Class: Senior Secondary School 1 (SS1 / SSS 1)
Term: 2nd Term
Week: 5
Age: 15 years
Duration: 45 minutes
Subject: Marketing
Curriculum Theme: Trade
Previous Lesson: Consumer And Organizational Behaviour: Influencing Factors.
Topic: Consumer behaviour and organizational behaviour
Subject Matter: Problem recognition, Information search, Evaluation of alternatives, Purchase decision, Post purchase behaviour

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define consumer behaviour.
Define organizational behaviour.
List and explain the stages of the buying decision process.

Affective Domain:

Appreciate the importance of understanding consumer and organizational buying decisions.
Participate actively in class discussions about purchasing experiences.

Psychomotor Domain:

Outline the stages of the buying decision process.
Identify examples of each stage in real-life buying scenarios.

Collaborate with peers to discuss different factors influencing buying decisions.
Share personal insights on how they make purchase choices.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
Ibeabuchi, O. (2018). Senior Secondary Marketing for Nigerian Schools. Learn Africa Plc.
https://education.gov.ng/
https://www.waeconline.org.ng/
https://www.jstor.org/
https://www.researchgate.net/

Instructional Materials

The teacher will teach this lesson with the aid of:

Charts illustrating the buying decision process
Catalogues and magazines showing various products
Whiteboard and markers/chalk

Rationale for the Lesson

This lesson helps pupils understand how individuals and organizations make purchasing decisions. Knowing these processes enables pupils to make better personal buying choices and understand how businesses target customers effectively.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of marketing concepts and different types of consumers from previous lessons.

Lesson Content/Board Summary

Consumer and Organizational Behaviour

Consumer Behaviour

Consumer behaviour refers to the study of how individuals, groups, or organizations select, buy, use, and dispose of ideas, goods, and services to satisfy their needs and wants. It involves understanding the factors that influence these decisions.

Organizational Behaviour

Organizational behaviour, in the context of buying, refers to the decision-making process by which formal organizations establish the need for purchased products and services, and identify, evaluate, and choose among alternative brands and suppliers.

Stages in Consumer/Organizational Buying Decision Process

The buying decision process typically involves five stages:

Problem Recognition: This is the first stage where the buyer recognizes a problem or need. The need can be triggered by internal stimuli (e.g., hunger, thirst) or external stimuli (e.g., an advertisement, a friend’s new product).
Information Search: After recognizing a need, the buyer searches for information about products or services that can satisfy that need. Sources of information can include personal sources (family, friends), commercial sources (advertisements, salespeople), public sources (mass media, consumer rating organizations), and experiential sources (handling, examining, using the product).
Evaluation of Alternatives: In this stage, the buyer evaluates the various product or service alternatives identified during the information search. Buyers compare products based on attributes such as price, quality, features, benefits, and brand reputation, and form preferences.
Purchase Decision: This is the stage where the buyer decides which product or service to purchase. The actual purchase decision may be influenced by factors like the attitudes of others (e.g., family, friends) and unexpected situational factors (e.g., store environment, sudden price drop).
Post-Purchase Behaviour: After purchasing the product, the buyer experiences a certain level of satisfaction or dissatisfaction. This post-purchase feeling will influence future purchases and word-of-mouth communication. If satisfied, the buyer may become a loyal customer; if dissatisfied, they may seek alternatives or complain.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to share their experiences about the last item they or their parents bought (e.g., a new phone, foodstuff, clothes). The teacher then asks what made them decide to buy those specific items.
Pupils’ Activity: Pupils respond by sharing their buying experiences and reasons.
Learning Point: Pupils recall personal buying experiences, which links to the lesson topic.

Step 2: Explanation of Consumer Behaviour

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines consumer behaviour, explaining it as the process individuals go through when deciding to buy, use, or dispose of goods and services. The teacher provides simple examples.
Pupils’ Activity: Pupils listen attentively, take notes, and ask questions for clarification.
Learning Point: Pupils understand the meaning of consumer behaviour.

Step 3: Explanation of Organizational Behaviour

Time: 7 minutes
Teaching Skill: Explanation/Comparison
Teacher’s Activity: The teacher defines organizational behaviour in the context of buying, highlighting how it differs from individual consumer behaviour (e.g., buying for business operations vs. personal use).
Pupils’ Activity: Pupils listen, compare the two types of behaviour, and note down key differences.
Learning Point: Pupils understand the meaning of organizational behaviour and its distinction from consumer behaviour.

Step 4: Problem Recognition

Time: 5 minutes
Teaching Skill: Elucidation
Teacher’s Activity: The teacher explains the first stage of the buying decision process, ‘Problem Recognition’, providing examples of how needs arise from both internal and external stimuli.
Pupils’ Activity: Pupils listen, contribute examples, and relate the concept to their own experiences.
Learning Point: Pupils understand how problem recognition initiates the buying process.

Step 5: Information Search and Evaluation of Alternatives

Time: 8 minutes
Teaching Skill: Illustration/Discussion
Teacher’s Activity: The teacher discusses ‘Information Search’ (sources like friends, ads, internet) and ‘Evaluation of Alternatives’ (comparing features, prices, brands), using the instructional materials (catalogues, magazines) to illustrate.
Pupils’ Activity: Pupils observe the materials, discuss different information sources, and share how they evaluate options.
Learning Point: Pupils learn about gathering information and comparing choices.

Step 6: Purchase Decision and Post-Purchase Behaviour

Time: 8 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains the ‘Purchase Decision’ stage, noting factors that might influence the final choice, and then moves to ‘Post-Purchase Behaviour’, discussing satisfaction and dissatisfaction.
Pupils’ Activity: Pupils listen, ask questions, and discuss the implications of satisfaction or dissatisfaction after a purchase.
Learning Point: Pupils understand the final act of buying and its consequences.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Define consumer behaviour.
What is organizational behaviour?
List the five stages of the buying decision process.
Explain the ‘Problem Recognition’ stage in the buying process.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarization/Consolidation
Teacher’s Activity: The teacher summarizes the key points of the lesson, reiterating the importance of understanding consumer and organizational buying behaviour. The teacher then assigns homework: “Identify a recent purchase made by your family and describe which stages of the buying decision process were involved.”
Pupils’ Activity: Pupils listen to the summary and copy the homework assignment.
Learning Point: Pupils consolidate their understanding of the lesson and are given an opportunity to apply their knowledge.

Lesson Keywords

Consumer Behaviour – The study of how individuals, groups, or organizations select, buy, use, and dispose of ideas, goods, and services to satisfy their needs and wants.
Organizational Behaviour – The process by which formal organizations establish the need for purchased products and services, and identify, evaluate, and choose among alternative brands and suppliers.
Problem Recognition – The first stage in the buying process where a buyer identifies a need or problem.
Information Search – The stage where a buyer looks for information about products or services to satisfy a recognized need.
Evaluation of Alternatives – The stage where a buyer compares different product or service options based on various attributes.
Purchase Decision – The buyer’s final decision on which product or service to buy.
Post-Purchase Behaviour – The buyer’s feelings of satisfaction or dissatisfaction after buying and using a product.

Differentiation

For pupils who grasp the concepts quickly, the teacher can challenge them to analyze a complex buying decision scenario. For those who need more support, the teacher can provide simpler examples or visual aids and allow more time for individual or small-group work.

Note for teachers using this lesson plan

Encourage pupils to share real-life examples throughout the lesson to make the concepts more relatable. Use the charts and catalogues to visually reinforce the stages of the buying process. Emphasize that while the stages are presented sequentially, buyers may sometimes skip or reverse some stages, especially for routine purchases.