniques is not an inter-personal

relationship competencies required of business education graduate in job

performance.

At Table 4.8 above, in the fourth item, 42 respondents representing 48.84%

said they ‘agreed’ and were supported by 23(26.74%) respondents who also

‘strongly agreed’ that ability to maintain good relationship with co-staff is an

inter-personal relationship competencies required of business education graduate in

job performance. The opinion above was however not shared by 13 respondents,

representing 15.12% who said they ‘strongly disagreed’ and were supported by 8

respondents representing 9.30% who ‘disagreed’, ability to maintain good

relationship with co-staff is not an inter-personal relationship competencies

required of business education graduate in job performance.

At Table 4.8 above, in the fifth item, 30 respondents representing 34.88%

said they ‘agreed’ and were supported by 29(33.72%) respondents who also

‘strongly agreed’ that ability to maintain professional relationship is an inter-

personal relationship competencies required of business education graduate in job

performance. The opinion above was however not shared by 15 respondents,

representing 17.44% who said they ‘disagreed’ and were supported by 12

respondents representing 13.95% who ‘strongly disagreed’, that ability to maintain

professional relationship is not an inter-personal relationship competencies

required of business education graduate in job performance.

Discussion of Findings

The study reveal that negotiation skill, competencies in communication

skills for economic survival, Ability to understand the organizations method

and procedures of filling and Critical and Analytical thinking communication

as the communication competencies required of business education graduate

in job performance. This is line with the findings of Chukwone and Obichili

(2011) that the respondents rated creative and Ability to understand highly

needed by business education graduates. Ayonmike (2011) corroborated that

Critical and Analytical thinking are important entrepreneurial skills needed by

education graduates to succeed in their businesses.

The study also reveals that showing positive reinforcement when

communicating with others; ability to develop good customer orientation for

effective operation; ability to organize customer meetings to improve their

buying behavior; establishment of linkages with other businesses and

stakeholders for mutual learning and collaborative undertaking; and

recognizing the behavioural style of customers as the human relationship

competencies required of business education graduate in job performance.

This agreed with the study of Okorie (2001) who noted that for a business to

succeed, the owner entrepreneur) must possess the required qualities of being

a good public relation of nding also agrees with the view of Okoro and be

consumer-oriented in business. This and Leka (1999) that human relation is

an important skills area required in work places as they contribute immensely

towards the achievement of organizational objectives. In essence, business

education graduates must recognize their need of human relations skill is as a

key ingredient in transforming organizational plans into results which is of

essence in entrepreneurial development.

The study reveal ability to prepare and interpret financial statements; ability

to prepare payrolls and understand various deductions; ability to keep sales and

purchase records; ability to prepare bank reconciliation statements; and knowledge

of costing as the accounting competencies required of business education graduate

in job for performance.