Developing Business Skills in High School Students Using Project Activities

Abstract

The most important requirement for today’s general education is the cultivation of humane and tolerant personality of the information society with well-developed business skills, which will allow him or her to successfully integrate into the complex social environment and act not only as a consumer but also as a producer, executive, leader, who can perform various social roles and determine the effectiveness and quality of his or her activities. The research aims to theoretically justify and experimentally verify the methodology for developing business skills in high school students using project activities. General education schools served as experimental facilities. The analysis of the experiment’s results took into account the number of group participants, as well as sampling representativeness (225 high school students aged between 14 and 17 in each group experimental and control). High school students’ understanding of the need for well-developed business skills is enhanced due to such forms and methods as reading biographies of prominent businessmen from all over the world; role-playing situations; meetings with people who have succeeded in economic, entrepreneurial, pedagogical and other fields; visits to companies, enterprises, cultural and scientific institutions; certain business games (“How can one live within one’s means?”, “Starting a business”, “Business communication”, “Manager’s working week”), conversations on such topics as “Is it difficult to be a businessman?”, “How can one succeed in learning?”, “Tell me about myself”; the “this is my opinion” student platform; participation in the youth forum of student organizations, an insight into business sites. The following diagnostic methods were used to identify the development level of certain business skills: the method called “Determining a self-focus” needed to identify business focus; the method called “Striving for achievements” needed to identify a striving for success; relevant tasks used to identify the level of key competencies; questionnaires about creativity; the communication and organization skills methodology needed to assess respective skills; methods for studying the level of subjective locus of control needed to assess responsibility; methods for identifying risk preparedness; the scale of reactive (situational) and personal anxiety needed to identify the level of self-control; the tolerance index questionnaire. The obtained results show that the number of high school students with a high level of business skills has increased by 12.8% in EG and only by 1.3 in CG. The number of high school students with an average level of business skills has increased by 3.8% in EG and by 0.6 in CG. Therefore, the comparison of EG and CG results proves the effectiveness of the proposed methodology for developing business skills in high school students using project activities.

Development of the target program in the institution of general secondary education regarding the management of the process of formation of business qualities of schoolchildren

“…Realization of the strategic purposeformation of business qualities of schoolchildrenconsists in its obligatory decomposition (division of the purpose into components): to form the conscious relation of a person to the professional life; to promote the formation of pupils' ethics of conversation between business people, the ability to build business contacts; stimulate the desire for cooperation; to develop life skills of self-management; to form intellectual, special and general cultural knowledge and skills of pupils on design technology; learn to see problems and make decisions, develop the ability to draw sound conclusions; to develop the ability to plan, receive and use information, based on knowledge of facts, laws of science, the ability to learn independently; to develop the ability to resolve conflicts in a team, to resolve natural contradictions in non-conflict ways: through cooperation, compromise, concession; to develop pupils' presentation skills [13].…”

“…As part of the preparation of managers, teachers for the future experiment, a course of lectures and seminars on the following modules: "Philosophy of Education: relevance and prospects", "Design as a mechanism of self-development and the institution of self-realization of subject of the educational process", "Theory and methods of business qualities of pupils", "Project activities as an important aspect of pupils' competence education", "Conflict management strategies", "Innovative educational technologies", etc is required. These classes help to restore, systematize and update the scientific and methodological knowledge of teachers, to form a single conceptual apparatus, to master the theoretical basis of the problem of forming the business qualities of pupils and the necessary methodological tools [13].…”

“…Introduction a special course "Business human: ways of becoming" to the curriculum of high school pupils helps to learn the ways of becoming a business human, the possibility of continuing education and obtaining a profession [13]: Section 1. Fundamentals of business psychology.…”

Pendampingan Petani 1001 Bunga Untuk Meningkatkan Kesejahteraan Di Desa Banyuurip, Kecamatan Kedamean, Kabupaten Gresik

“…Hal ini disebabkan karena ketrampilan tersebut memainkan peran penting di tempat kerja maupun untuk masa depan ekonomi secara keseluruhan ( (Tokarčíková et al, 2020). Ketrampilan bisnis yang dikuasai dengan baik memungkinkan seseorang untuk berhasil juga berintegrasi dalam lingkungan sosial yang kompleks, sehingga mampu melakukan berbagai peran sosial secara efektif dan berkualitas (Martynets et al, 2020). Ketrampilan teknis seseorang sesuai bidangnya perlu juga mendapat perhatian agar diperoleh hasil yang optimal (Coman et al, 2020; Lucchi, 2020).…”